WEEK 1: LESSON 1 to

SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 8 ENGLISH

Strand: Writing

Sub Strand: Writing: Mechanics

Specific Learning Outcomes:

- By the end of the lesson, the learner should be able to:

1. Spell commonly misspelt words correctly

2. Use prefixes and suffixes correctly in writing
3. Acknowledge the importance of correct spellings in writing

Key Inquiry Question(s):

The learner is guided to:
- Read a digital or print passage on drug abuse and pick out the misspelt words
- Make a list of words with prefixes and suffixes used in a passage
- Write the correct spellings of words with prefixes and suffixes from a dictation

Core competencies Values PCIs

 Communication and  Unity  Effective

Collaboration  Respect communication
 Self- efficacy  Patriotism  Social cohesion
 Digital literacy  Responsibility  Decision- making
 Imagination  Environmental
and creativity Education Awareness
 Critical thinking and  Environmental and
Problem solving Social Issues
 Citizenship  Peace Education
 Learning to learn

Learning Resources:
- Dictionary, digital devices, Smart Minds English Grade 8 T.G. Pg.73-75, Smart Minds
English Grade 8 P.B. Pg.77-81

Organisation of Learning:

Introduction (5 minutes):
- Review the previous lesson.
- Guide learners to read and discuss relevant content from the learning resources,
emphasizing the understanding of the key concepts.

Lesson Development (30 minutes):

Step 1: Why should words be spelt correctly?

- Engage students in a discussion on the importance of correct spelling in writing.
Emphasize how spelling errors can impact communication and credibility.

Step 2: Identifying Misspelt Words

- Provide a passage on drug abuse for students to read and identify commonly
misspelled words. Discuss the importance of recognizing and correcting these errors.

Step 3: Using Prefixes and Suffixes

- Have students list down words from the passage that contain prefixes and suffixes.
Discuss the meanings and functions of these affixes in forming words.

Step 4: Dictation Exercise

- Conduct a dictation exercise where students write down the correct spellings of
words with prefixes and suffixes from the passage. Provide feedback and clarification
as needed.

Conclusion (5 minutes):

- Summarize key points about correct spelling, prefixes, and suffixes.

- Conduct a brief interactive activity such as a spelling bee or word hunt to
reinforce learning.
- Preview upcoming topics or questions for the next session.

Extended Activities:

- Ask students to create their own sentences using words with prefixes and suffixes.
- Provide additional passages for students to practice identifying misspelled words
and correcting them.
- Encourage students to create a spelling guide for common prefixes and suffixes.

Teacher Self-Evaluation:
 WEEK 1: LESSON 2

SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 8 ENGLISH

Strand: Writing

Sub Strand: Writing: Mechanics

Specific Learning Outcomes:

- By the end of the lesson, the learner should be able to:

1. Write words with silent vowels (-ie and ei) correctly.

2. Make connections between spelling and meaning in suffixed and prefixed words.
3. Acknowledge the importance of correct spellings in writing.

Key Inquiry Question(s):

The learner is guided to:
- Pick out words with silent vowels from a list.
- Rewrite correctly a piece of writing in which words with prefixes, suffixes, or silent letters are
misspelled.
- Construct sentences using words with silent vowels.
- Write short compositions based on the theme using words with prefixes, suffixes, and silent (-
ie -ei) vowels.

Core competencies Values PCIs

 Communication and  Unity  Effective

Collaboration  Respect communication
 Self- efficacy  Patriotism  Social cohesion
 Digital literacy  Responsibility  Decision- making
 Imagination  Environmental
and creativity Education Awareness
 Critical thinking and  Environmental and
Problem solving Social Issues
 Citizenship  Peace Education
 Learning to learn

Learning Resources:
- Dictionary digital devices Smart Minds English. Grd 8 T.G. Pg.73-75 Smart Minds English. Grd
8 P.B. Pg.77-81

Organisation of Learning:

Introduction (5 minutes):
- Review the previous lesson.
- Guide learners to read and discuss relevant content from the learning resources, emphasizing
the understanding of the key concepts.

Lesson Development (30 minutes):

- Based on learning experience: Why should words be spelled correctly?, lesson
development MUST be split into 3 or 4 distinct steps.

Step 1: Introduce the concept of silent vowels (-ie and -ei) by providing examples and
explaining their significance in spelling.

Step 2: Practice identifying words with silent vowels from a list of words provided, discussing
the meaning of these words.

Step 3: Engage students in rewriting a piece of writing that contains misspelled words
with prefixes, suffixes, or silent letters. Discuss the impact of correct spelling on the clarity
of communication.

Step 4: Have students construct sentences using words with silent vowels and then write
short compositions based on a given theme incorporating words with prefixes, suffixes, and
silent vowels.

Conclusion (5 minutes):

- Summarize key points and learning objectives achieved during the lesson.
- Conduct a brief interactive activity to reinforce the main topics.
- Prepare learners for the next session with a preview of upcoming topics or questions to
consider.

Extended Activities:

- Have students create their own word list with silent vowels and use them in sentences.
- Ask students to identify words with prefixes and suffixes in a text they are reading outside
of class and discuss their meanings.
- Encourage students to write a short story using a variety of words with prefixes, suffixes, and
silent vowels to demonstrate their understanding and creativity.

Teacher Self-Evaluation:
 WEEK 1: LESSON 3

SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 8 ENGLISH

Strand: Listening and Speaking

Sub Strand: Listening and Speaking: Listening for details

Specific Learning Outcomes:

- By the end of the lesson, the learner should be able to:

1.Identify main ideas in a listening text

2. Respond appropriately to questions based on the listening text
3. Acknowledge the importance of listening for details in life

Key Inquiry Question(s):

The learner is guided to:
- Listen to a recorded text on wildlife and answer questions from the text, and
discuss the main ideas
- Listen to a passage read by peers or the teacher and outline the main ideas from
the text individually

Core competencies Values PCIs

 Communication and  Unity  Effective

Collaboration  Respect communication
 Self- efficacy  Patriotism  Social cohesion
 Digital literacy  Responsibility  Decision- making
 Imagination  Environmental
and creativity Education Awareness
 Critical thinking and  Environmental and
Problem solving Social Issues
 Citizenship  Peace Education
 Learning to learn

Learning Resources:
- Dictionary, digital devices
- Smart Minds English, Grade 8 Teacher's Guide, Pages 76-78
- Smart Minds English, Grade 8 Pupil's Book, Pages 82-83

Organisation of Learning:

Introduction (5 minutes):
- Review the previous lesson
- Guide learners to read and discuss relevant content from the learning resources,
emphasizing the understanding of the key concepts

Lesson Development (30 minutes):

- Based on the learning experience: How should one listen for detail? The
lesson development is split into 4 distinct steps:

Step 1: Introduction to Listening for Details

- Explain the importance of listening for details in various contexts
- Provide examples of how listening for details can enhance comprehension

Step 2: Listening to Recorded Text

- Play a recorded text on wildlife for the students
- Ask questions based on the text to assess understanding
- Guide students to identify the main ideas in the listening text

Step 3: Peer or Teacher Reading

- Have students listen to a passage read by peers or the teacher
- Instruct students to outline the main ideas from the text individually
- Encourage discussion among students to compare and contrast their interpretations

Step 4: Reflection and Discussion

- Facilitate a group discussion on the importance of listening for details in everyday life
- Encourage students to share their reflections on the listening exercises and how
they can apply these skills outside the classroom

Conclusion (5 minutes):

- Summarize key points and learning objectives achieved during the lesson
- Conduct a brief interactive activity to reinforce the main topics, such as a quick quiz or
discussion
- Provide a preview of upcoming topics or questions to consider for the next session

Extended Activities:

- Assign students a listening comprehension task for homework, where they have
to listen to a podcast or audio clip and answer questions
- Organize a class debate on the importance of effective listening skills in
different scenarios
- Encourage students to create their own listening exercises for their peers to
complete in the next lesson

Teacher Self-Evaluation:
 WEEK 1: LESSON 4

SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 8 ENGLISH

Strand: Listening and Speaking

Sub Strand: Listening and Speaking: Listening for Details

Specific Learning Outcomes:

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

Key Inquiry Question(s):

The learner is guided to:
- Listen to a passage read by peers or the teacher and outline the main ideas from
the text individually.
- Discuss with peers answers based on a given text.

Core competencies Values PCIs

 Communication and  Unity  Effective

Collaboration  Respect communication
 Self- efficacy  Patriotism  Social cohesion
 Digital literacy  Responsibility  Decision- making
 Imagination  Environmental
and creativity Education Awareness
 Critical thinking and  Environmental and
Problem solving Social Issues
 Citizenship  Peace Education
 Learning to learn

Learning Resources:
- Dictionary, digital devices
- Smart Minds English. Grd 8 T.G. Pg.76-78
- Smart Minds English. Grd 8 P.B. Pg.82-83

Organisation of Learning:

Introduction (5 minutes):
- Review the previous lesson.
- Guide learners to read and discuss relevant content from the learning resources,
emphasizing the understanding of the key concepts.

Lesson Development (30 minutes):

Based on the learning experience of “How should one listen for detail?”, the
lesson development must be split into 3 or 4 distinct steps:

Step 1: Introduction to Listening for Details

- Define the concept of listening for details.
- Provide examples of how listening for details can enhance understanding.

Step 2: Identifying Main Ideas in Listening Texts

- Teach strategies for identifying main ideas in listening texts.
- Model the process of identifying main ideas with a sample passage.

Step 3: Responding Appropriately to Questions

- Discuss the importance of responding appropriately to questions based on the
listening text.
- Practice answering questions related to a listening passage as a class.

Step 4: Acknowledging Importance of Listening for Details

- Facilitate a discussion on the real-life significance of listening for details.
- Encourage learners to share examples of situations where listening for details
is crucial.

Conclusion (5 minutes):

- Summarize key points and learning objectives achieved during the lesson.
- Conduct a brief interactive activity to reinforce the main topics.
- Prepare learners for the next session with a preview of upcoming topics or
questions to consider.

Extended Activities:
- Grade-relevant extended activities could include:
- Listening to a podcast or audio book and summarizing the main ideas.
- Participating in a group discussion where each student presents the main ideas from
a different listening text.
- Creating a visual representation (such as a mind map or infographic) of the main
ideas from a listening passage.

Teacher Self-Evaluation:
 WEEK 1: LESSON 5

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:

1. Identify different visuals in given contexts correctly.

2.Make a connection between visuals and the written text.
3. Appreciate the role of visuals in simplifying representation.

Key Inquiry Question(s):

- Study information presented in optical illusions in print/electronic devices and discuss
findings.
- Make inferences of implied meaning from the visuals.
- Work with peers to make connections of visuals such as pictures, graphs,
illustrations, charts, and videos provided with written texts.

Core competencies Values PCIs

 Communication and  Unity  Effective

Collaboration  Respect communication
 Self- efficacy  Patriotism  Social cohesion
 Digital literacy  Responsibility  Decision- making
 Imagination  Environmental
and creativity Education Awareness
 Critical thinking and  Environmental and
Problem solving Social Issues
 Citizenship  Peace Education
 Learning to learn

Learning Resources:
- Dictionary, digital devices, Smart Minds English Grade 8 Teacher's Guide (Pg. 79-81),
Smart Minds English Grade 8 Pupil's Book (Pg. 83-86)

Organization of Learning:

Introduction (5 minutes):
- Review the previous lesson.
- Guide learners to read and discuss relevant content from the learning resources,
emphasizing the understanding of key concepts.

Lesson Development (30 minutes):

- Discuss with learners the information obtained from visuals and how to
interpret visuals correctly.

Step 1: Introduce different types of visuals such as pictures, graphs, illustrations,

charts, and videos.
Step 2: Analyze examples of visuals in text and discuss their significance.
Step 3: Engage learners in activities where they match visuals with corresponding
written text.
Step 4: Discuss the importance of visuals in enhancing understanding
and communication.

Conclusion (5 minutes):
- Summarize key points and learning objectives achieved during the lesson.
- Conduct a brief interactive activity to reinforce main topics.
- Provide a preview of upcoming topics or questions to consider in the next session.

Extended Activities:
- Create a visual representation of a given text and present it to the class for
interpretation.
- Analyze advertisements or media images to identify the use of visuals in
conveying messages.

Teacher Self-Evaluation:
 WEEK 2: LESSON 1

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:

1. Identify different visuals in given contexts correctly.

2. Interpret visuals correctly for meaning.
3. Appreciate the role of visuals in simplifying representation.

Key Inquiry Question(s):

The learner is guided to:
- Write a summary of what has been viewed in the visuals which may depict human-
wildlife conflict.
- Present a piece of written information on wildlife in the form of a visual and share it
in class.

Core competencies Values PCIs

 Communication and  Unity  Effective

Collaboration  Respect communication
 Self- efficacy  Patriotism  Social cohesion
 Digital literacy  Responsibility  Decision- making
 Imagination  Environmental
and creativity Education Awareness
 Critical thinking and  Environmental and
Problem solving Social Issues
 Citizenship  Peace Education
 Learning to learn

Learning Resources:
- Dictionary, digital devices, Smart Minds English Grade 8 Teacher's Guide Pages 79-
81, Smart Minds English Grade 8 Student Workbook Pages 83-86
Organisation of Learning:

Introduction (5 minutes):
- Review the previous lesson.
- Guide learners to read and discuss relevant content from the learning resources,
emphasizing the understanding of key concepts.

Lesson Development (30 minutes)

Step 1: Introduce the concept of interpreting visuals correctly and discuss the
significance of visuals in understanding information.
Step 2: Engage students in a group activity where they analyze visual representations
of human-wildlife conflict and share their interpretations with the class.
Step 3: Guide students in creating their visual representation of wildlife
information, emphasizing the effective use of visuals to convey a message.
Step 4: Facilitate a class discussion where students present their visuals, explain
their choices, and receive feedback.

Conclusion (5 minutes):
- Summarize key points and learning objectives achieved during the lesson.
- Conduct a brief interactive activity to reinforce the main topics.
- Prepare learners for the next session with a preview of upcoming topics or
questions to consider.

Extended Activities:
- Ask students to create a poster or infographic on another environmental issue using
visuals.
- Assign a homework task where students research and analyze visuals related to
a current event and present their findings in the next class.

Teacher Self-Evaluation:
 WEEK 2: LESSON 2

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. Identify indefinite and reflexive pronouns correctly.

2. Use indefinite and reflexive pronouns in sentences correctly.
3.Appreciate the role of indefinite and reflexive pronouns in communication.

Key Inquiry Question(s):

- Study a chart displaying indefinite and reflexive pronouns to distinguish between them.
- Listen to an audio on wildlife and identify indefinite and reflexive pronouns.
- Collaborate to construct sentences using indefinite and reflexive pronouns.

