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| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 2 | 1 |
POLLUTION
Listening and Speaking |
Listening Comprehension
|
By the end of the
lesson, the learner
should be able to:
- Identify the main idea from a cause and effect text. - Pinpoint specific information from a cause and effect text. - Acknowledge the importance of listening for detail. |
The learner is guided to:
- Listen to a cause and effect text on pollution being read by the teacher or from a digital device. - Pick out the main idea from the cause and effect text. - Respond to oral questions based on the text correctly. - Identify and write down the ideas presented in the text. - Make a list of unfamiliar words and practice pronouncing them. - Give the meaning of specific words using context clues. |
What should one look for when listening to a text?
|
Smartminds English pg. 25
Audio text Digital devices Dictionary Teacher's guide |
Oral questions
Note-taking
Vocabulary exercises
Listening assessment
Observation
|
|
| 2 | 2 |
Listening and Speaking
Reading |
Listening Comprehension
Intensive Reading |
By the end of the
lesson, the learner
should be able to:
- Infer the meanings of unfamiliar words using context clues. - Use new words correctly in sentences. - Value listening as a key communication skill. |
The learner is guided to:
- Listen to the passage in the previous lesson again. - List all new words heard in the passage. - Practice pronouncing the new words in pairs. - Discuss the meaning of the words as used in the passage. - Look up the meaning of unfamiliar words from an online or offline dictionary. - Use each of the words to construct sentences. - In groups, search for and listen to an audio passage on pollution. |
How can we determine the meaning of unfamiliar words when listening?
|
Smartminds English pg. 26
Audio text Dictionary Digital devices Teacher's guide Reading passage Pictures |
Vocabulary tests
Sentence construction
Oral presentations
Peer assessment
Observation
|
|
| 2 | 3 |
Reading
Grammar in Use |
Intensive Reading
Word Classes: Primary Auxiliaries |
By the end of the
lesson, the learner
should be able to:
- Infer meanings of words in a given text correctly. - Relate the text to real-life situations. - Acknowledge the importance of good reading skills in life. |
The learner is guided to:
- In pairs, read the words in color in the story and discuss their meanings as used in the text. - Answer multiple-choice questions on word meanings. - Look up the meanings of unfamiliar words in a dictionary. - Use the words to construct correct sentences. - In groups, role-play the events in the story. - Discuss how the reading skills helped them understand the story better. |
Which skills should one use in order to read effectively?
|
Smartminds English pg. 30
Reading passage Dictionary Digital devices Teacher's guide Choral verse text Reference books Charts |
Vocabulary tests
Sentence construction
Role play
Group discussions
Written exercises
|
|
| 2 | 4 |
Grammar in Use
Reading |
Word Classes: Primary Auxiliaries
Intensive Reading: Poetry |
By the end of the
lesson, the learner
should be able to:
- Use primary auxiliary verbs in sentences correctly. - Distinguish between primary auxiliaries used as main verbs and helping verbs. - Appreciate the importance of primary auxiliary verbs in communication. |
The learner is guided to:
- Study the functions of primary helping verbs from a chart. - In pairs, take turns to construct sentences using primary auxiliaries both as main verbs and as helping verbs. - Fill in blanks in sentences using the most suitable primary auxiliary. - In groups, write a paragraph on environmental conservation using primary helping verbs. - Take turns to read the paragraph to classmates. |
How can primary auxiliaries improve communication?
|
Smartminds English pg. 31
Sentence exercises Charts Digital devices Teacher's guide Smartminds English pg. 32 Poetry book Reference books |
Sentence construction
Cloze exercises
Paragraph writing
Oral presentations
Peer assessment
|
|
| 2 | 5 |
Reading
Writing |
Intensive Reading: Poetry
Paragraphing: Sequencing of Ideas |
By the end of the
lesson, the learner
should be able to:
- Identify the persona in a poem. - Relate the ideas in a poem to real life. - Recognize the role of poems in addressing societal issues. |
The learner is guided to:
- Read the poem "Paradise Lost" and identify its structure. - Identify the main idea, persona, instances of repetition, and their importance. - Explain the meaning of words in color in the poem. - Discuss how the persona has been affected by pollution. - In groups, recite and dramatize the poem. - Share experiences of pollution in their community and suggest solutions. |
Why do people write poems about environmental issues?
|
Smartminds English pg. 35
Poetry book Digital devices Charts Teacher's guide Smartminds English pg. 36 Sample paragraphs Reference books |
Poetry recitation
Dramatization
Vocabulary tests
Group discussions
Observation
|
|
| 3 | 1 |
Writing
|
Paragraphing: Sequencing of Ideas
|
By the end of the
lesson, the learner
should be able to:
- Use conjunctions to sequence and connect ideas correctly in a paragraph. - Write a well-structured paragraph on pollution. - Appreciate the role of conjunctions in communication. |
The learner is guided to:
- Combine pairs of sentences using suitable conjunctions. - Rearrange the combined sentences to form a paragraph that flows logically. - In pairs, exchange work and check each other's use of conjunctions. - Fill in blanks in a paragraph with suitable conjunctions. - Write a narrative composition on the effects of environmental pollution using conjunctions to sequence and connect ideas. |
How can a good paragraph be developed?
|
Smartminds English pg. 38
Sentence worksheets Digital devices Composition books Teacher's guide |
Sentence combining
Paragraph arrangement
Cloze exercises
Composition writing
Peer assessment
|
|
| 3 | 2 |
CONSUMER ROLES AND RESPONSIBILITIES
Listening and Speaking Listening and Speaking |
Listening Comprehension: Selective Listening
|
By the end of the
lesson, the learner
should be able to:
- Distinguish between specific and general information from a listening text. - Select specific information from a text. - Value the importance of selective listening. |
The learner is guided to:
- Discuss the difference between general and specific information. - In pairs, take turns to read sentences and identify ones that give general and specific information. - Listen to an audio passage on consumer roles and responsibilities. - Identify the general information in the passage. - Answer specific questions from the passage. |
Why is it important to get the main points from an oral text?
|
Smartminds English pg. 39
Audio text Digital devices Sentence cards Teacher's guide Smartminds English pg. 40 Audio recordings Dictionary |
Oral questions
Information classification
Listening assessment
Note-taking
Observation
|
|
| 3 | 3 |
Reading
|
Intensive Reading: Reading for the Main Idea and Details
|
By the end of the
lesson, the learner
should be able to:
- Identify reading strategies for use on given texts. - Explain how to identify the main idea in a text. - Value the importance of reading for comprehension. |
The learner is guided to:
- Study a diagram showing the main idea and supporting details from a passage. - Discuss how to identify the main idea and specific details in a passage. - In groups, search for video clips on reading for the main idea and reading for details. - Watch the video clips and note down findings. - Study ways to identify the main idea in a text. |
Why should one read for main ideas?
|
Smartminds English pg. 40
Reading passages Digital devices Video clips Charts Teacher's guide Smartminds English pg. 42 Newspaper article |
Chart analysis
Group discussions
Written exercises
Observation
Oral questions
|
|
| 3 | 4 |
Grammar in Use
|
Verbs and Tense: Simple Present Tense
Verbs and Tense: Simple Past Tense |
By the end of the
lesson, the learner
should be able to:
- Identify verbs in the simple present tense in a text. - Explain how the simple present tense is formed. - Value the correct use of tense in communication. |
The learner is guided to:
- Read what characters said when they met at a shopping center and discuss when the actions happen. - Study how the simple present tense is used and formed. - Read a passage and identify verbs in the simple present tense. - Discuss how the verbs identified are formed. - Construct sentences using the verbs identified. |
Why is correct use of tense important?
|
Smartminds English pg. 44
Reading passage Digital devices Charts Teacher's guide Smartminds English pg. 46 Verb cards Poster materials |
Verb identification
Sentence construction
Oral presentations
Written exercises
Observation
|
|
| 3 | 5 |
Reading
|
Intensive Reading: Short Story
|
By the end of the
lesson, the learner
should be able to:
- Identify the characters in a short story. - Describe the traits of characters in a short story. - Value the role of character development in a story. |
The learner is guided to:
- Discuss qualities they admire and dislike in people. - Read a short story selected by the teacher. - In pairs, take turns to retell the main events in the story. - Identify and write down all the characters in the story. - Describe the traits of each character using adjectives with evidence from the story. - Draw a character trait chart and display it in the classroom. |
What qualities do you admire in people?
|
Smartminds English pg. 47
Short story collection Character trait chart Digital devices Teacher's guide Smartminds English pg. 48 Character comparison chart Role-play props |
Character identification
Trait description
Chart creation
Peer assessment
Story retelling
|
|
| 4 | 1 |
Writing
|
Paragraphing: Connectors of Sequence
|
By the end of the
lesson, the learner
should be able to:
- Identify connectors of sequence from a given text. - Explain the role of connectors of sequence in a paragraph. - Value the importance of logical sequencing in writing. |
The learner is guided to:
- In pairs, take turns to describe the order of activities they do every morning using connectors of sequence. - In groups, read a paragraph and identify words that show the sequence of events. - Discuss other words that can be used to show the sequence of events in a paragraph. - Study the concept of connectors of sequence. - In groups, search for other examples of connectors of sequence. |
How can a good paragraph be developed?
|
Smartminds English pg. 49
Sample paragraphs Digital devices Reference books Teacher's guide Smartminds English pg. 50 Exercise books |
Connector identification
Paragraph analysis
Group discussions
Oral presentations
Research assessment
|
|
| 4 | 2 |
REHABILITATION
Listening and Speaking Listening and Speaking |
Conversational Skills: Disagreeing Politely
Conversational Skills: Non-verbal Cues |
By the end of the
lesson, the learner
should be able to:
- Identify polite words and expressions used to disagree during a conversation - Use conversational strategies to disagree politely - Acknowledge the importance of etiquette in telephone conversations |
The learner is guided to:
- Watch a short video or read an excerpt in which speakers disagree appropriately and identify polite expressions used - List ways of disagreeing politely from the video or excerpt - Role play events depicted in the video or excerpt - Practise disagreeing politely in pairs - Listen to a dialogue where characters disagree politely |
Which polite words and phrases are used when disagreeing with someone?
|
Smartminds English Grade 8 pg. 67
Charts Digital devices Video clips Smartminds English Grade 8 pg. 68 Resource person Class rules |
Observation
Role play
Oral questions
Peer assessment
|
|
| 4 | 3 |
Reading
|
Reading Fluency: Poem
Reading Fluency: Rhythm and Expression |
By the end of the
lesson, the learner
should be able to:
- Identify techniques of reading fast - Read fluently with appropriate expression - Appreciate the value of fluency in reading |
The learner is guided to:
- Preview a text before reading - Skim a text to obtain the main idea - Scan a text to obtain specific details - Practice reading a poem at the right speed while displaying appropriate feelings - Pronounce words and sounds accurately - Work with peers to engage in a reader's theatre |
Why should we display appropriate expressions when reading a text?
|
Smartminds English Grade 8 pg. 70
Library Digital devices Poems on rehabilitation Smartminds English Grade 8 pg. 71 Audio recordings |
Observation
Oral reading
Reading logs
Peer assessment
|
|
| 4 | 4 |
Grammar in Use
|
Word Classes: Adverbs of Frequency
Word Classes: Adverbs of Degree |
By the end of the
lesson, the learner
should be able to:
- Identify adverbs of frequency in a text - Use adverbs of frequency correctly in sentences - Appreciate the importance of adverbs of frequency in communication |
The learner is guided to:
- Read a conversation and identify adverbs of frequency - Watch a short video and pick out adverbs of frequency used by speakers - Construct sentences using adverbs of frequency - Hold conversations using adverbs of frequency - Fill in crossword puzzles with adverbs of frequency - Search online for more examples of adverbs of frequency |
Why should one use adverbs correctly?
|
Smartminds English Grade 8 pg. 72
Charts Digital devices Crossword puzzles Smartminds English Grade 8 pg. 74 Exercise books |
Written questions
Oral presentation
Sentence construction
Peer assessment
|
|
| 4 | 5 |
Reading
|
Intensive Reading: Short Story
Intensive Reading: Main Ideas and Relevant Details |
By the end of the
lesson, the learner
should be able to:
- Identify the main ideas in a short story - Summarize the key events in a short story - Appreciate the relevance of the short story in addressing real life issues |
The learner is guided to:
- Read a short story on rehabilitation - Discuss the main ideas in the story - Present findings on a talking tree - Summarize the storyline of the short story - Act out a section of the short story with peers - Relate the main ideas in the short story to real life |
How can you tell the main idea in a story?
|
Smartminds English Grade 8 pg. 76
Short story collection Digital devices Talking tree template Smartminds English Grade 8 pg. 77 Mind maps Digital devices |
Observation
Oral questions
Written summary
Dramatization assessment
|
|
| 5 | 1 |
Writing
|
Mechanics of Writing: Commonly Misspelt Words
Mechanics of Writing: Prefixes and Suffixes |
By the end of the
lesson, the learner
should be able to:
- Spell commonly misspelt words correctly - Identify misspelt words in a text - Appreciate the importance of correct spelling in writing |
The learner is guided to:
- Read a passage on drug abuse and pick out misspelt words - Check the correct spelling of identified words using a dictionary - Rewrite sentences with misspelt words correctly - Dictate words to each other and check for correct spelling - Create task cards with commonly misspelt words |
Why should words be spelt correctly?
|
Smartminds English Grade 8 pg. 77
Dictionary Digital devices Task cards Smartminds English Grade 8 pg. 81 Word cards |
Dictation
Written exercises
Spelling tests
Peer assessment
|
|
| 5 | 2 |
NATURAL RESOURCES: WILDLIFE
Listening and Speaking Listening and Speaking |
Listening for Detail: Main Ideas
Listening for Detail: Specific Information |
By the end of the
lesson, the learner
should be able to:
- Identify main ideas in a listening text - Respond appropriately to questions based on a listening text - Acknowledge the importance of listening for details |
The learner is guided to:
- Listen to a recorded text on wildlife and answer questions from the text - Discuss the main ideas from the text - Take notes while listening to capture important details - Listen to a passage read by peers or the teacher and outline the main ideas - Discuss answers based on the given text |
How should one listen for detail?
|
Smartminds English Grade 8 pg. 82
Audio recordings Digital devices Note-taking materials Smartminds English Grade 8 pg. 83 Digital audio Listening texts |
Oral questioning
Listening comprehension test
Note-taking assessment
Observation
|
|
| 5 | 3 |
Reading
|
Intensive Reading: Visuals
Intensive Reading: Visual Interpretation |
By the end of the
lesson, the learner
should be able to:
- Identify different visuals in given contexts - Make connections between visuals and written text - Appreciate the role of visuals in simplifying representation |
The learner is guided to:
- Study information presented in optical illusions in print/electronic devices - Make inferences of implied meaning from the visuals - Connect visuals such as pictures, graphs, and illustrations with written texts - Write a summary of what has been viewed in the visuals depicting human-wildlife conflict |
What information do we obtain from visuals?
|
Smartminds English Grade 8 pg. 83
Pictures Charts Digital devices Video clips Smartminds English Grade 8 pg. 85 Drawing materials Manila papers |
Written summaries
Oral presentations
Visual interpretation tasks
Observation
|
|
| 5 | 4 |
Grammar in Use
|
Word Classes: Indefinite Pronouns
Word Classes: Reflexive Pronouns |
By the end of the
lesson, the learner
should be able to:
- Identify indefinite pronouns correctly in a text - Use indefinite pronouns in sentences correctly - Appreciate the role of indefinite pronouns in communication |
The learner is guided to:
- Study a chart displaying indefinite pronouns - Listen to an audio on wildlife and write down the indefinite pronouns - Read a conversation and identify indefinite pronouns used - Construct sentences using indefinite pronouns - Fill in gaps in sentences with appropriate indefinite pronouns |
What are indefinite pronouns?
|
Smartminds English Grade 8 pg. 86
Charts Digital devices Flash cards Smartminds English Grade 8 pg. 88 Flash cards Poem recordings |
Written exercises
Sentence construction
Gap-filling tasks
Oral questioning
|
|
| 5 | 5 |
Reading
|
Intensive Reading: Short Story - Characters
Intensive Reading: Character Traits |
By the end of the
lesson, the learner
should be able to:
- Identify the characters in a given short story - Explain the relationship between the characters in the short story - Appreciate the role of characters in short stories |
The learner is guided to:
- Read a short story and identify the characters - Discuss the actions and words of the characters - Distinguish between main and minor characters - Dramatize different characters to bring out their traits - Create relationship diagrams showing how characters relate to each other |
How can one identify the qualities of a character in a story?
|
Smartminds English Grade 8 pg. 89
Short story collection Digital devices Character maps Smartminds English Grade 8 pg. 90 Short story text Character trait charts Digital devices |
Character analysis
Role play
Written exercises
Relationship diagram assessment
|
|
| 6 | 1 |
Writing
Listening and Speaking |
Composition Writing: Prewriting
Composition Writing: Drafting and Editing Listening and Responding: Oral Narratives - Myths |
By the end of the
lesson, the learner
should be able to:
- Identify the steps in the writing process - Brainstorm ideas for writing on wildlife - Appreciate the importance of planning before writing |
The learner is guided to:
- Discuss the steps in the writing process - Search for information and ideas on wildlife from the internet - Brainstorm with peers and outline ideas to include in a dialogue - Organize ideas in a logical sequence - Create a mind map of ideas for a composition on wildlife |
How would you ensure that your composition is clear and interesting?
|
Smartminds English Grade 8 pg. 91
Digital devices Mind map templates Reference materials Smartminds English Grade 8 pg. 92 Sample dialogues Editing checklists Smartminds English Grade 8 pg. 93 Video recordings Resource person |
Mind map assessment
Observation
Peer assessment
Outline evaluation
|
|
| 6 | 2 |
TOURISM: DOMESTIC
Listening and Speaking Reading |
Listening and Responding: Moral Lessons in Myths
Intensive Reading: Poem |
By the end of the
lesson, the learner
should be able to:
- Explain the moral lesson in a myth - Relate the characters in a myth to real life - Value the role of myths in preserving culture |
The learner is guided to:
- Discuss the lessons learned from a myth - Discuss the relevance of the story to real life - Dramatize the myth in groups - Identify the traits of characters in the myth - Relate the characters in the myth to people in real life - Create a collection of myths from different communities |
How are the characters or events in the story related to the people or happenings around us?
|
Smartminds English Grade 8 pg. 94
Oral literature texts Resource person Digital devices Smartminds English Grade 8 pg. 95 Poem text Digital devices Dictionary |
Dramatization assessment
Oral presentation
Written reflection
Observation
|
|
| 6 | 3 |
Reading
Grammar in Use |
Intensive Reading: Message and Style
Word Classes: Prepositions of Position |
By the end of the
lesson, the learner
should be able to:
- Infer the meaning of unfamiliar words using contextual clues - Identify stylistic devices used in the poem - Appreciate the significance of poems in communication |
The learner is guided to:
- Make evidence-supported judgements about events and messages in a poem - Identify instances of stylistic devices such as simile, repetition, metaphor and personification - Conduct debates based on the poem - Compose a poem on domestic tourism using stylistic devices - Share their poems with the class |
Why should one support an opinion about a poem with evidence?
|
Smartminds English Grade 8 pg. 96
Poem text Digital devices Reference materials Smartminds English Grade 8 pg. 97 Pictures Charts Flash cards |
Written poem assessment
Oral debate
Stylistic device identification
Peer assessment
|
|
| 6 | 4 |
Grammar in Use
Reading |
Word Classes: Prepositions of Time and Place
Intensive Reading: Inanimate Characters |
By the end of the
lesson, the learner
should be able to:
- Identify prepositions of time and place correctly - Use prepositions of time and place in sentences accurately - Value the importance of prepositions in communication |
The learner is guided to:
- Listen to a passage and identify prepositions of time and place - Construct sentences using prepositions of time and place - Fill in blanks in sentences with appropriate prepositions - Hold conversations using prepositions of time, place and position - Create crossword puzzles using prepositions |
How do you show the position of a thing or the time something happens?
|
Smartminds English Grade 8 pg. 98
Charts Digital devices Flash cards Crossword templates Smartminds English Grade 8 pg. 100 Poem text Reference materials Digital devices |
Written exercises
Conversational assessment
Crossword puzzle creation
Peer assessment
|
|
| 6 | 5 |
Reading
Writing |
Intensive Reading: Creation with Inanimate Characters
Assessment of Writing: Identifying Errors |
By the end of the
lesson, the learner
should be able to:
- Relate inanimate characters in poems to real life - Create a poem with inanimate characters - Value the role of inanimate characters in enhancing creativity |
The learner is guided to:
- Discuss people in real life with similar traits to the inanimate characters - Search for more poems with inanimate characters - Choose an inanimate object related to domestic tourism - Compose a poem on the chosen object or idea - Display their poems in the classroom or school noticeboard |
Why are inanimate characters important in a poem?
|
Smartminds English Grade 8 pg. 102
Poetry books Digital devices Manila paper Display materials Sample compositions Assessment checklists Digital devices |
Poem creation assessment
Oral presentation
Peer assessment
Display evaluation
|
|
| 7 | 1 |
Writing
Listening and Speaking |
Assessment of Writing: Editing and Improving
Pronunciation: Vowel Sounds |
By the end of the
lesson, the learner
should be able to:
- Edit a composition to correct identified errors - Write a well-structured composition on domestic tourism - Value the importance of feedback in improving writing |
The learner is guided to:
- Work with peers to create a narrative composition on domestic tourism - Exchange compositions with peers for review - Edit compositions to correct errors in structure, content, grammar, and mechanics - Take part in a gallery walk to view and comment on peers' work - Revise their compositions based on feedback |
What are some of the common mistakes we make in our writing?
|
Smartminds English Grade 8 pg. 103
Editing checklists Digital devices Sample compositions Smartminds English Grade 8 pg. 105 Audio recordings Word cards |
Final composition assessment
Editing skills evaluation
Gallery walk participation
Peer feedback
|
|
| 7 | 2 |
HEROES AND HEROINES: AFRICA
Listening and Speaking Reading |
Pronunciation: Consonant Sounds and Stressed Words
Extensive Reading: Fictional Characters |
By the end of the
lesson, the learner
should be able to:
- Pronounce consonant sounds correctly - Apply emphatic stress correctly in varied contexts - Value the importance of proper stress in communication |
The learner is guided to:
- Listen to sentences and identify stressed words - Distinguish between content words and function words - Practice saying tongue twisters with consonant sounds - Collaborate to recite a poem and emphasize given words - Read sentences aloud, stressing words appropriately |
Why are some words said with greater force than others?
|
Smartminds English Grade 8 pg. 107
Audio recordings Digital devices Tongue twisters Poems Smartminds English Grade 8 pg. 108 Fiction texts Flash cards |
Stress pattern identification
Oral recitation
Consonant sound articulation
Observation
|
|
| 7 | 3 |
Reading
Grammar in Use |
Extensive Reading: Character Relationships
Word Classes: Conjunctions |
By the end of the
lesson, the learner
should be able to:
- Dramatize the actions of characters in a fictional text - Relate characters in fiction to real-life people - Value the role of character development in literature |
The learner is guided to:
- Dramatize the text and video record the performance - Work with peers to relate characters in the fiction text to real life - Identify their favorite character and explain why - Compare and contrast different characters in the text - Create character maps showing relationships between characters |
How can the characters in a story be described?
|
Smartminds English Grade 8 pg. 109
Fiction texts Digital devices Character map templates Smartminds English Grade 8 pg. 110 Charts Reference materials |
Dramatization assessment
Video recording evaluation
Character relationship analysis
Peer assessment
|
|
| 7 | 4 |
Grammar in Use
Reading |
Word Classes: Types of Conjunctions
Intensive Reading: Similes and Metaphors |
By the end of the
lesson, the learner
should be able to:
- Explain the functions of different conjunctions - Use conjunctions to join sentences correctly - Value the importance of conjunctions in communication |
The learner is guided to:
- Create posters on heroes/heroines using sentences with conjunctions - Search for sentences with conjunctions from the internet - Recite poems featuring conjunctions - Listen to songs and identify the conjunctions used - Create crossword puzzles and code words featuring conjunctions |
How can one join two or more sentences?
|
Smartminds English Grade 8 pg. 112
Charts Digital devices Reference materials Poetry texts Smartminds English Grade 8 pg. 113 Short story text Reference materials |
Poster creation
Oral recitation
Crossword puzzle
Written exercises
|
|
| 7 | 5 |
Reading
Writing |
Intensive Reading: Using Figurative Language
Creative Writing: Narrative Compositions |
By the end of the
lesson, the learner
should be able to:
- Use similes and metaphors in their own sentences - Write a paragraph using similes and metaphors - Value the role of figurative language in communication |
The learner is guided to:
- Construct sentences using similes and metaphors - Identify the figure of speech used in given sentences - Write a paragraph about African heroes and heroines using similes and metaphors - Share their paragraphs with peers for assessment - Create posters featuring similes and metaphors |
Why do writers use similes and metaphors?
|
Smartminds English Grade 8 pg. 114
Reference materials Digital devices Figurative language examples Sample narratives Planning templates Digital devices |
Sentence construction
Paragraph writing
Poster creation
Peer assessment
|
|
| 8 | 1 |
Writing
Listening and Speaking Listening and Speaking |
Creative Writing: Developing and Editing Narratives
Oral Presentations: Speech Format Oral Presentations: Speech Delivery |
By the end of the
lesson, the learner
should be able to:
- Create a narrative composition using revealing details - Edit and revise narrative compositions - Value the importance of the writing process |
The learner is guided to:
- Write a narrative composition individually - Collaborate with peers to check each other's work for correctness of language, relevance, punctuation and spelling - Review their work and make corrections - Publish their work by sharing through email, social media or class displays - Conduct a gallery walk to view peers' compositions |
How can you make your composition interesting?
|
Smartminds English Grade 8 pg. 115
Digital devices Editing checklists Display materials Smartminds English Grade 8 pg. 116 Speech recordings Speech format templates Smartminds English Grade 8 pg. 117 Speech examples Feedback forms |
Final composition assessment
Editing skills evaluation
Publication quality
Gallery walk participation
|
|
| 8 | 2 |
ART
Reading Reading |
Study Skills: Note Making
Study Skills: Note Organization |
By the end of the
lesson, the learner
should be able to:
- Identify key points in a text - Make notes from a written text - Appreciate the importance of note making in learning |
The learner is guided to:
- Search for information on how to make notes - Read a text on art and identify key points - Identify verbal sign posts and share with peers - Make notes on the margin and peer review - Paraphrase the writer's words - Create their own abbreviations |
How do we determine what to include in our notes during note making?
|
Smartminds English Grade 8 pg. 118
Text on art Digital devices Note-making templates Smartminds English Grade 8 pg. 119 Note samples Organizational tools |
Note-making assessment
Key point identification
Abbreviation creation
Peer review
|
|
| 8 | 3 |
Grammar in Use
|
Word Classes: Quantifiers
Word Classes: Demonstratives |
By the end of the
lesson, the learner
should be able to:
- Identify demonstratives and quantifiers in a given text - Use quantifiers in sentences correctly - Appreciate the importance of quantifiers in communication |
The learner is guided to:
- Identify quantifiers from texts - Point out various items and describe their quantity - Demonstrate the differences in meaning between quantifiers - Generate sentences using various quantifiers - Fill in gaps with appropriate quantifiers |
Why do we use quantifiers?
|
Smartminds English Grade 8 pg. 120
Charts Digital devices Flash cards Smartminds English Grade 8 pg. 122 |
Written exercises
Sentence construction
Gap-filling tasks
Observation
|
|
| 8 | 4 |
Reading
|
Intensive Reading: Short Story
Intensive Reading: Setting and Characters |
By the end of the
lesson, the learner
should be able to:
- Highlight the main events in the story - Relate the events in the short story to real life - Appreciate the importance of literature in life |
The learner is guided to:
- Read a short story on art - Discuss the main events with peers - Use a graphic organizer to highlight events in the story - Research the meaning of setting and make notes - Discuss the setting of the short story - Relate the events in the story to real life |
How do events flow logically in a story?
|
Smartminds English Grade 8 pg. 123
Short story text Digital devices Graphic organizers Smartminds English Grade 8 pg. 124 Drawing materials Digital devices |
Event identification
Setting analysis
Real-life connection
Written exercises
|
|
| 8 | 5 |
Writing
|
Functional Writing: Thank You Notes
Functional Writing: Congratulatory Notes |
By the end of the
lesson, the learner
should be able to:
- Recognize the key elements and layout of a thank you note - Write a thank you note correctly - Appreciate the role of thank you notes in communication |
The learner is guided to:
- List occasions when we write thank you notes - Study sample thank you notes and identify components - Identify the key aspects of a thank you note - Write a thank you note for something good done for them - Design and decorate their note creatively - Display their notes for peer feedback |
How are strong emotions expressed in writing?
|
Smartminds English Grade 8 pg. 124
Sample thank you notes Digital devices Decorative materials Smartminds English Grade 8 pg. 125 Sample congratulatory notes Art materials |
Thank you note assessment
Format adherence
Creative design
Peer review
|
|
| 9 |
Midterm break |
||||||||
| 10 | 1 |
CHOOSING A CAREER
Listening and Speaking Listening and Speaking |
Conversational Skills: Interviews
|
By the end of the
lesson, the learner
should be able to:
- Identify polite words and expressions in a radio or television interview - Use polite words and expressions when conducting an interview - Appreciate the role of interviews in presenting reality |
The learner is guided to:
- Listen to a recorded or role-played interview and identify polite expressions used - Watch a video in which speakers are engaged in a radio or television interview - Make a list of verbal and non-verbal cues used by speakers to express politeness - In pairs, conduct an interview on choosing a career using polite expressions - Search online and offline for typical questions and answers in a radio or television interview - Conduct a hot seating episode that relates to experiences people go through in their various careers |
- Why is it important to use polite language during an interview?
- How do we show respect for other people's opinion?
|
Smartminds English 129
Digital devices Radio recordings Video clips Internet resources Smartminds English 130 Digital recording devices Interview guides Resource persons |
Oral presentations
Role plays
Observation
Question and answer
Peer assessment
|
|
| 10 | 2 |
Reading
|
Extensive Reading: Non-fiction
|
By the end of the
lesson, the learner
should be able to:
- Select appropriate reading materials from digital or non-digital sources - Read a range of non-fiction materials for information on careers - Appreciate the importance of reading for information |
The learner is guided to:
- Visit the school library and identify non-fictional reading materials such as magazines, newspaper articles, and encyclopedias - Preview, skim and scan through various materials to get the main idea and specific information - Select interesting reading materials on choosing a career - Read the selected materials and note down what they learn - Take note of new words and find their meanings using a dictionary - Write down new words and their meanings in exercise books |
- What is the importance of reading widely?
- What should one consider when selecting a reading text?
|
Smartminds English 131
Career magazines Newspapers Encyclopedias Online resources Dictionaries Library resources Digital devices Reading journals Reference materials |
Reading logs
Observation
Vocabulary lists
Journal entries
Oral discussions
|
|
| 10 | 3 |
Grammar in Use
|
Word Classes: Adverbs formed from adjectives
|
By the end of the
lesson, the learner
should be able to:
- Identify adverbs formed from adjectives in sentences - Form adverbs from adjectives correctly - Appreciate the role of adverbs in enhancing communication |
The learner is guided to:
- Study examples of adverbs formed from adjectives in sentences - Discuss how adverbs are formed from adjectives following different rules - Read a passage and identify adverbs formed from adjectives - Form adverbs from given adjectives using appropriate rules - Construct sentences on different careers using the newly formed adverbs - Complete sentences using adverbs formed from adjectives in brackets |
- Why do we form words from other words?
- What are the functions of adverbs?
|
Smartminds English 132
Charts English course books Digital devices Internet resources Smartminds English 133-134 Substitution tables Reference books |
Written exercises
Oral questions
Sentence construction
Word formation tasks
Peer assessment
|
|
| 10 | 4 |
Reading
|
Intensive Reading: Lessons Learnt
|
By the end of the
lesson, the learner
should be able to:
- Identify the main ideas in a short story - Explain the moral lessons in a short story - Relate the lessons from the story to real life |
The learner is guided to:
- Read a selected short story from a collection of short stories - Take turns to retell the story in pairs - Discuss in groups the moral lessons learned from the story - Discuss how words and actions of different characters bring out the lessons - Apply the lessons learned from the story to real-life situations |
- What issues in society are addressed by stories?
- How can one derive lessons from a short story?
|
Smartminds English 135
Short story collection Digital devices Audio recordings Charts Props for role play Digital recording devices Writing materials |
Oral discussions
Retelling
Question and answer
Written summaries
Group discussions
|
|
| 10 | 5 |
Writing
|
Mechanics of Writing: Prefixes and Suffixes
|
By the end of the
lesson, the learner
should be able to:
- Identify words with prefixes and suffixes from a text - Explain the meaning of words with prefixes and suffixes - Acknowledge the influence of prefixes and suffixes on word formation |
The learner is guided to:
- Study words with prefixes and suffixes and discuss how they are formed - Brainstorm the meaning of words with prefixes and suffixes - Search for more examples of words with prefixes and suffixes and their meanings from reference materials - List words with prefixes and suffixes on a chart and display in classroom - Read a passage and identify words with prefixes and suffixes - Group words with similar prefixes and suffixes and discuss their meanings |
- How can you tell the meaning of a word using a prefix?
- Which words with suffixes and prefixes are confusing?
|
Smartminds English 135-136
Charts Flashcards Reference materials Digital devices Internet resources |
Written exercises
Oral discussions
Word identification tasks
Flashcard activities
Peer assessment
|
|
| 11 | 1 |
Writing
Listening and Speaking Listening and Speaking |
Mechanics of Writing: Prefixes and Suffixes
Extensive Listening: Poems Extensive Listening: Poems |
By the end of the
lesson, the learner
should be able to:
- Use prefixes and suffixes correctly in sentences - Listen and write words with prefixes and suffixes from dictation - Value the importance of prefixes and suffixes in word formation |
The learner is guided to:
- Listen to and write down words with prefixes and suffixes dictated by the teacher - Sort flashcards into words with prefixes and words with suffixes - Construct sentences using words with prefixes and suffixes - Complete sentences using appropriate prefixes or suffixes - Write a dialogue between two Grade 8 learners talking about choosing a career using words with prefixes and suffixes - Present the dialogue to classmates for feedback |
- How do prefixes and suffixes change the meaning of words?
- Why is it important to understand the meaning of prefixes and suffixes?
|
Smartminds English 137
Dictionaries Flashcards Exercise books Digital devices Word puzzles Smartminds English 148-149 Poems Charts Audio recordings Video clips Smartminds English 149 Poetry books Internet resources Recording equipment Performance space |
Dictation exercises
Sentence completion
Dialogue writing
Oral presentations
Peer assessment
|
|
| 11 | 2 |
CONSUMER PROTECTION
Reading Reading |
Intensive Reading: Comprehension Strategies
|
By the end of the
lesson, the learner
should be able to:
- Predict content based on title and visual cues - Identify main ideas in a text on consumer protection - Answer questions from a passage correctly |
The learner is guided to:
- Study the title and picture of the passage "Consumer beware" and predict what it might be about - Read the passage and answer comprehension questions - Identify the roles of the Consumer Protection Department - List consumer rights mentioned in the passage - Discuss ways in which consumer rights are violated - Share personal experiences similar to those in the passage - Find the meaning of difficult words in the passage |
- How do you identify the key points when reading a text?
- How can you summarize the information in a passage?
|
Smartminds English 149-151
Passage text Pictures Dictionaries Exercise books Digital devices Smartminds English 152 Summary charts Reference materials |
Written answers
Oral discussions
Comprehension questions
Vocabulary work
Group discussions
|
|
| 11 | 3 |
Grammar in Use
|
Word Classes: Compound Sentences
|
By the end of the
lesson, the learner
should be able to:
- Identify simple and compound sentences in a text - Explain the formation of compound sentences - Appreciate the role of compound sentences in communication |
The learner is guided to:
- Study examples of simple and compound sentences - Discuss the function of coordinating conjunctions in joining sentences - Search for information on compound sentences from reference materials - Present findings on compound sentences in class - Read given sentences and identify compound sentences - Categorize sentences as simple or compound |
- Why do we join sentences?
- How do we join sentences?
|
Smartminds English 152-153
Reference materials Charts Sentence strips Digital devices Internet resources Smartminds English 153 Conjunction cards Poster materials Exercise books Digital devices |
Written exercises
Oral presentations
Sentence identification
Group discussions
Peer assessment
|
|
| 11 | 4 |
Reading
|
Short Story: Style
|
By the end of the
lesson, the learner
should be able to:
- Identify examples of personification in a short story - Explain the purpose of personification in a story - Appreciate the creative use of language in short stories |
The learner is guided to:
- Read a short story excerpt - Identify human characteristics given to things in the story - Discuss why writers give human characteristics to animals or things - Identify examples of flashback in the story - Explain why writers include past events in stories - Share examples of stories where animals or things have human characteristics |
- How does a writer make a story interesting?
- Which qualities of a person can animals be given?
|
Smartminds English 154
Short story text Charts Exercise books Reference materials Digital devices Smartminds English 155 Short story collection Role play props |
Oral discussions
Written exercises
Group work
Observation
Peer assessment
|
|
| 11 | 5 |
Writing
|
Creative Narrative Composition: Idioms
|
By the end of the
lesson, the learner
should be able to:
- Identify idioms in sentences - Explain the meaning of common idioms - Appreciate the role of idioms in enhancing written work |
The learner is guided to:
- Read sentences containing idioms - Discuss the meaning of idioms as used in sentences - Confirm meanings from reference materials - Write down idioms and their meanings - Play idiom games in groups - Construct sentences using idioms related to consumer protection |
- What are idioms?
- How do idioms make writing more interesting?
|
Smartminds English 156
Idiom cards Reference materials Digital devices Internet resources Exercise books |
Oral discussions
Idiom games
Sentence construction
Written exercises
Peer assessment
|
|
| 12 | 1 |
Writing
Listening and Speaking |
Creative Narrative Composition: Idioms
Pronunciation and Intonation |
By the end of the
lesson, the learner
should be able to:
- Use idioms correctly in creative writing - Write a narrative composition using idioms - Value the use of idioms in enhancing creative writing |
The learner is guided to:
- Write an interesting and creative composition with a given ending, incorporating idioms learned - Exchange compositions with peers for review - Suggest areas of improvement in each other's work - Make corrections based on peers' suggestions - Keep final compositions in personal portfolios |
- What makes a story outstanding?
- How can we improve our writing skills?
|
Smartminds English 156-157
Writing materials Idiom reference list Exercise books Portfolios Digital devices Smartminds English 158-159 Word lists Online dictionaries Digital devices Charts Recording devices |
Written compositions
Peer review
Portfolio assessment
Observation
Self-assessment
|
|
| 12 | 2 |
SPORTS: OLYMPICS
Listening and Speaking Reading |
Pronunciation and Intonation
Study Skills: Note Making and Summary Writing |
By the end of the
lesson, the learner
should be able to:
- Find words with silent consonants in word puzzles - Use rising and falling intonation correctly in sentences - Value the importance of correct intonation in communication |
The learner is guided to:
- Complete a word search puzzle to find words with silent consonants - Construct sentences using words found in the puzzle - Listen to the teacher reading declarative and exclamatory sentences - Identify whether the voice rises or falls when reading each type of sentence - Practice reading sentences with correct intonation - Recite a poem using appropriate intonation for statements and exclamations - Compose a poem on sports including statements and exclamations |
- Why should we use the right intonation when speaking?
- How does intonation affect meaning in communication?
|
Smartminds English 160-161
Word puzzles Sentence cards Poem texts Digital devices Recording equipment Smartminds English 162-164 Note-making charts Mind maps Exercise books Reference materials |
Oral recitations
Intonation exercises
Poem composition
Word puzzle completion
Peer assessment
|
|
| 12 | 3 |
Reading
Grammar in Use |
Study Skills: Note Making and Summary Writing
Sentences: Active and Passive Voice |
By the end of the
lesson, the learner
should be able to:
- Explain the steps in summary writing - Summarize a passage in a specified number of words - Value the importance of summarizing information |
The learner is guided to:
- Study a poster on steps for writing a summary - Discuss the steps to follow when writing a summary - Search for samples of well-written summaries - Read a passage on safety in sports and identify main points - Make notes on safety measures to observe during sports - Write a summary of not more than 100 words on safety measures in sports - Display summaries for review by classmates |
- Why is it important to summarize information?
- How can key points be identified in a text?
|
Smartminds English 164-165
Summary writing guides Sample summaries Passage texts Exercise books Digital devices Smartminds English 165-166 Sentence strips Charts |
Written summaries
Note-making exercises
Peer review
Displays
Group discussions
|
|
| 12 | 4 |
Grammar in Use
Reading |
Sentences: Active and Passive Voice
Extensive Reading: Short Story |
By the end of the
lesson, the learner
should be able to:
- Transform sentences from active to passive voice and vice versa - Use active and passive voice correctly in writing - Value the importance of sentence variety in communication |
The learner is guided to:
- Change active voice sentences to passive voice and vice versa - Play the broken telephone game using active and passive voice sentences - Search for newspaper or magazine articles on the Olympics - Identify active and passive voice sentences in the articles - Present identified sentences in class - Create sentences in both active and passive voice related to the Olympics |
- When is it appropriate to use active voice?
- When is it appropriate to use passive voice?
|
Smartminds English 167
Newspaper articles Magazine articles Exercise books Sentence strips Digital devices Smartminds English 168 Short story collections Charts Digital devices Reference materials |
Written exercises
Language games
Sentence transformation
Group activities
Peer assessment
|
|
| 12 | 5 |
Reading
Writing Writing |
Extensive Reading: Short Story
Creative Writing: Descriptive Writing Creative Writing: Descriptive Writing |
By the end of the
lesson, the learner
should be able to:
- Make connections between story events and real life experiences - Dramatize sections of a story - Appreciate the value of short stories in reflecting social issues |
The learner is guided to:
- Relate characters, events and ideas in the story to people and situations in real life - Discuss lessons learned from the story - Apply lessons from the story to real life situations - Dramatize sections of the short story that reflect real life situations - Record dramatizations using digital devices - Play recordings for classmates to give feedback |
- Where does a writer get what to write about?
- How are stories related to what happens in real life?
|
Smartminds English 168
Short story text Role play props Digital recording devices Drama space Exercise books Smartminds English 168-169 Descriptive passages Word banks Reference materials Digital devices Internet resources Smartminds English 170 Video clips Writing materials Competition guidelines Display materials |
Dramatizations
Video recordings
Oral discussions
Peer feedback
Group performances
|
|
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