2025 WEEK 1: LESSON 1

SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 8 ENGLISH

Strand: THEME; HUMAN RIGHTS

Sub Strand: Polite Language; Telephone Etiquette

Specific Learning Outcomes:

By the end of the lesson, learners should be able to:
- Identify polite words and phrases in telephone conversations.
- Conduct a telephone conversation using polite words and expressions.
- Acknowledge the significance of etiquette in telephone conversations.

Key Inquiry Question(s):

- Why should one be polite when speaking over the telephone?
- How do we ensure politeness in a telephone conversation?
Core competencies Values PCIs

 Communication  Respect Social cohesion

 Digital literacy

Learning Resources:
- Skills in English, pages 1-3
- Digital devices
- Recorded telephone conversations

Organisation of Learning

Introduction (5 minutes)
1. Review the Previous Lesson: Begin the lesson by asking students to share a few polite phrases
they might use in everyday conversation.
2. Discussion of Key Concepts: Guide learners to read and discuss polite language concepts from
the learning resources, emphasizing its importance in enhancing communication and fostering
respect.
Lesson Development (30 minutes)

Step 1: Listening Activity

- Activity: Play a recorded telephone conversation that demonstrates polite language.
- Task: In pairs, learners listen attentively and jot down any polite words or phrases they hear
(e.g., "Could you please," "Thank you for your time," etc.).

Step 2: Group Discussion

- Discussion: Ask pairs to share their findings with the class. Compile a list of polite phrases on
the board.
- Focus: Encourage students to discuss the significance of each phrase and when it might be
appropriate to use them.

Step 3: Role Play

- Activity: In groups of three, learners will create a short role-play script for a telephone
conversation that revolves around discussing human rights issues.
- Task: They must incorporate at least five polite phrases from the list previously compiled.
Groups will practice and prepare to present their dialogues.

Step 4: Telephone Messages

- Activity: Using a caller card template, learners will practice leaving and taking telephone
messages in pairs.
- Focus: Emphasize the need for polite language when delivering messages (e.g., “I’m sorry,
but...,” “Could you please let them know…”).

Conclusion (5 minutes)
1. Summarize Key Points: Recap the polite words and phrases learned, and discuss why these are
essential in professional and personal communication.
2. Interactive Activity: Conduct a quick quiz where students must match phrases to their polite
counterparts or enact polite vs. impolite scenarios with the class.
3. Preparation for Next Session: Provide a teaser about the next lesson, which will delve deeper
into conflict resolution through communication. Encourage students to think about other
scenarios where politeness is important.

Extended Activities:
- Activity 1: Create a “Polite Language Guide” as a class project, where each student contributes
one polite phrase with an example scenario of its use.
- Activity 2: Invite learners to conduct an interview with a family member over the phone,
focusing on using polite language. They can summarize their experience in a short paragraph.
Teacher Self-Evaluation:
 WEEK 1: LESSON 2
SCHOOL LEVEL LEARNING AREA DATE TIME ROLL
GRADE 8 ENGLISH

Strand: Reading
Sub Strand: Extensive Reading; Independent Reading

Specific Learning Outcomes:

By the end of the lesson, learners should be able to:
- Identify print and non-print texts that are interesting to read.
- Read a range of texts for information from books or the internet.
- Appreciate the importance of independent reading.

Key Inquiry Question(s):

- Why should one read widely?
- What should one consider when selecting reading material?
Core competencies Values PCIs

 Self-efficacy  Responsibility Decision-making

 Learning to
learn

Learning Resources:
- Skills in English pg 3-6
- Dictionaries
- Newspapers
- Digital texts
- Storybooks

Organisation of Learning:

Introduction (5 minutes)
- Review the previous lesson by asking students to share what they learned about reading
strategies.
- Introduce new content by guiding learners to read a selected excerpt from the learning
resources, discussing its relevance and connecting it to the importance of independent reading.

Lesson Development (30 minutes)

Step 1: Skimming for Main Ideas (10 minutes)
- Have students select a print or digital text of their choice (from the provided resources).
- Individually, learners will skim the text to identify the main idea. They will write a short
summary (1-2 sentences) of what they believe the main idea is.

Step 2: Scanning for Vocabulary (10 minutes)

- In pairs, students will scan the same text for unfamiliar words. Each student will identify 3-5
unknown vocabulary words and write them down.
- Encourage discussion about why these words might be important in understanding the text.

Step 3: Dictionary Use (5 minutes)

- Using dictionaries (print or digital), each pair will look up the meanings of the unfamiliar
words they listed.
- After finding definitions, they will create a sentence using each new word in the context of
human rights.

Step 4: Sharing and Constructing Sentences (5 minutes)

- Students will take turns sharing their sentences with their pair or small group, providing each
other with feedback on usage and context.
- Discuss how these vocabulary work enriches their understanding of the texts they read while
highlighting the importance of continually expanding their vocabulary through independent
reading.

Conclusion (5 minutes)
- Summarize the key points, reinforcing the value of identifying interesting texts, understanding
vocabulary, and how independent reading contributes to overall literacy.
- Conduct a brief interactive activity, such as a "Vocabulary Match Game," where students match
vocabulary words with their definitions to cement understanding.
- Preview the next session by asking students to think about their favorite books or articles and
what makes them appealing for discussion.

Extended Activities:
- Reading Journal: Encourage students to keep a weekly reading journal where they can reflect
on their independent readings, explore new vocabulary, and summarize main ideas.
- Independent Reading Project: Have students select a book to read independently and create a
presentation or report on their findings, focusing on themes, vocabulary, and their personal
response to the text.
- Vocabulary Wall: Create a class vocabulary wall where students can add new words they learn
during their independent reading sessions, along with definitions and example sentences.
Teacher Self-Evaluation:
 WEEK 1: LESSON 3
SCHOOL LEVEL LEARNING AREA DATE TIME ROLL
GRADE 8 ENGLISH
Strand: Grammar in Use
Sub Strand: Compound Nouns

Specific Learning Outcomes:

- By the end of the lesson, the learner should be able to:
- State the meaning of compound nouns and give examples.
- Identify compound nouns in a text.
- Use compound nouns in their singular and plural forms to construct sentences.
- Appreciate the importance of compound nouns in communication.

Key Inquiry Question(s):

- What is a compound noun?
- How do compound nouns form plurals?
- Why should we use compound nouns when communicating?
Core competencies Values PCIs

 Communication  Respect Effective communication

and
collaboration
 Self-efficacy
 Learning to
learn

Learning Resources:
- Skills in English pg 7-9
- Digital devices (computers, tablets)
- Charts
- Flashcards

Organisation of Learning

Introduction (5 minutes):
- Review the previous lesson on nouns, focusing on types of nouns.
- Introduce the topic of compound nouns. Ask students what they think a compound noun is and
show examples from the learning resources.
- Guide learners to read sections of the relevant content from the textbook, focusing on the
definitions and examples of compound nouns.
Lesson Development (30 minutes):

Step 1: Understanding Compound Nouns (10 minutes)

- Discuss the definition of compound nouns: nouns made up of two or more words that combine
to create a new meaning (e.g., "toothbrush," "basketball").
- Encourage students to participate by giving examples of their own. Use flashcards showing
different compound nouns for visual aid.

Step 2: Identifying Compound Nouns (10 minutes)

- Play an audio recording related to human rights. Instruct students to listen carefully for any
compound nouns.
- After the recording, have them work in pairs to identify and list these compound nouns.
- Ask them to categorize the compound nouns they found into two-word and three-word
compound nouns.

Step 3: Researching More Examples (5 minutes)

- Using digital devices, students will search online or in books for additional examples of
compound nouns.
- Have them create a list of 5-10 new compound nouns they discover and categorize them.

Step 4: Constructing Sentences (5 minutes)

- Instruct students to construct sentences using at least three compound nouns from their lists,
using both singular and plural forms.
- Allow them to share some of their sentences with the class for feedback.

Conclusion (5 minutes):
- Summarize the key points covered in the lesson: definition of compound nouns, examples,
identification, and usage in sentences.
- Conduct a brief interactive quiz or game where students can match compound nouns with their
meanings or forms to reinforce learning.
- Preview the next session, encouraging students to think about how compound nouns are used in
everyday language and communication.

Extended Activities:
- Compound Noun Scavenger Hunt: Have students find examples of compound nouns in their
immediate environment (books, newspapers, magazines) or online and present them in class.
- Creative Writing Prompt: Ask students to write a short story or paragraph using at least ten
compound nouns, focusing on creative context and application of their learning.

Teacher Self-Evaluation:
 WEEK 1: LESSON 4
SCHOOL LEVEL LEARNING AREA DATE TIME ROLL
GRADE 8 ENGLISH

Strand: Writing
Sub Strand: Writing legibly and neatly

Specific Learning Outcomes:

- By the end of the lesson, learners should be able to:
- Classify letters according to height differentials.
- Write texts legibly and neatly in their notebooks.
- Advocate the need for legibility and neatness in writing.

Key Inquiry Question(s):

- Why should one write legibly and neatly?
- What are the qualities of good handwriting?
Core competencies Values PCIs

 Learning to  Responsibility Effective communication

learn
 Self-efficacy

Learning Resources:
- Skills in English, pg 13-14
- Chart with alphabets

Organisation of Learning

Introduction (5 minutes)
- Begin with a brief review of the previous lesson on the importance of effective writing skills.
- Ask students to share what they remember about legibility and neatness in writing.
- Introduce the day’s focus by reading and discussing the relevant content from the learning
resources, emphasizing the key concepts of handwriting quality.

Lesson Development (30 minutes)

Step 1: Letter Formation Practice (10 minutes)

- Distribute paper or have students use their notebooks to practice writing both capital and
lowercase letters of the alphabet.
- Guide them to focus on consistent size and shape while discussing the importance of each
letter's height.
- Encourage learners to notice and point out the differences in letter heights (e.g., tall letters like
'b', 'd', and 'h' vs. small letters like 'a', 'c', and 'e').

Step 2: Grouping Letters (5 minutes)

- Once students have practiced writing the letters, have them group their written letters into three
categories based on height: tall, small, and descending (letters that go below the baseline, like 'g'
and 'p').
- Facilitate a class discussion on why knowing these distinctions helps improve overall
handwriting quality.

Step 3: Dictation Exercise (10 minutes)

- Read aloud a selection of well-structured sentences for students to write down in their
notebooks.
- Instruct them to focus on their spacing, alignment, and overall presentation as they write.
- Emphasize the importance of legibility and neatness and encourage them to take their time.

Step 4: Copying and Composing (5 minutes)

- Provide students with a short text to copy neatly into their notebooks, ensuring they shape their
letters appropriately.
- Following the copying exercise, instruct them to write a brief narrative composition on the
topic of human rights using the same focus on legibility and neatness.
- Remind them to cancel mistakes neatly when they occur.

Conclusion (5 minutes)
- Summarize the key points covered, reiterating the importance of legibility and neatness in
writing.
- Conduct an interactive activity where students share one quality of good handwriting they
learned and why it matters.
- Preview the next lesson's topic, encouraging students to reflect on their own writing practices
until then.

Extended Activities
- Handwriting Journal: Encourage students to maintain a handwriting journal where they practice
writing daily entries focusing on neatness and legibility, choosing topics relevant to their
interests.
- Peer Review: Pair students to exchange their narrative compositions and provide constructive
feedback on each other's handwriting and presentation.
- Public Post-it Notes: Assign a task where students write messages or quotes on Post-it notes
and stick them around the classroom, practicing their handwriting for a wider audience.
Teacher Self-Evaluation:
 WEEK 1: LESSON 5
SCHOOL LEVEL LEARNING AREA DATE TIME ROLL
GRADE 8 ENGLISH

Strand: Reading
Sub Strand: Intensive Reading: Short Stories (Class Reader)

Specific Learning Outcomes:

- By the end of the lesson, the learners should be able to:
- Outline the sequence of events in a short story that they have read.
- Draw a chart to show the sequence of events in the story read.
- Acknowledge the role of reading in communication.

Key Inquiry Question:

- How can you predict the outcome of a story even before you read it?
Core competencies Values PCIs

 Critical  Responsibility Environmental and social

thinking issues
 Citizenship

Learning Resources:
- Skills in English pg 10-12
- Chart
- Bridges Without Rivers (short story)

Organisation of Learning:

Introduction (5 minutes)
- Review the previous lesson focused on narrative elements (characters, setting, plot).
- Engage learners in a discussion about predictions based on titles and cover illustrations of
stories. Use a few examples to illustrate the point.

Lesson Development (30 minutes)

Step 1: Predicting Events (10 minutes)

- In pairs, learners will look at the title "Bridges Without Rivers" and discuss their predictions
about the story's content based on the title and any illustrations. They will jot down their
predictions in their notebooks.
Step 2: Silent Reading (10 minutes)
- Learners will silently read "Bridges Without Rivers." As they read, they should highlight or
note down significant events or moments that stand out to them that could be part of the main
sequence.

Step 3: Outlining Main Events (5 minutes)

- After reading, learners will individually outline the main events of the story in their notebooks
in sequential order, ensuring they capture the beginning, middle, and end of the story.

Step 4: Chart Creation (5 minutes)

- Learners will draw a chart on a piece of paper or on the board to visually represent the
sequence of events they outlined. After completing their charts, they can collaborate with their
peers to compare and discuss any differences in their sequences.

Conclusion (5 minutes)
- Summarize the key points of the lesson, including the importance of predicting story outcomes
and understanding sequences in storytelling.
- Conduct a brief interactive activity where learners share their predictions versus the actual
outcomes of the story, facilitating a discussion on how the elements of the story align with their
predictions.
- Preview the next session, which will involve discussing character development and the role of
conflict in storytelling.

Extended Activities:
- Story Retelling: Encourage students to choose a partner and retell the story to each other using
their charts as guidelines. They should focus on conveying the reasons behind their predictions
and any themes they noticed.
- Creative Writing: Ask learners to write a short story using a similar title structure ("Bridges
Without ___") and develop a plot that leads to an unexpected outcome. This can help reinforce
their understanding of narrative structure while allowing for creative expression.
- Debate: Host a debate on the role of reading in communication, prompting students to explore
and articulate different viewpoints on the significance of storytelling in society.

Teacher Self-Evaluation
 WEEK 2: LESSON 1
SCHOOL LEVEL LEARNING AREA DATE TIME ROLL
GRADE 8 ENGLISH

Strand: Reading
Sub Strand: Intensive Reading: Short Stories (Class Reader) - 2

Specific Learning Outcomes:

By the end of the lesson, learners should be able to:
1. Use contextual clues to infer the meanings of words.
2. Answer direct and inferential questions from a short story.
3. Acknowledge the role and importance of short stories to a learner.

Key Inquiry Question(s):

- How do you tell the meaning of unfamiliar words in a story?
Core competencies Values PCIs

 Critical  Responsibility Environmental and social

thinking issues
 citizenship

Learning Resources:
- Skills in English, pg. 12
- Dictionaries

Organisation of Learning

Introduction (5 minutes)
- Review the previous lesson on character development and plot structure in short stories.
- Guide learners to read and discuss relevant content from the provided learning resources,
emphasizing the importance of understanding context and vocabulary.

Lesson Development (30 minutes)

Step 1: Identify Context Clues (10 minutes)

- Ask students to read a selected passage from "The Diplomat".
- In pairs, have students underline unfamiliar words and discuss potential meanings based on the
surrounding text.
- Share findings as a class, encouraging students to explain their reasoning.
Step 2: Infer Meaning (10 minutes)
- Introduce direct and inferential questions related to the story. (Examples: What does the word
"diplomat" suggest about the character’s profession? How does the setting influence the plot?)
- Have students answer these questions individually, using evidence from the text to support their
answers.
- Small groups can then share their answers, focusing on the importance of inference in
comprehension.

Step 3: Relate to Personal Experience (5 minutes)

- Prompt students to think about experiences in their lives that relate to themes in the story.
- In small groups, students discuss how they connect to the characters or events in "The
Diplomat".
- Groups will share a brief summary of their insights with the class.

Step 4: Vocabulary in Context (5 minutes)

- Each group selects one unfamiliar word from the story and researches its definition using
dictionaries.
- They will create a short poster illustrating the word's meaning and use it in a sentence that
reflects its context in the story.
- Posters will be displayed around the classroom for others to explore.

Conclusion (5 minutes)
- Summarize key points: the importance of contextual clues, the difference between direct and
inferential questions, and the relevance of short stories.
- Conduct a brief interactive quiz where students can answer questions based on the lesson's
content, reinforcing their understanding of how to infer meaning from context.
- Preview the next lesson by posing a question: "What themes often appear in short stories, and
how do they reflect the author's message?"

Extended Activities:
1. Short Story Writing Assignment: Have students write a short story incorporating at least five
vocabulary words they found challenging. They should highlight these words and use contextual
clues to help readers understand their meanings.
2. Character Journals: Students create a journal from the perspective of a character in "The
Diplomat", reflecting on their experiences and vocabulary they encounter.
3. Vocabulary Games: Introduce games like vocabulary bingo or flashcards to practice new
words learned in class.
Teacher Self-Evaluation:
 WEEK 2: LESSON 2
SCHOOL LEVEL LEARNING AREA DATE TIME ROLL
GRADE 8 ENGLISH

Strand: THEME;SCIENTIFIC INNOVATION. Grammar in Use.

Sub Strand: Word Classes: Collective Nouns.

Specific Learning Outcomes:

- By the end of the lesson, learners should be able to:
- Define the term collective noun and cite examples.
- Identify collective nouns from a text.
- Classify collective nouns according to people, animals, or things.
- Appreciate the importance of collective nouns in communication.

Key Inquiry Question(s):

- What are the different types of nouns?
- What are collective nouns?
Core competencies Values PCIs

 Learning to  Unity Effective communication

learn  Respect
 Communication
and
collaboration

Learning Resources:
- Skills in English pg 22-23.
- Print texts.
- Audio-text.
- Charts.
- Flashcards.
- Magazines or newspapers.

Organisation of Learning:

Introduction (5 minutes)
- Review the previous lesson: Refresh the concept of nouns with a quick discussion.
- Engage students in reading and discussing relevant content from the learning resources that
define and provide examples of collective nouns.
Lesson Development (30 minutes)

Step 1: Definition and Examples (10 minutes)

- Start with a brief explanation of collective nouns.
- Define collective nouns as words that represent a group of people, animals, or things (e.g.,
"team," "flock," "bunch").
- Ask students to provide examples and write them on the board, creating a visual reference.

Step 2: Listening Comprehension (10 minutes)

- Play an audio text that includes several collective nouns.
- In pairs, learners will listen and list as many collective nouns as they can identify.

Step 3: Text Identification (5 minutes)

- Provide print texts (magazines or newspapers).
- Have students work individually to identify and highlight collective nouns present in the texts.

Step 4: Classification and Sentence Construction (5 minutes)

- In small groups, learners will classify the collected nouns into three categories: people, animals,
and things.
- Each group will then create sentences using at least two different collective nouns they
identified.

Conclusion (5 minutes)
- Summarize the key points, reinforcing the definition, examples, and classification of collective
nouns.
- Conduct a brief interactive activity, such as a "collective noun charades," where students act out
collective nouns while others guess.
- Preview upcoming topics, such as abstract nouns and their uses in communication, encouraging
students to consider any collective nouns they encounter in their daily lives.

Extended Activities:
- Group Project: Create a collective noun poster that includes definitions, examples, and visuals.
Groups can present their posters to the class.
- Creative Writing Assignment: Write a short story or poem that incorporates at least ten
different collective nouns, challenging students’ creativity while reinforcing learning.

Teacher Self-Evaluation:
 WEEK 2: LESSON 3
SCHOOL LEVEL LEARNING AREA DATE TIME ROLL
GRADE 8 ENGLISH

Strand: Listening and Speaking

Sub Strand: Oral Presentation; Songs

Specific Learning Outcomes:

- By the end of the lesson, learners should be able to:
- Identify the features of songs in the locality.
- Discuss the features of songs in the locality.
- Search the internet for information on the features of songs in the locality.
- Appreciate the special features of songs.

Key Inquiry Question(s):

- Which type of songs do you enjoy listening to?
- What are some of the features of songs?
- What makes songs interesting?
Core competencies Values PCIs

 Creativity and  patriotism Citizenship

imagination
 Digital literacy

Learning Resources:
- Skills in English pg 16-17 (Songs)
- Recordings of songs from Kenya drama and music festivals
- The song "Our Beautiful Bride"

Organisation of Learning:

Introduction (5 minutes)
- Review the previous lesson about the role of music and its importance in culture.
- Guide learners to read and discuss relevant content from the learning resources, focusing on
identifying key concepts related to the features of songs.

Lesson Development (30 minutes)

Step 1: Listening Activity
- In pairs, learners will watch recordings of songs from the Kenya drama and music festivals.
- They will jot down their observations regarding the features they notice in each song (e.g.,
rhythm, lyrics, instruments used).

Step 2: Reading and Analysis

- Individually, learners will read the song "Our Beautiful Bride" from their learner's book.
- They will identify and list the features of this particular song, such as themes, emotions
conveyed, and any cultural significance.

Step 3: Group Discussion

- In small groups, learners will discuss their findings from the song and their observations from
the videos.
- They will share their thoughts on how the features of the songs relate to their own experiences
and preferences.

Step 4: Research Activity

- Learners will be guided to search the internet for additional information on the features of
songs, focusing on local and cultural songs.
- Each group will present a summary of their findings to the class, highlighting interesting
features that they discovered.

Conclusion (5 minutes)
- Summarize key points about the features of songs and their significance in local culture.
- Conduct a brief interactive activity where learners share their favorite song and one feature that
makes it interesting to them.
- Prepare learners for the next session by previewing upcoming topics, like the impact of songs
on society.

Extended Activities:
1. Song Feature Project: Learners could select a song from their locality to study in more depth
—analyzing its lyrics and musical features, and creating a presentation about its cultural context.
2. Creative Songwriting: Encourage learners to write their own song verses or a short poem
inspired by local themes, focusing on incorporating specific features discussed in class.
3. Song Presentation: Organize a class talent show where learners can perform songs they enjoy,
explaining the features they appreciate about each song.

Teacher Self-Evaluation:
 WEEK 2: LESSON 4
SCHOOL LEVEL LEARNING AREA DATE TIME ROLL
GRADE 8 ENGLISH

Strand: Grammar in Use

Sub Strand: Word Classes: Collective Nouns

Specific Learning Outcomes:

- By the end of the lesson, the learner should be able to use singular and plural forms of
collective nouns correctly in sentences.
- Appreciate the importance of collective nouns in communication.

Key Inquiry Question:

- How do collective nouns form their plurals?
Core competencies Values PCIs

 learning to  Unity Effective communication

learn  Respect
 communication
and
collaboration

Learning Resources:
- Skills in English pg 23-24
- Word puzzles

Organisation of Learning

Introduction (5 minutes)
- Review the previous lesson on nouns and introduce the topic of collective nouns.
- Ask students if they can recall any collective nouns and discuss their usage. Highlight the
importance of understanding collective nouns in language for clarity and precision in
communication.

Lesson Development (30 minutes)

Step 1: Introduction to Collective Nouns (10 minutes)

- Define collective nouns and provide examples (e.g., team, flock, bunch).
- Discuss how collective nouns refer to groups as a singular unit but can take plural forms
depending on context.
- Engage students by asking them for more examples and encouraging discussion.

Step 2: Forming Plurals of Collective Nouns (10 minutes)

- Explain the rules for forming plurals of collective nouns, emphasizing that some may stay the
same while others change slightly (e.g., “a team” vs. “the teams”).
- Use a chart to illustrate common collective nouns and their plural forms.
- Ask students if they can think of any exceptions or irregular plural forms.

Step 3: Sentence Construction (5 minutes)

- Provide students with a substitution table containing collective nouns to create sentences.
- In pairs, learners write sentences using provided collective nouns and discuss their choices,
ensuring correct usage of singular and plural forms.

Step 4: Word Puzzles (5 minutes)

- Distribute crossword puzzles and fill-in-the-blank worksheets that require the use of collective
nouns in various forms.
- Allow students time to complete these individually or in pairs, reinforcing the lesson’s focus on
application.

Conclusion (5 minutes)
- Summarize key points about collective nouns and their plural forms. Review how collective
nouns can enhance communication by making language more precise.
- Conduct a quick interactive quiz or game where students choose the correct collective noun for
different scenarios.
- Preview the next session on more complex noun forms and their grammatical roles.

Extended Activities
- Creative Writing: Assign students to write a short story or paragraph that uses at least five
different collective nouns correctly in context.
- Group Project: Have students create a poster that illustrates various collective nouns, including
images and sentences.
- Peer Teaching: Pair students up and have them explain collective nouns and their plural forms
to each other, promoting peer learning.

Teacher Self-Evaluation:
 WEEK 2: LESSON 5
SCHOOL LEVEL LEARNING AREA DATE TIME ROLL
GRADE 8 ENGLISH

Strand: Listening and Speaking

Sub Strand: Oral Presentations; Songs

Specific Learning Outcomes:

By the end of the lesson, learners should be able to:
- Identify the performance techniques used when singing songs.
- Use performance techniques when presenting songs.
- Write songs on scientific innovation.
- Appreciate the role of songs in society.

Key Inquiry Questions:

- What makes songs interesting?
- How can one improve the presentation of a song?
Core competencies Values PCIs

 Creativity and  patriotism citizenship

imagination
 Digital literacy

Learning Resources:
- Skills in English pg 17-18
- Songs (various examples)
- Tablets for recording

Organisation of Learning

Introduction (5 minutes)
- Review the previous lesson with the class. Encourage students to share insights or key points
they remember.
- Guide learners in reading and discussing relevant content from the learning resources, focusing
on performance techniques and their importance in songs.

Lesson Development (30 minutes)

Step 1: Watch and Analyze (10 minutes)

- In pairs, learners will watch selected recordings of songs from the Kenya Drama and Music
Festivals.
- After viewing, guide the students in identifying and discussing various performance techniques
used in the presentations (e.g., vocal techniques, body language, stage presence).

Step 2: Selection and Practice (10 minutes)

- Ask students to choose a song they like and form small groups.
- Each group will practice presenting their selected song, focusing on the identified performance
techniques. Encourage them to incorporate elements like rhythm, intonation, and movement.

Step 3: Songwriting (5 minutes)

- Introduce the concept of writing songs related to scientific innovation.
- Each group will brainstorm and draft lyrics that convey a scientific innovation or concept,
aiming for creativity and clarity in their message.

Step 4: Record and Share (5 minutes)

- Provide tablets for each group to record their performance of the song they practiced and wrote.
- After recording, allow groups to share their recordings with the class and provide constructive
feedback to each other.

Conclusion (5 minutes)
- Summarize the key points discussed, reinforcing how performance techniques enhance song
presentations and the societal role of songs.
- Conduct a brief interactive activity, like a "quick-fire question round," where students answer
based on what they learned about performance techniques.
- Preview the next session's topic, which could involve exploring different music genres and their
cultural significance.

Extended Activities:
1. Lyric Analysis: Learners can select a song of their choice, analyze its lyrics for themes and
performance techniques, and present their findings to the class.
2. Song Creation Contest: Organize a friendly contest where students can write and perform
original songs on various themes, not just scientific innovation, to foster creativity.
3. Field Trip: Plan a visit to a local music event or production to gain real-life exposure to song
presentation and performance techniques.

Teacher Self-Evaluation:
 WEEK 3: LESSON 1
SCHOOL LEVEL LEARNING AREA DATE TIME ROLL
GRADE 8 ENGLISH

Strand: Reading
Sub Strand: Intensive Reading: Simple Poems

Specific Learning Outcomes:

By the end of the lesson, the learners should be able to:
- Identify the persona in a given poem.
- Search the internet or books for more information about the persona.
- Recite the poem in their book using gestures, facial expressions, and movement.

Key Inquiry Questions:

- Who is a persona in a poem?
- How is a poem different from a passage?
Core competencies Values PCIs

 Critical  Responsibility Social cohesion

thinking and
problem solving
 Self-efficacy

Learning Resources:
- Skills in English pg 19-20
- Selected Poems
- Digital devices with internet access

Organisation of Learning:

Introduction (5 minutes)
- Begin with a short review of the previous lesson, discussing what students learned about
poetry.
- Introduce the concept of "persona" in poetry and how it relates to the speaker of the poem.
- Engage students by asking if anyone can think of any when they hear the word "persona."

Lesson Development (30 minutes)

Step 1: Group Reading (10 minutes)

- Divide the class into small groups.
- Each group reads the poem "Challenges are Opportunities."
- Encourage them to discuss their initial thoughts on who the persona might be and what
emotions or messages the poem conveys.

Step 2: Identify Voices (10 minutes)

- Guide students to identify specific lines that hint at who the persona is and what they are
feeling.
- Ask each group to summarize their thoughts and share what they believe the persona’s
perspective is on challenges.

Step 3: Recite with Expression (5 minutes)

- Each group takes turns reciting the poem. Encourage them to use gestures and facial
expressions to bring the words to life.
- Provide guidance and feedback on their use of expressions to express the persona’s emotions
effectively.

Step 4: Research the Persona (5 minutes)

- Instruct students to use digital devices or books to search for more information about the
concept of a persona in poetry.
- Each group should find at least one interesting fact about how poets use personas and prepare
to share it with the class.

Conclusion (5 minutes)
- Summarize the key points discussed in the lesson, highlighting the definition of a persona and
the difference between a poem and a passage.
- Conduct a quick interactive activity, such as a ‘think-pair-share’ where students discuss briefly
what they learned and one surprising fact they found about personas.
- Prepare students for the next session by giving a preview of the upcoming topic, such as
different types of poems or further exploration of figurative language.

Extended Activities:
- Creative Writing: Ask students to write a short poem from the perspective of a chosen persona
(e.g., an animal, an object, or a historical figure).
- Artwork Integration: Students can create artwork that represents the persona in "Challenges are
Opportunities" and present it to the class, explaining their interpretation.
- Peer Teaching: Pair students together to teach each other about different personas they find in
other poems, fostering collaboration and sharing of knowledge.
Teacher Self-Evaluation:
 WEEK 3: LESSON 2
SCHOOL LEVEL LEARNING AREA DATE TIME ROLL
GRADE 8 ENGLISH
Strand: Reading
Sub Strand: Intensive Reading; Simple Poems

Specific Learning Outcomes:

By the end of the lesson, learners should be able to:
1. Identify instances of repetition in a given poem.
2. Explain what the poem is about.
3. Appreciate the role of poems in communication.

Key Inquiry Questions:

- How can you say what is in the poem using your own words?
- Why are words or phrases repeated in poems?
Core competencies Values PCIs

 Critical  Responsibility Social cohesion

thinking and
problem solving
 Self-efficacy

Learning Resources:
- Skills in English textbook, pages 20-21
- Selected simple poems

Organisation of Learning:

Introduction (5 minutes)
- Review the previous lesson on poetry and its characteristics, asking learners to recall what they
learned.
- Guide learners to read short excerpts from the relevant pages in their textbooks. Discuss key
concepts such as theme, mood, and tone in poetry, relating it to the lesson’s focus on repetition.

Lesson Development (30 minutes)

Step 1: Identifying Repetition (10 minutes)

- In pairs, learners will read a provided poem that features clear repetition.
- They will underline or highlight the repeated words or phrases.
- As they work, circulate to assist and engage students with questions about their choices.

Step 2: Discussing the Poem’s Meaning (10 minutes)

- Each pair will discuss what they think the poem is about in their own words, focusing on
summarizing the main idea and themes.
- Facilitate a class discussion by asking each pair to present their findings and thoughts, guiding
them to deeper interpretations.

Step 3: Exploring Surface and Deeper Meaning (5 minutes)

- Guide students to identify specific lines from the poem that enhance understanding. Lead them
in a discussion about how repetition adds emphasis and helps convey emotions or themes in the
poem.

Step 4: Sharing Insights (5 minutes)

- Invite learners to reflect on the role of poems in communication. They should share their
thoughts on what makes poetry unique compared to other forms of writing. Highlight the power
of language and the emotional impact of word choices.

Conclusion (5 minutes)
- Summarize the lesson by revisiting the key points: repetition, interpretation, and the
communicative role of poetry.
- Conduct a quick interactive activity where students can share their favorite line from any poem
and discuss why it resonates with them.
- Prepare learners for the next session by hinting at exploring different poetic forms or famous
poets, encouraging them to think about what they want to discover next in the world of poetry.

Extended Activities:
1. Creative Writing: Assign students to write their own short poem that uses repetition
effectively. Encourage them to share in the next class.
2. Poetry Analysis: Ask students to select a poem outside of class and analyze its use of
language, particularly looking for repetition and its effects.
3. Poetry Presentation: Organize a poetry reading day where students can present a poem they
love, analyzing its structure and meaning.

Teacher Self-Evaluation:
 WEEK 3: LESSON 3
SCHOOL LEVEL LEARNING AREA DATE TIME ROLL
GRADE 8 ENGLISH

Strand: Writing
Sub Strand: Mechanics of Writing; Punctuation

Specific Learning Outcomes:

By the end of the lesson, learners should be able to:
- Outline the uses of commas, apostrophes, and capital letters.
- Punctuate a given text using commas, apostrophes, and capital letters correctly.
- Use the apostrophe, comma, and capital letter appropriately in composition writing.
- Advocate the use of correct punctuation in writing.

Key Inquiry Questions:

- Why should a text be well punctuated?
- How does wrong punctuation affect writing?
Core competencies Values PCIs

 Self-efficacy  Respect Decision making skills

 Critical
thinking

Learning Resources:
- Skills in English, pages 29-30
- Digital devices
- Charts

Organisation of Learning:

Introduction (5 minutes)
- Review the previous lesson on the basics of punctuation.
- Guide learners in a brief discussion about what they remember and introduce today’s focus on
commas, apostrophes, and capital letters by reading a passage together from the learning
resources.

Lesson Development (30 minutes)

Step 1: Listing and Discussing Uses (10 minutes)

- In pairs, learners will list the uses of capital letters, commas, and apostrophes on a shared
digital device or paper.
- Each pair will share their lists with the class, building a comprehensive chart on the board that
highlights these uses.