Core competencies Values PCIs

 Communication and  Unity  Effective

Collaboration  Respect communication
 Self- efficacy  Patriotism  Social cohesion
 Digital literacy  Responsibility  Decision- making
 Imagination  Environmental
and creativity Education Awareness
 Critical thinking and  Environmental and
Problem solving Social Issues
 Citizenship  Peace Education
 Learning to learn
 Consumer Literacy

Learning Resources:
- Dictionary, Smart Minds English Grade 8 Teacher's Guide (Pg.81-84), Smart Minds English
Grade 8 Student Workbook (Pg.86-89)

Organization of Learning:

Introduction (5 minutes):
- Review the previous lesson.
- Guide learners to study relevant content from the learning resources to understand
key concepts.
Lesson Development (30 minutes):

Step 1: What are Indefinite and Reflexive Pronouns?

- Discuss the definitions of indefinite and reflexive pronouns.
- Provide examples and explain why we use indefinite pronouns.

Step 2: Identifying Indefinite and Reflexive Pronouns

- Show a chart of indefinite and reflexive pronouns for comparison.
- Play an audio on wildlife and have students write down the pronouns they hear.

Step 3: Using Indefinite and Reflexive Pronouns in Sentences

- Collaboratively construct sentences using both types of pronouns.
- Encourage students to create their own sentences using provided prompts.

Conclusion (5 minutes):

- Summarize key points and learning objectives achieved.

- Conduct a brief interactive activity to reinforce understanding.
- Preview upcoming topics or questions for the next session.

Extended Activities:

- Have students create a dialogue using only indefinite and reflexive pronouns.
- Write a short story incorporating both types of pronouns and share with the class.

Teacher Self-Evaluation:
 WEEK 2: LESSON 3

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, the learner should be able to:

1. Identify indefinite and reflexive pronouns correctly

2. Use indefinite and reflexive pronouns in sentences correctly
3. Appreciate the role of indefinite and reflexive pronouns in communication

Key Inquiry Question(s):

- The learner is guided to choose an appropriate indefinite and reflexive pronoun to fill in
gaps in given sentences
- Construct correct sentences using reflexive and indefinite pronouns from a
substitution table

Core competencies Values PCIs

 Communication and  Unity  Effective

Collaboration  Respect communication
 Self- efficacy  Patriotism  Social cohesion
 Digital literacy  Responsibility  Decision- making
 Imagination  Environmental
and creativity Education Awareness
 Critical thinking and  Environmental and
Problem solving Social Issues
 Citizenship  Peace Education
 Learning to learn

Learning Resources:
- Dictionary
- Digital devices with Smart Minds English Grade 8 Teacher's Guide (Pages 81-84)
and Pupil's Book (Pages 86-89)

Organization of Learning:

Introduction (5 minutes):
- Review the previous lesson on pronouns.
- Guide learners to read and discuss relevant content from the learning resources,
emphasizing the understanding of indefinite and reflexive pronouns.

Lesson Development (30 minutes):

Step 1: Define indefinite and reflexive pronouns and provide examples of each.

Step 2: Discuss the importance of using indefinite pronouns and how they contribute
to clear communication.

Step 3: Introduce reflexive pronouns and explain their role in sentences.

Step 4: Engage students in constructing sentences using both indefinite and

reflexive pronouns from a substitution table.

Conclusion (5 minutes):

- Summarize key points about indefinite and reflexive pronouns.

- Conduct a brief interactive activity where students identify and correct pronoun
usage in sentences.
- Preview upcoming topics or questions for the next session.

Extended Activities:

- Assign students to write sentences using only reflexive pronouns to

deepen understanding of their usage.
- Create a pronoun scavenger hunt where students find examples of indefinite
and reflexive pronouns in a variety of texts.

Teacher Self-Evaluation:
 WEEK 2: 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, the learner should be able to:

1. Identify the characters in a given short story

2. Explain the relationship between the characters in the short story
3. Appreciate the role of the characters in the short story in depicting real-life experiences.

Key Inquiry Question(s):

- The learner is guided to:
1. Read the short story and pick out the characters
2. Discuss the actions taken by the characters in the short story
3. Dramatize different characters in a short story to bring out their traits

Core competencies Values PCIs

 Communication and  Unity  Effective

Collaboration  Respect communication
 Self- efficacy  Patriotism  Social cohesion
 Digital literacy  Responsibility  Decision- making
 Imagination  Environmental
and creativity Education Awareness
 Critical thinking and  Environmental and
Problem solving Social Issues
 Citizenship  Peace Education
 Learning to learn

Learning Resources:
- Dictionary, digital devices, Smart Minds English. Grd 8 T.G. Pg.84-85, Smart Minds English.
Grd 8 P.B. Pg.89-91

Organisation of Learning:

Introduction (5 minutes):
- Review the previous lesson.
- Guide learners to read and discuss relevant content from the learning resources, emphasizing
the understanding of the key concepts.

Lesson Development (30 minutes):

- Based on learning experience: How does one identify qualities of characters in a short
story? The lesson development is split into 4 distinct steps:

Step 1: Introducing the Short Story

- Provide a summary of the short story to be analyzed.
- Discuss the setting and major events in the story.

Step 2: Identifying the Characters

- Guide students to identify and list the key characters in the short story.
- Discuss the characteristics and roles of each character.

Step 3: Exploring Character Relationships

- Engage students in analyzing the relationships between different characters.
- Encourage discussion on how these relationships impact the plot.

Step 4: Role Play and Character Traits

- Divide students into groups and assign them different characters from the short story.
- Have each group dramatize their assigned character to bring out their traits and motivations.

Conclusion (5 minutes):

- Summarize key points and learning objectives achieved during the lesson.
- Conduct a brief interactive activity where students share their insights on the characters from
the short story.
- Provide a preview of upcoming topics or questions to consider in the next session.

Extended Activities:

- Have students write a character analysis essay focusing on one of the characters from
the short story.
- Encourage students to create a storyboard illustrating key scenes involving the characters.
- Conduct a group discussion on the significance of character development in storytelling.

Teacher Self-Evaluation:
 WEEK 2: LESSON 5

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:

1.Distinguish between main and minor characters

2. Explain the relationship between the characters in the short story
3. Appreciate the role of the characters in the short story in depicting real-life
experiences.

Key Inquiry Question(s):

The learner is guided to:
- Distinguish between the main characters and the minor characters
- Work with peers to use relationship tree diagrams, character maps, or any other
diagrammatic tool to show how the characters relate to each other.

Core competencies Values PCIs

 Communication and  Unity  Effective

Collaboration  Respect communication
 Self- efficacy  Patriotism  Social cohesion
 Digital literacy  Responsibility  Decision- making
 Imagination  Environmental
and creativity Education Awareness
 Critical thinking and  Environmental and
Problem solving Social Issues
 Citizenship  Peace Education
 Learning to learn

Learning Resources:
- Dictionary
- Digital devices
- Smart Minds English, Grade 8 Teacher's Guide, Pages 84-85
- Smart Minds English, Grade 8 Participant's Book, Pages 89-91

Organisation of Learning:
Introduction (5 minutes):
- Review the previous lesson.
- Guide learners to read and discuss relevant content from the learning resources,
emphasizing the understanding of the key concepts.

Lesson Development (30 minutes):

- Based on learning experience: How does one identify qualities of characters in a short
story?, the lesson development MUST be split into 3 or 4 distinct steps:

Step 1: Introducing Main and Minor Characters

- Define main and minor characters in a short story.
- Provide examples from a familiar short story or text.

Step 2: Analyzing Character Relationships

- Discuss how characters in the short story interact with one another.
- Use diagrammatic tools like relationship tree diagrams or character maps to
visually represent these relationships.

Step 3: Role of Characters in Depicting Real-Life Experiences

- Explore how the characters in the short story reflect real-life scenarios or experiences.
- Encourage students to draw parallels between the characters and real people or
situations.

Step 4: Application and Discussion

- Engage students in a discussion about the significance of understanding characters
in a short story.
- Have students apply their knowledge by identifying main and minor characters in a
new short story excerpt.

Conclusion (5 minutes):
- Summarize key points and learning objectives achieved during the lesson.
- Conduct a brief interactive activity to reinforce the main topics, such as a
character matching game or group discussion.
- Prepare learners for the next session with a preview of upcoming topics or questions
to consider.

Extended Activities:
- Have students create their own short story with clearly defined main and
minor characters.
- Assign a character analysis task where students choose a character from a novel
or short story to analyze in depth.
- Conduct a role-playing activity where students act out scenes from a short story,
embodying the different characters.

Teacher Self-Evaluation:
 WEEK 3: LESSON 1

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, the learner 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):

The learner is guided to:
Discuss the steps in the writing process, use a digital device to search for information
and ideas on the topic of wildlife from the internet, brainstorm with peers, and outline the
ideas to include in a dialogue.

Core competencies Values PCIs

 Communication and  Unity  Effective

Collaboration  Respect communication
 Self- efficacy  Patriotism  Social cohesion
 Digital literacy  Responsibility  Decision- making
 Imagination  Environmental
and creativity Education Awareness
 Critical thinking and  Environmental and
Problem solving Social Issues
 Citizenship  Peace Education
 Learning to learn

Learning Resources:
- Dictionary
- Digital devices
- Smart Minds English Grade 8 Teacher's Guide, Pages 86-87
- Smart Minds English Grade 8 Practice Book, Pages 91-92

Organization of Learning:

Introduction (5 minutes):
- Review the previous lesson.
- Guide learners to read and discuss relevant content from the learning resources,
emphasizing the understanding of key concepts.

Lesson Development (30 minutes):

Based on learning experience: How would you ensure that you make your composition
clear and interesting? The lesson development must be split into 3 or 4 distinct steps.

Step 1: Introduction to the Writing Process

- Discuss the steps involved in the writing process: planning, drafting, revising, editing,
and publishing.
- Emphasize the importance of each step in producing effective writing.

Step 2: Brainstorming Dialogue Ideas

- Use digital devices to search for information and ideas on the topic of wildlife.
- Brainstorm with peers to generate ideas for the dialogue.
- Discuss how to organize and structure dialogue effectively.

Step 3: Drafting the Dialogue

- Guide students in writing a dialogue based on the ideas generated.
- Emphasize the importance of clear communication and engaging dialogue.

Step 4: Peer Review and Revision

- Pair students up for peer review, focusing on clarity and coherence.
- Encourage students to revise their dialogue based on feedback received.

Conclusion (5 minutes):

- Summarize key points and learning objectives achieved during the lesson.
- Conduct a brief interactive activity to reinforce the main topics.
- Prepare learners for the next session with a preview of upcoming topics or questions
to consider.

Extended Activities:

- As an extended activity, students can perform their dialogues in front of the class.
- Students can also write a reflective essay on the writing process and the challenges
they faced in composing the dialogue.

Teacher Self-Evaluation:
 WEEK 3: 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, the learner should be able to:

1. Explain the meaning of a dialogue.

2. Write a dialogue on a given topic.
3. Appreciate the importance of the writing process in enhancing clear communication.

Key Inquiry Question(s):

- The learner is guided to:
1. Write a rough draft of the dialogue on a topic based on the theme, wildlife.
2. Revise the dialogue by adding, rearranging, removing, and replacing ideas,
words, phrases, and sentences.
3. Edit the dialogue to check for repetition, clarity, grammar, spelling, and punctuation.

Core competencies Values PCIs

 Communication and  Unity  Effective

Collaboration  Respect communication
 Self- efficacy  Patriotism  Social cohesion
 Digital literacy  Responsibility  Decision- making
 Imagination  Environmental
and creativity Education Awareness
 Critical thinking and  Environmental and
Problem solving Social Issues
 Citizenship  Peace Education
 Learning to learn

Learning Resources:
- Dictionary, digital devices
- Smart Minds English, Grade 8 Teacher's Guide, Pages 86-87
- Smart Minds English, Grade 8 Pupil's Book, Pages 91-92

Organization of Learning:

Introduction (5 minutes):
- Review the previous lesson.
- Guide learners to read and discuss relevant content from the learning resources,
emphasizing the understanding of the key concepts.

Lesson Development (30 minutes):

- Based on learning experience: How would you ensure that you make your composition
clear and interesting?
Lesson development MUST be split into 4 distinct steps:

Step 1: Understanding Dialogue

- Define dialogue and discuss its purpose in writing.
- Provide examples of effective dialogues.

Step 2: Writing the Dialogue

- Introduce the topic of wildlife.
- Guide students to brainstorm ideas and create a rough draft of a dialogue on the
given topic.

Step 3: Revising the Dialogue

- Instruct students to review their rough drafts.
- Encourage them to add, rearrange, remove, or replace ideas to enhance clarity
and interest.

Step 4: Editing the Dialogue

- Teach students to edit their dialogues for repetition, grammar, spelling, and
punctuation.
- Emphasize the importance of these elements in clear communication.

Conclusion (5 minutes):

- Summarize key points and learning objectives achieved during the lesson.
- Conduct a brief interactive activity to reinforce the main topics.
- Prepare learners for the next session with a preview of upcoming topics or
questions to consider.

Extended Activities:

- Students can partner up and practice reading their dialogues aloud to each
other, focusing on tone and expression.
- Encourage students to create visuals or illustrations to accompany their
dialogues, enhancing the overall presentation.

Teacher Self-Evaluation:
 WEEK 3: LESSON 3

SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 8 ENGLISH

Strand: Listening and Speaking

Sub Strand: Listening and Responding: Oral Narratives - Myths

Specific Learning Outcomes:

- By the end of the lesson, the learner should be able to:

1. Identify the characters in a given myth.

2. Narrate the key events in a given myth.
3. Acknowledge the role/importance of oral literature in lifelong learning.

Key Inquiry Question(s):

- The learner is guided to:
1. Predict events in a myth from the title or pictures in the story.
2. Listen to a narration of a myth from your community then retell the myth to their
peers.
3. Watch a video recording of a myth.

Core competencies Values PCIs

 Communication and  Unity  Effective

Collaboration  Respect communication
 Self- efficacy  Patriotism  Social cohesion
 Digital literacy  Responsibility  Decision- making
 Imagination  Environmental
and creativity Education Awareness
 Critical thinking and  Environmental and
Problem solving Social Issues
 Citizenship  Peace Education
 Learning to learn

Learning Resources:
- Dictionary, digital devices, resources about myths
- Smart Minds English. Grd 8 T.G. Pg.88-92
- Smart Minds English. Grd 8 P.B. Pg.93-95

Organisation of Learning:

Introduction (5 minutes):
- Review the previous lesson.
- Guide learners to read and discuss relevant content from the learning resources,
emphasizing the understanding of the key concepts.

Lesson Development (30 minutes):

- Based on learning experience: How can you tell what is going to happen in a story?
- The lesson development will be split into 4 distinct steps:

Step 1: Introduce the concept of myths and their importance in different cultures.
Step 2: Present a myth to the students, focusing on the characters and key events.
Step 3: Engage students in a group activity where they retell the myth to their peers.
Step 4: Watch a video recording of a myth and discuss the differences in
oral storytelling versus visual representation.

Conclusion (5 minutes):

- Summarize key points and learning objectives achieved during the lesson.
- Conduct a brief interactive activity to reinforce the main topics.
- Prepare learners for the next session with a preview of upcoming topics or
questions to consider.

Extended Activities:

- Have students research a myth from a different culture and compare it to the
one discussed in class.
- Ask students to write their own myth and present it orally to the class.

Teacher Self-Evaluation:
 WEEK 3: LESSON 4

SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 8 ENGLISH

Strand: Listening and Speaking

Sub Strand: Listening and Responding: Oral Narratives - Myths

Specific Learning Outcomes:

- By the end of the lesson the learner should be able to:

1.Explain the moral lesson in a set myth

2.Relate the characters in a myth to real life,
3.Acknowledge the role/importance of oral literature in lifelong learning.

Key Inquiry Question(s):

- The learner is guided to: identify the characters in the myth, collaborate answer
questions from the story, discuss the lessons learnt from a myth, discuss the relevance
of the story to real life.

Core competencies Values PCIs

 Communication and  Unity  Effective

Collaboration  Respect communication
 Self- efficacy  Patriotism  Social cohesion
 Digital literacy  Responsibility  Decision- making
 Imagination  Environmental
and creativity Education Awareness
 Critical thinking and  Environmental and
Problem solving Social Issues
 Citizenship  Peace Education
 Learning to learn

Learning Resources:
- Dictionary, digital devices, resources about myths Smart Minds English. Grd 8 T.G.
Pg.88-92 Smart Minds English. Grd 8 P.B. Pg.93-95

Organisation of Learning:

Introduction (5 minutes):
- Review the previous lesson.
- Guide learners to read and discuss relevant content from the learning resources,
emphasizing the understanding of the key concepts.

Lesson Development (30 minutes):

- Based on learning experience:How are the characters or events in the story related
to the people or happenings around us, lesson development MUST be split into 3 or 4
distinct steps.

Step 1: Introduce the myth to the students and ask them to identify the main characters.
Step 2: Discuss with the students how the characters' actions or traits can be related to
real-life situations.
Step 3: Analyze the moral lesson or lessons present in the myth and facilitate a
discussion on their significance.
Step 4: Engage students in a group activity where they create modern-day scenarios
inspired by the myth and present them to the class.

Conclusion (5 minutes):

- Summarize key points and learning objectives achieved during the lesson.
- Conduct a brief interactive activity to reinforce the main topics.
- Prepare learners for the next session with a preview of upcoming topics or
questions to consider.

Extended Activities:

- Have students research and present on myths from different cultures to explore
the universality of moral lessons.
- Ask students to write their own myths incorporating a moral lesson and present
them to the class.

Teacher Self-Evaluation:
 WEEK 3: LESSON 5

SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 8 ENGLISH

Strand: Reading

Sub Strand: Intensive Reading: Poem

Specific Learning Outcomes:

- By the end of the lesson, the learner should be able to:

1. Select required information from a text

2. Use nonverbal cues to bring out the message in a poem
3.Acknowledge the importance comprehension in life

Key Inquiry Question(s):

The learner is guided to:
- Identify the characters, themes and aspects of style such as repetition from a poem
- Infer the meaning of words from the context
- Use visuals, synonyms, antonyms among others to infer the meaning of words

Core competencies Values PCIs

 Communication and  Unity  Effective

Collaboration  Respect communication
 Self- efficacy  Patriotism  Social cohesion
 Digital literacy  Responsibility  Decision- making
 Imagination  Environmental
and creativity Education Awareness
 Critical thinking and  Environmental and
Problem solving Social Issues
 Citizenship  Peace Education
 Learning to learn

Learning Resources:
- Dictionary, digital devices
- Resources about myths
- Smart Minds English Grade 8 Teacher's Guide Pages 92-94
- Smart Minds English Grade 8 Practice Book Pages 95-97

Organization of Learning:
Introduction (5 minutes):
- Review the previous lesson.
- Guide learners to read and discuss relevant content from the learning resources,
emphasizing the understanding of the key concepts.

Lesson Development (30 minutes):

- Based on learning experience: How can one tell the meaning of unfamiliar words
used in a text?, lesson development MUST be split into 3 or 4 distinct steps. The
content should be below the steps:

Step 1:
- Introduce the concept of inferring meaning from context.
- Provide examples and practice exercises with the learners.

Step 2:
- Discuss the importance of using nonverbal cues to understand the message in
a poem.
- Analyze a poem with the class, highlighting nonverbal cues.

Step 3:
- Explore the significance of comprehension in daily life.
- Engage in a discussion on how comprehension skills are utilized outside the
classroom.

Step 4:
- Reinforce the learning outcomes by having students apply the skills to a new poem or
text.
- Encourage peer review and discussion of interpretations.

Conclusion (5 minutes):

- Summarize key points and learning objectives achieved during the lesson.
- Conduct a brief interactive activity to reinforce the main topics.
- Prepare learners for the next session with a preview of upcoming topics or
questions to consider.

Extended Activities:

- Create a visual representation of a poem's theme using multimedia tools.

- Write a short story incorporating the comprehension strategies learned in class.
- Present a dramatic reading of a poem focusing on nonverbal cues and emotions.

Teacher Self-Evaluation:
 WEEK 4: LESSON 1

SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 8 ENGLISH

Strand: Reading

Sub Strand: Intensive Reading: Poem

Specific Learning Outcomes:

- By the end of the lesson, the learner should be able to:

1. Make judgments on information in a text

2. Infer the meaning of unfamiliar words using contextual clues
3. Acknowledge the importance of comprehension in life

Key Inquiry Question(s):

The learner is guided to:
1. Rap/recite the poem in turns using relevant non-verbal cues
2. Answer direct and inferential questions based on the poem
3. Retell events depicted in the poem in their own words
4. Make evidence-supported judgments about the events and the message in a poem

Core competencies Values PCIs

 Communication and  Unity  Effective

Collaboration  Respect communication
 Self- efficacy  Patriotism  Social cohesion
 Digital literacy  Responsibility  Decision- making
 Imagination  Environmental
and creativity Education Awareness
 Critical thinking and  Environmental and
Problem solving Social Issues
 Citizenship  Peace Education
 Learning to learn

Learning Resources:
- Dictionary, digital devices, resources about myths Smart Minds English. Grd 8 T.G. Pg.92-
94 Smart Minds English. Grd 8 P.B. Pg.95-97

Organisation of Learning:

Introduction (5 minutes):
- Review the previous lesson.
- Guide learners to read and discuss relevant content from the learning resources, emphasizing
the understanding of the key concepts.

Lesson Development (30 minutes):

Step 1: Introduce the selected poem to the class, discussing its themes and key elements.
Step 2: Have students read the poem individually and identify unfamiliar words. Use
contextual clues to infer their meanings.
Step 3: Divide students into groups. Each group will analyze a different stanza of the poem,
focusing on events, emotions, and underlying messages.
Step 4: Students present their findings to the class, supporting their interpretations
with evidence from the text.

Conclusion (5 minutes):

- Summarize key points and learning objectives achieved during the lesson.
- Conduct a brief interactive activity where students recite lines from the poem and explain
their interpretations.
- Preview upcoming topics and questions for the next session.

Extended Activities:

- Encourage students to write their own poems using the themes and structures discussed
in class.
- Have students create visual representations of the poem through artwork or
multimedia presentations.

Teacher Self-Evaluation:
 WEEK 4: LESSON 2

SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 8 ENGLISH

Strand: Grammar in Use

Sub Strand: Word Classes: Simple Prepositions

Specific Learning Outcomes:

-By the end of the lesson, learners should be able to:

1. Identify prepositions of position, time, and place correctly.

2. Use prepositions of position, time, and place in sentences correctly.
3. Appreciate the role of prepositions in communication.

Key Inquiry Question(s):

- Can you identify prepositions of position, place, and time in texts?
- How can you construct sentences using prepositions effectively?

Core competencies Values PCIs

 Communication and  Unity  Effective

Collaboration  Respect communication
 Self- efficacy  Patriotism  Social cohesion
 Digital literacy  Responsibility  Decision- making
 Imagination  Environmental
and creativity Education Awareness
 Critical thinking and  Environmental and
Problem solving Social Issues
 Citizenship  Peace Education
 Learning to learn

Learning Resources:
- Dictionary, digital devices, Smart Minds English Grade 8 Teacher's Guide, Smart
Minds English Grade 8 Workbook

Organisation of Learning:

Introduction (5 minutes):
- Review the previous lesson.
- Discuss relevant content from the learning resources, emphasizing key concepts.

Lesson Development (30 minutes):

Step 1: Introduction to Prepositions
- Define prepositions and explain their role in sentences.
- Provide examples of prepositions of position, time, and place.

Step 2: Identifying Prepositions

- Guide students to identify prepositions in sentences.
- Practice exercises to reinforce understanding.

Step 3: Using Prepositions

- Demonstrate how to use prepositions in sentences correctly.
- Encourage students to create their own sentences using prepositions.

Step 4: Applying Prepositions

- Engage students in activities where they have to use prepositions in various contexts.
- Provide feedback and support as needed.

Conclusion (5 minutes):

- Summarize key points and learning objectives.

- Conduct a brief interactive activity to reinforce concepts.
- Preview upcoming topics for the next session.

Extended Activities:

- Task students with creating a short story using prepositions to describe locations.
- Have students identify prepositions in a passage from a novel or short story and discuss
their importance in the text.

Teacher Self-Evaluation:
 WEEK 4: LESSON 3

SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 8 ENGLISH

Strand: Grammar in Use

Sub Strand: Word Classes: Simple Prepositions

Specific Learning Outcomes:

-By the end of the lesson, learners should be able to:

1. Identify prepositions of position, time, and place correctly.

2. Use prepositions of position, time, and place in sentences correctly.
3. Appreciate the role of prepositions in communication.

Key Inquiry Questions:

- How can we effectively use prepositions in sentences?
- Where can we find examples of prepositions in real-world texts?
- How can we create crossword puzzles using prepositions?

Core competencies Values PCIs

 Communication and  Unity  Effective

Collaboration  Respect communication
 Self- efficacy  Patriotism  Social cohesion
 Digital literacy  Responsibility  Decision- making
 Imagination  Environmental
and creativity Education Awareness
 Critical thinking and  Environmental and
Problem solving Social Issues
 Citizenship  Peace Education
 Learning to learn

Learning Resources:
- Dictionary
- Digital devices
- Smart Minds English Grade 8 Teacher's Guide (pg. 94-96)
- Smart Minds English Grade 8 Pupil's Book (pg. 97-100)

Organization of Learning:

Introduction (5 minutes):
- Review the previous lesson on prepositions.
- Discuss relevant content from the learning resources, focusing on prepositions of position,
time, and place.

Lesson Development (30 minutes):

Step 1: Understanding Prepositions

- Define prepositions of position, time, and place.
- Provide examples and discuss their usage in sentences.

Step 2: Identifying Prepositions

- Guide students to identify prepositions in sentences.
- Practice filling in gaps with the correct prepositions.

Step 3: Applying Prepositions

- Have students create sentences using prepositions of position, time, and place.
- Encourage peer feedback and discussion.

Step 4: Real-world Application

- Task students to search for sentences with prepositions in newspapers, magazines, or online.
- Create and solve crossword puzzles featuring prepositions with peers.

Conclusion (5 minutes):

- Summarize key concepts learned about prepositions.

- Lead a brief interactive activity to reinforce understanding.
- Preview upcoming topics for the next session.

Extended Activities:

- Create a preposition scavenger hunt in the school or community.

- Write a short story using prepositions to describe settings.
- Design a poster illustrating the usage of prepositions in everyday life.

Teacher Self-Evaluation:
 WEEK 4: LESSON 4

SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 8 ENGLISH

Strand: Reading

Sub Strand: Intensive Reading: Poetry

Specific Learning Outcomes:

- By the end of the lesson, the learner should be able to:

1. Identify inanimate characters in a given poem

2.Describe traits of inanimate characters present in a given poem
3.Appreciate the role of inanimate characters in poetry

Key Inquiry Question(s):

The learner is guided to:
- Find out the meaning of inanimate characters from print and digital texts
- Identify inanimate characters in a poem
- Discuss the likely inanimate characters in a poem and their traits

Core competencies Values PCIs

 Communication and  Unity  Effective

Collaboration  Respect communication
 Self- efficacy  Patriotism  Social cohesion
 Digital literacy  Responsibility  Decision- making
 Imagination  Environmental
and creativity Education Awareness
 Critical thinking and  Environmental and
Problem solving Social Issues
 Citizenship  Peace Education
 Learning to learn

Learning Resources:
- Dictionary, digital devices, resources about myths Smart Minds English. Grd 8 T.G. Pg.97-
98 Smart Minds English. Grd 8 P.B. Pg.100-102

Organization of Learning:

Introduction (5 minutes):
- Review the previous lesson.
- Guide learners to read and discuss relevant content from the learning resources,
emphasizing the understanding of the key concepts.
Lesson Development (30 minutes):
Based on learning experience: How do you describe the characters in a poem?
- Split the lesson development into 4 distinct steps:

Step 1: Define Inanimate Characters

- Introduce the concept of inanimate characters in poetry.
- Provide examples and discuss how they contribute to the overall meaning of a poem.

Step 2: Identify Inanimate Characters

- Analyze a selected poem to identify inanimate characters within the text.
- Discuss the characteristics and traits of these inanimate characters.

Step 3: Analyze Traits and Impact

- Explore how the traits of inanimate characters influence the themes and emotions of a poem.
- Encourage students to discuss the significance of these characters.

Step 4: Appreciation and Discussion

- Facilitate a class discussion on the role and importance of inanimate characters in poetry.
- Encourage students to share their insights and interpretations.

Conclusion (5 minutes):

- Summarize key points and learning objectives achieved during the lesson.
- Conduct a brief interactive activity to reinforce the main topics.
- Prepare learners for the next session with a preview of upcoming topics or questions to
consider.

Extended Activities:

- Assign students to identify and analyze inanimate characters in a different poem

for homework.
- Encourage students to write their own poem incorporating inanimate characters and
discuss their creative choices in the next session.

Teacher Self-Evaluation:
 WEEK 4: LESSON 5

SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 8 ENGLISH

Strand: Reading

Sub Strand: Intensive Reading: Poetry

Specific Learning Outcomes:

- By the end of the lesson, the learner should be able to:

1. Identify inanimate characters in a given poem

2. Describe traits of inanimate characters present in a given poem
3. Appreciate the role of inanimate characters in poetry

Key Inquiry Question(s):

The learner is guided to:
- Find out the meaning of inanimate characters from print and digital texts
- Identify inanimate characters in a poem
- Discuss the likely inanimate characters in a poem and their traits

Core competencies Values PCIs

 Communication and  Unity  Effective

Collaboration  Respect communication
 Self- efficacy  Patriotism  Social cohesion
 Digital literacy  Responsibility  Decision- making
 Imagination  Environmental
and creativity Education Awareness
 Critical thinking and  Environmental and
Problem solving Social Issues
 Citizenship  Peace Education
 Learning to learn

Learning Resources:
- Dictionary, digital devices, resources about myths Smart Minds English. Grd 8 T.G. Pg.97-
98 Smart Minds English. Grd 8 P.B. Pg.100-102

Organization of Learning:

Introduction (5 minutes):
- Review the previous lesson.
- Guide learners to read and discuss relevant content from the learning resources,
emphasizing the understanding of the key concepts.
Lesson Development (30 minutes):
Based on learning experience: How do you describe the characters in a poem?
- Split the lesson development into 4 distinct steps:

Step 1: Define Inanimate Characters

- Introduce the concept of inanimate characters in poetry.
- Provide examples and discuss how they contribute to the overall meaning of a poem.

Step 2: Identify Inanimate Characters

- Analyze a selected poem to identify inanimate characters within the text.
- Discuss the characteristics and traits of these inanimate characters.

Step 3: Analyze Traits and Impact

- Explore how the traits of inanimate characters influence the themes and emotions of a poem.
- Encourage students to discuss the significance of these characters.

Step 4: Appreciation and Discussion

- Facilitate a class discussion on the role and importance of inanimate characters in poetry.
- Encourage students to share their insights and interpretations.

Conclusion (5 minutes):

- Summarize key points and learning objectives achieved during the lesson.
- Conduct a brief interactive activity to reinforce the main topics.
- Prepare learners for the next session with a preview of upcoming topics or questions to
consider.

Extended Activities:

- Assign students to identify and analyze inanimate characters in a different poem

for homework.
- Encourage students to write their own poem incorporating inanimate characters and
discuss their creative choices in the next session.

Teacher Self-Evaluation:
 WEEK 5: LESSON 1

SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 8 ENGLISH

Strand: Writing

Sub Strand: Assessment of writing

Specific Learning Outcomes:

- By the end of the lesson, the learner should be able to:

1. Identify errors in an essay written by self or peers.

2.Assess a composition written by self or peers and suggest corrections for errors.
3.Appreciate the importance of feedback to improve a composition.

Key Inquiry Question(s):

- The learner is guided to:
- Read sample compositions, identify the errors, and list them down.
- Write a composition related to the theme and peer review to correct errors.
- Work with peers to create a narrative composition.

Core competencies Values PCIs

 Communication and  Unity  Effective

Collaboration  Respect communication
 Self- efficacy  Patriotism  Social cohesion
 Digital literacy  Responsibility  Decision- making
 Imagination  Environmental
and creativity Education Awareness
 Critical thinking and  Environmental and
Problem solving Social Issues
 Citizenship  Peace Education
 Learning to learn

Learning Resources:
- Dictionary, digital devices
- Resources about myths from Smart Minds English Grade 8 Teacher's Guide (Pg. 99-
102) and Student Workbook (Pg. 102-104)

Organization of Learning:

Introduction (5 minutes):
- Review the previous lesson.
- Guide learners to read and discuss relevant content from the learning resources,
emphasizing the understanding of key concepts.

Lesson Development (30 minutes):

Step 1: Discuss how errors in writing affect the reader's experience.
Step 2: Analyze sample compositions for errors and list them down.
Step 3: Write a composition on a given theme and peer review to correct errors.
Step 4:Collaborate with peers to create a narrative composition.

Conclusion (5 minutes):

- Summarize key points and learning objectives achieved during the lesson.
- Conduct a brief interactive activity to reinforce main topics.
- Prepare learners for the next session with a preview of upcoming topics or
questions to consider.

Extended Activities:

- Encourage students to peer-review each other's compositions.

- Challenge students to rewrite a paragraph from the sample compositions
with corrected errors.
- Have students create a checklist for self-assessment when writing compositions.

Teacher Self-Evaluation:
 WEEK 5: LESSON 2

SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 8 ENGLISH

Strand: Writing

Sub Strand: Assessment of Writing

Specific Learning Outcomes:

-By the end of the lesson, learners should be able to:

1. Identify errors in an essay written by self or peers.

2. Assess a composition written by self or peers and suggest corrections for errors.
3.Appreciate the importance of feedback to improve a composition.

Key Inquiry Question(s):

- How can we improve our writing through feedback and editing?
- What common mistakes do we often make in our writing?

Core competencies Values PCIs

 Communication and  Unity  Effective

Collaboration  Respect communication
 Self- efficacy  Patriotism  Social cohesion
 Digital literacy  Responsibility  Decision- making
 Imagination  Environmental
and creativity Education Awareness
 Critical thinking and  Environmental and
Problem solving Social Issues
 Citizenship  Peace Education
 Learning to learn

Learning Resources:
- Dictionary, digital devices, resources about myths
- Smart Minds English Grade 8 Teacher's Guide (Pg. 99-102)
- Smart Minds English Grade 8 Pupil's Book (Pg. 102-104)

Organisation of Learning:

Introduction (5 minutes):
- Review the previous lesson.
- Guide learners to read and discuss relevant content from the learning resources,
emphasizing the understanding of key concepts.
Lesson Development (30 minutes):

Step 1: Discuss common writing mistakes and errors.

Step 2: Exchange compositions with peers for review and feedback.
Step 3: Suggest corrections to be made to the compositions.
Step 4: Display the edited work on the class notice board and have a gallery walk
to view and discuss improvements made.

Conclusion (5 minutes):

- Summarize key points and learning objectives achieved during the lesson.
- Conduct a brief interactive activity to reinforce the main topics.
- Prepare learners for the next session with a preview of upcoming topics or
questions to consider.

Extended Activities:

- Have students peer-edit each other's work in pairs and provide constructive feedback.
- Ask students to revise their own compositions based on the feedback received and
submit a final draft.

Teacher Self-Evaluation:
 WEEK 5: LESSON 3

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, learners should be able to:

1. Identify words with vowels /ɑː/; /зː/ and the consonant /tʃ/; /dʒ/ from a sample text.
2. Pronounce the vowels /ɑː/; /зː/ and the consonants /tʃ/; /dʒ/ correctly.
3.Acknowledge the importance of emphatic stress in communication.

Key Inquiry Question(s):

- Listen to a recording and identify the sounds /ɑː/ /зː/ /tʃ/ and /dʒ/.
- Practice saying the sounds /ɑː/ /зː/ /tʃ/ and /dʒ/.
- Identify stressed and unstressed words in a sample text.
- Collaborate with peers to practice saying words with the target sounds and make
a recording.

Core competencies Values PCIs

 Communication and  Unity  Effective

Collaboration  Respect communication
 Self- efficacy  Patriotism  Social cohesion
 Digital literacy  Responsibility  Decision- making
 Imagination  Environmental
and creativity Education Awareness
 Critical thinking and  Environmental and
Problem solving Social Issues
 Citizenship  Peace Education
 Learning to learn

Learning Resources:
- Dictionary, digital devices, recorded speeches
- Smart Minds English Grade 8 Teacher's Guide Pg. 103-106
- Smart Minds English Grade 8 Practice Book Pg. 105-108

Organisation of Learning:

Introduction (5 minutes):
- Review the previous lesson.
- Guide learners to read and discuss relevant content from the learning resources,
emphasizing key concepts.

Lesson Development (30 minutes):

Step 1: Sound Identification

- Play a recording featuring words with vowels /ɑː/ /зː/ and consonants /tʃ/ /dʒ/.
- Ask students to identify and list these sounds.

Step 2: Pronunciation Practice

- Break down the pronunciation of each sound (/ɑː/, /зː/, /tʃ/, /dʒ/) and practice
saying them individually.

Step 3: Stressed vs. Unstressed Words

- Introduce the concept of stressed and unstressed words in speech.
- Analyze a sample text and identify examples of each.

Step 4: Peer Collaboration and Recording

- Pair students up to practice saying words with the target sounds, focusing on emphatic
stress.
- Record their practice sessions for self-assessment and improvement.

Conclusion (5 minutes):

- Summarize key points and check if learning objectives were met.

- Engage in an interactive activity where students create sentences using the
sounds and emphasize stress.
- Provide a preview of future topics and questions to ponder.

Extended Activities:

- Encourage students to create their own sentences with the target sounds
and demonstrate emphatic stress.
- Develop a mini-project where students record a short dialogue or presentation
incorporating the learned pronunciation and stress techniques.

Teacher Self-Evaluation:
 WEEK 5: LESSON 4

SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 8 ENGLISH

Strand: Listening and Speaking

Sub Strand: Pronunciation

- 9.1.1.1 Sounds: vowels /ɑː/ /зː/ and consonants /tʃ/ and /dʒ/
- 9.1.1.2: Stressed and unstressed words

Specific Learning Outcomes:

-By the end of the lesson, learners should be able to:

1.Identify words with vowels /ɑː/, /зː/ and the consonants /tʃ/, /dʒ/ from a sample text.
2. Apply stress on content words while leaving function words unstressed.
3. Acknowledge the importance of emphatic stress in communication.

Key Inquiry Question(s):

- How can we distinguish between stressed and unstressed words in sentences?
- How does emphatic stress impact communication effectiveness?

Core competencies Values PCIs

 Communication and  Unity  Effective

Collaboration  Respect communication
 Self- efficacy  Patriotism  Social cohesion
 Digital literacy  Responsibility  Decision- making
 Imagination  Environmental
and creativity Education Awareness
 Critical thinking and  Environmental and
Problem solving Social Issues
 Citizenship  Peace Education
 Learning to learn

Learning Resources:
- Dictionary, digital devices, recorded speeches
- Smart Minds English Grade 8 Teacher's Guide Pg.103-106
- Smart Minds English Grade 8 Pupil's Book Pg.105-108

Organisation of Learning:

Introduction (5 minutes):
- Review the previous lesson.
- Engage learners in reading and discussing relevant content from the learning resources to
review key concepts.

Lesson Development (30 minutes):

Step 1: Understanding Pronunciation Differences

- Discuss why some words are pronounced differently within sentences.
- Provide examples and practice identifying vowels and consonants.

Step 2: Emphasizing Stress in Words

- Explain the difference between content words and function words in sentences.
- Practice applying stress on content words while keeping function words unstressed.

Step 3: Role of Emphatic Stress

- Introduce the concept of emphatic stress in communication.
- Discuss how emphasis can change the meaning or tone of a sentence.

Step 4: Collaborative Practice

- Have students collaborate to recite a poem, focusing on identifying stressed words in the text.

Conclusion (5 minutes):

- Summarize key concepts and learning objectives.

- Conduct a brief interactive activity to reinforce understanding of stressed and
unstressed words.
- Provide a preview of upcoming topics or questions for reflection.

Extended Activities:

- Encourage students to create their own sentences with stressed and unstressed words.
- Have students record and listen back to their speech to identify pronunciation patterns.
- Organize a pronunciation challenge where students can practice emphasizing stress in
different words.

Teacher Self-Evaluation:
 WEEK 5: LESSON 5

SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 8 ENGLISH

Strand: Reading

Sub Strand: Extensive Reading: Grade appropriate fiction - Characters

Specific Learning Outcomes:

-By the end of the lesson, learners should be able to:

1. Identify the characters in a given fiction text.

2. Describe the traits of a given character in a fictional text.
3. Appreciate the role of characters in fiction.

Key Inquiry Question(s):

- Search online and offline for words that can be used to describe character traits.
- Read a given fiction material on African heroes/heroines and list the characters in the text.
- Role play the different characters identified.

Core competencies Values PCIs

 Communication and  Unity  Effective

Collaboration  Respect communication
 Self- efficacy  Patriotism  Social cohesion
 Digital literacy  Responsibility  Decision- making
 Imagination  Environmental
and creativity Education Awareness
 Critical thinking and  Environmental and
Problem solving Social Issues
 Citizenship  Peace Education
 Learning to learn

Learning Resources:
- Dictionary, digital devices, recorded speeches Smart Minds English. Grd 8 T.G. Pg.106-108
Smart Minds English. Grd 8 P.B. Pg.108-109

Organisation of Learning:

Introduction (5 minutes):
- Review the previous lesson.
- Guide learners to read and discuss relevant content from the learning resources,
emphasizing the understanding of the key concepts.
Lesson Development (30 minutes):
- Based on learning experience: What makes reading enjoyable? How can the characters in
a story be described?
- Split the lesson into 4 distinct steps:

Step 1: Introduce the concept of character traits through examples and discussion.
Step 2: Read a fiction extract on African heroes/heroines and identify the characters.
Step 3: Describe the traits of the identified characters and discuss their roles in the story.
Step 4: Conduct role play activities where students portray the different characters from the
text.

Conclusion (5 minutes):

- Summarize key points and learning objectives achieved during the lesson.
- Conduct a brief interactive activity to reinforce the main topics.
- Prepare learners for the next session with a preview of upcoming topics or questions to
consider.

Extended Activities:

- Encourage students to write character sketches based on the traits they have identified.
- Have students create their own short fictional stories with well-developed characters and
share them with the class.

Teacher Self-Evaluation:
 WEEK 6: LESSON 1

SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 8 ENGLISH

Strand: Reading

Sub Strand: Extensive Reading: Grade appropriate fiction - Characters

Specific Learning Outcomes:

-By the end of the lesson, learners should be able to:

1.Identify the characters in a given fiction text

2.Describe the traits of a given character in a fictional text
3.Appreciate the role of characters in fiction

Key Inquiry Question(s):

- Dramatize the text and video record the performance
- Choose a character and discuss what the character does or says
- Identify the character that they like most and explain why

Core competencies Values PCIs

 Communication and  Unity  Effective

Collaboration  Respect communication
 Self- efficacy  Patriotism  Social cohesion
 Digital literacy  Responsibility  Decision- making
 Imagination  Environmental
and creativity Education Awareness
 Critical thinking and  Environmental and
Problem solving Social Issues
 Citizenship  Peace Education
 Learning to learn

Learning Resources:
- Dictionary, digital devices, recorded speeches
- Smart Minds English Grade 8 Teacher's Guide (TG) Pg. 106-108
- Smart Minds English Grade 8 Pupil's Book (PB) Pg. 108-109

Organization of Learning:

Introduction (5 minutes):
- Review the previous lesson
- Guide learners to read and discuss relevant content from the learning resources,
emphasizing the understanding of key concepts

Lesson Development (30 minutes):

Step 1: Introduce the concept of characters in fiction and discuss the importance
of character development in stories

Step 2: Engage students in a group activity where they identify and describe characters
in a given text, highlighting their traits and roles

Step 3: Have students choose a character from a story and discuss their actions or
dialogue, encouraging critical thinking and analysis

Step 4: Facilitate a discussion where students share their favorite character from a text
and explain why they resonate with that character

Conclusion (5 minutes):

- Summarize key points and learning objectives achieved during the lesson
- Conduct a brief interactive activity to reinforce the main topics discussed
- Preview upcoming topics or questions to consider for the next session

Extended Activities:

- Encourage students to write a character analysis or create a character profile for

their favorite character
- Assign a creative writing task where students develop a new character and
incorporate them into a short story
- Organize a character parade where students dress up as characters from
different texts and present a brief description of their chosen character

Teacher Self-Evaluation:
 WEEK 6: LESSON 2

SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 8 ENGLISH

Strand: Grammar in Use

Sub Strand: Word Classes: Conjunctions – because, that, when, if, unless, and since

Specific Learning Outcomes:

-By the end of the lesson, learners should be able to:

1.Identify the listed conjunctions from a group of words.

2.Use the listed conjunctions correctly in sentences.
3.Appreciate the correct use of conjunctions in communication.

Key Inquiry Question(s):

- Work with peers to read a text, identify conjunctions such as because, that, when, if,
unless, and since from the text individually.
- Fill in blanks in sentences using the listed conjunctions individually.
- Make sentences using the listed conjunctions.

Core competencies Values PCIs

 Communication and  Unity  Effective

Collaboration  Respect communication
 Self- efficacy  Patriotism  Social cohesion
 Digital literacy  Responsibility  Decision- making
 Imagination  Environmental
and creativity Education Awareness
 Critical thinking and  Environmental and
Problem solving Social Issues
 Citizenship  Peace Education
 Learning to learn

Learning Resources:
- Dictionary
- Digital devices
- Recorded speeches
- Smart Minds English Grade 8 Teacher's Guide pages 108-110
- Smart Minds English Grade 8 Practice Book pages 110-112

Organisation of Learning:
Introduction (5 minutes):
- Review the previous lesson.
- Guide learners to read and discuss relevant content from the learning resources,
emphasizing the understanding of the key concepts.

Lesson Development (30 minutes):

Step 1: Why should we join sentences correctly? Why do we use conjunctions?

- Discuss the importance of using conjunctions to connect ideas in sentences.
- Provide examples of sentences with and without conjunctions to illustrate their
significance in communication.

Step 2: Identifying Conjunctions

- Introduce the conjunctions: because, that, when, if, unless, and since.
- Engage students in a group activity where they identify these conjunctions in sample
sentences.

Step 3: Using Conjunctions in Sentences

- Guide students in filling in blanks in sentences using the listed conjunctions.
- Encourage students to create their sentences using the conjunctions provided.

Step 4: Sentence Construction Practice

- Divide students into pairs or small groups.
- Instruct them to create sentences using the conjunctions discussed in the lesson.
- Have students share their sentences with the class for feedback.

Conclusion (5 minutes):

- Summarize key points and learning objectives achieved during the lesson.
- Conduct a brief interactive activity to reinforce the main topics, such as a quiz or
a sentence completion exercise.
- Preview upcoming topics or questions for the next lesson.

Extended Activities:

- Assign homework to write a short paragraph using the conjunctions covered in class.
- Encourage students to listen to a recorded speech and identify the conjunctions used.
- Provide extra practice exercises for students to continue strengthening their
understanding of using conjunctions in sentences.

Teacher Self-Evaluation:
 WEEK 6: LESSON 3

SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 8 ENGLISH

Strand: Grammar in Use

Sub Strand: Word Classes - Conjunctions (because, that, when, if, unless, and since)

Specific Learning Outcomes:

-By the end of the lesson, learners should be able to:

1. Identify the listed conjunctions from a group of words

2. Use the listed conjunctions correctly in sentences
3.Appreciate the correct use of conjunctions in communication

Key Inquiry Questions:

- Collaborate to create dialogues using the listed conjunctions
- Create crossword puzzles and code words featuring conjunctions
- Create posters on heroes/heroines using sentences with conjunctions and display them

Core competencies Values PCIs

 Communication and  Unity  Effective

Collaboration  Respect communication
 Self- efficacy  Patriotism  Social cohesion
 Digital literacy  Responsibility  Decision- making
 Imagination  Environmental
and creativity Education Awareness
 Critical thinking and  Environmental and
Problem solving Social Issues
 Citizenship  Peace Education
 Learning to learn

Learning Resources:
- Dictionary, digital devices
- Recorded speeches
- Smart Minds English Grade 8 Teacher's Guide (Pg. 108-110)
- Smart Minds English Grade 8 Pupil's Book (Pg. 110-112)

Organisation of Learning:

Introduction (5 minutes):
- Review the previous lesson.
- Guide learners to read and discuss relevant content from the learning resources, emphasizing
the understanding of key concepts.

Lesson Development (30 minutes):

Step 1: Introduction to Conjunctions

- Explain what conjunctions are and their role in sentence structure.
- Provide examples of each listed conjunction.

Step 2: Identifying Conjunctions

- Engage learners in interactive exercises to identify the listed conjunctions in sentences.
- Discuss the function of each conjunction.

Step 3: Using Conjunctions in Sentences

- Have students practice using the conjunctions in sentences that they create.
- Encourage peer review for correct usage.

Step 4: Applying Conjunctions in Communication

- Engage learners in pair or group activities where they create dialogues incorporating the
listed conjunctions.

Conclusion (5 minutes):

Summarize key points and learning objectives achieved during the lesson.
- Conduct a brief interactive activity to reinforce the main topics.
- Provide a preview of upcoming topics or questions for the next session.

Extended Activities:

- Have students write a short story using the listed conjunctions.

- Conduct a group debate where students must use conjunctions to present their arguments.
- Create a mini project where students analyze speeches or texts to identify and explain the use
of conjunctions.

Teacher Self-Evaluation:
 WEEK 6: LESSON 4

SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 8 ENGLISH

Strand: Reading

Sub Strand: Intensive Reading: Similes and metaphors

Specific Learning Outcomes:

- By the end of the lesson, the learner should be able to:

1.List the similes and metaphors in a given short story

2.Use similes and metaphors in their own sentences
3.Acknowledge the importance of similes and metaphors in communication.

Key Inquiry Question(s):

- The learner is guided to:
1.Search online and offline for meanings of simile and metaphor
2.Read a given short story and identify the similes and metaphors present
3.Discuss the meanings of the similes and metaphors identified.

Core competencies Values PCIs

 Communication and  Unity  Effective

Collaboration  Respect communication
 Self- efficacy  Patriotism  Social cohesion
 Digital literacy  Responsibility  Decision- making
 Imagination  Environmental
and creativity Education Awareness
 Critical thinking and  Environmental and
Problem solving Social Issues
 Citizenship  Peace Education
 Learning to learn

Learning Resources:
- Dictionary, digital devices, recorded speeches, Smart Minds English. Grd 8
T.G. Pg.110-112, Smart Minds English. Grd 8 P.B. Pg.113

Organization of Learning:

Introduction (5 minutes):
- Review the previous lesson.
- Guide learners to read and discuss relevant content from the learning resources,
emphasizing the understanding of the key concepts.

Lesson Development (30 minutes):

Step 1: Introduce the concepts of similes and metaphors by providing definitions

and examples.
Step 2: Read a short story together as a class and identify the similes and
metaphors present in the text.
Step 3: Discuss the meanings and implications of the similes and metaphors
identified in the story.
Step 4: Have students practice creating their own sentences using similes and
metaphors, encouraging creativity and critical thinking.

Conclusion (5 minutes):

- Summarize key points and learning objectives achieved during the lesson.
- Conduct a brief interactive activity to reinforce the main topics.
- Prepare learners for the next session with a preview of upcoming topics or
questions to consider.

Extended Activities:

- Assign a homework task where students create a short story incorporating similes
and metaphors.
- Have students present their stories to the class in the next session for peer feedback.

Teacher Self-Evaluation:
 WEEK 6: LESSON 5

SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 8 ENGLISH

Strand: Reading

Sub Strand: Intensive Reading: Similes and Metaphors

Specific Learning Outcomes:

-By the end of the lesson, learners should be able to:

1. Use similes and metaphors in their own sentences.

2. Explain the similes and metaphors used in the short story.
3. Acknowledge the importance of similes and metaphors in communication.

Key Inquiry Question(s):

- Discuss the relevance of similes and metaphors in the short story.
- List the similes and metaphors they know.
- Construct sentences using the similes and metaphors in the context of African heroes
and heroines.

Core competencies Values PCIs

 Communication and  Unity  Effective

Collaboration  Respect communication
 Self- efficacy  Patriotism  Social cohesion
 Digital literacy  Responsibility  Decision- making
 Imagination  Environmental
and creativity Education Awareness
 Critical thinking and  Environmental and
Problem solving Social Issues
 Citizenship  Peace Education
 Learning to learn

Learning Resources:
- Dictionary
- Digital devices
- Recorded speeches
- Smart Minds English, Grade 8 Teacher's Guide, Pages 110-112
- Smart Minds English, Grade 8 Pupil's Book, Page 113

Organization of Learning:
Introduction (5 minutes):
- Review the previous lesson.
- Guide learners to read and discuss relevant content from the learning resources,
emphasizing the understanding of key concepts.

Lesson Development (30 minutes):

Step 1: Introduce similes and metaphors. Provide examples from the

reading resources.

Step 2: Discuss the significance of similes and metaphors in storytelling. Analyze

their impact on the reader.

Step 3: Engage students in a group activity to identify and explain similes and
metaphors in a short story.

Step 4: Guide students in creating their own sentences using similes and metaphors,
focusing on African heroes and heroines.

Conclusion (5 minutes):

- Summarize key points and learning objectives achieved during the lesson.
- Conduct a brief interactive activity to reinforce the main topics.
- Preview upcoming topics or questions for the next session.

Extended Activities:

- Have students write a short story incorporating similes and metaphors.

- Analyze speeches or texts by African heroes and heroines to identify and discuss
the use of figurative language.

Teacher Self-Evaluation:
 WEEK 7: LESSON 1

SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 8 ENGLISH

Strand: Writing

Sub Strand: Creative Writing: Narrative Compositions (240-280 words)

Specific Learning Outcomes:

-By the end of the lesson, learners should be able to:

1.Recall a specific event, emotion or experience that affected them greatly.

2.Plan a narrative composition using prewriting techniques.
3.Acknowledge the value of quality narrative composition.

Key Inquiry Question(s):

- Identify the parts of narrative composition.
- Work with peers to narrate events, feelings or experiences that impacted them.
- Work with peers to plan a narrative composition.
- Write a narrative composition individually.

Core competencies Values PCIs

 Communication and  Unity  Effective

Collaboration  Respect communication
 Self- efficacy  Patriotism  Social cohesion
 Digital literacy  Responsibility  Decision- making
 Imagination  Environmental
and creativity Education Awareness
 Critical thinking and  Environmental and
Problem solving Social Issues
 Citizenship  Peace Education
 Learning to learn

Learning Resources:
- Dictionary, digital devices, recorded speeches, Smart Minds English Grade 8 Teacher's Guide
Pg.112-113, Smart Minds English Grade 8 Student Workbook Pg.114

Organization of Learning:

Introduction (5 minutes):
- Review the previous lesson.
- Guide learners to read and discuss relevant content from the learning resources, emphasizing
the understanding of key concepts.

Lesson Development (30 minutes):

Step 1: Discuss why we enjoy reading stories and the elements that make a story
interesting. Step 2: Guide learners to recall a personal event, emotion, or experience that
impacted them greatly.
Step 3: Introduce prewriting techniques and have students work with peers to plan their
narrative compositions.
Step 4: Encourage students to start writing their individual narrative compositions.

Conclusion (5 minutes):

- Summarize key points and learning objectives achieved during the lesson.
- Conduct a brief interactive activity to reinforce the main topics.
- Preview upcoming topics or questions to consider for the next session.

Extended Activities:

- Have students share their narrative compositions with the class for peer feedback.
- Provide a writing prompt for a short in-class timed writing exercise to practice narrative
composition skills.
- Encourage students to create illustrations or visual representations to accompany
their narrative compositions.

Teacher Self-Evaluation:
 WEEK 7: LESSON 2

SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 8 ENGLISH

Strand: Writing

Sub Strand: Creative Writing: Narrative Compositions

Specific Learning Outcomes:

- By the end of the lesson, the learner should be able to:

1. Recall a specific event, emotion, or experience that affected them greatly.

2. Create a narrative composition using revealing details.
3. Acknowledge the value of quality narrative composition.

Key Inquiry Question(s):

- How can collaboration and peer feedback enhance the quality of
narrative compositions?

Core competencies Values PCIs

 Communication and  Unity  Effective

Collaboration  Respect communication
 Self- efficacy  Patriotism  Social cohesion
 Digital literacy  Responsibility  Decision- making
 Imagination  Environmental
and creativity Education Awareness
 Critical thinking and  Environmental and
Problem solving Social Issues
 Citizenship  Peace Education
 Learning to learn

Learning Resources:
- Dictionary, digital devices, recorded speeches, Smart Minds English Grade 8
Teacher's Guide (Pages 112-113), Smart Minds English Grade 8 Practice Book (Page
114)

Organisation of Learning:

Introduction (5 minutes):
1. Review the previous lesson on narrative compositions.
2. Encourage students to read and discuss relevant content from the learning resources
to reinforce key concepts.
Lesson Development (30 minutes):

Step 1: Engaging Personal Experience

- Prompt students to reflect on a recent event or emotion that affected them greatly.
- Encourage them to jot down key details and emotions associated with the experience.

Step 2: Crafting the Narrative

- Instruct students to use the details collected to create a narrative composition with
a clear beginning, middle, and end.
- Emphasize the importance of including descriptive language to engage the reader.

Step 3: Peer Feedback Session

- Facilitate a peer feedback activity where students exchange compositions and
provide constructive feedback on correctness of language, relevance to the topic,
punctuation, and spelling.
- Encourage students to make necessary corrections based on the feedback received.

Step 4: Sharing and Reflection

- Have students choose a method to publish their work (email, social media, posters).
- Conduct a gallery walk where students showcase their compositions and
provide feedback to each other.

Conclusion (5 minutes):

1. Summarize the key points learned about crafting narrative compositions.

2. Engage students in a brief interactive activity to reinforce learning (e.g.,
discussing the most effective storytelling techniques).
3. Preview upcoming topics or questions to consider for the next session.

Extended Activities:

- Assign students to write a reflective piece on their experience with the peer feedback
process.
- Encourage students to explore different narrative styles (e.g., first-person vs. third-
person narration) in their compositions.

Teacher Self-Evaluation:
 WEEK 7: LESSON 3

SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 8 ENGLISH

Strand: Listening and Speaking

Sub Strand: Oral Presentations

Specific Learning Outcomes:

-By the end of the lesson, learners should be able:

1. Identify the items in the format of a speech.

2.Present a written speech using effective speaking skills.
3. Prepare a short speech on a given topic.
4.Acknowledge the importance of good speaking skills for effective communication.

Key Inquiry Question(s):

- What is the format of a speech?
- How can effective speaking skills enhance communication?
- How can we identify the introduction, body, and conclusion of a speech?

Core competencies Values PCIs

 Communication and  Unity  Effective

Collaboration  Respect communication
 Self- efficacy  Patriotism  Social cohesion
 Digital literacy  Responsibility  Decision- making
 Imagination  Environmental
and creativity Education Awareness
 Critical thinking and  Environmental and
Problem solving Social Issues
 Citizenship  Peace Education
 Learning to learn

Learning Resources:
- Dictionary
- Digital devices
- Recorded speeches: Smart Minds English Grade 8 Teacher's Guide (pg. 114-115) and
Student's Workbook (pg. 116-118)

Organization of Learning:

Introduction (5 minutes):
- Review the previous lesson on communication skills.
- Guide learners to read and discuss relevant content from the learning resources to understand
key concepts.

Lesson Development (30 minutes):

Step 1: Understanding Speech Formats

- Discuss the key components of a speech: introduction, body, and conclusion.

Step 2: Effective Speaking Skills

- Explore techniques for engaging an audience, such as tone, gestures, and eye contact.

Step 3: Writing and Presenting a Short Speech

- Provide guidance on structuring a speech and practice delivering it.

Step 4: Importance of Good Speaking Skills

- Discuss the impact of clear communication and active listening in everyday life.

Conclusion (5 minutes):

- Summarize key points and learning objectives achieved.

- Conduct a brief interactive activity to practice identifying components of a speech.
- Preview upcoming topics or questions for the next session.

Extended Activities:

- Ask students to research and watch famous speeches, analyzing their structure and delivery.
- Organize a class debate or speech competition to apply speaking skills in a practical setting.

Teacher Self-Evaluation:
 WEEK 7: LESSON 4

SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 8 ENGLISH

Strand: Listening and Speaking

Sub Strand: Oral Presentations

Specific Learning Outcomes:

-By the end of the lesson, learners should be able to:

1.Identify the items in the format of a speech.

2.Present a written speech using effective speaking skills.
3.Prepare a short speech on a given topic.
4.Acknowledge the importance of good speaking skills for effective communication.

Key Inquiry Question(s):

- How can you appreciate your heritage through art?
- How can non-verbal cues enhance a speech presentation?
- What speaking strategies make a speech interesting?

Core competencies Values PCIs

 Communication and  Unity  Effective

Collaboration  Respect communication
 Self- efficacy  Patriotism  Social cohesion
 Digital literacy  Responsibility  Decision- making
 Imagination  Environmental
and creativity Education Awareness
 Critical thinking and  Environmental and
Problem solving Social Issues
 Citizenship  Peace Education
 Learning to learn

Learning Resources:
- Dictionary, digital devices, recorded speeches
- Smart Minds English. Grade 8 Teacher's Guide (Pg.114-115)
- Smart Minds English. Grade 8 Student Workbook (Pg.116-118)

Organisation of Learning:

Introduction (5 minutes):
- Review the previous lesson.
- Discuss relevant content from the learning resources focusing on key concepts.

Lesson Development (30 minutes):

Step 1: Techniques for Introducing a Speech

- Brainstorm with students on effective ways to grab the audience's attention at the start of
a speech.

Step 2: Structuring the Body of the Speech

- Guide students on organizing main points and supporting details cohesively.

Step 3: Engaging with the Audience

- Discuss strategies to keep the audience engaged, such as asking questions or
using anecdotes.

Step 4: Concluding a Speech

- Explore different methods for wrapping up a speech effectively and leaving a
lasting impression.

Conclusion (5 minutes):

- Summarize key points and learning objectives.

- Conduct a brief activity to reinforce learning.
- Preview upcoming topics or questions for the next session.

Extended Activities:

- Have students prepare and deliver their own speeches on a topic of their choice.
- Conduct peer evaluations focusing on non-verbal cues and speaking strategies.
- Create a class-wide speaking competition to showcase learned skills.

Teacher Self-Evaluation:
 WEEK 7: LESSON 5

SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 8 ENGLISH

Strand: Reading

Sub Strand: Study Skills: Note Making

Specific Learning Outcomes:

- By the end of the lesson, the learner should be able to:

1.Identify key points in a text

2.Make notes from a written text
3.Appreciate the importance of note-making in learning.

Key Inquiry Question(s):

- How can we identify verbal signposts in a text?
- Why is it important to make notes while reading?
- How can we paraphrase the writer's words effectively?

Core competencies Values PCIs

 Communication and  Unity  Effective

Collaboration  Respect communication
 Self- efficacy  Patriotism  Social cohesion
 Digital literacy  Responsibility  Decision- making
 Imagination  Environmental
and creativity Education Awareness
 Critical thinking and  Environmental and
Problem solving Social Issues
 Citizenship  Peace Education
 Learning to learn

Learning Resources:
- Dictionary, digital devices, recorded speeches
- "Smart Minds English" Grade 8 Teacher's Guide, pages 116-117
- "Smart Minds English" Grade 8 Pupil's Book, pages 118-119

Organisation of Learning:

Introduction (5 minutes):
- Review the previous lesson content.
- Guide learners to read and discuss relevant content from the learning resources,
emphasizing the understanding of the key concepts.

Lesson Development (30 minutes):

Step 1: Discuss and define the importance of note-making in learning.

Step 2: Identify verbal signposts in a text and share with peers.
Step 3: Practice making notes on the margin of a text and peer review.
Step 4: Demonstrate how to paraphrase the writer's words effectively.

Conclusion (5 minutes):

- Summarize key points and learning objectives achieved during the lesson.
- Conduct a brief interactive activity to reinforce the main topics.
- Prepare learners for the next session with a preview of upcoming topics or
questions to consider.

Extended Activities:

- Have students practice making notes from different types of texts and compare
their approaches with peers.
- Ask students to create a visual representation of the key points they noted from a text.
- Encourage students to use their notes to write a brief summary or reflection on
what they learned from a particular text.

Teacher Self-Evaluation:
 WEEK 8: LESSON 1

SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 8 ENGLISH

Strand: Reading

Sub Strand: Study Skills: Note Making

Specific Learning Outcomes:

- By the end of the lesson, the learner should be able to:

1.Identify key points in a text

2.ake notes from a written text
3Appreciate the importance of note-making in learning.

Key Inquiry Question(s):

- How can we identify verbal signposts in a text?
- Why is it important to make notes while reading?
- How can we paraphrase the writer's words effectively?

Core competencies Values PCIs

 Communication and  Unity  Effective

Collaboration  Respect communication
 Self- efficacy  Patriotism  Social cohesion
 Digital literacy  Responsibility  Decision- making
 Imagination  Environmental
and creativity Education Awareness
 Critical thinking and  Environmental and
Problem solving Social Issues
 Citizenship  Peace Education
 Learning to learn

Learning Resources:
- Dictionary, digital devices, recorded speeches
- "Smart Minds English" Grade 8 Teacher's Guide, pages 116-117
- "Smart Minds English" Grade 8 Pupil's Book, pages 118-119

Organisation of Learning:

Introduction (5 minutes):
- Review the previous lesson content.
- Guide learners to read and discuss relevant content from the learning resources,
emphasizing the understanding of the key concepts.

Lesson Development (30 minutes):

Step 1: Discuss and define the importance of note-making in learning.

Step 2: Identify verbal signposts in a text and share with peers.
Step 3: Practice making notes on the margin of a text and peer review.
Step 4: Demonstrate how to paraphrase the writer's words effectively.

Conclusion (5 minutes):

- Summarize key points and learning objectives achieved during the lesson.
- Conduct a brief interactive activity to reinforce the main topics.
- Prepare learners for the next session with a preview of upcoming topics or
questions to consider.

Extended Activities:

- Have students practice making notes from different types of texts and compare
their approaches with peers.
- Ask students to create a visual representation of the key points they noted from a text.
- Encourage students to use their notes to write a brief summary or reflection on
what they learned from a particular text.

Teacher Self-Evaluation:
 WEEK 8: LESSON 2

SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 8 ENGLISH

Strand: Grammar in Use

Sub Strand: Word Classes: Determiners and Quantifiers

Specific Learning Outcomes:

-By the end of the lesson, learners should be able to:

1.Identify demonstratives and quantifiers in a given text.

2. Use demonstratives in sentences for clarity of communication.
3. Appreciate the importance of demonstratives and quantifiers in communication.

Key Inquiry Question(s):

- Identify quantifiers (few and many) and demonstratives (this, these, that, and those).
- Point out various items at different distances.
- Determine the correct demonstratives to use in different circumstances.

Core competencies Values PCIs

 Communication and  Unity  Effective

Collaboration  Respect communication
 Self- efficacy  Patriotism  Social cohesion
 Digital literacy  Responsibility  Decision- making
 Imagination  Environmental
and creativity Education Awareness
 Critical thinking and  Environmental and
Problem solving Social Issues
 Citizenship  Peace Education
 Learning to learn

Learning Resources:
- Dictionary, digital devices, recorded speeches
- "Smart Minds English, Grade 8 Teacher's Guide," Pages 118-120
- "Smart Minds English, Grade 8 Pupil's Book," Pages 120-123

Organisation of Learning:

Introduction (5 minutes):
- Review the previous lesson.
- Have learners read and discuss relevant content from the learning resources to understand
key concepts.

Lesson Development (30 minutes):

Step 1: Discuss why we use demonstratives and quantifiers in language to provide context
for communication.

Step 2: Identify and define demonstratives (this, these, that, those) and quantifiers (few,
many) through examples from texts or real-life scenarios.

Step 3: Practice using demonstratives and quantifiers in sentences and explore how
different demonstratives change the context of communication.

Step 4: Engage in activities where learners determine the correct demonstratives to use in
various scenarios to reinforce understanding.

Conclusion (5 minutes):

- Summarize key points and learning objectives of the lesson.

- Conduct a brief interactive activity to reinforce the main topics discussed.
- Provide a preview of upcoming topics or questions to consider in the next session.

Extended Activities:

- Grade-relevant extended activities may include creating a short story using demonstratives
and quantifiers, playing a game where students have to correctly identify demonstratives
and quantifiers in sentences, or analyzing texts to identify how these word classes impact
understanding.

Teacher Self-Evaluation:
 WEEK 8: LESSON 3

SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 8 ENGLISH

Strand: Grammar in Use

Sub Strand: Word Classes - Determiners and Quantifiers

Specific Learning Outcomes:

- By the end of the lesson, the learner should be able to
1.Identify demonstratives and quantifiers in a given text
2.Use demonstratives in sentences for clarity of communication
3.Appreciate the importance of demonstratives and quantifiers in communication.

Key Inquiry Question(s):

- The learner is guided to
1.Generate the plural forms of demonstrative pronouns
2.Demonstrate differences in meaning in quantifiers
3.Generate sentences using various demonstratives and quantifiers
4.Construct sentences using demonstratives and quantifiers from a substitution table.

Core competencies Values PCIs

 Communication and  Unity  Effective

Collaboration  Respect communication
 Self- efficacy  Patriotism  Social cohesion
 Digital literacy  Responsibility  Decision- making
 Imagination  Environmental
and creativity Education Awareness
 Critical thinking and  Environmental and
Problem solving Social Issues
 Citizenship  Peace Education
 Learning to learn

Learning Resources:
- Dictionary digital devices, Smart Minds English Grade 8 Teacher's Guide (Pg. 118-
120), Smart Minds English Grade 8 Practice Book (Pg. 120-123)
Organization of Learning:

Introduction (5 minutes):
- Review the previous lesson.
- Engage learners in reading and discussing relevant content from the
learning resources.

Lesson Development (30 minutes):

Step 1: Understanding Demonstratives and Quantifiers

- Discuss the definition and examples of demonstratives and quantifiers.
- Provide examples and explain their importance in communication.

Step 2: Identifying Demonstratives and Quantifiers

- Engage learners in identifying demonstratives and quantifiers in sentences.
- Practice identifying them in different contexts.

Step 3: Using Demonstratives and Quantifiers

- Guide learners in using demonstratives and quantifiers in sentences for clarity.
- Encourage peer practice to reinforce this concept.

Step 4: Constructing Sentences

- Introduce a substitution table with demonstratives and quantifiers.
- Have learners construct sentences using the provided table.

Conclusion (5 minutes):

- Recap key points and learning objectives.

- Conduct a brief interactive activity to reinforce understanding.
- Provide a preview of upcoming topics or questions for the next session.

Extended Activities:

- Have students create their own sentences using demonstratives and quantifiers.
- Create a mini poster demonstrating the usage of demonstratives and quantifiers
for classroom display.

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, learners should be able to:
1. Identify the main events in the story.
2. Relate the events in the short story to real life.
3. Appreciate the importance of literature in life.

Key Inquiry Question(s):

- How do the events in a short story relate to real life experiences?

Core competencies Values PCIs

 Communication and  Unity  Effective

Collaboration  Respect communication
 Self- efficacy  Patriotism  Social cohesion
 Digital literacy  Responsibility  Decision- making
 Imagination  Environmental
and creativity Education Awareness
 Critical thinking and  Environmental and
Problem solving Social Issues
 Citizenship  Peace Education
 Learning to learn

Learning Resources:
- Dictionarydigital devices, recorded speeches
- Smart Minds English Grade 8 Teacher's Guide Pages 120-121
- Smart Minds English Grade 8 Student Workbook Pages 123-124

Organisation of Learning:

Introduction (5 minutes):
- Review the previous lesson.
- Guide learners to read and discuss relevant content from the learning resources,
emphasizing key concepts.
Lesson Development (30 minutes):
Step 1: Introduce the short story to students and have them read it individually.
Step 2: In small groups, have students discuss the main events in the story.
Step 3: Use a graphic organizer to highlight the main events in the story.
Step 4: Facilitate a class discussion on the importance of literature in our lives.

Conclusion (5 minutes):
- Summarize key points and learning objectives.
- Conduct a brief interactive activity to reinforce understanding.
- Provide a preview of upcoming topics or questions for the next session.

Extended Activities:
- Have students rewrite the ending of the short story.
- Ask students to create a sequel to the short story.
- Encourage students to research the author of the short story and present their
findings to the class.

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:

- By the end of the lesson, the learner should be able to:

1. Relate the events in the short story to real life.

2. Identify the setting in the short story.
3. Appreciate the importance of literature in life.

Key Inquiry Question(s):

- The learner is guided to:
- Research the meaning of setting from online and offline sources and make notes.
- Discuss the setting of the short story they have read.
- Work with peers to discuss how the events in the short story relate to real life.

Core competencies Values PCIs

 Communication and  Unity  Effective

Collaboration  Respect communication
 Self- efficacy  Patriotism  Social cohesion
 Digital literacy  Responsibility  Decision- making
 Imagination  Environmental
and creativity Education Awareness
 Critical thinking and  Environmental and
Problem solving Social Issues
 Citizenship  Peace Education
 Learning to learn

Learning Resources:
- Dictionarydigital devices, recorded speeches Smart Minds English. Grd 8 T.G. Pg.120-
121 Smart Minds English. Grd 8 P.B. Pg.123-124

Organisation of Learning:

Introduction (5 minutes):
- Review the previous lesson.
- Guide learners to read and discuss relevant content from the learning resources,
emphasizing the understanding of the key concepts.

Lesson Development (30 minutes):

- Why is the setting of a story important to the reader?

Step 1: Discuss the concept of setting in a story and why it is important for
understanding the plot and characters.

Step 2: Analyze the setting of a short story provided in the resources and identify
key details that influence the narrative.

Step 3: Engage in group discussions to explore how the events in the short story
relate to real life experiences.

Step 4: Present findings to the class and facilitate a discussion on the significance
of relating literature to real life.

Conclusion (5 minutes):

- Summarize key points and learning objectives achieved during the lesson.
- Conduct a brief interactive activity to reinforce the main topics.
- Prepare learners for the next session with a preview of upcoming topics or
questions to consider.

Extended Activities:

- Write a reflective journal entry exploring how the setting of a story impacts the
overall reading experience.
- Create a visual representation of the setting of a favorite short story and present it
to the class for discussion.

Teacher Self-Evaluation:
 WEEK 9: LESSON 3

SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 8 ENGLISH

Strand: Writing

Sub Strand: Functional Writing: Thank you notes and Congratulatory notes

Specific Learning Outcomes:

- By the end of the lesson, the learner should be able to:

1.Recognize the key elements and layout of a thank you note and a congratulatory note.
2.Use the correct format to write a thank you note.
3.Critique thank you notes and congratulatory notes for correctness and relevance.

Key Inquiry Question(s):

The learner is guided to:
- List some of the occasions when we write a thank you note and a congratulatory note.
- Write a thank you note and a congratulatory note in pairs.

Core competencies Values PCIs

 Communication and  Unity  Effective

Collaboration  Respect communication
 Self- efficacy  Patriotism  Social cohesion
 Digital literacy  Responsibility  Decision- making
 Imagination  Environmental
and creativity Education Awareness
 Critical thinking and  Environmental and
Problem solving Social Issues
 Citizenship  Peace Education
 Learning to learn

Learning Resources:
- Dictionary, digital devices, recorded speeches
- Smart Minds English Grade 8 Teacher’s Guide (Pg. 121-124)
- Smart Minds English Grade 8 Pupil’s Book (Pg. 124-127)

Organisation of Learning:

Introduction (5 minutes):
- Review the previous lesson.
- Guide learners to read and discuss relevant content from the learning resources,
emphasizing the understanding of key concepts.

Lesson Development (30 minutes):

Step 1: Introduce the key elements and layout of a thank you note and a
congratulatory note.
Step 2: Demonstrate the correct format for writing a thank you note.
Step 3: Facilitate a pair activity where students write thank you notes
and congratulatory notes.
Step 4: Critique examples of thank you notes and congratulatory notes for correctness
and relevance.

Conclusion (5 minutes):

- Summarize key points and learning objectives achieved during the lesson.
- Conduct a brief interactive activity to reinforce the main topics.
- Prepare learners for the next session with a preview of upcoming topics or
questions to consider.

Extended Activities:

- For extended activities, students can be asked to choose a real-life scenario and write
a thank you note or a congratulatory note based on that scenario. They can then share
these notes with the class for feedback and discussion.

Teacher Self-Evaluation:
 WEEK 9: LESSON 4

SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 8 ENGLISH

Strand: Writing

Sub Strand: Functional Writing: Thank you notes and Congratulatory notes

Specific Learning Outcomes:

-By the end of the lesson, learners should be able to:

1.Recognize the key elements and layout of a thank you note and a congratulatory note.
2.Write a congratulatory note correctly.
3. Critique thank you notes and congratulatory notes for correctness and relevance.

Key Inquiry Question(s):

- Search for samples of a thank you note and a congratulatory note from various sources.
- Identify the key aspects of a thank you note and a congratulatory note.

Core competencies Values PCIs

 Communication and  Unity  Effective

Collaboration  Respect communication
 Self- efficacy  Patriotism  Social cohesion
 Digital literacy  Responsibility  Decision- making
 Imagination  Environmental
and creativity Education Awareness
 Critical thinking and  Environmental and
Problem solving Social Issues
 Citizenship  Peace Education
 Learning to learn

Learning Resources:
- Dictionary, digital devices, recorded speeches.
- Smart Minds English Grade 8 Teacher's Guide, pages 121-124.
- Smart Minds English Grade 8 Pupil's Book, pages 124-127.

Organisation of Learning:

Introduction (5 minutes):
- Review the key concepts from the previous lesson.
- Guide students to read and discuss relevant content from the learning resources.

Lesson Development (30 minutes):

Step 1: Introduce the concept of thank you notes and congratulatory notes.
Discuss the purpose and importance of writing these types of notes.

Step 2: Analyze sample thank you notes and congratulatory notes.

Identify the key elements such as salutation, body, closing, etc.

Step 3: Interactive writing activity.

Guide students in writing their own congratulatory note using the identified key elements.

Step 4: Peer evaluation.

Students critique each other's notes for correctness and relevance.

Conclusion (5 minutes):

- Summarize the main points discussed during the lesson.

- Conduct a brief activity to reinforce learning objectives.
- Preview upcoming topics or questions for the next session.

Extended Activities:

- Have students write a thank you note or congratulatory note to someone in their life.
- Peer assessment of the notes written by classmates.
- Collaborative writing activity where students compose a thank you note or congratulatory note
together.

Teacher Self-Evaluation:
 WEEK 9: LESSON 5

SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 8 ENGLISH

Strand: Listening and Speaking

Sub Strand: Conversational Skills - Interviews

Specific Learning Outcomes:

- By the end of the lesson, the learner should be able to:

1. Identify polite words and expressions in a radio or television interview.

2. Use polite words and expressions when conducting an interview.
3. Appreciate the role of interviews in presenting reality.

Key Inquiry Question(s):

- The learner is guided to:
- Listen to a recorded or role-played interview and identify polite expressions used.
- Watch a video in which the speakers are engaged in a radio or television interview.

Core competencies Values PCIs

 Communication and  Unity  Effective

Collaboration  Respect communication
 Self- efficacy  Patriotism  Social cohesion
 Digital literacy  Responsibility  Decision- making
 Imagination  Environmental
and creativity Education Awareness
 Critical thinking and  Environmental and
Problem solving Social Issues
 Citizenship  Peace Education
 Learning to learn

Learning Resources:
- Dictionary, digital devices, audio interviews, "Smart Minds English" Grade 8
Teacher's Guide (Pg. 125-127), "Smart Minds English" Grade 8 Student Workbook
(Pg. 129-131).

Organisation of Learning:

Introduction (5 minutes):
- Review the previous lesson.
- Guide learners to read and discuss relevant content from the learning resources,
emphasizing the understanding of key concepts.
Lesson Development (30 minutes):

Step 1: Discuss with students why it is important to use polite language during
an interview.

Step 2: Introduce examples of polite words and expressions commonly used

in interviews.

Step 3: Conduct a role-play activity where students practice using polite language in
interviews.

Step 4: Analyze and discuss a video clip of a radio or television interview, highlighting
the use of polite expressions.

Conclusion (5 minutes):

- Summarize key points and learning objectives achieved during the lesson.
- Conduct a brief interactive activity to reinforce main topics.
- Prepare learners for the next session with a preview of upcoming topics or
questions to consider.

Extended Activities:

- Students can create their own interview scenarios and practice using polite language.
- Organize a mock interview session where students take turns being the
interviewer and interviewee, focusing on using polite expressions.

Teacher Self-Evaluation:
 WEEK 10: LESSON 1

SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 8 ENGLISH

Strand: Listening and Speaking

Sub Strand: Conversational Skills: Interviews

Specific Learning Outcomes:

-By the end of the lesson, learners should be able to:

1. Identify polite words and expressions in a radio or television interview.

2. Use polite words and expressions when conducting an interview.
3. Appreciate the role of interviews in presenting reality.

Key Inquiry Question(s):

- In pairs, conduct an interview on choosing a career using polite expressions.
- Make a list of the verbal and non-verbal cues used by the speakers to
express politeness.

Core competencies Values PCIs

 Communication and  Unity  Effective

Collaboration  Respect communication
 Self- efficacy  Patriotism  Social cohesion
 Digital literacy  Responsibility  Decision- making
 Imagination  Environmental
and creativity Education Awareness
 Critical thinking and  Environmental and
Problem solving Social Issues
 Citizenship  Peace Education
 Learning to learn

Learning Resources:
- Digital devices
- Audio interview: Smart Minds English, Grade 8 Teacher's Guide, Pages 125-127
- Smart Minds English, Grade 8 Student's Workbook, Pages 129-131

Organisation of Learning:

Introduction (5 minutes):
- Review the previous lesson.
- Guide learners to read and discuss relevant content from the learning resources,
emphasizing the understanding of key concepts.

Lesson Development (30 minutes):

Step 1: Understanding Polite Expressions

- Discuss the importance of using polite words and expressions in interviews.
- Provide examples of polite phrases and their meanings.

Step 2: Conducting the Interview

- Pair up students to conduct an interview on choosing a career.
- Encourage the use of polite expressions during the interview.
- Monitor and provide feedback as needed.

Step 3: Verbal and Non-Verbal Cues

- Have students make a list of the verbal and non-verbal cues used by speakers to
express politeness during the interviews.
- Discuss the significance of these cues in communication.

Step 4: Appreciating the Role of Interviews

- Lead a discussion on how interviews help in presenting reality and sharing
diverse perspectives.
- Encourage students to reflect on the impact of interviews in media and society.

Conclusion (5 minutes):

- Summarize key points and learning objectives achieved during the lesson.
- Conduct a brief interactive activity to reinforce main topics.
- Provide a preview of upcoming topics or questions to consider for the next session.

Extended Activities:

- Have students create their own interview scripts using polite expressions.
- Organize a role-playing activity where students act out interviews using the
learned polite language skills.

Teacher Self-Evaluation:
 WEEK 10: LESSON 2

SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 8 ENGLISH

Strand: Reading
Sub-Strand: Extensive Reading: Non-fiction

Specific Learning Outcomes:

- By the end of the lesson, the learner should be able to
1.Identify print and nonprint non-fiction materials that are interesting to read
2.Read a range of nonfiction materials for general information
3.Appreciate the importance of reading for information.

Key Inquiry Question(s):

- How can we skim through print and electronic reading materials on careers?
- How can we discuss general ideas with peers?
- How can we scan print and electronic reading materials to identify key words and
phrases?
- How can we use a dictionary to look up the meaning of vocabulary acquired
during independent reading?
- How can we read various texts on careers and note the key points?

Core competencies Values PCIs

 Communication and  Unity  Effective

Collaboration  Respect communication
 Self- efficacy  Patriotism  Social cohesion
 Digital literacy  Responsibility  Decision- making
 Imagination  Environmental
and creativity Education Awareness
 Critical thinking and  Environmental and
Problem solving Social Issues
 Citizenship  Peace Education
 Learning to learn

Learning Resources:
- Dictionary, digital devices, audio interview Smart Minds English. Grd 8 T.G. Pg.127-
128, Smart Minds English. Grd 8 P.B. Pg.131-132

Organization of Learning:
Introduction (5 minutes):
- Review the previous lesson.
- Guide learners to read and discuss relevant content from the learning resources,
emphasizing the understanding of key concepts.

Lesson Development (30 minutes):

Step 1: Importance of Reading Widely

- Discuss with students the importance of reading a wide variety of materials.
- Provide examples of how reading widely can enhance knowledge and understanding.

Step 2: Skimming and Scanning Techniques

- Teach students how to skim through and scan print and electronic reading
materials effectively.
- Practice skimming and scanning with sample texts on different careers.

Step 3: Vocabulary Building

- Introduce the use of a dictionary to look up the meanings of unknown words
encountered during reading.
- Encourage students to actively engage with vocabulary acquisition during
independent reading.

Step 4: Noting Key Points

- Guide students on how to read various texts on careers and note down the key points.
- Discuss the importance of summarizing key information for future reference.

Conclusion (5 minutes):
- Summarize key points and learning objectives achieved during the lesson.
- Conduct a brief interactive activity to reinforce main topics.
- Preview upcoming topics or questions to consider for the next session.

Extended Activities:
- Have students research and present on a career of their choice, focusing on key
information and notable points.
- Conduct a group discussion on the benefits of reading non-fiction materials for general
knowledge and information retention.

Teacher Self-Evaluation:
 WEEK 10: LESSON 3

SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 8 ENGLISH

Strand: Reading

Sub Strand: Extensive Reading: Non-fiction

Specific Learning Outcomes:

- By the end of the lesson, the learner should be able to:

1.dentify print and nonprint non-fiction materials that are interesting to read
2.Read a range of nonfiction materials for general information
3.Appreciate the importance of reading for information.

Key Inquiry Question(s):

- The learner is guided to: scan print and electronic reading materials and identify
key words and phrases, use a dictionary to look up the meaning of vocabulary
acquired during independent reading.

Core competencies Values PCIs

 Communication and  Unity  Effective

Collaboration  Respect communication
 Self- efficacy  Patriotism  Social cohesion
 Digital literacy  Responsibility  Decision- making
 Imagination  Environmental
and creativity Education Awareness
 Critical thinking and  Environmental and
Problem solving Social Issues
 Citizenship  Peace Education
 Learning to learn

Learning Resources:
- Dictionary, digital devices, audio interview Smart Minds English. Grd 8 T.G. Pg.127-
128, Smart Minds English. Grd 8 P.B. Pg.131-132

Organisation of Learning:

Introduction (5 minutes):
- Review the previous lesson.
- Guide learners to read and discuss relevant content from the learning resources,
emphasizing the understanding of the key concepts.
Lesson Development (30 minutes):

Step 1: Discuss what factors students consider when selecting a reading text.
Step 2: Introduce different types of non-fiction materials and their characteristics.
Step 3: Demonstrate how to scan print and electronic reading materials to identify
key words and phrases.
Step 4: Practice using a dictionary to look up the meaning of unfamiliar
vocabulary acquired during independent reading.

Conclusion (5 minutes):

- Summarize key points and learning objectives achieved during the lesson.
- Conduct a brief interactive activity to reinforce the main topics.
- Prepare learners for the next session with a preview of upcoming topics or questions
to consider.

Extended Activities:

- Have students select a non-fiction article of interest, read it, and create a
short summary.
- Organize a group discussion where students share their findings from the non-fiction
materials they read.

Teacher Self-Evaluation:
 WEEK 10: 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 should be able to:

1.Students will be able to form adverbs from adjectives.

2. Students will use adverbs formed from adjectives in sentences.
3. Students will appreciate the value of adverbs in communication.

Key Inquiry Question(s):

- How can we use adverbs formed from adjectives to enhance our writing and
communication?

Core competencies Values PCIs

 Communication and  Unity  Effective

Collaboration  Respect communication
 Self- efficacy  Patriotism  Social cohesion
 Digital literacy  Responsibility  Decision- making
 Imagination  Environmental
and creativity Education Awareness
 Critical thinking and  Environmental and
Problem solving Social Issues
 Citizenship  Peace Education
 Learning to learn

Learning Resources:
- Dictionary digital devices
- Smart Minds English Grade 8 Teacher's Guide (pages 128-130)
- Smart Minds English Grade 8 Practice Book (pages 132-134)

Organisation of Learning:

Introduction (5 minutes):
- Review the concept of adjectives and introduce the topic of forming adverbs from
adjectives.
- Allow students to share their understanding of adverbs and how they think adverbs are
formed.

Lesson Development (30 minutes):

Step 1: Forming Adverbs from Adjectives

- Explain the process of forming adverbs from adjectives (e.g., adding "-ly" to
most adjectives).
- Provide examples and ensure students understand the rules for forming adverbs.

Step 2: Using Adverbs in Sentences

- Guide students to use adverbs formed from adjectives in sentences to demonstrate
their understanding.
- Encourage students to create their own sentences using the newly formed adverbs.

Step 3: Appreciating the Value of Adverbs

- Discuss with students the importance of adverbs in providing more specific details and
enhancing the meaning of sentences.
- Engage students in a discussion on how using adverbs can improve their writing
and communication skills.

Step 4: Application - Composing Short Poems

- Challenge students to compose short poems incorporating adverbs formed
from adjectives.
- Encourage creativity and originality in their poems.

Conclusion (5 minutes):

- Summarize the key points covered in the lesson.

- Conduct a quick interactive activity where students can identify adverbs in sample
sentences.
- Preview the next lesson topics or questions to consider.

Extended Activities:

- Have students create a mini-story using a list of adverbs formed from adjectives.
- Create a classroom poster displaying common adverbs and their
corresponding adjectives for reference.
- Encourage students to write a short creative piece using a variety of adverbs to
enhance their descriptive writing skills.

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: Adverbs

Specific Learning Outcomes:

-By the end of the lesson, learners should be able to:

1.Students will be able to form adverbs from adjectives.

2.Students will use adverbs formed from adjectives in sentences.
3.Students will appreciate the value of adverbs in communication.

Key Inquiry Question(s):

- How can we use adverbs formed from adjectives to enhance our writing and
communication?

Core competencies Values PCIs

 Communication and  Unity  Effective

Collaboration  Respect communication
 Self- efficacy  Patriotism  Social cohesion
 Digital literacy  Responsibility  Decision- making
 Imagination  Environmental
and creativity Education Awareness
 Critical thinking and  Environmental and
Problem solving Social Issues
 Citizenship  Peace Education
 Learning to learn

Learning Resources:
- Dictionary digital devices
- Smart Minds English Grade 8 Teacher's Guide (pages 128-130)
- Smart Minds English Grade 8 Practice Book (pages 132-134)

Organisation of Learning:

Introduction (5 minutes):
- Review the concept of adjectives and introduce the topic of forming adverbs from
adjectives.
- Allow students to share their understanding of adverbs and how they think adverbs are
formed.

Lesson Development (30 minutes):

Step 1: Forming Adverbs from Adjectives

- Explain the process of forming adverbs from adjectives (e.g., adding "-ly" to
most adjectives).
- Provide examples and ensure students understand the rules for forming adverbs.

Step 2: Using Adverbs in Sentences

- Guide students to use adverbs formed from adjectives in sentences to demonstrate
their understanding.
- Encourage students to create their own sentences using the newly formed adverbs.

Step 3: Appreciating the Value of Adverbs

- Discuss with students the importance of adverbs in providing more specific details and
enhancing the meaning of sentences.
- Engage students in a discussion on how using adverbs can improve their writing
and communication skills.

Step 4: Application - Composing Short Poems

- Challenge students to compose short poems incorporating adverbs formed from
adjectives.
- Encourage creativity and originality in their poems.

Conclusion (5 minutes):

- Summarize the key points covered in the lesson.

- Conduct a quick interactive activity where students can identify adverbs in sample
sentences.
- Preview the next lesson topics or questions to consider.

Extended Activities:

- Have students create a mini-story using a list of adverbs formed from adjectives.
- Create a classroom poster displaying common adverbs and their corresponding
adjectives for reference.
- Encourage students to write a short creative piece using a variety of adverbs to
enhance their descriptive writing skills.

Teacher Self-Evaluation:
 WEEK 11: LESSON 1

SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 8 ENGLISH

Strand: Reading

Sub Strand: Intensive Reading: Lessons Learnt

Specific Learning Outcomes:

- By the end of the lesson, the learner should be able to:

1. Identify the lessons learnt in a short story

2. Relate the lessons learnt in the short story to real life
3. Appreciate the role of stories in addressing societal issues

Key Inquiry Question(s):

- The learner is guided to:
- Listen or watch a story and identify moral lessons that are brought out from a digital
device
- Read the short story, retell what they have read
- Discuss the lessons learnt by looking at the actions and the words used in the
story, with peers

Core competencies Values PCIs

 Communication and  Unity  Effective

Collaboration  Respect communication
 Self- efficacy  Patriotism  Social cohesion
 Digital literacy  Responsibility  Decision- making
 Imagination  Environmental
and creativity Education Awareness
 Critical thinking and  Environmental and
Problem solving Social Issues
 Citizenship  Peace Education
 Learning to learn

Learning Resources:
- Dictionarydigital devices
- Audio interview Smart Minds English Grade 8 Teacher's Guide Pg.130-131
- Smart Minds English Grade 8 Pupil's Book Pg.135

Organisation of Learning:
Introduction (5 minutes):
- Review the previous lesson.
- Guide learners to read and discuss relevant content from the learning resources,
emphasizing the understanding of the key concepts.

Lesson Development (30 minutes):

Step 1: Introduce the concept of addressing societal issues through stories.

Step 2: Listen to or watch a story and identify moral lessons conveyed.
Step 3: Discuss the lessons learnt by analyzing the actions and words used in the
story with peers.
Step 4: Relate the lessons learnt in the short story to real-life situations.

Conclusion (5 minutes):
- Summarize key points and learning objectives achieved during the lesson.
- Conduct a brief interactive activity to reinforce the main topics.
- Prepare learners for the next session with a preview of upcoming topics or questions
to consider.

Extended Activities:

- Assign students to write a short story incorporating a moral lesson they have identified.
- Conduct a group discussion on societal issues and how stories can be used to
address them.

Teacher Self-Evaluation:
 WEEK 11: LESSON 2

SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 8 ENGLISH

Strand: Reading

Sub Strand: Intensive Reading: Lessons Learnt

Specific Learning Outcomes:

- By the end of the lesson, the learner should be able to:

1. Identify the lessons learnt in a short story

2. Relate the lessons learnt in the short story to real life
3. Appreciate the role of stories in addressing societal issues

Key Inquiry Question(s):

1. How do different characters bring out the lessons in the short story?
2. Can you role play the episodes that carry the main lessons in the short story?
3. How can you make connections between situations in your own life and the episodes in
the text?

Core competencies Values PCIs

 Communication and  Unity  Effective

Collaboration  Respect communication
 Self- efficacy  Patriotism  Social cohesion
 Digital literacy  Responsibility  Decision- making
 Imagination  Environmental
and creativity Education Awareness
 Critical thinking and  Environmental and
Problem solving Social Issues
 Citizenship  Peace Education
 Learning to learn

Learning Resources:
- Dictionary, digital devices, audio interview Smart Minds English. Grd 8 T.G. Pg.130-131 Smart
Minds English. Grd 8 P.B. Pg.135

Organisation of Learning:

Introduction (5 minutes):
- Review the previous lesson.
- Guide learners to read and discuss relevant content from the learning resources,
emphasizing the understanding of the key concepts.
Lesson Development (30 minutes):
- Based on learning experience: How can one derive lessons from a short story?

Step 1: Introduce the short story and discuss the main characters and plot.

Step 2: Identify the key lessons learnt by each character throughout the story.

Step 3: Facilitate a role-playing activity where students act out the episodes that carry the main
lessons.

Step 4: Guide students to make connections between the lessons in the story and real-life
situations.

Conclusion (5 minutes):

- Summarize key points and learning objectives achieved during the lesson.
- Conduct a brief interactive activity to reinforce the main topics.
- Prepare learners for the next session with a preview of upcoming topics or questions to
consider.

Extended Activities:

- Have students write a reflective journal entry connecting the lessons from the short story
to their own experiences.
- Create a poster or presentation showcasing the societal issues addressed in the short
story and propose possible solutions.
- Discuss as a class how stories and literature can be used as a tool for social change.

Teacher Self-Evaluation:
 WEEK 11: LESSON 3

SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 8 ENGLISH

Strand: Writing

Sub Strand: Mechanics of Writing: Prefixes and Suffixes

Specific Learning Outcomes:

-By the end of the lesson, learners should be able to:

1.Identify words with prefixes and suffixes from a text.

2.Use prefixes and suffixes correctly in sentences.
3.Acknowledge the influence of prefixes and suffixes on the meaning and formation of
words.

Key Inquiry Question(s):

- How can you identify words with prefixes and suffixes in a text?
- How do prefixes and suffixes affect the meaning of words in sentences?

Core competencies Values PCIs

 Communication and  Unity  Effective

Collaboration  Respect communication
 Self- efficacy  Patriotism  Social cohesion
 Digital literacy  Responsibility  Decision- making
 Imagination  Environmental
and creativity Education Awareness
 Critical thinking and  Environmental and
Problem solving Social Issues
 Citizenship  Peace Education
 Learning to learn

Learning Resources:
- Dictionary
- Digital devices
- Audio interview from Smart Minds English, Grade 8 Teacher's Guide (pages 131-133)
and Student Workbook (pages 135-137)

Organisation of Learning:

Introduction (5 minutes):
- Review the previous lesson on prefixes and suffixes.
- Guide learners to read and discuss relevant content from the learning resources to
understand key concepts.

Lesson Development (30 minutes):

Step 1: Introduce the concept of prefixes and suffixes with examples.

Step 2: Read a text on careers which features words with prefixes and suffixes. Identify
and underline these words as a class.

Step 3: Write down words with prefixes and suffixes from the text. Formulate a table to
separate words with similar prefixes, roots, and suffixes with peers.

Step 4: Discuss how to infer the meaning of a word from its prefixes and suffixes.

Conclusion (5 minutes):
- Summarize key points and learning objectives achieved during the lesson.
- Conduct a brief interactive activity to reinforce the main topics covered.
- Preview upcoming topics or questions for the next session.

Extended Activities:

- Encourage students to create their own sentences using prefixes and suffixes.
- Ask students to find examples of words with prefixes and suffixes in other texts or
articles to share with the class.

Teacher Self-Evaluation:
 WEEK 11: LESSON 4

SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 8 ENGLISH

Strand: Writing

Sub Strand: Mechanics of Writing: Prefixes and Suffixes

Specific Learning Outcomes:

- By the end of the lesson, the learner should be able to:

1.Identify words with prefixes and suffixes from a text

2.Use prefixes and suffixes correctly in sentences
3.Acknowledge the influence of prefixes and suffixes on the meaning and formation of
words.

Key Inquiry Question(s):

- How can we break down words into prefixes and suffixes?
- Can we listen to a dictated list of words with prefixes and suffixes and write
them down?
- How do we formulate sentences using words with prefixes and suffixes?
- Can we fill in blanks in writing with the correct form of words with prefixes
and suffixes?

Core competencies Values PCIs

 Communication and  Unity  Effective

Collaboration  Respect communication
 Self- efficacy  Patriotism  Social cohesion
 Digital literacy  Responsibility  Decision- making
 Imagination  Environmental
and creativity Education Awareness
 Critical thinking and  Environmental and
Problem solving Social Issues
 Citizenship  Peace Education
 Learning to learn

Learning Resources:
- Dictionary, digital devices, audio interview Smart Minds English. Grd 8 T.G. Pg.131-
133 Smart Minds English. Grd 8 P.B. Pg.135-137

Organisation of Learning:
Introduction (5 minutes):
- Review the previous lesson.
- Guide learners to read and discuss relevant content from the learning resources,
emphasizing the understanding of key concepts.

Lesson Development (30 minutes):

Step 1:
- Introduce the concept of prefixes and suffixes using examples from the learning
resources.
- Discuss how prefixes and suffixes can change the meaning of words.

- Provide a list of words with prefixes and suffixes for learners to analyze and identify.
- Have students create sentences using these words to practice their understanding.
Step 3:
- Conduct a dictation activity where learners listen to words with prefixes and
suffixes and write them down.
- Discuss any challenges or questions that arise during this activity.

- Distribute a passage with blanks where students need to fill in the correct form
of words with prefixes and suffixes.
- Review and discuss the completed passage as a class.

Conclusion (5 minutes):

- Summarize key points and learning objectives achieved during the lesson.
- Conduct a brief interactive activity to reinforce the main topics, such as a
prefix/suffix matching game.
- Preview upcoming topics or questions to consider for the next session.

Extended Activities:

- Encourage students to find examples of words with prefixes and suffixes in their own
reading materials.
- Have students create their own sentences using prefixes and suffixes and share
them with the class for feedback and discussion.

Teacher Self-Evaluation: