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WEEKLY LESSON NOTES – B8
WEEK 4
Week Ending: 28-04-2023 Day: Subject: English Language
Duration: 60mins Strand: Oral Language
Class: B8 Class Size: Sub Strand: Listening Comprehension
Content Standard: Indicator:
Lesson:
B8.1.2.1: Demonstrate the ability to B8.1.2.1.1. Listen to a level-appropriate discussion by
listen to extended reading and identify more than one speaker attentively and identify key
1 of 1
key information information
Performance Indicator: Core Competencies:
Learners can listen to a level-appropriate discussion by more Communication and Collaboration, Personal
than one speaker attentively and identify key information Development and Leadership
Reference : English Language Pg. 40
Keywords:

Phase/Duration Learners Activities Resources

PHASE 1: Revise with learners on the previous lesson.
STARTER
Share performance indicators with learners and introduce
the lesson.
PHASE 2: NEW Have learners listen to teacher-read texts or Word cards, sentence
LEARNING video/audio recording on familiar topics. cards, letter cards,
handwriting on a
Model the visualization strategy to make meaning from manila card
texts heard and guide learners to Identify key points:
 Identify the main topic of the conversation and focus on
the information that relates to it. This will help you
filter out irrelevant information and identify the key
points being discussed.
 If multiple speakers are discussing the same point or
idea, it is likely that this information is important. Pay
attention to any phrases or ideas that are repeated
throughout the conversation.
 Take notes to help you keep track of the key information
being discussed. Write down the main points of each
speaker's argument, and any supporting evidence or
examples they provide.
 Encourage learners to practice constructing meaning
from the texts or play
 Identify the speaker's tone to provide clues about the
importance of the information being discussed. If a
speaker is using a more urgent or emphatic tone, it may
indicate that the information they are discussing is
particularly important.
 The context of the conversation can also help you
identify key information. Think about the purpose of the
 conversation, who is involved, and what the desired
outcome is.

In pairs/groups, learners share the knowledge acquired

from details of a story/drama/text heard.

Put learners into groups to express personal opinions

about details of texts.

Assessment
The practice of wearing rings is a very ancient one.
Throughout history, people in many lands have
decorated their bodies by wearing rings on their
fingers, ears, lips, necks, noses, ankles, and wrists. In
some cultures, a married woman wore a ring on the big
toe of her left foot; a man might have put rings on his
second and third toes. Today, the practice of wearing
rings in some cases includes multiple facial rings, as
well as rings in many other areas of the body.

1. What is the paragraph mainly about?

In about two to three sentences, summarize the text.
PHASE 3: Use peer discussion and effective questioning to find out
REFLECTION from learners what they have learnt during the lesson.

Take feedback from learners and summarize the lesson.

Ask learners how the lesson will benefit them in their daily
lives.
Week Ending: 28-04-2023 Day: Wednesday Subject: English Language
Duration: 70mins Strand: Reading
Class: B8 Class Size: 48 Sub Strand: Comprehension
Indicator:
Content Standard: Lesson:
B8.2.1.2.3. Read silently and answer more
B8.2.1.2: Read, comprehend, interpret
complex comprehension questions on texts
texts 1 of 1
/passages
Performance Indicator: Core Competencies:
Learners can read silently and answer more complex Communication and Collaboration, Personal
comprehension questions on texts /passages Development and Leadership
Reference : English Language Pg. 45
Keywords:

Phase/Duration Learners Activities Resources

PHASE 1: Revise with learners on the previous lesson.
STARTER Share performance indicators with learners and introduce the
lesson.

PHASE 2: Engage learners in pre-reading activities that activate their Word cards,
NEW prior knowledge and generate interest in the topic. sentence cards,
LEARNING Write the title of the text and have learners discuss and letter cards,
relate to it. Allow learners to predict what might happen handwriting on a
manila card
in the text.
Treat with learners’ vocabulary words or concepts that
may be unfamiliar to them before they read.
Do a model reading whiles learners listen. Have them
read silently in pairs and in groups.
Encourage learners to use active reading strategies while
they read, such as underlining, highlighting, or taking
notes.
Assessment
Read the following passage and answer the question
below:

"The sun was shining and the birds were singing as Lily
walked to the park. She had a picnic basket in her hand and a
big smile on her face. When she arrived at the park, she spread
out a blanket and unpacked sandwiches, fruit, and lemonade.
As she enjoyed her lunch, she watched children playing on the
swings and couples walking hand in hand. It was a perfect
day."

Question: What did Lily bring to the park?

PHASE 3: Use peer discussion and effective questioning to find out from
REFLECTION learners what they have learnt during the lesson.

Take feedback from learners and summarize the lesson.

 WEEK 5
Week Ending: 5 TH
MAY S2023 DAY: WEDNESDAY Subject: English Language
Duration: 70mins Strand: Grammar
Class: B8 Class Size:48 Sub Strand: Prepositions
Content Standard: Indicator: Lesson:
B8.3.1.1: Apply the knowledge of
B8.3.1.1.6. Demonstrate command of use of
word classes and their functions in
Communication prepositions in speaking and writing. 1 of 1
Performance Indicator: Core Competencies:
Learners can demonstrate command of use of prepositions in Communication and Collaboration,
speaking and writing. Personal
References: English Language Curriculum Pg. 50
Phase/Duration Learners Activities Resources
PHASE 1: Revise with learners on the previous lesson.
STARTER Share performance indicators with learners and introduce the lesson.

PHASE 2: Revise prepositions such as those that convey meanings of position, Word cards,
NEW possession and comparison. sentence
LEARNING Write examples of sentences to illustrate this. cards, letter
Have learners identify common prepositions (on, in, near, under) in cards,
sentences. handwriting
Let them use these prepositions in sentences. on a manila
Introduce complex prepositions (more than one word) and guide card
learners to use in constructing sentences.
e.g. consist of, in front of, on behalf of, in view of, in spite of, due to,
near to, because of, by means of, by dint of (hard work), etc .
E.g.:
The tree is in front of the house.
The prefect spoke on behalf of the class.
Let learners use complex prepositions to express:
 Place - e.g. near/close to, in front of, out of, far from, by the side of,
etc.
 Time - e.g. in time of, about to, during the course of, at noon, for one
week, etc.
 Reason - e.g. due to, because of, on account of, as a result of, etc.
 Concession - e.g. in spite of, apart from etc.
Assessment
Underline the preposition in the sentences
i. Sally was sitting under a tree.
ii. There’s a wooden floor underneath the carpet.
iii. School starts at nine o’clock.
iv. I brush my teeth in the morning and at night.
v. A girl went past them on a bike.
vi. This road leads away from the stadium.
vii. You should eat fruit instead of candy.
viii. Dad is coming to the theater with us instead of Mom.
ix. I made this bookmark for Mom.
PHASE 3: Have learners talk about their experiences during the lesson, what
REFLECTION they have learnt, and questions they might still have.
Teacher leads a discussion to provide responses to learners’
questions.
Week Ending: 5th May, 2023 Day: Thursday Subject: English Language
Duration: 70mins. Strand: Writing
Class: B8 Class Size: 48 Sub Strand: Expository Writing
Content Standard:
Indicator: Lesson:
B8.4.1.1: Develop, organize and
B8.4.2.1.4. Compose paragraphs that identify an issue, give 1 of 1
express ideas coherently and
details about it and suggest solutions
cohesively in writing
Performance Indicator: Core Competencies:
Learners can compose paragraphs that identify an Communication and Collaboration, Personal
issue, give details about it and suggest solutions Development and Leadership,
Reference : English Language Pg. 56
Keywords:

Phase/Duration Learners Activities Resources

PHASE 1: Ask learners to mimic a popular TV or radio advert they
STARTER know.

Share performance indicators and introduce the lesson.

PHASE 2: NEW Briefly revise the writing process by having Word cards,
LEARNING learners recall the stages and explain the features sentence cards,
and relevance of each stage. letter cards,
handwriting on a
manila card
Have learners select a topic and brainstorm to
generate ideas.

Put them into groups to organize the points for the

development of paragraphs.

Assign learners to individually develop the points

into outlines and then into a draft.

Let them do self and peer-editing before finally

presenting the final work.

Learners present their finished work in groups.

Assessment
What are the causes and effects of climate change?
PHASE 3: Use peer discussion and effective questioning to find out
REFLECTION from learners what they have learnt during the lesson.

Take feedback from learners and summarize the lesson.

Week Ending: 5TH MAY, 2023 DAY: FRIDAYS Subject: English Language
Duration: 70mins Strand: Literature
Class: B8 Class Size: 48 Sub Strand: Prose
Content Standard: Indicator: Lesson:
B8.5.1.1: Demonstrate understanding of how
B8.5.1.1.5. read prose fluently and with 1 of 1
various elements of literary genres contribute to
meaning understanding
Performance Indicator: Core Competencies:
Learners can read prose fluently and with understanding Communication and Collaboration, Personal
References: English Language Curriculum Pg. 67

Phase/Duration Learners Activities Resources

PHASE 1: Revise with learners on the previous lesson.
STARTER
Share performance indicators with learners and introduce the
lesson.
PHASE 2: NEW Learners take turns to read aloud parts of the prose. Word cards,
LEARNING Example: Makola sentence cards,
letter cards,
Let learners note difficult words, phrases, figurative handwriting on a
expressions and figures of speech to be explained in context manila card
with the help of the dictionary.

Ensure learners use correct stress and intonation in reading.

Learners read again, parts of the prose which were not well
read.

Learners read the story silently and answer questions posed

by teacher.
PHASE 3: Use peer discussion and effective questioning to find out
REFLECTION from learners what they have learnt during the lesson.

Take feedback from learners and summarize the lesson.