Step 2: Text Analysis (10 minutes)

- Provide learners with a text that contains various punctuation errors.
- Individually, learners will read the text and note the incorrect uses of commas, apostrophes, and
capital letters.
- After reading, learners will discuss their observations with a partner, explaining how
punctuation changes meaning and clarity in writing.

Step 3: Punctuation Practice (5 minutes)

- Distribute a passage specifically designed with missing punctuation marks.
- Learners will work independently to punctuate the passage correctly using commas,
apostrophes, and capital letters, reinforcing their understanding through application.

Step 4: Composition Writing (5 minutes)

- Instruct learners to compose a short piece (5-7 sentences) on the topic of 'Scientific Innovation,'
ensuring they incorporate at least five uses of commas, apostrophes, and capital letters.
- Encourage creativity while emphasizing the importance of punctuation in clarity and
expression.

Conclusion (5 minutes)
- Summarize key points discussed during the lesson, focusing on the importance of punctuation.
- Conduct a brief interactive quiz or game where students identify correct punctuation in sample
sentences.
- Preview the next session, which will focus on sentence structure and how punctuation enhances
readability.

Extended Activities:
- Punctuation Scavenger Hunt: Assign students to find examples of commas, apostrophes, and
capital letters in books, articles, or online resources, bringing back interesting examples to share
in class.
- Peer Editing: Have students exchange drafts of their short compositions for peer review,
focusing specifically on punctuation. They can provide feedback on how the usage affects clarity
and meaning.
Teacher Self-Evaluation:
 WEEK 3: LESSON 4
SCHOOL LEVEL LEARNING AREA DATE TIME ROLL
GRADE 8 ENGLISH
Strand: Reading
Sub Strand: Intensive Reading: Short Story

Specific Learning Outcomes:

- By the end of the lesson, learners should be able to:
- Identify the time and place of the short story.
- Highlight the episodes in the short story.
- Appreciate the differences in culture and setting.

Key Inquiry Question(s):

- Which places would you like to visit?
- Which time in history would you desire to live?
Core competencies Values PCIs

 Digital literacy  Unity Peace education

 Imagination and
creativity

Learning Resources:
- Skills in English, pages 24-27
- Short stories
- Videos
- Digital devices

Organisation of Learning:

Introduction (5 minutes)
- Review the previous lesson, focusing on key elements of short stories.
- Briefly introduce today's story, "Our Innovation," and encourage students to think about its
themes and setting.

Lesson Development (30 minutes)

Step 1: Group Reading (10 minutes)

- Divide students into small groups. Each group reads the short story "Our Innovation" together.
- Encourage them to discuss their first impressions of the story, focusing on the setting and
characters.

Step 2: Identifying Time and Place (5 minutes)

- Ask groups to identify the time period and geographic location of the story.
- Have them note details from the text that hint at the historical and cultural context.

Step 3: Retelling and Highlighting Main Events (10 minutes)

- Each group retells the story in their own words in their notebooks, ensuring they highlight the
main events in chronological order.
- They should also underline or highlight descriptive words that give context to the setting and
cultural elements.

Step 4: Class Discussion (5 minutes)

- Reconvene as a class and discuss the various settings each group identified.
- Facilitate a conversation about how the time and place affect the characters and themes of the
story.

Conclusion (5 minutes)
- Summarize the key points discussed during the lesson, focusing on how time and place shape
narratives.
- Conduct a quick interactive activity where students share one new thing they learned about the
story's setting, culture, or historical context.
- Preview the next session's focus on character development and conflicts within a story,
prompting students to think about how settings impact characters.

Extended Activities:
- Creative Writing: Students can choose a different time and place and write a short story set in
that context, applying what they learned about cultural differences.
- Research Project: Students can research a specific cultural aspect mentioned in the story and
present it to the class, linking it to themes in "Our Innovation."
- Art Connection: Create a visual representation (drawing or collage) that depicts the setting of
the story, incorporating elements that reflect the culture described.

Teacher Self-Evaluation:
 WEEK 3: LESSON 5
SCHOOL LEVEL LEARNING AREA DATE TIME ROLL
GRADE 8 ENGLISH

Strand: THEME; POLLUTION. Grammar in use.

Sub Strand: Primary Auxiliaries

Specific Learning Outcomes:

- By the end of the lesson, the learner should be able to:
- Identify primary auxiliary verbs in a text.
- Use primary auxiliary verbs in sentences correctly.
- Appreciate the importance of primary auxiliary verbs in communication.

Key Inquiry Question(s):

- What are primary auxiliary verbs?
- What are the functions of verbs in sentences?
Core competencies Values PCIs

 Digital literacy  Respect Environmental education

 Self-efficacy awareness

Learning Resources:
- Skills in English pg 37-39
- Chart
- Magazine and newspaper articles

Organisation of Learning:

Introduction (5 minutes)
- Begin the class by briefly reviewing the previous lesson’s topic to ensure continuity.
- Introduce the day's focus on primary auxiliary verbs. Direct learners to read and discuss
relevant content from the learning resources, highlighting the key concepts through guided
questions.

Lesson Development (30 minutes)

Step 1: Identification of Auxiliary Verbs (10 minutes)

- In pairs, learners will receive a short text related to pollution.
- Instruct them to read the text together and identify all primary auxiliary verbs.
- Each pair will list the identified verbs in their notebooks.

Step 2: Functions of Auxiliary Verbs (10 minutes)

- Engage the class in a discussion about the identified auxiliary verbs and their functions.
- Refer to textbooks to explain how primary auxiliaries help indicate tense, mood, and voice.
- Encourage learners to think critically about why these verbs are necessary in sentences.

Step 3: Writing Sentences (5 minutes)

- Ask students to write original sentences using each of the primary auxiliary verbs they
identified.
- Promote creativity by urging them to relate their sentences to the pollution theme for relevance.

Step 4: Fill-in-the-Blank Activity (5 minutes)

- Provide a worksheet with sentences missing primary auxiliary verbs.
- Instruct learners to fill in the blanks with the appropriate auxiliary verbs.
- Review this together as a class.

Conclusion (5 minutes)
- Summarize the key points covered in the lesson, emphasizing the role of primary auxiliary
verbs in sentence construction and communication.
- Conduct a quick interactive quiz or ask students to share one sentence they wrote to reinforce
the day’s learning.
- Preview the next session's topic, which may involve expanding on verb forms or exploring
related grammatical structures.

Extended Activities:
1. Creative Writing Assignment: Write a short paragraph or story about pollution that includes at
least five primary auxiliary verbs.
2. Verb Hunt: Use magazines or newspapers to find and cut out sentences that include primary
auxiliary verbs. Create a collage to display in the classroom.
3. Group Discussion: Form small groups and have learners discuss why using auxiliary verbs
correctly is important in conveying clear messages, using examples from their findings in the
lesson.

Teacher Self-Evaluation:
 WEEK 4: LESSON 1
SCHOOL LEVEL LEARNING AREA DATE TIME ROLL
GRADE 8 ENGLISH

Strand: Listening and Speaking

Sub Strand: Listening Comprehension

Specific Learning Outcomes:

By the end of the lesson, learners should be able to:
- Identify the main idea from a cause and effect text.
- Pinpoint specific information from a cause and effect text.
- Infer meanings of unfamiliar words using context clues.
- Acknowledge the importance of listening for detail.

Key Inquiry Questions:

1. Why is it important to listen keenly?
2. What should one look for when listening to a text?
Core competencies Values PCIs

 Digital literacy  Responsibility Environmental education

 Self-efficacy awareness

Learning Resources:
- Skills in English, pages 32-33
- Dictionaries
- Audio text on pollution

Organisation of Learning:

Introduction (5 minutes)
- Review the previous lesson: Briefly ask students about what they learned and clarify any
misconceptions.
- Engage the learners: Guide them to read and discuss relevant content from the provided
learning resources, pointing out key concepts related to cause and effect relationships.

Lesson Development (30 minutes)

Step 1: Listening Activity (10 minutes)

- The teacher reads an audio text on pollution while students listen attentively.
- Encourage students to take notes while listening, focusing on the main idea and any specific
details regarding the cause and effect of pollution.

Step 2: Identifying Main Ideas (10 minutes)

- After listening, ask students to work in pairs to identify the main idea of the text.
- Each pair discusses their findings and writes down the main idea.
- Select a few pairs to share their main idea with the class to facilitate further discussion.

Step 3: Pinpointing Specific Information (5 minutes)

- Pose oral questions to students based on the text, prompting them to recall specific details.
- Ensure every student gets an opportunity to answer or provide input, reinforcing the importance
of listening for detail.

Step 4: Vocabulary Development (5 minutes)

- Instruct students to list unfamiliar words they heard during the reading.
- Have them work in pairs again to infer meanings using context clues from the text.
- Finally, ask each pair to construct sentences with a few of the new words, sharing them with the
class.

Conclusion (5 minutes)
- Summarize key points from the lesson: Highlight the importance of listening carefully, the
main idea from the text, the details recalled, and how to infer meanings from context.
- Conduct a brief interactive activity, such as a quick round of "listening trivia" based on the
content of the text to reinforce learning.
- Prepare learners for the next session by previewing upcoming topics and posing questions for
them to think about until the next class.

Extended Activities:
- Group Discussion: In small groups, students can research another cause and effect topic (e.g.,
climate change, deforestation) and present their findings to the class. They should incorporate
main ideas from their research.
- Letter Writing: Ask students to write a letter to a local authority discussing pollution issues in
their community, using cause and effect reasoning. This helps them apply their understanding of
the text in a meaningful context.

Teacher Self-Evaluation:
 WEEK 4: LESSON 2
SCHOOL LEVEL LEARNING AREA DATE TIME ROLL
GRADE 8 ENGLISH

Strand: Reading
Sub Strand: Intensive Reading

Specific Learning Outcomes:

- By the end of the lesson, learners should be able to:
1. Read the passage in the learners' book.
2. Answer questions based on the given text correctly.
3. Acknowledge the importance of good reading skills in life.

Key Inquiry Question:

- Which skills should one use in order to read effectively?
Core competencies Values PCIs

 Critical  Patriotism Environmental education

thinking awareness
 Communication
and
collaboration

Learning Resources:
- Skills in English, pg 33-36.

Organisation of Learning

Introduction (5 minutes)
- Begin with a brief review of the previous lesson, highlighting any key skills that were learned.
- Pose the key inquiry question to the class and encourage a few responses.
- Guide students to read and discuss relevant content from the learning resources, ensuring they
grasp the key concepts for today’s lesson.

Lesson Development (30 minutes)

Step 1: Predicting (8 minutes)

- Introduce the title and illustrations of the text on pg 33-36.
- In pairs, have students predict what the text might be about using the title and illustrations as
cues.
- Encourage them to share their predictions with the class.

Step 2: Silent Reading (7 minutes)

- Ask students to read the passage silently, reminding them to think about what they are reading
and to visualize the events and characters.
- Walk around the room to monitor their engagement and understanding.

Step 3: Group Reading and Discussion (10 minutes)

- Divide the class into small groups. Assign each group a segment of the text to read aloud.
- After reading, ask each group to discuss their section and summarize it for the class.
- Encourage them to focus on understanding the main ideas and events in their portion.

Step 4: Answering Questions (5 minutes)

- Distribute questions based on the text. Allow time for students to answer them individually.
- Afterward, facilitate a discussion to go over the answers and clarify any misunderstandings.

Conclusion (5 minutes)
- Summarize the key points discussed in the lesson, especially the skills used in effective
reading.
- Conduct a brief interactive activity, such as a quick quiz or a brainstorming session on the
benefits of reading skills in everyday life.
- Preview the next session by hinting at topics related to comprehension strategies or literary
devices.

Extended Activities:
1. Reading Journal: Have students maintain a reading journal where they summarize passages
they read each week. Encourage them to note new vocabulary and their thoughts on the material.

2. Book Club: Create small book clubs where students select a book to read together. They can
discuss their thoughts and reactions to the book in subsequent lessons.

3. Creative Retelling: Ask students to create a visual story map or comic strip that illustrates the
events of the passage read today. This can help reinforce their understanding through creativity.

Teacher Self-Evaluation:
 WEEK 4: LESSON 3
SCHOOL LEVEL LEARNING AREA DATE TIME ROLL
GRADE 8 ENGLISH

Strand: Reading
Sub Strand: Intensive Reading

Specific Learning Outcomes:

1. By the end of the lesson, the learner should be able to infer meanings of words in the given
text correctly.
2. Construct sentences about pollution using the words used in the passage.

Key Inquiry Question(s):

- How can one improve the way they read?
Core competencies Values PCIs

 Critical  Patriotism Environmental education

thinking awareness
 Communication
and
collaboration

Learning Resources:
- Skills in English, pg 36.
- Dictionary.

Organisation of Learning:

Introduction (5 minutes)
- Review: Start with a brief recap of the previous lesson to set a context for today’s lesson.
- Discussion: Ask students to share any thoughts on pollution they may have encountered in the
previous lesson and relate it to new content. Introduce key concepts on reading strategies to help
infer meaning.

Lesson Development (30 minutes)

Step 1: Vocabulary Introduction (10 minutes)

- Introduce a list of words related to pollution highlighted in the passage. For each word, provide
a brief definition and context of its usage.
- Example words: "contamination," "degradation," "pollutants," "environment."

Step 2: Synonym Search (10 minutes)

- In pairs, students will work together to find synonyms for the highlighted words using the
dictionary. Encourage them to look for words that have similar meanings based on the context
provided in the text.

Step 3: Contextual Inference (5 minutes)

- As a class, engage in a discussion where students present the synonyms they found. Guide them
in determining which definitions fit best within the context of a sentence about pollution.
Emphasize how context helps in understanding word meanings.

Step 4: Sentence Construction (5 minutes)

- Transition to the next step where each student will select 3-4 words from the list. Using these
words, they will then create sentences that describe various aspects of pollution. Encourage
creativity and critical thinking in how they relate these sentences to real-life situations.

Conclusion (5 minutes)
- Summarize: Review the key points discussed in class, highlighting the importance of
vocabulary in understanding texts.
- Interactive Activity: Invite a few students to share their sentences about pollution. Encourage
peers to provide feedback and ask questions, reinforcing the learning concepts.
- Preview: Brief the students on the next session’s topic regarding environmental solutions to
pollution and pose questions for them to think about at home.

Extended Activities:
- Research Project: Assign students to research a specific type of pollution (e.g., air, water, land)
and prepare a short presentation on its causes and effects.
- Creative Writing: Encourage students to write a short story from the perspective of an animal
affected by pollution, using at least five vocabulary words from the lesson.
- Debate Preparation: Have students prepare for a debate on whether government regulations on
pollution should be stricter, fostering research and critical thinking.

Teacher Self-Evaluation:
 WEEK 4: LESSON 4
SCHOOL LEVEL LEARNING AREA DATE TIME ROLL
GRADE 8 ENGLISH

Strand: Writing
Sub Strand: Paragraphing; Sequencing of Ideas

Specific Learning Outcomes:

By the end of the lesson, learners should be able to:
- State the meaning of sequencing of ideas and conjunctions.
- Identify different conjunctions from texts.
- Discuss the functions of the different conjunctions used in sequencing ideas.
- Appreciate the role of conjunctions in communication.

Key Inquiry Question:

- Which words join ideas and sentences?
Core competencies Values PCIs

 Creativity and  Unity Critical and creative

imagination thinking skills
 Problem solving

Learning Resources:
- Skills in English pg 43-44
- Charts
- Digital devices
- Dictionaries
- Flashcards

Organisation of Learning:

Introduction (5 minutes)
- Review the previous lesson focusing on paragraph structure and the importance of coherent
writing.
- Introduce the key concepts of sequencing of ideas and conjunctions through a quick discussion.

Lesson Development (30 minutes)

Step 1: Understanding the Concepts (10 minutes)

- In pairs, have students brainstorm the meanings of "sequencing of ideas" and "conjunctions."
- Ask pairs to share their explanations with the class, guiding them to refine their understanding
and address any misconceptions.

Step 2: Identifying Conjunctions (10 minutes)

- Provide students with a short passage from their textbook and ask them to read it, highlighting
all the conjunctions they find.
- As a group, compile a list of identified conjunctions on the board. Discuss which ideas or
sentences they connect and why those connections are important.

Step 3: Exploring Functions of Conjunctions (5 minutes)

- Divide students into small groups. Assign each group a different conjunction (e.g., "and," "but,"
"or," "so," "because").
- Each group discusses the function of their assigned conjunction and prepares to share with the
class how it contributes to the flow of ideas.

Step 4: Research and Application (5 minutes)

- Invite students to use digital devices or textbooks to find additional examples of conjunctions in
various texts (poems, articles, stories).
- Students share their findings with the class, focusing on how these conjunctions help sequence
ideas effectively.

Conclusion (5 minutes)
- Summarize the key points discussed, emphasizing the definition and importance of
conjunctions in writing coherent paragraphs.
- Conduct a quick interactive quiz using flashcards to reinforce the types of conjunctions learned.
- Preview the next session, hinting at how conjunctions can enhance persuasive writing.

Extended Activities:
- Writing Assignment: Instruct students to write a short paragraph using at least five different
conjunctions. Encourage them to focus on the logical flow of ideas.
- Creative Activity: Have students create a comic strip where they illustrate a story, carefully
using conjunctions to join dialogues or actions together.
- Research Project: Assign students to find different texts or articles and analyze conjunctions
within them. They can present their findings to the class.

Teacher Self-Evaluation:
 WEEK 4: LESSON 5
SCHOOL LEVEL LEARNING AREA DATE TIME ROLL
GRADE 8 ENGLISH
Strand: Writing
Sub Strand: Paragraphing; Sequencing of Ideas

Specific Learning Outcomes:

By the end of the lesson, learners should be able to:
- Use conjunctions to sequence and connect ideas correctly in a paragraph.
- Rearrange jumbled sentences to form a cohesive paragraph using conjunctions.

Key Inquiry Question(s):

- Why is it important to use conjunctions in writing?
Core competencies Values PCIs

 Creativity and  Unity Critical and creative

imagination thinking skills
 Problem solving

Learning Resources:
- Skills in English, pages 44-45

Organisation of Learning:

Introduction (5 minutes)
- Review the previous lesson on sentence structure and parts of speech.
- Guide learners to read and discuss relevant content from the learning resources, emphasizing
the importance of conjunctions in connecting ideas and creating flow in writing.

Lesson Development (30 minutes)

Step 1: Identifying Conjunctions (10 minutes)

- Begin with a brief discussion on what conjunctions are and their role in writing.
- Have students identify and categorize conjunctions from sentences provided in the learning
resource.
- Discuss how conjunctions can show relationships between ideas (e.g., cause and effect,
contrast, addition).

Step 2: Combining Sentences (10 minutes)

- In pairs, have students combine given pairs of sentences using appropriate conjunctions.
- Encourage them to think critically about which conjunction best fits the meaning they want to
convey.
- Ask several pairs to share their combined sentences with the class.

Step 3: Rearranging Jumbled Sentences (5 minutes)

- Provide students with a set of jumbled sentences that they need to rearrange into a coherent
paragraph.
- Remind them to use conjunctions to enhance the flow.
- Allow them to work in pairs to foster discussion and collaboration.

Step 4: Writing a Short Composition (5 minutes)

- Assign a brief writing task where students need to compose a short paragraph (4-6 sentences)
on pollution, using at least three different conjunctions to connect their ideas.
- Remind them to focus on the sequencing of ideas.

Conclusion (5 minutes)
- Summarize the key points discussed during the lesson, focusing on the role of conjunctions in
writing cohesive paragraphs.
- Conduct a brief interactive activity, such as a "conjunction challenge," where students must
come up with a conjunction given a scenario or prompt.
- Prepare learners for the next session by previewing the topic of persuasive writing and the use
of conjunctions in arguments.

Extended Activities:
- Homework: Assign students to find a newspaper article or story, identify the conjunctions used
in it, and write a short reflection on how the conjunctions help in sequencing the ideas.
- Group project: Create a visual poster on "The Importance of Conjunctions in Writing"
highlighting different types of conjunctions with examples.
- Creative writing: Ask students to write a short story where they must include a variety of
conjunctions, paying careful attention to sequencing and clear connections between ideas.

Teacher Self-Evaluation:
 WEEK 5: LESSON 1
SCHOOL LEVEL LEARNING AREA DATE TIME ROLL
GRADE 8 ENGLISH

Strand: Reading
Sub Strand: Poetry

Specific Learning Outcomes:

By the end of the lesson, learners should be able to:
- Identify the aspects of structure in a given poem.
- Discuss the message and main ideas in a given poem.
- Acknowledge the role of poems in communicating ideas.

Key Inquiry Questions:

1. How is a poem different from a passage?
2. What messages do poems convey?
Core competencies Values PCIs

 Problem solving  Respect Environmental

conservation

Learning Resources:
- Skills in English, pages 40-43
- Selected poems
- Charts for displaying student work

Organisation of Learning:

Introduction (5 minutes)
- Briefly review the previous lesson on literary devices and their functions in writing.
- Introduce the topic of poetry, discussing its unique features compared to prose.
- Guide learners to read a selected poem together, drawing their attention to key concepts and
preparing them for discussion.

Lesson Development (30 minutes)

Step 1: Understanding Poetic Structure (10 minutes)

- Activity: In pairs, students will brainstorm the elements of a poem's structure, including the
poet’s name, number of stanzas, and lines.
- Discussion: Discuss how these structural elements differ from prose writing (e.g., paragraphs,
sentences).

Step 2: Close Reading of a Poem (10 minutes)

- Activity: Distribute a printed poem and read it as a class.
- Guided Exploration: Ask students to identify various structural components (e.g., rhyme
scheme, meter) and share their observations. Discuss how specific words, phrases, and images
create both surface and deeper meanings.

Step 3: Discussion of Themes and Messages (5 minutes)

- Activity: As a class, discuss the main ideas and messages in the poem.
- Questions for reflection: What do you think the poet is trying to communicate? How does the
structure of the poem support its message?

Step 4: Creative Composition (5 minutes)

- Activity: Students will write their own poems on the theme of pollution.
- Display: Encourage students to prepare their poems for display in a portfolio, on a chart, or on a
class noticeboard for sharing and feedback.

Conclusion (5 minutes)
- Recap the key points discussed in the lesson: the structure of poems, the role of poetry in
conveying messages, and the creative assignment.
- Engage learners in a brief interactive activity, such as group sharing of one line from their
poems that they feel conveys a strong message.
- Provide a teaser for the next lesson, focusing on famous poets and their styles, or questions
such as "How do poets use imagery to enhance meaning?"

Extended Activities:
- Poetry Analysis Assignment: Have students select a poem at home, analyze its structure, and
present their findings to the class.
- Poetry Slam: Organize a class poetry reading where students can perform their poems,
enhancing public speaking skills and confidence.
- Thematic Collections: Encourage students to create a small anthology of poems related to
different themes (nature, love, social issues) and present it at a school event.

Teacher Self-Evaluation:
 WEEK 5: LESSON 2
SCHOOL LEVEL LEARNING AREA DATE TIME ROLL
GRADE 8 ENGLISH

Strand: THEME; CONSUMER ROLES AND RESPONSIBILITIES

Sub Strand: Selective Listening

Specific Learning Outcomes:

- By the end of the lesson, learners should be able to:
- Distinguish between specific and general information from a listening text.
- Select specific information from a text.
- Listen to and respond appropriately to texts.
- Emphasize the value of listening skills in communication.

Key Inquiry Questions:

- Why is it important to get the main points from an oral text?
- How can you ensure you capture the relevant information from a speaker?

Core competencies Values PCIs

 Critical  Responsibility Consumer literacy skills

thinking

Learning Resources:
- Skills in English (pg 47-48)
- Audio texts (selected listening material related to consumer roles)

Organisation of Learning:

Introduction (5 minutes)
- Review the previous lesson regarding consumer roles and responsibilities.
- Engage learners in a discussion; prompt them to share what they remember and understand
about the topic. Highlight key concepts such as consumer rights, responsibilities, and the
importance of effective communication.

Lesson Development (30 minutes)

Step 1: Listening for General vs. Specific Information (10 minutes)

- Play the first audio text on consumer roles and responsibilities.
- Ask students to listen carefully and identify general information vs. specific details about
consumer responsibilities.
- After the audio, facilitate a class discussion about what they heard, guiding them to classify
information as general or specific.

Step 2: Group Activity: Online Audio Exploration (10 minutes)

- Divide the students into small groups and have them search online for a short audio recording
related to consumer roles.
- In their groups, students will listen to the selected audio and note down specific pieces of
information that stand out, sharing and compiling their findings together.

Step 3: Role Play Listening Activity (5 minutes)

- Present a brief role play (or have volunteer students enact one) demonstrating consumer roles
and responsibilities.
- After the role play, ask questions regarding the information conveyed in the performance,
prompting students to respond with specific examples they caught during the listening.

Step 4: Teacher-led Reading (5 minutes)

- The teacher reads a passage on consumer rights/responsibilities aloud to the class.
- As the teacher reads, students jot down key points and then answer a few targeted questions
that assess their understanding of the material and their ability to identify important details.

Conclusion (5 minutes)
- Summarize the session by revisiting the main objectives covered.
- Engage the class in a quick interactive poll or response activity where they can express what
they learned about listening effectively.
- Provide a brief preview of what students can expect to cover in the next session, which may
include communication techniques or practical applications of consumer roles.

Extended Activities:
1. Create a Listening Diary: Encourage students to keep a diary of different audio materials they
listen to throughout the week, noting what they learned and any specific details that stood out.
2. Consumer Rights Presentation: Assign pairs to select a consumer-related topic, research it, and
prepare a short presentation for the class. This can deepen understanding of specific rights and
responsibilities while practicing their listening and speaking skills.
3. Podcast Listening: Introduce a relevant podcast episode concerning consumer issues, and lead
a discussion or reflective writing on the content afterward.
Teacher Self-Evaluation:
 WEEK 5: LESSON 3
SCHOOL LEVEL LEARNING AREA DATE TIME ROLL
GRADE 8 ENGLISH

Strand: Reading
Sub-Strand: Intensive Reading

Specific Learning Outcomes:

By the end of the lesson, learners should be able to:
1. Identify reading strategies for use on given texts.
2. Select main ideas and details from written texts.
3. Acknowledge reading for main ideas and details as a comprehension skill.

Key Inquiry Questions:

- Why should one read for main ideas?
- How can you improve your reading?
Core competencies Values PCIs

 Learning to  Unity Consumer literacy

learn
 Digital literacy

Learning Resources:
- Skills in English pg 49-52
- Mind maps
- Digital devices

Organisation of Learning:

Introduction (5 minutes)
1. Review the previous lesson on reading strategies and comprehension skills.
2. Guide learners to read and discuss relevant content from the learning resources, focusing on
highlighting the importance of identifying main ideas and details.

Lesson Development (30 minutes)

Step 1: Introduction to Reading Strategies (10 minutes)

- Break learners into small groups and provide each group with a different text.
- Instruct groups to identify and discuss at least three reading strategies they can use (e.g.,
skimming for gist, scanning for details, annotating).
- Each group shares their strategies with the class.

Step 2: Identifying Main Ideas (10 minutes)

- Hand out a specific text about consumer roles and responsibilities.
- Students read independently and underline main ideas and supporting details in the text.
- After reading, learners discuss their findings with a partner, promoting dialogue about why
these points are significant.

Step 3: Filling in Substitution Tables (5 minutes)

- Provide substitution tables that require students to list main ideas alongside corresponding
details from the text they just read.
- Students complete the tables individually, reinforcing their comprehension and ability to extract
relevant information.

Step 4: Creating Mind Maps (5 minutes)

- Conclude the lesson by having students create a mind map that visually represents the main
idea and supporting details from their text.
- Encourage creativity in how they structure their mind maps, either digitally or on paper.

Conclusion (5 minutes)
1. Summarize key points learned about reading strategies, main ideas, and details.
2. Conduct a brief interactive activity, such as a quiz game or discussion circle, to reinforce the
main topics.
3. Preview the next session's topic, encouraging students to consider what other reading
strategies might help them in comprehension.

Extended Activities:
- Personal Reading Journal: Encourage students to keep a reading journal where they summarize
main ideas and details from books, articles, or texts of their choice.
- Group Presentations: Assign groups to select a text on a topic of interest and present the main
ideas and details to the class, allowing for peer feedback and discussion.
- Interactive Reading Challenge: Create a reading challenge that encourages students to use
various reading strategies while exploring different genres of texts.

Teacher Self-Evaluation:
 WEEK 5: LESSON 4
SCHOOL LEVEL LEARNING AREA DATE TIME ROLL
GRADE 8 ENGLISH

Strand: Grammar in Use

Sub Strand: Verbs and Tenses

Specific Learning Outcomes:

- Identify verbs in the simple present and simple past tense in a text
- Explain how the simple present and simple past tenses of verbs are formed
- Advocate appropriate use of tenses in communication

Key Inquiry Question(s):

- Why is the correct use of tenses important?
Core competencies Values PCIs

 Self-efficacy  integrity  Effective

communication
skills
 Consumer literacy

Learning Resources:
- Skills in English pg 52-53
- Digital devices (for online research)
- Newspaper articles (for examples)

Organisation of Learning

Introduction (5 minutes)
- Begin with a quick review of the previous lesson on verbs. Ask students to share a few
examples of verbs they learned.
- Introduce the day's topic: Verbs in the simple present and simple past tense.
- Guide learners to read and discuss relevant content from pages 52-53 of the Skills in English
textbook, focusing on understanding the key concepts.

Lesson Development (30 minutes)

Step 1: Definitions and Characteristics (10 minutes)

- Objective: Explain the concepts of simple present and simple past tense.
- Group students and have them discuss in pairs. Ask them to define what simple present and
simple past tenses are and provide their own examples.
- Facilitate a class discussion to share definitions and examples, reinforcing understanding.

Step 2: Identification of Verbs (10 minutes)

- Objective: Identify verbs in texts.
- Provide students with a text on consumer rights and responsibilities.
- In pairs, have students underline or highlight all the verbs they identify as being in the simple
present and simple past tense.
- Review answers as a class, discussing any variations or misconceptions.

Step 3: Formation of Tenses (5 minutes)

- Objective: Explain how to form the simple present and simple past tenses.
- Write examples on the board. For the simple present tense, demonstrate regular verbs (e.g.,
"walks") and irregular verbs (e.g., "goes").
- For the simple past tense, demonstrate regular (e.g., “walked”) and irregular verbs (e.g.,
“went”).
- Ask students to contribute their own examples to strengthen their understanding.

Step 4: Research and Application (5 minutes)

- Objective: Advocate the use of appropriate tenses in real-world communication.
- In groups, have learners use digital devices to find a short news article that uses both simple
present and simple past verbs.
- Ask them to identify and discuss the verbs found in the articles, encouraging them to consider
why the authors chose those specific tenses in their writing.

Conclusion (5 minutes)
- Conduct a quick recap of the key points covered: the definitions, identification, and formation
of simple present and past tenses.
- Engage students in a brief interactive quiz activity where they choose the correct tense in given
sentences.
- Preview the next lesson topic on the role of context in choosing the appropriate tense and
provide questions for reflection: "How does the context alter the way we use verbs?"

Extended Activities
- Verb Tense Journal: Have students keep a journal for a week where they write 5 sentences
daily, alternating between simple present and simple past tense. They can share their sentences
with a partner weekly.
- Tense Transformation Exercise: Provide students with a list of sentences in either simple
present or simple past. Challenge them to rewrite each sentence in the opposite tense,
emphasizing understanding of context shift.
- Creative Writing: Ask students to write a short story or a dialogue using both tenses
appropriately, then present it to the class.

Teacher Self-Evaluation:
 WEEK 5: LESSON 5
SCHOOL LEVEL LEARNING AREA DATE TIME ROLL
GRADE 8 ENGLISH
Strand: Grammar in Use
Sub Strand: Verbs and Tenses

Specific Learning Outcomes:

By the end of the lesson, the learner should be able to construct correct sentences in simple
present and simple past tense.

Key Inquiry Question(s):

- Why is correct use of tenses important?
Core competencies Values PCIs

 Self-efficacy  integrity  Effective

communication
skills
 Consumer literacy

Learning Resources:
- Skills in English pg 54-55 Charts

Organisation of Learning

Introduction (5 minutes)
- Review: Begin by asking students to recall what they learned about verbs in previous classes.
Lead a brief discussion to refresh their memories and to keep them engaged.
- Discussion: Guide learners to read the relevant sections from the learning resources (pg 54-55).
Emphasize the definitions and differences between simple present and simple past tense.
Highlight the importance of using tenses correctly in communication.

Lesson Development (30 minutes)

Step 1: Sentence Construction (10 minutes)

- Activity: In pairs, learners will construct 5 sentences each related to consumer roles and
responsibilities in simple present (e.g., "Consumers buy products.") and simple past tense (e.g.,
"Consumers bought products.").
- Support: Encourage students to share their sentences with another pair for peer feedback.

Step 2: Chart Creation (10 minutes)

- Activity: As a group, learners will create a chart that lists verbs in their simple present and
simple past forms. Each group can pick 10 verbs that relate to their previous sentences about
consumer roles.
- Materials: Provide large sheets of paper and markers for groups to create their charts. Displays
can be shared with the class later.

Step 3: Online Games (5 minutes)

- Activity: Direct students to online educational platforms (such as Kahoot! or Quizlet) where
they can play interactive games focused on identifying and using verbs in simple present and
simple past tenses.
- Engagement: Monitor progress and encourage collaboration by having students share their
screens with peers or participate as a class.

Step 4: Share and Reflect (5 minutes)

- Activity: Groups will share their charts with the class, explaining the verbs they chose and their
meanings. Discuss any common errors and why they matter in clarity of communication.

Conclusion (5 minutes)
- Summarize: Recap the importance of using correct tenses. Engage students in a discussion
about situations where using correct tenses can change the meaning of a sentence.
- Interactive Activity: Conduct a quick verbal quiz, asking students to identify which tense
certain sentences are in and provide corrections if needed.
- Preview: Give a brief overview of what will be discussed in the next lesson, focusing on the
future tense and how it differs from the present and past tense.

Extended Activities
- Writing Assignment: Ask students to write a short paragraph about their favorite consumer
product, using at least three simple present tense and three simple past tense sentences.
- Verbs Visuals: Create a visual collage by cutting out magazine pictures that depict activities in
the present or past. Label each with sentences using the appropriate tense.

Teacher Self-Evaluation:
 WEEK 6: LESSON 1
SCHOOL LEVEL LEARNING AREA DATE TIME ROLL
GRADE 8 ENGLISH

Strand: Reading
Sub Strand: Short Story

Specific Learning Outcomes:

- Identify the characters in a short story.
- Use contextual clues to infer character traits of characters in a short story.
- Acknowledge the role of characters in a short story.

Key Inquiry Questions:

- What should one look for when reading a story?
- What qualities do you admire in people?
Core competencies Values PCIs

 Communication  responsibility Peace education

 collaboration

Learning Resources:
- Skills in English, pg 55-58
- Short stories
- Dictionaries

Organisation of Learning:

Introduction (5 minutes)
- Review the previous lesson briefly, asking students to share what they remember about
character traits in stories.
- Transition into discussing the reading material from the learning resources, focusing on what
makes characters memorable and important in a story.

Lesson Development (30 minutes)

Step 1: Group Reading (10 minutes)

- Divide students into small groups. Each group reads the short story "Buyer Beware."
- Groups discuss their initial impressions of the characters as they read. Encourage them to use
dictionaries for unfamiliar words.

Step 2: Character Traits Discussion (10 minutes)

- Each group identifies the main characters from the story.
- Ask them to describe the traits of these characters using adjectives, and to gather contextual
clues from the text that support their descriptions.
- Groups share their findings with the class, writing the character traits on the board.

Step 3: Compare and Contrast (5 minutes)

- In their groups, students compare and contrast the characters' traits.
- Guide them to think about how different traits affect the characters' actions and decisions in the
story.

Step 4: Role-Playing Activity (5 minutes)

- Students take on roles from the story and perform a short scene, showcasing the traits they've
identified.
- This activity allows them to embody the characters and consider their perspectives.

Conclusion (5 minutes)
- Summarize key points from the lesson, highlighting the traits discussed and their relevance to
character development in the story.
- Conduct an interactive quiz or a quick "thumbs up/thumbs down" activity where students
respond to statements about character traits.
- Briefly preview the next lesson, which will dive deeper into plot elements and how they
interact with character development.

Extended Activities:
- Write a character analysis essay focusing on one character from "Buyer Beware," discussing
their traits and role in the story.
- Encourage students to create a character diary, writing entries from the perspective of their
chosen character as they navigate various situations beyond the story.
- Suggest reading another short story at home and preparing to present its characters and traits in
the next class.

Teacher Self-Evaluation:
 WEEK 6: LESSON 2
SCHOOL LEVEL LEARNING AREA DATE TIME ROLL
GRADE 8 ENGLISH

Strand: Writing
Sub Strand: Paragraphing; Connectors of Sequence

Specific Learning Outcomes:

- By the end of the lesson, the learner should be able to:
- State the meaning of connectors of sequence.
- Identify connectors of sequence from a given text.
- Search from the internet or in books for other connectors of sequence and list them.

Key Inquiry Questions:

- Which words are used to connect ideas in a paragraph?
- How can a good paragraph be developed?
Core competencies Values PCIs

 creativity and  patriotism  Effective

imagination communication

Learning Resources:
- Textbook: Skills in English pg 59
- Digital Devices: Tablets or computers with internet access
- Print Materials: Magazines, Newspapers

Organisation of Learning

Introduction (5 minutes)
- Begin the lesson by reviewing the previous lesson on paragraph structure.
- Ask students to share what they remember about creating paragraphs and their components.
- Introduce the concept of "connectors of sequence" by discussing their importance in linking
ideas.

Lesson Development (30 minutes)

Step 1: Understanding Connectors of Sequence (10 minutes)

- Introduce the definition of connectors of sequence (words that show the order of ideas or
events, e.g., first, next, then, finally).
- Write a few examples on the board and discuss their usage in context.

Step 2: Identifying Connectors in a Text (10 minutes)

- Distribute a text on consumer rights and responsibilities.
- In groups, students read the text and highlight or list all the connectors of sequence they find.
- Afterward, discuss the identified connectors as a class and correct any misunderstandings.

Step 3: Researching Additional Connectors (5 minutes)

- In pairs, students will use digital devices to search online or access books to find more
connectors of sequence.
- Students should compile a list and prepare to share with the class.

Step 4: Constructing Sentences (5 minutes)

- Students individually select 3-5 connectors from their lists and write sentences that use those
connectors effectively.
- Invite a few students to share their sentences with the class, providing positive feedback and
corrections as needed.

Conclusion (5 minutes)
- Summarize key points discussed: the definition and importance of connectors of sequence,
examples identified in the text, and additional connectors discovered.
- Conduct a brief interactive quiz (e.g., Kahoot!) to reinforce the main topics.
- Preview the next session on developing paragraph topics, encouraging students to think about
what makes a strong opening sentence.

Extended Activities:
- Writing Assignment: Have students choose a topic of interest and write a short paragraph about
it using at least five different connectors of sequence.
- Connector of the Week: Each week, one student can bring in a new connector of sequence to
share with the class, including its definition and examples of its use.
- Peer Review: Organize a session where students can exchange paragraphs and check each
other's use of connectors.

Teacher Self-Evaluation:
 WEEK 6: LESSON 3
SCHOOL LEVEL LEARNING AREA DATE TIME ROLL
GRADE 8 ENGLISH

Strand: Writing
Sub Strand: Paragraphing; Connectors of Sequence

Specific Learning Outcomes:

- By the end of the lesson, the learner should be able to sequence ideas in a paragraph using
connectors of sequence.
- Appreciate the use of idea connectors for clarity of information.

Key Inquiry Question(s):

- What is the importance of a well-developed paragraph?
Core competencies Values PCIs

 creativity and  patriotism  Effective

imagination communication

Learning Resources:
- *Skills in English*, pg. 60.

Organisation of Learning

Introduction (5 minutes)
1. Review the previous lesson on the basics of paragraph structure and its components.
2. Guide learners to read and discuss relevant content from *Skills in English* (pg. 60),
highlighting the role of connectors in sequencing ideas.

Lesson Development (30 minutes)

- Step 1: Understanding Connectors of Sequence (10 minutes)
- Introduce common connectors of sequence (e.g., first, next, then, finally, subsequently).
- Provide examples of paragraphs that effectively use these connectors and discuss the impact on
clarity and flow.
- Step 2: Rewrite Activity (10 minutes)
- In pairs, learners will be given a paragraph that lacks connectors. Their task is to rewrite this
paragraph, incorporating appropriate connectors of sequence, ensuring logical flow.

- Step 3: Write Original Paragraphs (5 minutes)

- Ask learners to individually write a short paragraph on the theme “Consumer Rights and
Responsibilities,” consciously using a minimum of three connectors of sequence to enhance
clarity and coherence.

- Step 4: Peer Review (5 minutes)

- Learners will exchange their paragraphs with a partner and provide constructive feedback,
particularly focusing on the effectiveness of the connectors of sequence used.

Conclusion (5 minutes)
1. Summarize the key points discussed during the lesson, emphasizing the importance of using
connectors for sequencing ideas clearly.
2. Conduct a brief interactive activity, such as a quick quiz on connectors of sequence or a “find
the mistake” exercise with poorly structured paragraphs.
3. Prepare learners for the next session by providing a preview of upcoming topics or asking
them to think about how sequencing can impact different types of writing.

Extended Activities
1. Paragraph Challenge:
Create a writing contest where students submit well-structured paragraphs on various topics. The
winner will be based on the use of connectors and overall clarity.

2. Digital Storytelling:
Have learners use digital tools to create a short story or presentation that incorporates sequential
connectors. This activity integrates technology with writing skills.

3. Connector Bingo:
Create a bingo game where students must find examples of connectors of sequence in texts or
advertisements around the classroom or school, promoting engagement with real-world
materials.

Teacher Self-Evaluation:
 WEEK 6: LESSON 4
SCHOOL LEVEL LEARNING AREA DATE TIME ROLL
GRADE 8 ENGLISH

Strand: Theme; Relationships; Peers. Listening and Speaking.

Sub Strand: Pronunciation.

Specific Learning Outcomes:

- By the end of the lesson, learners should be able to:
- Identify words with sounds /o/ and /th/ in a given text.
- Pronounce words that have the target sounds correctly.
- Acknowledge the role of correct pronunciation in communication.

Key Inquiry Question(s):

- How can one improve pronunciation?
Core competencies Values PCIs

 Communication  responsibility  Effective

 collaboration communication

Learning Resources:
- Skills in English pg 62-63 Word games.
- Digital devices.
- Audio recording.

Organisation of Learning

Introduction (5 minutes)
1. Review the Previous Lesson: Start with a brief recap of what was learned in the previous
lesson regarding pronunciation and its importance.
2. Discussion: Guide learners to read a relevant section of the learning resources, emphasizing
understanding and the significance of accurate pronunciation.

Lesson Development (30 minutes)

Step 1: Listening to Audio (10 minutes)

- Learners listen to an audio recording that highlights words containing /o/ and /th/ sounds.
- During the listening, students will take notes on the words they hear and identify which sound
they contain.

Step 2: Word Identification (10 minutes)

- In pairs, learners will look through print or digital texts to find and list additional words
containing sounds /o/ and /th/.
- Encourage learners to share their lists with their partners and discuss any unfamiliar words.

Step 3: Pronunciation Practice (5 minutes)

- Individually, each student practices pronouncing the collected words aloud.
- Use the teacher or peer feedback for improvement, focusing on clear articulation of the target
sounds.

Step 4: Word Games (5 minutes)

- Conduct word games that focus on the sounds /o/ and /th/.
- Examples include:
- Bingo using words with the target sounds.
- A matching game where learners pair words with their corresponding pronunciations.

Conclusion (5 minutes)
1. Summarize Key Points: Recap the main topics covered in the lesson, focusing on how
pronunciation contributes to effective communication.
2. Interactive Activity: Engage in a brief activity, such as a "Think-Pair-Share" where learners
discuss how they can continue to improve their pronunciation skills in everyday communication.
3. Preview Next Session: Introduce upcoming topics related to advanced vocabulary or complex
sentence structures that will build on today’s learning.

Extended Activities:
- Pronunciation Journal: Ask students to keep a journal where they write down new words they
encounter that include the /o/ and /th/ sounds, along with their meanings and correct
pronunciations.
- Record Yourself: Encourage learners to record themselves reading a passage aloud that
includes the target sounds and listen back to self-evaluate their pronunciation.
- Peer Teaching: Pair students and have them teach each other new words they found, focusing
specifically on correct pronunciation.

Teacher Self-Evaluation:
 WEEK 6: LESSON 5
SCHOOL LEVEL LEARNING AREA DATE TIME ROLL
GRADE 8 ENGLISH

Strand: Listening and Speaking

Sub Strand: Pronunciation

Specific Learning Outcomes:

- By the end of the lesson, the learner should be able to search online or offline for the meaning
of emphatic stress and apply emphatic stress correctly in varied contexts.

Key Inquiry Question(s):

- Why are some words in a sentence pronounced with greater force than others?
Core competencies Values PCIs

 Communication  responsibility  Effective

 collaboration communication

Learning Resources:
- Skills in English pg 64-65
- Selected poems

Organisation of Learning:

Introduction (5 minutes)
- Begin with a review of the previous lesson on pronunciation techniques.
- Introduce the concept of emphatic stress by discussing how it can change the meaning of a
sentence.
- Guide learners to read and discuss relevant content from the learning resources (pg 64-65), with
a focus on identifying examples of emphatic stress in written language.

Lesson Development (30 minutes)

Step 1: Understanding Emphatic Stress (10 minutes)

- In pairs, learners will search the meaning of “emphatic stress” using online resources or
textbooks.
- Each pair will report back their findings, discussing why emphatic stress is important in
effective communication.
Step 2: Identifying Stressed Words (10 minutes)
- Play a recording of sentences where some words are stressed.
- As a class, listen and identify which words were emphasized and discuss why intensity was
applied to those words.

Step 3: Reciting a Poem (5 minutes)

- Distribute a selection from a poem in the learners' books.
- Guide learners to recite the poem, emphasizing the underlined words that indicate where stress
should be applied.

Step 4: Practical Application of Emphatic Stress (5 minutes)

- Read a set of sentences aloud as a class. Assign specific words to stress in each sentence.
- Have volunteers come up to read sentences, applying emphatic stress correctly while the class
listens.

Conclusion (5 minutes)
- Summarize key points, focusing on what emphatic stress is and its purpose in enhancing
meaning.
- Conduct a quick interactive activity: Ask learners to create their own sentences and identify
which words they would stress.
- Preview the next lesson on intonation in speech, encouraging learners to think about how it
connects to the use of stress.

Extended Activities:
1. Create a Stress Map: Learners can select a short paragraph from a book or an article and mark
the words they would emphasize when reading it aloud.
2. Video Project: Students can create a video presentation where they discuss a topic of choice,
ensuring they use emphatic stress appropriately throughout their presentation.
3. Emphatic Stress in Everyday Conversations: Encourage learners to observe conversations at
home or in public and note how people use emphatic stress in their speech, possibly sharing
examples in the next class.

Teacher Self-Evaluation:
 WEEK 7: LESSON 1
SCHOOL LEVEL LEARNING AREA DATE TIME ROLL
GRADE 8 ENGLISH

Strand: Grammar in Use

Sub Strand: Adjectives

Specific Learning Outcomes:

By the end of the lesson, learners should be able to:
- Define adjectives, gradable adjectives, and non-gradable adjectives.
- Identify gradable and non-gradable adjectives from a text.
- Group adjectives as either gradable or non-gradable.

Key Inquiry Question(s):

- Which words describe nouns?
- When is it necessary to describe a noun?
Core competencies Values PCIs

 Learning to  Respect  Effective

learn communication

Learning Resources:
- Skills in English pg 69-70
- Digital devices
- Print texts

Organisation of Learning:

Introduction (5 minutes)
1. Review the previous lesson on nouns and their functions.
2. Initiate a brief discussion led by guiding questions such as, “What are some words that you
think describe nouns?” and “Why do we use adjectives?”

Lesson Development (30 minutes)

Step 1: Understanding Adjectives (10 minutes)

- Briefly explain the definition of adjectives, and differentiate between gradable and non-
gradable adjectives.
- Provide examples (e.g., "big" and "very big" for gradable; "dead" and "perfect" for non-
gradable).
- Engage each student in a short discussion to clarify any questions.

Step 2: Text Exploration (10 minutes)

- In pairs, learners are tasked with using digital devices or print texts (e.g., magazines, books) to
find examples of adjectives.
- Ask them to note down any adjectives they find, prompting them to categorize them into
gradable and non-gradable.

Step 3: Identification and Classification (5 minutes)

- Have students classify the adjectives they collected from the texts into two groups: gradable
and non-gradable.
- Encourage them to share a few examples with the class, confirming their classifications.

Step 4: Poetic Recitation (5 minutes)

- Recite a short poem that includes both gradable and non-gradable adjectives.
- Discuss the adjectives found within the poem. Ask students to identify which are gradable and
which are non-gradable.

Conclusion (5 minutes)
1. Summarize the key points of the lesson: definitions and differences of adjectives, as well as
the classification of gradable and non-gradable adjectives.
2. Conduct a brief interactive activity where learners have to raise their hand if they can think of
gradable or non-gradable adjectives based on prompts you give (e.g., "Give me an example of a
non-gradable adjective related to emotions!").
3. Preview the next lesson focusing on adverb use and how they modify verbs, encouraging
students to think of connections between adjectives and adverbs.

Extended Activities:
1. Adjective Hunt: Ask learners to find adjectives in their favorite books or articles and write a
short paragraph describing a character or setting using gradable and non-gradable adjectives.
2. Creative Writing: Instruct learners to write a descriptive poem or short story that prominently
includes both types of adjectives.
3. Adjective Wall: Create a classroom display where students can add new adjectives they come
across during the week, including classifications and examples.

Teacher Self-Evaluation:
 WEEK 7: LESSON 2
SCHOOL LEVEL LEARNING AREA DATE TIME ROLL
GRADE 8 ENGLISH

Strand: Grammar in Use

Sub Strand: Adjectives

Specific Learning Outcomes:

- By the end of the lesson, the learner should be able to use gradable and non-gradable adjectives
in sentences.
- Value the need for correct use of adjectives in communication.

Key Inquiry Question(s):

- When do we use adjectives?
Core competencies Values PCIs

 Learning to  Respect  Effective

learn communication

Learning Resources:
- Skills in English pg 70-71
- Crossword puzzle

Organisation of Learning

Introduction (5 minutes)
- Review the previous lesson by asking students to recall the definition of adjectives and their
functions in sentences.
- Guide learners to read and discuss relevant content from the learning resources, emphasizing
the understanding of gradable vs. non-gradable adjectives.

Lesson Development (30 minutes)

Step 1: Introduction to Gradable and Non-Gradable Adjectives (10 minutes)

- Define gradable adjectives (e.g., "small," "hot") and non-gradable adjectives (e.g., "perfect,"
"dead").
- Provide examples and ask students to give additional examples of each type.
Step 2: Sentence Construction (10 minutes)
- In pairs, students construct sentences using both gradable and non-gradable adjectives.
- Encourage them to share their sentences with the class, ensuring they use the adjectives
correctly.

Step 3: Crossword Puzzle Activity (5 minutes)

- Distribute a crossword puzzle that contains clues related to gradable and non-gradable
adjectives.
- Allow students to work individually or in pairs to complete the puzzle, reinforcing their
understanding of the vocabulary.

Step 4: Group Discussion (5 minutes)

- Hold a brief discussion where groups can share their crossword answers and examples of
sentences they created.
- Encourage students to discuss why using the correct type of adjective is important for clarity in
communication.

Conclusion (5 minutes)
- Summarize the key points learned about gradable and non-gradable adjectives and their
importance in effective communication.
- Conduct a brief interactive activity, such as a "quick quiz" where students shout out examples
of adjectives used correctly in sentences.
- Preview the next session's topic, which will cover adverbs, and pose questions for students to
consider about their connection to adjectives.

Extended Activities:
1. Creative Writing Assignment: Students write a short story or descriptive paragraph using at
least five gradable and five non-gradable adjectives.
2. Adjective Hunt: For the next class, students can bring in examples of gradable and non-
gradable adjectives found in a book, song, or article, and share them with the class.
3. Adjective Posters: In small groups, students create a poster showcasing different gradable and
non-gradable adjectives with illustrations that capture their meanings.

Teacher Self-Evaluation:
 WEEK 7: LESSON 3
SCHOOL LEVEL LEARNING AREA DATE TIME ROLL
GRADE 8 ENGLISH

Strand: Reading
Sub Strand: Study Skills; Reference Materials

Specific Learning Outcomes:

By the end of the lesson, learners should be able to:
- Define the term "reference materials."
- List the common reference materials used in learning.
- Select relevant reference materials for varied tasks.
- Acknowledge the role of reference materials in lifelong learning.

Key Inquiry Question(s):

- What is the importance of reference materials?
Core competencies Values PCIs

 Self-efficacy  Respect  Peaceful conflict

 collaboration resolution

Learning Resources:
- Skills in English, pg 66-68
- Dictionaries

Organisation of Learning

Introduction (5 minutes)
- Review the previous lesson by asking students about different types of texts they have
encountered and how they might use them as reference materials.
- Guide learners to read and discuss relevant content from the learning resources (pg 66-68),
emphasizing understanding of key concepts related to reference materials.

Lesson Development (30 minutes)

Step 1: Define "Reference Materials" (10 minutes)

- In pairs, students brainstorm and discuss what they think reference materials are.
- Teacher facilitates a class discussion and helps to collate definitions on the board.
- Highlight key characteristics of reference materials, emphasizing their purpose in learning.

Step 2: Identify Common Reference Materials (10 minutes)

- Ask students to list common reference materials used in learning (e.g., dictionaries,
encyclopedias, atlases, thesauruses, online databases).
- Students can work in small groups to discuss the reference materials they have used before.
Each group presents one type of reference material and its usage.

Step 3: Selecting Relevant Reference Materials (5 minutes)

- Present varying research tasks or information needs on the board (e.g., researching a historical
event, learning about a specific animal, finding synonyms for a word).
- Ask students to individually select the most appropriate reference material for each task and
share their reasoning with a partner.

Step 4: The Role of Reference Materials in Lifelong Learning (5 minutes)

- Lead a discussion on the significance of reference materials beyond the classroom.
- Encourage students to think about how they might use reference materials in different aspects
of life, such as careers, hobbies, or personal interests.

Conclusion (5 minutes)
- Summarize key points: the definition of reference materials, examples, their importance, and
relevance to lifelong learning.
- Conduct a brief interactive activity: ask students to participate in a "Think-Pair-Share" about
how they plan to use reference materials in future projects or studies.
- Briefly preview the next session's content, which will focus on how to effectively search for
information in reference materials and evaluate their validity.

Extended Activities:
- Activity 1: Create a "Reference Materials Passport" booklet where students can collect and
summarize information about different reference materials they may use throughout the school
year.
- Activity 2: Set up research challenges where students must use different reference materials to
answer specific questions. They can present their findings to the class.
- Activity 3: Have students create a digital presentation or poster about a specific reference
material, highlighting its features, uses, and benefits.

Teacher Self-Evaluation:
 WEEK 7: LESSON 4
SCHOOL LEVEL LEARNING AREA DATE TIME ROLL
GRADE 8 ENGLISH

Strand: Reading
Sub Strand: Study Skills; Reference materials

Specific Learning Outcomes:

By the end of the lesson, the learner should be able to use reference materials to obtain
information on varied subjects.

Key Inquiry Question(s):

How can one use reference materials appropriately?
Core competencies Values PCIs

 Self-efficacy  Respect  Peaceful conflict

 collaboration resolution

Learning Resources:
- Skills in English pg 68
- Thesaurus
- Digital devices (for online research)
- Reference materials (e.g., encyclopedias, dictionaries)

Organisation of Learning

Introduction (5 minutes)
- Review the previous lesson on different types of reference materials and their purposes.
- Engage learners in a discussion about why reference materials are important and ask for
examples of reference materials they have used before.

Lesson Development (30 minutes)

Step 1: Exploring Synonyms

- In pairs, learners will use a thesaurus to select five common words (e.g., happy, sad, big, small,
fast).
- Each pair will find at least three synonyms for each word and write them down.
Step 2: Sentence Construction
- Still working in pairs, learners will construct sentences for each of the synonyms they found.
- Encourage creativity; sentences should show comprehension of the word’s meaning.

Step 3: Discovering Antonyms

- Each pair will then find antonyms for the original words using the thesaurus, noting at least
three antonyms.
- Learners will then share their antonyms with another pair and combine them to create a mini
crossword puzzle, using the antonyms as clues.

Step 4: Researching Topics

- Transition to using encyclopedias (either physical copies or digital resources) to search for
information on a topic of interest from a list provided by the teacher (e.g., climate change,
technology in education).
- Learners will summarize the information they gather in one or two sentences.

Conclusion (5 minutes)
- Summarize key points discussed during the lesson, emphasizing the importance of using
reference materials effectively.
- Conduct a brief interactive quiz where learners match words to their synonyms and antonyms,
or present a quick fact from their encyclopedic research to the class.
- Preview upcoming topics related to writing skills and the importance of citing sources in
research.

Extended Activities
- Word Wall Project: Create a collaborative word wall in the classroom where students add new
synonyms and antonyms they encounter in their independent reading throughout the term.
- Research Presentation: Assign learners to choose a different subject and conduct a short
presentation using multiple types of reference materials. They can present their findings in
groups, promoting collaboration and information sharing.

Teacher Self-Evaluation:
 WEEK 7: LESSON 5
SCHOOL LEVEL LEARNING AREA DATE TIME ROLL
GRADE 8 ENGLISH

Strand: Writing
Sub Strand: Functional Writing; Apology Letters

Specific Learning Outcomes:

- By the end of the lesson, learners should be able to:
- Name the parts of a letter of apology.
- Write a letter of apology based on a given context.
- Acknowledge the role of letter writing in communication.

Key Inquiry Question(s):

- Why do people write apology letters?
Core competencies Values PCIs

 Learning to  Unity  Peaceful conflict

learn resolution
 Digital literacy

Learning Resources:
- Skills in English pg. 75-76
- Samples of letters of apology

Organisation of Learning:

Introduction (5 minutes)
- Review the previous lesson on letter writing.
- Encourage learners to engage in a brief discussion about the importance of communication
through letters, specifically focusing on apologies. Ask questions like, “What are some situations
where you might need to apologize?”

Lesson Development (30 minutes)

Step 1: Understanding the Parts of an Apology Letter (10 minutes)
- Activity: In pairs, learners will observe samples of apology letters provided in the learning
resources.
- Objective: Identify and name the parts of an apology letter, including the heading, salutation,
body, closing, and signature.
- Discussion: Each pair will share their findings with the class, ensuring understanding of all
parts.

Step 2: Analyzing Language and Content (10 minutes)

- Activity: Discuss the language used in the samples of apology letters.
- Objective: Highlight key phrases and expressions commonly found in apology letters, such as
“I am sorry for...”, “I understand that...”, and “I hope you can forgive me.”
- Group Discussion: What makes an apology sincere? How can language impact the
effectiveness of an apology?

Step 3: Writing an Apology Letter (10 minutes)

- Activity: Using a given context (e.g., apologizing for a missed event or misunderstanding),
learners will write their own apology letters individually.
- Objective: Apply their understanding of the parts and the language of an apology letter to create
a coherent and sincere message.

Step 4: Peer Assessment (5 minutes)

- Activity: In pairs, learners will exchange their letters and provide constructive feedback using a
simple rubric (clarity, sincerity, and structure).
- Objective: Encourage collaboration and improve writing through peer evaluation.

Conclusion (5 minutes)
- Summary: Recap the key points discussed in the lesson, including the parts of a letter, the
language of apology, and the significance of letter writing in communication.
- Interactive Activity: Conduct a quick quiz or a “Guess the Apology” activity using hypothetical
scenarios for learners to express how they would apologize.
- Preview: Inform learners about the next session focusing on letter writing for different purposes
(e.g., thank-you letters).

Extended Activities:
- Activity 1: Write a letter to a historical figure apologizing for a misunderstanding or
misrepresentation in history.
- Activity 2: Create a role-play scenario where students must apologize to a peer or parent in a
specific context, then act it out in small groups.
- Activity 3: Journal Entry – Reflect on a time they needed to apologize and write about how it
made them feel and the outcome.

Teacher Self-Evaluation:
 WEEK 9: LESSON 1
SCHOOL LEVEL LEARNING AREA DATE TIME ROLL
GRADE 8 ENGLISH

Strand: Reading
Sub-Strand: Intensive Reading; Short Story

Specific Learning Outcomes:

- By the end of the lesson, the learner should be able to read the short story "A Memorable
Adventure" aloud.
- Identify repetition and the use of dialogue in the short story.
- Discuss the message in the dialogues of the short story.
- Acknowledge the role of dialogue and repetition in fiction writing.

Key Inquiry Questions:

- What is repetition and dialogue?
- What stylistic devices are found in short stories?
- What type of stories are interesting to read?
Core competencies Values PCIs

 Critical  Unity  Peace education

thinking and
problem solving

Learning Resources:
- "Skills in English" pg 71-73
- Selected storybooks

Organisation of Learning:

Introduction (5 minutes)
- Review the Previous Lesson: Ask students to share key lessons learned about the elements of
short stories.
- Guide Reading & Discussion: Use the learning resources to introduce key concepts of
repetition and dialogue, ensuring students understand their significance in storytelling.
Lesson Development (30 minutes)

Step 1: Read Aloud (10 minutes)

- Activity: Students take turns reading sections from the short story "A Memorable Adventure"
aloud.
- Objective: Enhance reading fluency and practice articulation, while also making note of where
repetition and dialogue occur in the text.

Step 2: Retell the Story (10 minutes)

- Activity: In pairs, students retell the events of the short story to each other, emphasizing the
main plot points.
- Objective: Develop comprehension skills and the ability to summarize key events and themes
in their own words.

Step 3: Identify Language Features (5 minutes)

- Activity: Students individually identify repeated words and phrases, as well as examples of
dialogue, writing them down.
- Objective: Strengthen analytical skills and focus on specific language features that contribute to
the storytelling.

Step 4: Group Discussion and Role Play (5 minutes)

- Activity: Students discuss the messages conveyed through the dialogue, sharing insights in
small groups. Following the discussion, they will role-play a chosen dialogue interaction from
the story.
- Objective: Foster a deeper understanding of character motivations and thematic messages,
while using creativity to embody their characters.

Conclusion (5 minutes)
- Summarize: Recap the key points discussed during the lesson, focusing on repetition, dialogue,
and their roles in storytelling.
- Interactive Activity: Conduct a quick "whip-around" where each student shares one thing they
learned or found interesting.
- Preview Next Session: Inform students that the next lesson will involve exploring character
development and how dialogue can reveal character traits, asking them to consider which
characters stood out to them in today's story.

Extended Activities:
- Creative Writing: Assign students to write their short story incorporating elements of dialogue
and repetition, reflecting on a memorable event in their lives.
- Book Club: Encourage students to read another short story at home or in groups and identify
the use of repetition and dialogue for discussion in the next class.
- Art Project: Create a comic strip that illustrates a scene from "A Memorable Adventure,"
focusing on representing both dialogue and repeated phrases.

Teacher Self-Evaluation:
 WEEK 9: LESSON 2
SCHOOL LEVEL LEARNING AREA DATE TIME ROLL
GRADE 8 ENGLISH

Strand: Reading
Sub Strand: Intensive reading; Short story

Specific Learning Outcomes:

- Explain the importance of repetition and dialogue in a short story.
- Describe how dialogues bring out the traits of the different speakers.

Key Inquiry Questions:

- What is the importance of repetition and dialogue in fiction writing?
- How does dialogue reveal the character traits of speakers?
Core competencies Values PCIs

 Critical  Unity  Peace education

thinking and
problem solving

Learning Resources:
- Skills in English (pg 73-74)
- Digital devices
- Selected storybooks

Organisation of Learning

Introduction (5 minutes)
- Begin the lesson with a quick review of the previous lesson on story elements.
- Introduce today’s topic by discussing how authors use repetition and dialogue to enhance
storytelling.
- Prompt students to consider how these elements impact their understanding of characters and
themes.

Lesson Development (30 minutes)

Step 1: Research (10 minutes)

- Divide students into pairs.
- Instruct them to use digital devices or available storybooks to find examples of repetition and
dialogue in short stories.
- Ask them to make notes about how these elements affected their reading experience.

Step 2: Group Discussion (10 minutes)

- Have each pair share their findings with another pair to form small groups.
- Encourage each group to discuss the importance of repetition and dialogue with a focus on
character traits.
- Provide guiding questions such as: "How does a character's way of speaking reveal their
personality?"

Step 3: Class Share (5 minutes)

- Reconvene as a whole class.
- Ask representatives from each group to summarize their discussions and insights.
- Facilitate a discussion that connects the groups’ findings to the key inquiry questions,
highlighting common themes.

Step 4: Creative Writing (5 minutes)

- Instruct students to write a short paragraph centered on the theme of peer relationships,
incorporating both dialogue and repetition.
- Share a quick example, e.g., characters expressing support or asking for help repeatedly.

Conclusion (5 minutes)
- Ask students to reflect on what they learned today regarding the importance of repetition and
dialogue.
- Summarize the key points discussed and highlight how these elements contribute to character
development in short stories.
- Conduct a quick interactive activity, such as a “Think-Pair-Share,” to reinforce the main topics.
- Provide a preview of the next lesson, which will delve deeper into character analysis using
examples from short stories.

Extended Activities
- Independent Reading: Have students select and read a short story at home, identifying instances
of repetition and dialogue.
- Character Analysis Essay: Encourage students to write a brief essay analyzing a character from
a short story, focusing on how dialogue reveals their traits.
- Dialogue Writing Exercise: Instruct students to create a two-character dialogue that showcases
their personalities.
Teacher Self-Evaluation:
 WEEK 9: LESSON 3
SCHOOL LEVEL LEARNING AREA DATE TIME ROLL
GRADE 8 ENGLISH

Strand: THEME; REHABILITATION

Sub Strand: Conversational skills; Disagreeing politely

Specific Learning Outcomes:

- By the end of the lesson, the learner should be able to:
- List ways of disagreeing politely.
- Use conversational strategies to disagree appropriately.
- Apply non-verbal cues to express varied moods and feelings.
- Advocate the need to speak politely during communication.

Key Inquiry Question(s):

- Which words or phrases are used to show politeness?
- How do you use non-verbal cues to express different moods and feelings?
Core competencies Values PCIs

 Collaboration  Respect  Effective

communication

Learning Resources:
- Skills in English pg 78-80
- Short videos
- Digital devices
- Pictures

Organisation of Learning:

Introduction (5 minutes)
- Review the previous lesson on communication techniques.
- Guide learners to read and discuss relevant content from the learning resources, focusing on
polite disagreement. Engage students by asking them to share any experiences where they had to
disagree with someone while maintaining politeness.

Lesson Development (30 minutes)

Step 1: Identifying Polite Expressions (10 minutes)
- In pairs, students read an excerpt in which speakers disagree appropriately. They highlight or
underline the polite expressions used in the dialogue.
- Discuss as a class the different polite expressions identified, such as "I see your point, but…" or
"I understand your perspective; however…".

Step 2: Role Play (10 minutes)

- In small groups, students role-play the disagreement scenarios from the excerpt. They enact the
disagreement while focusing on the use of polite language and appropriate non-verbal cues (e.g.,
maintaining eye contact, nodding).
- Encourage groups to provide constructive feedback on each other's performances.

Step 3: Practicing Non-Verbal Communication (5 minutes)

- Discuss the importance of non-verbal cues in communication. Show examples of different non-
verbal cues (e.g., facial expressions, gestures) that can change the meaning of spoken words.
- In pairs, students practice expressing different moods (e.g., frustration, understanding) using
only non-verbal cues while their partner guesses the mood being conveyed.

Step 4: Writing a Dialogue (5 minutes)

- Students independently write a short dialogue about a rehabilitation topic where speakers
disagree politely.
- Students can incorporate at least three polite expressions and think about the non-verbal cues
that could accompany their dialogue.

Conclusion (5 minutes)
- Summarize key points: Importance of polite disagreement, examples of polite expressions, and
how non-verbal cues complement verbal communication.
- Conduct a brief interactive activity, such as a quick quiz or discussion on the impact of
politeness in communication.
- Prepare learners for the next session by introducing the next topic "Empathy in
Communication" and posing questions for them to consider.

Extended Activities:
1. Debate Club: Students can participate in a mock debate where they practice disagreeing
politely on a pre-selected topic related to rehabilitation.
2. Journal Writing: Encourage students to keep a reflective journal where they write about their
real-life experiences of disagreements, focusing on how they maintained politeness.
3. Video Analysis: Assign students to watch a short film or show where characters disagree and
analyze how they express their disagreement politely. They can present their findings in the next
class.
Teacher Self-Evaluation:
 WEEK 9: LESSON 4
SCHOOL LEVEL LEARNING AREA DATE TIME ROLL
GRADE 8 ENGLISH

Strand: Grammar in use

Sub Strand: Word classes; Adverbs

Specific Learning Outcomes:

By the end of the lesson, learners will be able to:
1. State the meaning of adverbs, focusing on adverbs of frequency and degree.
2. Identify adverbs of frequency and degree correctly from a given text.
3. Use adverbs of frequency and degree correctly in sentences.
4. Appreciate the importance of using adverbs correctly in communication.

Key Inquiry Questions:

- Why should one use adverbs correctly?
- Which words can be used to describe how often an action is done?
Core competencies Values PCIs

 Imagination and  respect  effective

creativity communication

Learning Resources:
- Skills in English, pages 84-86
- Crossword puzzle
- Digital devices
- Charts
- Video clips

Organisation of Learning:

Introduction (5 minutes):
- Begin with a brief review of the previous lesson on verbs and their importance in creating
meaning in sentences.
- Guiding question: “What role do you think adverbs play when we communicate?”
- Introduce the concept of adverbs, specifically focusing on adverbs of frequency (e.g., always,
often, sometimes) and adverbs of degree (e.g., very, quite, extremely).
Lesson Development (30 minutes):

Step 1: Definition and Explanation (10 minutes)

- In pairs, learners will discuss and write down definitions for adverbs, adverbs of frequency, and
adverbs of degree.
- Encourage learners to share their definitions with the class, guiding them to a correct
understanding of how these adverbs modify verbs, adjectives, or other adverbs.

Step 2: Text Analysis (10 minutes)

- Distribute a short text (a paragraph from a fictional story or an article) that includes several
adverbs of frequency and degree.
- In small groups, learners will read the text and underline/ highlight the adverbs they find.
- Afterward, groups will share their findings, ensuring they explain the role of each adverb in
context.

Step 3: Multimedia Engagement (5 minutes)

- Show a short video clip that features various actions (e.g., a video about daily routines).
- Learners will jot down adverbs of frequency and degree they hear in the video.
- Discuss as a class: Were there any surprises? How did the adverbs change the meaning of the
actions?

Step 4: Creative Application (5 minutes)

- Have learners construct their own sentences using provided adverbs of frequency and degree.
- As a fun challenge, they will complete a crossword puzzle using the adverbs discussed in class.
- If time permits, learners can use digital devices to search for additional examples of adverbs of
frequency and degree.

Conclusion (5 minutes):
- Summarize the key points learned about adverbs, emphasizing their role in enriching
communication.
- Conduct a quick interactive quiz where learners share what they’ve learned about adverbs of
frequency and degree.
- Preview the next lesson: explore adjectives and their relationship with adverbs. Pose the
question: “How do adjectives and adverbs work together to create descriptions?”

Extended Activities:
1. Adverb Hunt: Instruct students to find a newspaper or magazine article and identify various
adverbs of frequency and degree. They should be prepared to present their findings and discuss
the impact of these adverbs on the article's tone.
2. Creative Writing: Encourage learners to write a short story or a personal narrative using at
least five different adverbs of frequency and five adverbs of degree. This could later be shared in
small groups for peer feedback.
3. Adverb Bingo: Create bingo cards filled with different adverbs (of frequency and degree); as
students hear examples during the next few lessons, they can mark off their cards.

Teacher Self-Evaluation:
 WEEK 9: LESSON 5
SCHOOL LEVEL LEARNING AREA DATE TIME ROLL
GRADE 8 ENGLISH

Strand: Writing
Sub Strand: Mechanics of Writing

Specific Learning Outcomes:

By the end of the lesson, the learner should be able to:
- Spell commonly misspelled words correctly.
- Use prefixes and suffixes correctly in writing.
- Acknowledge the importance of correct spelling in writing.

Key Inquiry Questions:

1. Why should we spell words correctly?
2. How are words formed?
Core competencies Values PCIs

 communication  Unity  Health education

 self-efficacy awareness

Learning Resources:
- Skills in English, pages 90-92.
- Dictionaries.
- Flashcards.

Organisation of Learning:

Introduction (5 minutes)
- Briefly review key concepts from the previous lesson, focusing on mechanics of writing.
- Guide learners to read and discuss the relevant content from the learning resources. Highlight
the importance of spelling and the role of prefixes and suffixes.

Lesson Development (30 minutes)

Step 1: Identifying Misspelled Words (10 minutes)
- In pairs, learners will receive a short passage from the learning resources.
- They will read the passage and underline any words they believe are misspelled.
- After identifying the words, they will share their findings with their partner to compare lists.

Step 2: Prefixes and Suffixes Exploration (10 minutes)

- Learners will continue working in pairs to pick out words containing prefixes and suffixes from
the same passage.
- They will list these words and categorize them based on their prefixes and suffixes (e.g., “un-,”
“-ing,” “-ed”).

Step 3: Checking Spellings (5 minutes)

- Using dictionaries, learners will check the spelling of the misspelled words they identified in
Step 1.
- They will correct their lists and discuss any patterns they notice regarding common
misspellings.

Step 4: Constructing Sentences (5 minutes)

- Each pair will choose three words (at least one misspelled word and one from their
prefixes/suffixes list) and construct original sentences using these words.
- Pairs will share their sentences with the class, promoting discussion on usage.

Conclusion (5 minutes)
- Summarize key points: the importance of correct spelling as a reflection of clarity and
professionalism in writing, and how prefixes and suffixes modify meanings.
- Conduct an interactive activity, such as a quick game where learners must categorize words
with prefixes or suffixes for correct spelling.
- Provide a preview of the next session’s topics about advanced writing techniques.

Extended Activities:
- Spelling Bee: Organize a friendly spelling bee competition focusing on commonly misspelled
words.
- Prefix and Suffix Scrapbook: Create a scrapbook page for different prefixes and suffixes,
including visuals, definitions, and example words.
- Creative Writing Task: Write a short story or poem incorporating at least five words that use
prefixes or suffixes correctly, ensuring proper spelling.

Teacher Self-Evaluation:
 WEEK 10: LESSON 1
SCHOOL LEVEL LEARNING AREA DATE TIME ROLL
GRADE 8 ENGLISH

Strand: Writing
Sub Strand: Mechanics of Writing – 2

Specific Learning Outcomes:

- By the end of the lesson, students should be able to:
- Write words with silent vowels (-ie and -ei) correctly.
- Make connections between spelling and meaning in suffixed and prefixed words.
- Create and display charts showing different words with prefixes and suffixes.

Key Inquiry Question(s):

- Which suffixed or prefixed words do you find challenging to spell?
Core competencies Values PCIs

 communication  Unity  Health education

 self-efficacy awareness

Learning Resources:
- Skills in English (pg 92-94)
- Charts
- Flashcards
- Dictionaries

Organisation of Learning:

Introduction (5 minutes)
- Review the previous lesson's key points about prefixes, suffixes, and silent vowels.
- Engage the learners in a brief discussion to activate prior knowledge and introduce today's
concepts by asking:
- “Can anyone give an example of a word with a silent vowel?”

Lesson Development (30 minutes)

Step 1: Identifying Silent Vowels (10 minutes)

- In pairs, students will look through a provided list of words (include a mix of words with and
without silent vowels).
- Each pair will identify words with silent vowels and compile a mini-list for sharing.
- Suggested activity: Create flashcards for 5 identified words with silent vowels.

Step 2: Gathering Examples From Texts (10 minutes)

- Students will use newspapers or magazines to search for additional examples of words with
prefixes, suffixes, and silent vowels.
- They will highlight these words and write them on a shared class board or chart paper for
visibility.

Step 3: Constructing Sentences (5 minutes)

- Each pair will construct sentences using at least three of the silent vowel words they found.
- Encourage creativity: Students can make up a short story or dialogue that incorporates these
words.

Step 4: Writing Composition (5 minutes)

- Individually, students will select one word that they find challenging (either with a prefix,
suffix, or silent vowel) and write a short composition (about 5-7 sentences) that incorporates
their word in context.
- Ask them to also think about its meaning and how that relates to its spelling.

Conclusion (5 minutes)
- Summarize the key points from the lesson, reinforcing the connections between spelling
patterns, prefixes, suffixes, and their meanings.
- Conduct a quick interactive activity where students share one new word they learned today and
its significance.
- Preview the next lesson topic, which could involve deeper exploration into etymology and its
influence on modern English vocabulary.

Extended Activities:
- Word Wall: Create a word wall in the classroom where students can add new words they come
across in their reading that feature silent vowels, prefixes, or suffixes.
- Spelling Bee: Hold a class competition focused on challenging words featuring silent vowels
and word forms with prefixes/suffixes.
- Creative Writing Assignment: Have students write a short story or poem incorporating at least
ten words with prefixes, suffixes, or silent vowels from their lists or out of context.

Teacher Self-Evaluation:
 WEEK 10: LESSON 2
SCHOOL LEVEL LEARNING AREA DATE TIME ROLL
GRADE 8 ENGLISH

Strand: Reading
Sub Strand: Reading Fluency; Poem

Specific Learning Outcomes:

- By the end of the lesson, the learner should be able to:
- Identify techniques of reading faster.
- Read a text accurately with expression and at the right speed.
- Appreciate the value of fluency in reading to enhance understanding.

Key Inquiry Question(s):

- Why should we display appropriate expression when reading a text?
Core competencies Values PCIs

 collaboration  respect  effective

 self-efficacy communication

Learning Resources:
- Skills in English (pg 80-81)
- Dictionaries

Organisation of Learning:

Introduction (5 minutes)
- Review the previous lesson briefly, asking learners about their understanding of reading
fluency and its importance.
- Guide students to read and discuss relevant content from the learning resources, focusing on
key concepts such as speed, expression, and clarity in reading.

Lesson Development (30 minutes)

Step 1: Previewing the Text (7 minutes)

- Explain the importance of previewing a text before reading.
- Have students work in pairs to preview the assigned poem, noting titles, headings, and any
illustrations.
- Discuss what they might expect from the text based on these elements.

Step 2: Skimming for Main Ideas (7 minutes)

- Teach students how to skim for the main ideas.
- Ask learners to spend a few minutes skimming through the poem to identify the overall theme
or message.
- Facilitate a brief class discussion where students share their interpretations of the main idea.

Step 3: Scanning for Specific Details (8 minutes)

- Introduce the technique of scanning for specific details and examples in the poem.
- Instruct students to look for specific phrases or words that support the main idea.
- Let them share their findings, emphasizing how these details help deepen understanding.

Step 4: Reading with Expression (8 minutes)

- Conduct a reading practice session.
- Model reading the poem aloud with proper speed and expression.
- Pair students again and have them practice reading the poem to each other, focusing on rhythm,
expression, and clarity.
- Circulate around the room to offer guidance and feedback.

Conclusion (5 minutes)
- Summarize key points discussed during the lesson, including techniques for improving reading
fluency and their importance for comprehension.
- Conduct a brief interactive activity, such as a ‘Read-Aloud Challenge’ where volunteers read a
few lines from the poem, demonstrating their understanding of expression.
- Prepare learners for the next session by introducing the theme of the next poem they'll explore
and posing questions about the significance of tone in poetry.

Extended Activities:
- Have students keep a reading journal for a week, where they note their reading speed and
expression techniques they used while reading different texts.
- Encourage learners to find a short poem of their choice, practice reading it with expression, and
present it to the class for peer feedback.
- Organize a small poetry reading session where students can showcase their favorite poems,
focusing on conveying emotion and expression effectively.

Teacher Self-Evaluation:
 WEEK 10: LESSON 3
SCHOOL LEVEL LEARNING AREA DATE TIME ROLL
GRADE 8 ENGLISH

Strand: Reading
Sub Strand: Reading Fluency; Poem

Specific Learning Outcomes:

By the end of the lesson, learners should be able to apply fluency strategies when reading a text.

Key Inquiry Question(s):

- Why should we read at the right speed?
Core competencies Values PCIs

 collaboration  respect  effective

 self-efficacy communication

Learning Resources:
- Skills in English pg 82-83
- Watches
- Tables
- Print texts
- Poems

Organisation of Learning:

Introduction (5 minutes)
- Review the previous lesson by asking students to share what they learned about reading fluency
and its importance.
- Introduce the day's focus on reading poems, and guide learners to quickly discuss key concepts
using the provided resources, emphasizing expression and speed in reading.

Lesson Development (30 minutes)

Step 1: Recitation Practice (10 minutes)

- In pairs, learners will recite the assigned poem from their books.
- Encourage them to focus on clear pronunciation and using expression while reading aloud.
- Instruct students to pay attention to their pacing as they recite.
Step 2: Analyze and Answer Questions (10 minutes)
- After reciting, provide learners with a set of questions related to the poem.
- Ask them to discuss their answers in pairs or small groups, promoting comprehension and
critical thinking about the text.

Step 3: Research Activity (5 minutes)

- Assign each group to find a poem or passage relating to rehabilitation from either online
resources or books in the class.
- Encourage learners to look for different styles and themes in the poetry they select.

Step 4: Practice Reading Fluency (5 minutes)

- Have students practice reading the selected texts accurately, maintaining appropriate speed and
expression.
- They should record their readings, noting their time and reflecting on their pacing. Provide a
few moments for self-reflection and adjustment if necessary.

Conclusion (5 minutes)
- Summarize the key points of the lesson, reiterating the importance of fluency, expression, and
appropriate pacing in reading.
- Conduct a brief interactive activity where learners share one strategy that will help them
improve their reading fluency moving forward.
- Preview the next session's topics by posing questions regarding their upcoming readings.

Extended Activities:
- Poetry Journal: Encourage students to keep a poetry journal where they can practice writing
their own poems and annotate their reading experiences with observations about fluency.
- Fluency Challenge: Set up a "Fluency Challenge" day where students can choose a favorite
poem to practice and present, allowing their peers to provide feedback on their pace and
expression.
- Reading Partners: Pair students up for additional reading sessions outside of class, where they
can take turns reading aloud to each other, focusing on fluency strategies they learned during the
lesson.

Teacher Self-Evaluation:
 WEEK 10: LESSON 4
SCHOOL LEVEL LEARNING AREA DATE TIME ROLL
GRADE 8 ENGLISH

Strand: Listening and Speaking

Sub Strand: Listening for Detail

Specific Learning Outcomes:

- By the end of the lesson, learners should be able to:
- Identify the main ideas in a listening text.
- Respond appropriately to questions based on the listening text.
- Acknowledge the importance of listening for detail in life.

Key Inquiry Questions:

- Why should you listen attentively?
- What information do we pick out from a listening text?
Core competencies Values PCIs

 communication  patriotism  wildlife

 digital literacy  responsibility conservation

Learning Resources:
- Skills in English pg 95
- Recorded texts (wildlife theme)

Organisation of Learning:

Introduction (5 minutes)
1. Review the Previous Lesson:
- Briefly recap the main concepts covered in the last class.
- Ask students to share their thoughts on the importance of listening.

2. Engage with Learning Resources:

- Guide learners to read selected content from Skills in English pg 95.
- Discuss the relevance of attentive listening in everyday situations.
Lesson Development (30 minutes)

Step 1: Introduction to Recorded Text (10 minutes)

- Introduce the topic of wildlife through a short description or video clip.
- Play a recorded text on wildlife. Ask students to listen carefully for details.

Step 2: Individual Reflection (5 minutes)

- After listening, instruct students to write down the main ideas they gathered from the text.
- Encourage them to jot down any key details they think are significant.

Step 3: Pair and Share (10 minutes)

- Have students pair up and share their notes about the main ideas and details they identified.
- Instruct pairs to discuss how these details enhance our understanding of wildlife.

Step 4: Class Discussion (5 minutes)

- Reconvene as a class and invite pairs to share their thoughts.
- Pose questions to guide the discussion, such as:
- What was the main idea of the text?
- What specific details stood out to you, and why?

Conclusion (5 minutes)
- Summarize Key Points:
- Recap the importance of attentive listening and detail identification.
- Interactive Activity:
- Conduct a quick game where students must recall specific details from the recorded text.
- Prepare for Next Session:
- Preview the next lesson's topic on effective speaking and how listening will play a role in that.

Extended Activities:
1. Wildlife Research Project:
- Have students research an endangered animal and prepare a short oral presentation focusing on
listening skills and detailed responses.

2. Listening Journals:
- Encourage students to maintain a listening journal for a week, recording details and main ideas
from various audio sources (podcasts, audiobooks, etc.).

3. Peer Teaching:
- In pairs, students create a short listening lesson for their classmates using a different recorded
text. This encourages deeper understanding and application of listening for detail.

Teacher Self-Evaluation:
 WEEK 10: LESSON 5
SCHOOL LEVEL LEARNING AREA DATE TIME ROLL
GRADE 8 ENGLISH

Strand: Grammar in Use

Sub Strand: Word Classes; Pronouns

Specific Learning Outcomes:

By the end of the lesson, learners should be able to:
1. Differentiate between indefinite and reflexive pronouns.
2. Identify indefinite and reflexive pronouns in texts.
3. Use indefinite and reflexive pronouns in sentences correctly.
4. Appreciate the role of indefinite and reflexive pronouns in communication.

Key Inquiry Question(s):

- What are indefinite and reflexive pronouns?
- Why do we use indefinite pronouns?
Core competencies Values PCIs

 citizenship  respect Environmental and social

 critical thinking issues on animal welfare
and problem
solving

Learning Resources:
- Skills in English pg 101-103
- Audio texts
- Charts
- Print texts
- Digital devices

Organisation of Learning:

Introduction (5 minutes)
- Review Previous Lesson: Recap the previous lesson on different types of pronouns, engaging
students by asking a few questions to stimulate their recall.
- Guiding Discussion: Prompt learners to read aloud and discuss relevant content from the
learning resources, focusing on the definitions and examples of indefinite and reflexive
pronouns.
Lesson Development (30 minutes)
Step 1: Chart Study (10 minutes)
- Activity: Provide students with a chart displaying examples of indefinite pronouns (e.g.,
anyone, someone, everyone, etc.) and reflexive pronouns (e.g., myself, yourself, themselves,
etc.).
- Task: In pairs, students will identify and list as many indefinite and reflexive pronouns as they
can from the chart and discuss their functions with their partner.

Step 2: Listening Activity (10 minutes)

- Activity: Play audio texts related to wildlife.
- Task: As they listen, students will write down any indefinite and reflexive pronouns they hear.
After the audio, they will compare their lists with a partner and discuss if they captured
everything accurately.

Step 3: Sentence Construction (5 minutes)

- Activity: Using the lists from the chart and audio texts, students will individually construct
three sentences: one utilizing an indefinite pronoun and another using a reflexive pronoun.
- Sharing: Volunteers can share their sentences with the class and receive feedback.

Step 4: Fill-in-the-Gap (5 minutes)

- Activity: Hand out sentences with blanks that require either an indefinite or reflexive pronoun
to fill in.
- Task: Students will complete these sentences individually, then review their answers in small
groups.

Conclusion (5 minutes)
- Summarize Key Points: Recap the definitions and examples of indefinite and reflexive
pronouns. Confirm what students learned about their usage and importance in communication.
- Interactive Activity: Conduct a quick quiz using a digital tool (like Kahoot) to reinforce the
main topics covered.
- Preparation for Next Session: Briefly introduce the next topic, such as exploring antecedents,
and challenge students to think of their own examples for the next lesson.

Extended Activities:
1. Creative Writing Assignment: Have students write a short story that includes at least five
examples of indefinite pronouns and three examples of reflexive pronouns. This will help them
practice usage in context.
2. Pronoun Hunt: Assign students to find and list various pronouns used in a chapter from their
English textbook or another reading material and categorize them as indefinite or reflexive.
3. Pronoun Charades: In groups, students will act out a sentence that includes an indefinite or
reflexive pronoun while others guess the pronoun and its type.
Teacher Self-Evaluation:
 WEEK 11: LESSON 1
SCHOOL LEVEL LEARNING AREA DATE TIME ROLL
GRADE 8 ENGLISH

Strand: Reading
Sub Strand: Intensive Reading; Short Story

Specific Learning Outcomes:

By the end of the lesson, learners should be able to:
- Identify the main ideas in the short story.
- Summarize the key events in the short story.
- Relate the main ideas in the short story to real-life situations.
- Appreciate the relevance of the short story in addressing real-life issues.

Key Inquiry Question:

- Why do we read short stories?
Core competencies Values PCIs

 learning to  unity Gender roles

learn

Learning Resources:
- Skills in English (pg 87-89)
- Short stories (selected short story: "I Think It Is Time")
- Talking Trees method for summarizing events

Organisation of Learning:

Introduction (5 minutes):
- Review the previous lesson on narrative elements.
- Discuss with learners why understanding short stories is important for connecting with real-life
issues. Invite students to share any short stories they have read.

Lesson Development (30 minutes):

Step 1: Read and Discuss (10 minutes)

- Individually, learners will read a prescribed section of the short story "I Think It Is Time."
- After reading, prompt a class discussion on initial thoughts about the storyline. Use questions
such as: "What did you understand from the text?" and "What do you think is the main theme of
the story?"

Step 2: Summarizing Key Events (10 minutes)

- In pairs, learners will utilize the Talking Trees method to summarize the key events from the
story. They will create a visual map where branches represent different events.
- Encourage pairs to share their summaries with the class and modify based on peer feedback.

Step 3: Relating to Real Life (5 minutes)

- In small groups, learners will discuss and brainstorm how the main ideas from the story reflect
real-life situations.
- Each group will select one real-life issue that resonates with the story and prepare to share it
with the class.

Step 4: Role-Playing (5 minutes)

- Groups will choose a significant scene from the story and act it out.
- This activity will facilitate understanding of character motivations and consequences.

Conclusion (5 minutes):
- Recap the key points learned about the short story, focusing on summarization and real-life
connections.
- Conduct a brief interactive quiz, where students can quickly respond to questions about the
short story, solidifying their understanding.
- Share an overview of the next lesson, which will focus on character analysis and theme
exploration.

Extended Activities:
- Creative Writing: Ask students to write their own short story that reflects a real-life issue they
feel passionate about, incorporating elements studied from "I Think It Is Time."
- Art Interpretation: Create a visual representation (drawing or collage) of the main idea of the
story and how it relates to real life.
- Group Discussion: Organize a debate on the relevance of storytelling in modern society versus
past societies.

Teacher Self-Evaluation:
 WEEK 11: LESSON 2
SCHOOL LEVEL LEARNING AREA DATE TIME ROLL
GRADE 8 ENGLISH

Strand: Writing
Sub Strand: Composition Writing

Specific Learning Outcomes:

By the end of the lesson, learners should be able to:
1. Identify the steps in the writing process.
2. Write a dialogue on a given topic.
3. Appreciate the importance of the writing process in enhancing clear communication.

Key Inquiry Question(s):

- Why is it important to plan before writing?
- How would you ensure that you make your composition clear and interesting?
Core competencies Values PCIs

 collaboration  patriotism  peer education

 learning to
learn

Learning Resources:
- Skills in English (pg 108-109)
- Samples of dialogues
- Digital devices
- Course books

Organisation of Learning:

Introduction (5 minutes)
- Review the Previous Lesson: Start with a quick recap of the last lesson to activate prior
knowledge.
- Discussion: Guide learners to read and discuss relevant content from pages 108-109 in their
Skills in English book. Focus on the writing process, highlighting key concepts and definitions.

Lesson Development (30 minutes)

Step 1: Discuss the Writing Process (10 minutes)
- Activity: In small groups, learners discuss the various steps involved in the writing process
(prewriting, drafting, revising, editing, publishing).
- Guide Questions: What do you think happens in each step? Why might each step be important?
- Sharing: Each group shares their findings with the class. Teacher summarizes and ensures
accuracy.

Step 2: Brainstorming Ideas (10 minutes)

- Activity: In pairs or small groups, learners brainstorm ideas for a dialogue based on a chosen
topic (e.g., wildlife conservation).
- Tools: Encourage the use of digital devices to research relevant facts or arguments that can be
included in their dialogue.
- Focus: What key points do you want to communicate in your dialogue?

Step 3: Writing a Rough Draft (5 minutes)

- Activity: Individually, learners begin writing a rough draft of their dialogue.
- Instructions: Remind students to focus on the flow of conversation and clarity, using their
brainstormed ideas.

Step 4: Revise and Edit (5 minutes)

- Activity: Learners exchange drafts with a partner for peer review.
- Instructions: Encourage them to give constructive feedback, focusing on clarity, engagement,
and coherence. Afterward, allow time for students to make necessary revisions.

Conclusion (5 minutes)
- Review Key Points: Summarize the steps of the writing process and the importance of planning
and drafting.
- Interactive Activity: Conduct a quick quiz or a game (e.g., Kahoot) to reinforce key concepts
discussed in class.
- Preview Next Lesson: Introduce what will be covered in the next session, such as deeper
exploration into editing styles or the importance of audience in writing. Encourage students to
think of a dialogue they’ve heard recently that made an impact on them.

Extended Activities:
1. Dialogue Performance: Students create a performance of their dialogues in small groups to
practice communication skills.
2. Writing Process Reflection: Have students write a short reflection on their experience of the
writing process and what they learned about making their compositions clear and engaging.
3. Research Project: Assign a project to research a contemporary issue (e.g., climate change) and
create a dialogue that portrays differing viewpoints on the topic.
Teacher Self-Evaluation:
 WEEK 11: LESSON 3
SCHOOL LEVEL LEARNING AREA DATE TIME ROLL
GRADE 8 ENGLISH

Strand: Reading
Sub Strand: Intensive Reading; Visuals

Specific Learning Outcomes:

By the end of the lesson, learners should be able to:
- Identify different visuals in given contexts correctly.
- Make a connection between visuals and the written texts.

Key Inquiry Question(s):

- What information do we obtain from visuals?
Core competencies Values PCIs

 citizenship  patriotism  environmental and

 learning to social issues
learn

Learning Resources:
- Skills in English pg 96-98
- Pictures, Graphs, Videos

Organisation of Learning:

Introduction (5 minutes)
- Review the previous lesson on textual analysis and comprehension.
- Ask students to share examples of visuals they encountered in their reading.
- Guide learners to read and discuss relevant content from the learning resources, emphasizing
the understanding of the key concepts related to visuals.

Lesson Development (30 minutes)

Step 1: Introduction to Visuals (10 minutes)

- Present a variety of visuals (pictures, graphs, charts) related to a specific theme (e.g., climate
change, books, or sports).
- Discuss with students the different types of visuals and what each type conveys.
- Ask learners to think about how visuals support written texts and what roles they play in
understanding information.
Step 2: Group Activity - Analyzing Visuals (10 minutes)
- Divide students into small groups and provide each group with a set of visuals from the
learning resources.
- Instruct groups to analyze their visuals and discuss:
- What information is conveyed by the visuals?
- How do these visuals relate to the accompanying texts?
- Each group will prepare to present one visual to the class and explain their analysis.

Step 3: Class Presentations (5 minutes)

- Have each group present their visual to the class.
- Encourage classmates to ask questions or make connections to different contexts.
- Emphasize the importance of inferred meanings behind visuals and their textual connections
during discussions.

Step 4: Individual Reflection (5 minutes)

- Ask students to choose a visual from their own interests (e.g., from social media, magazines,
etc.) and write a brief paragraph connecting that visual to a text they have read.
- Invite a few students to share their chosen visuals and reflections with the class.

Conclusion (5 minutes)
- Summarize key points covered in the lesson: the types of visuals, how to analyze them, and
their relation to texts.
- Conduct an interactive activity, such as a quick group quiz where students identify types of
visuals based on descriptions or characteristics given.
- Prepare learners for the next session by previewing the topic of inferring meaning and
exploring different contexts where visuals play a crucial role.

Extended Activities:
1. Visual Storyboard Project: Students create a storyboard for a short story they read,
incorporating various visuals (pictures or drawings) to enhance the narrative.
2. Visual Journaling: Learners keep a visual journal for a week where they collect visuals (e.g.,
from newspapers or the internet) and write brief reflections on how these visuals relate to current
events or topics studied in class.
3. Create a Visual Presentation: Students create a PowerPoint or poster that combines visuals and
text about a topic of their choice, focusing on how visuals can enhance understanding of the
information presented.

Teacher Self-Evaluation:
 WEEK 11: LESSON 4
SCHOOL LEVEL LEARNING AREA DATE TIME ROLL
GRADE 8 ENGLISH

Strand: Reading
Sub Strand: Intensive Reading; Visuals

Specific Learning Outcomes:

- By the end of the lesson, the learner should be able to interpret visuals correctly for meaning
and appreciate the role of visuals in simplifying representation.

Key Inquiry Question(s):

- How can one interpret a visual correctly?
Core competencies Values PCIs

 citizenship  patriotism  environmental and

 learning to social issues
learn

Learning Resources:
- Skills in English pg 99-100, Word puzzle, Pictures, Charts.

Organisation of Learning

Introduction (5 minutes)
- Begin with a brief review of the previous lesson, highlighting the importance of visuals in
understanding texts.
- Ask students to share examples of visuals they have encountered recently and how they
interpreted them.
- Introduce the day’s objectives, focusing on interpreting visuals related to human-wildlife
conflict.

Lesson Development (30 minutes)

Step 1: Observe and Discuss (10 minutes)

- Distribute pictures and charts depicting human-wildlife conflict scenarios.
- In pairs, students will analyze the visuals, discussing the messages conveyed including colors,
images, and annotations.
- Prompt them with guiding questions: What do you see? What do you think the visual is trying
to communicate?
Step 2: Summary Writing (10 minutes)
- Ask each pair to summarize their understanding of the visuals in a few sentences.
- Encourage them to consider how the visuals helped them understand the situation better.
- Encourage them to share their summaries with the class for discussion.

Step 3: Create a New Visual (5 minutes)

- Transition to a creative task where students, still in pairs, create their own visual representation
of a different aspect of human-wildlife conflict (e.g., habitat loss, poaching) using the
information they discussed.
- They can use images, drawings, or charts to convey their message effectively.

Step 4: Group Presentations (5 minutes)

- Each group presents their visual representations to the class, explaining their choices and how
they convey knowledge about the topic.
- Foster a supportive atmosphere for peers to ask questions and offer feedback.

Conclusion (5 minutes)
- Recap the lesson’s key points, emphasizing the importance of interpreting visuals and the role
they play in our understanding.
- Engage the class in a brief interactive activity, such as a quick word puzzle related to visuals
and key vocabulary learned during the lesson.
- Provide a preview of the next session's topics, perhaps hinting at another form of media
representation, such as infographics or videos.

Extended Activities:
- Visual Journals: Encourage students to keep a "visual journal" for a week, collecting and
interpreting various visuals (advertisements, articles, infographics) they encounter in their daily
lives.
- Research Project: Assign a project where students research a specific human-wildlife conflict
case and prepare a detailed visual presentation to share with the class.
- Virtual Field Trip: Arrange a virtual field trip to a wildlife reserve or conservation project,
followed by an assignment to create visuals based on their observations.

Teacher Self-Evaluation:
 WEEK 11: LESSON 5
SCHOOL LEVEL LEARNING AREA DATE TIME ROLL
GRADE 8 ENGLISH
Strand: Reading
Sub Strand: Short Story

Specific Learning Outcomes:

By the end of the lesson, learners should be able to:
- Identify the characters in a given short story.
- Explain the relationship between the characters in the short story.
- Appreciate the role of characters in depicting real-life experiences.

Key Inquiry Questions:

1. How do characters make the story come alive?
2. How does one identify the qualities of characters in a short story?
Core competencies Values PCIs

 critical thinking  responsibility  social cohesion

 creativity and
imagination

Learning Resources:
- Skills in English (pg 104-107)
- Tree diagrams
- Manilla papers
- Charts
- Selected short story: "Touring the Wild"

Organisation of Learning:

# Introduction (5 minutes)
- Review the previous lesson on the elements of a short story.
- Engage learners in a discussion about the significance of characters in storytelling.
- Highlight key concepts related to identifying and analyzing characters.

Lesson Development (30 minutes)

Step 1: Identifying Characters (10 minutes)
- Activity: In pairs, have students read the short story "Touring the Wild."
- Task: Each pair should list all the characters they can identify. Encourage them to think about
both main and minor characters.

Step 2: Character Actions (10 minutes)

- Activity: Still in pairs, learners discuss the actions and traits of each character they identified
from the story.
- Task: Each pair notes down how these actions contribute to the story's plot and theme.

Step 3: Relationship Mapping (5 minutes)

- Activity: Introduce character relationship tree diagrams.
- Task: Each pair uses a manilla paper to create a relationship diagram showing how characters
interact and relate to one another.

Step 4: Sharing Insights (5 minutes)

- Activity: Pairs present their character maps to the class.
- Task: Facilitate a brief class discussion where learners share their insights on the characters and
how they contribute to the overall story and its real-life connections.

Conclusion (5 minutes)
- Summarize the key points discussed: characters’ roles, relationships, and real-life connections.
- Conduct an interactive activity: Ask students to reflect on a character in a book or movie they
like and share one quality that makes that character relatable.
- Preview the next session, which will focus on conflict and resolution in short stories,
encouraging students to think about how characters influence these elements.

Extended Activities:
- Homework Assignment: Write a character analysis of a character from "Touring the Wild" or
any other short story they enjoy, focusing on identifying traits, actions, and relationships.
- Creative Project: Create a new character for the story and write a short paragraph about how
this character would change the dynamics of the existing characters and their relationships.
- Group Discussion: Organize a small group discussion where students explore characters from
different genres and how their roles differ.

Teacher Self-Evaluation: