If this scheme pleases you, click here to download.
| WK | LSN | TOPIC | SUB-TOPIC | OBJECTIVES | T/L ACTIVITIES | T/L AIDS | REFERENCE | REMARKS |
|---|---|---|---|---|---|---|---|---|
| 1 | 3 |
UNIT 20
LISTENING AND SPEAKING |
Listening Actively and Delivering a Speech
|
By the end of the
lesson, the learner
should be able to:
-Demonstrate active listening techniques to enhance comprehension -Apply effective speech delivery strategies including voice and body language -Analyze famous speeches for rhetorical techniques and impact -Practice delivering speeches with proper audience engagement |
In groups, learners are guided to:
-Teaching of active listening principles and distraction avoidance -Analysis of Martin Luther King Jr.'s "I Have a Dream" speech -Practice in interpretive reading with voice effectiveness -Group discussion on speech features and rhetorical devices |
-"I Have a Dream" speech text
-Active listening guides -Speech analysis worksheets -Audio recordings (if available) -Performance area |
KLB Secondary English Form 3, Pages 184-188
|
|
| 1 | 4-5 |
LISTENING AND SPEAKING
|
Listening Actively and Delivering a Speech
|
By the end of the
lesson, the learner
should be able to:
-Demonstrate active listening techniques to enhance comprehension -Apply effective speech delivery strategies including voice and body language -Analyze famous speeches for rhetorical techniques and impact -Practice delivering speeches with proper audience engagement |
In groups, learners are guided to:
-Teaching of active listening principles and distraction avoidance -Analysis of Martin Luther King Jr.'s "I Have a Dream" speech -Practice in interpretive reading with voice effectiveness -Group discussion on speech features and rhetorical devices |
-"I Have a Dream" speech text
-Active listening guides -Speech analysis worksheets -Audio recordings (if available) -Performance area |
KLB Secondary English Form 3, Pages 184-188
|
|
| 1 | 6 |
LISTENING AND SPEAKING
|
Listening Actively and Delivering a Speech
|
By the end of the
lesson, the learner
should be able to:
-Demonstrate active listening techniques to enhance comprehension -Apply effective speech delivery strategies including voice and body language -Analyze famous speeches for rhetorical techniques and impact -Practice delivering speeches with proper audience engagement |
In groups, learners are guided to:
-Teaching of active listening principles and distraction avoidance -Analysis of Martin Luther King Jr.'s "I Have a Dream" speech -Practice in interpretive reading with voice effectiveness -Group discussion on speech features and rhetorical devices |
-"I Have a Dream" speech text
-Active listening guides -Speech analysis worksheets -Audio recordings (if available) -Performance area |
KLB Secondary English Form 3, Pages 184-188
|
|
| 1 | 7 |
LISTENING AND SPEAKING
|
Listening Actively and Delivering a Speech
|
By the end of the
lesson, the learner
should be able to:
-Demonstrate active listening techniques to enhance comprehension -Apply effective speech delivery strategies including voice and body language -Analyze famous speeches for rhetorical techniques and impact -Practice delivering speeches with proper audience engagement |
In groups, learners are guided to:
-Teaching of active listening principles and distraction avoidance -Analysis of Martin Luther King Jr.'s "I Have a Dream" speech -Practice in interpretive reading with voice effectiveness -Group discussion on speech features and rhetorical devices |
-"I Have a Dream" speech text
-Active listening guides -Speech analysis worksheets -Audio recordings (if available) -Performance area |
KLB Secondary English Form 3, Pages 184-188
|
|
| 1 | 8 |
LISTENING AND SPEAKING
|
Listening Actively and Delivering a Speech
|
By the end of the
lesson, the learner
should be able to:
-Demonstrate active listening techniques to enhance comprehension -Apply effective speech delivery strategies including voice and body language -Analyze famous speeches for rhetorical techniques and impact -Practice delivering speeches with proper audience engagement |
In groups, learners are guided to:
-Teaching of active listening principles and distraction avoidance -Analysis of Martin Luther King Jr.'s "I Have a Dream" speech -Practice in interpretive reading with voice effectiveness -Group discussion on speech features and rhetorical devices |
-"I Have a Dream" speech text
-Active listening guides -Speech analysis worksheets -Audio recordings (if available) -Performance area |
KLB Secondary English Form 3, Pages 184-188
|
|
| 2 | 1 |
READING
|
Study Skills: Understanding Exam Language
|
By the end of the
lesson, the learner
should be able to:
-Identify common examination instruction vocabulary and meanings -Apply effective exam preparation and time management strategies -Analyze question requirements and plan appropriate responses -Practice systematic approaches to exam-taking success |
In groups, learners are guided to:
-Discussion of exam preparation challenges and strategies -Analysis of key exam instruction words (describe, explain, discuss, etc.) -Practice with sample exam questions and time allocation -Review of exam-taking techniques and common mistakes to avoid |
-Exam instruction vocabulary lists
-Sample exam papers -Time management charts -Preparation checklists -Practice materials |
KLB Secondary English Form 3, Pages 188-189
|
|
| 2 | 2 |
READING
|
Study Skills: Understanding Exam Language
|
By the end of the
lesson, the learner
should be able to:
-Identify common examination instruction vocabulary and meanings -Apply effective exam preparation and time management strategies -Analyze question requirements and plan appropriate responses -Practice systematic approaches to exam-taking success |
In groups, learners are guided to:
-Discussion of exam preparation challenges and strategies -Analysis of key exam instruction words (describe, explain, discuss, etc.) -Practice with sample exam questions and time allocation -Review of exam-taking techniques and common mistakes to avoid |
-Exam instruction vocabulary lists
-Sample exam papers -Time management charts -Preparation checklists -Practice materials |
KLB Secondary English Form 3, Pages 188-189
|
|
| 2 | 3 |
READING
|
Study Skills: Understanding Exam Language
|
By the end of the
lesson, the learner
should be able to:
-Identify common examination instruction vocabulary and meanings -Apply effective exam preparation and time management strategies -Analyze question requirements and plan appropriate responses -Practice systematic approaches to exam-taking success |
In groups, learners are guided to:
-Discussion of exam preparation challenges and strategies -Analysis of key exam instruction words (describe, explain, discuss, etc.) -Practice with sample exam questions and time allocation -Review of exam-taking techniques and common mistakes to avoid |
-Exam instruction vocabulary lists
-Sample exam papers -Time management charts -Preparation checklists -Practice materials |
KLB Secondary English Form 3, Pages 188-189
|
|
| 2 | 4-5 |
READING
|
Study Skills: Understanding Exam Language
|
By the end of the
lesson, the learner
should be able to:
-Identify common examination instruction vocabulary and meanings -Apply effective exam preparation and time management strategies -Analyze question requirements and plan appropriate responses -Practice systematic approaches to exam-taking success |
In groups, learners are guided to:
-Discussion of exam preparation challenges and strategies -Analysis of key exam instruction words (describe, explain, discuss, etc.) -Practice with sample exam questions and time allocation -Review of exam-taking techniques and common mistakes to avoid |
-Exam instruction vocabulary lists
-Sample exam papers -Time management charts -Preparation checklists -Practice materials |
KLB Secondary English Form 3, Pages 188-189
|
|
| 2 | 6 |
READING
|
Study Skills: Understanding Exam Language
|
By the end of the
lesson, the learner
should be able to:
-Identify common examination instruction vocabulary and meanings -Apply effective exam preparation and time management strategies -Analyze question requirements and plan appropriate responses -Practice systematic approaches to exam-taking success |
In groups, learners are guided to:
-Discussion of exam preparation challenges and strategies -Analysis of key exam instruction words (describe, explain, discuss, etc.) -Practice with sample exam questions and time allocation -Review of exam-taking techniques and common mistakes to avoid |
-Exam instruction vocabulary lists
-Sample exam papers -Time management charts -Preparation checklists -Practice materials |
KLB Secondary English Form 3, Pages 188-189
|
|
| 2 | 7 |
READING
|
Study Skills: Understanding Exam Language
|
By the end of the
lesson, the learner
should be able to:
-Identify common examination instruction vocabulary and meanings -Apply effective exam preparation and time management strategies -Analyze question requirements and plan appropriate responses -Practice systematic approaches to exam-taking success |
In groups, learners are guided to:
-Discussion of exam preparation challenges and strategies -Analysis of key exam instruction words (describe, explain, discuss, etc.) -Practice with sample exam questions and time allocation -Review of exam-taking techniques and common mistakes to avoid |
-Exam instruction vocabulary lists
-Sample exam papers -Time management charts -Preparation checklists -Practice materials |
KLB Secondary English Form 3, Pages 188-189
|
|
| 2 | 8 |
COMPREHENSION
|
Governance
|
By the end of the
lesson, the learner
should be able to:
-Analyze political texts about government performance and accountability -Evaluate arguments about democratic representation and reform -Examine issues of electoral fairness and constituency representation -Interpret political vocabulary and governmental concepts |
In groups, learners are guided to:
-Pre-reading discussion on government performance and citizen expectations -Silent reading of "Governance" passage about NARC government -Analysis of achievements, challenges, and reform recommendations -Group discussion on democratic principles and good governance |
-Comprehension passage
-Political vocabulary guides -Question sheets -Government discussion prompts -Dictionary |
KLB Secondary English Form 3, Pages 189-191
|
|
| 3 | 1 |
GRAMMAR
|
Compound-Complex Sentences
|
By the end of the
lesson, the learner
should be able to:
-Define compound-complex sentences and their structural components -Identify coordinating and subordinating conjunctions in complex structures -Apply appropriate conjunction usage in sentence combination -Create sophisticated sentences using multiple clause types |
In groups, learners are guided to:
-Review of simple, compound, and complex sentence structures -Analysis of compound-complex sentence examples and components -Practice identifying coordinating and subordinating conjunctions -Sentence construction exercises combining multiple clause types |
-Sentence structure charts
-Grammar worksheets -Conjunction reference guides -Practice exercises -Chalkboard |
KLB Secondary English Form 3, Pages 191-193
|
|
| 3 | 2 |
GRAMMAR
|
Compound-Complex Sentences
|
By the end of the
lesson, the learner
should be able to:
-Define compound-complex sentences and their structural components -Identify coordinating and subordinating conjunctions in complex structures -Apply appropriate conjunction usage in sentence combination -Create sophisticated sentences using multiple clause types |
In groups, learners are guided to:
-Review of simple, compound, and complex sentence structures -Analysis of compound-complex sentence examples and components -Practice identifying coordinating and subordinating conjunctions -Sentence construction exercises combining multiple clause types |
-Sentence structure charts
-Grammar worksheets -Conjunction reference guides -Practice exercises -Chalkboard |
KLB Secondary English Form 3, Pages 191-193
|
|
| 3 | 3 |
GRAMMAR
|
Compound-Complex Sentences
|
By the end of the
lesson, the learner
should be able to:
-Define compound-complex sentences and their structural components -Identify coordinating and subordinating conjunctions in complex structures -Apply appropriate conjunction usage in sentence combination -Create sophisticated sentences using multiple clause types |
In groups, learners are guided to:
-Review of simple, compound, and complex sentence structures -Analysis of compound-complex sentence examples and components -Practice identifying coordinating and subordinating conjunctions -Sentence construction exercises combining multiple clause types |
-Sentence structure charts
-Grammar worksheets -Conjunction reference guides -Practice exercises -Chalkboard |
KLB Secondary English Form 3, Pages 191-193
|
|
| 3 | 4-5 |
WRITING
|
The Argumentative Essay
|
By the end of the
lesson, the learner
should be able to:
-Explain the structure and purpose of argumentative essay writing -Apply persuasive techniques balancing emotional appeal and logical reasoning -Organize arguments effectively from least to most important -Create compelling conclusions that reinforce the central argument |
In groups, learners are guided to:
-Group practice arguing controversial topics using persuasive techniques -Analysis of argumentative essay structure (introduction, body, conclusion) -Discussion of emotional vs logical appeals and their appropriate use -Individual essay writing on provided proposition with peer review |
-Controversial topic cards
-Argumentative essay samples -Persuasion technique guides -Essay planning templates -Writing materials |
KLB Secondary English Form 3, Pages 193-195
|
|
| 3 | 6 |
WRITING
|
The Argumentative Essay
|
By the end of the
lesson, the learner
should be able to:
-Explain the structure and purpose of argumentative essay writing -Apply persuasive techniques balancing emotional appeal and logical reasoning -Organize arguments effectively from least to most important -Create compelling conclusions that reinforce the central argument |
In groups, learners are guided to:
-Group practice arguing controversial topics using persuasive techniques -Analysis of argumentative essay structure (introduction, body, conclusion) -Discussion of emotional vs logical appeals and their appropriate use -Individual essay writing on provided proposition with peer review |
-Controversial topic cards
-Argumentative essay samples -Persuasion technique guides -Essay planning templates -Writing materials |
KLB Secondary English Form 3, Pages 193-195
|
|
| 3 | 7 |
WRITING
|
The Argumentative Essay
|
By the end of the
lesson, the learner
should be able to:
-Explain the structure and purpose of argumentative essay writing -Apply persuasive techniques balancing emotional appeal and logical reasoning -Organize arguments effectively from least to most important -Create compelling conclusions that reinforce the central argument |
In groups, learners are guided to:
-Group practice arguing controversial topics using persuasive techniques -Analysis of argumentative essay structure (introduction, body, conclusion) -Discussion of emotional vs logical appeals and their appropriate use -Individual essay writing on provided proposition with peer review |
-Controversial topic cards
-Argumentative essay samples -Persuasion technique guides -Essay planning templates -Writing materials |
KLB Secondary English Form 3, Pages 193-195
|
|
| 3 | 8 |
WRITING
|
The Argumentative Essay
|
By the end of the
lesson, the learner
should be able to:
-Explain the structure and purpose of argumentative essay writing -Apply persuasive techniques balancing emotional appeal and logical reasoning -Organize arguments effectively from least to most important -Create compelling conclusions that reinforce the central argument |
In groups, learners are guided to:
-Group practice arguing controversial topics using persuasive techniques -Analysis of argumentative essay structure (introduction, body, conclusion) -Discussion of emotional vs logical appeals and their appropriate use -Individual essay writing on provided proposition with peer review |
-Controversial topic cards
-Argumentative essay samples -Persuasion technique guides -Essay planning templates -Writing materials |
KLB Secondary English Form 3, Pages 193-195
|
|
| 4 | 1 |
Intensive Reading
|
THE SAMARITAN by John Laraa
|
By the end of the
lesson, the learner
should be able to:
Read the text Discuss he background of the playDiscuss the character traits, themes and style in the play Write notes based on the play |
In groups, learners are guided to:
Reading set text Discussion |
Sample context and essay questions and answers
|
THE SAMARITAN by John Laraa
|
|
| 4 | 2 |
Intensive Reading
|
THE SAMARITAN by John Laraa
|
By the end of the
lesson, the learner
should be able to:
Read the text Discuss he background of the playDiscuss the character traits, themes and style in the play Write notes based on the play |
In groups, learners are guided to:
Reading set text Discussion |
Sample context and essay questions and answers
|
THE SAMARITAN by John Laraa
|
|
| 4 | 3 |
Intensive Reading
|
THE SAMARITAN by John Laraa
|
By the end of the
lesson, the learner
should be able to:
Read the text Discuss he background of the playDiscuss the character traits, themes and style in the play Write notes based on the play |
In groups, learners are guided to:
Reading set text Discussion |
Sample context and essay questions and answers
|
THE SAMARITAN by John Laraa
|
|
| 4 | 4-5 |
Intensive Reading
|
THE SAMARITAN by John Laraa
|
By the end of the
lesson, the learner
should be able to:
Read the text Discuss he background of the playDiscuss the character traits, themes and style in the play Write notes based on the play |
In groups, learners are guided to:
Reading set text Discussion |
Sample context and essay questions and answers
|
THE SAMARITAN by John Laraa
|
|
| 4 | 6 |
UNIT 21
LISTENING AND SPEAKING |
Non-verbal Cues in Speaking
|
By the end of the
lesson, the learner
should be able to:
-Identify various non-verbal communication signals in listening and speaking -Demonstrate effective listening posture and facial expressions -Apply appropriate eye contact and body language in communication -Evaluate the impact of non-verbal cues on message effectiveness |
In groups, learners are guided to:
-Group discussion on scenarios involving poor listening behaviors -Analysis of effective vs ineffective non-verbal listening cues -Practice sessions demonstrating proper sitting position and attention signals -Role-play exercises showing restlessness vs attentive listening behaviors |
-Scenario cards for role-play
-Non-verbal cue charts -Mirrors for self-observation -Evaluation checklists -Chalkboard |
KLB Secondary English Form 3, Pages 195
|
|
| 4 | 7 |
LISTENING AND SPEAKING
|
Non-verbal Cues in Speaking
|
By the end of the
lesson, the learner
should be able to:
-Identify various non-verbal communication signals in listening and speaking -Demonstrate effective listening posture and facial expressions -Apply appropriate eye contact and body language in communication -Evaluate the impact of non-verbal cues on message effectiveness |
In groups, learners are guided to:
-Group discussion on scenarios involving poor listening behaviors -Analysis of effective vs ineffective non-verbal listening cues -Practice sessions demonstrating proper sitting position and attention signals -Role-play exercises showing restlessness vs attentive listening behaviors |
-Scenario cards for role-play
-Non-verbal cue charts -Mirrors for self-observation -Evaluation checklists -Chalkboard |
KLB Secondary English Form 3, Pages 195
|
|
| 4 | 8 |
LISTENING AND SPEAKING
|
Non-verbal Cues in Speaking
|
By the end of the
lesson, the learner
should be able to:
-Identify various non-verbal communication signals in listening and speaking -Demonstrate effective listening posture and facial expressions -Apply appropriate eye contact and body language in communication -Evaluate the impact of non-verbal cues on message effectiveness |
In groups, learners are guided to:
-Group discussion on scenarios involving poor listening behaviors -Analysis of effective vs ineffective non-verbal listening cues -Practice sessions demonstrating proper sitting position and attention signals -Role-play exercises showing restlessness vs attentive listening behaviors |
-Scenario cards for role-play
-Non-verbal cue charts -Mirrors for self-observation -Evaluation checklists -Chalkboard |
KLB Secondary English Form 3, Pages 195
|
|
| 5 | 1 |
READING
|
Study Skills: Time Management in Exams
|
By the end of the
lesson, the learner
should be able to:
-Explain the importance of effective time management during examinations -Apply systematic time allocation strategies based on question weighting -Demonstrate proper exam preparation and execution techniques -Practice time distribution for planning, writing, and proofreading |
In groups, learners are guided to:
-Review of previous lesson through Q/A on study habits -Analysis of sample exam paper with time allocation practice -Discussion of question weighting and equal vs unequal mark distribution -Guided practice in dividing exam time according to question requirements |
-Sample exam papers
-Time management charts -Calculators for time division -Stopwatches or timers -Planning templates |
KLB Secondary English Form 3, Pages 195-197
|
|
| 5 | 2 |
READING
|
Study Skills: Time Management in Exams
|
By the end of the
lesson, the learner
should be able to:
-Explain the importance of effective time management during examinations -Apply systematic time allocation strategies based on question weighting -Demonstrate proper exam preparation and execution techniques -Practice time distribution for planning, writing, and proofreading |
In groups, learners are guided to:
-Review of previous lesson through Q/A on study habits -Analysis of sample exam paper with time allocation practice -Discussion of question weighting and equal vs unequal mark distribution -Guided practice in dividing exam time according to question requirements |
-Sample exam papers
-Time management charts -Calculators for time division -Stopwatches or timers -Planning templates |
KLB Secondary English Form 3, Pages 195-197
|
|
| 5 | 3 |
READING
|
Study Skills: Time Management in Exams
|
By the end of the
lesson, the learner
should be able to:
-Explain the importance of effective time management during examinations -Apply systematic time allocation strategies based on question weighting -Demonstrate proper exam preparation and execution techniques -Practice time distribution for planning, writing, and proofreading |
In groups, learners are guided to:
-Review of previous lesson through Q/A on study habits -Analysis of sample exam paper with time allocation practice -Discussion of question weighting and equal vs unequal mark distribution -Guided practice in dividing exam time according to question requirements |
-Sample exam papers
-Time management charts -Calculators for time division -Stopwatches or timers -Planning templates |
KLB Secondary English Form 3, Pages 195-197
|
|
| 5 | 4-5 |
COMPREHENSION
|
Yes, Sir, I'm Fine
|
By the end of the
lesson, the learner
should be able to:
-Analyze themes of social inequality and economic disparity in poetry -Interpret irony and sarcasm in literary texts -Examine the relationship between political power and economic exploitation -Evaluate the poet's attitude toward corruption and social injustice |
In groups, learners are guided to:
-Pre-reading discussion on economic inequality and political relationships -Silent reading and analysis of "Yes, Sir, I'm Fine" poem -Group discussion on irony, tone, and the persona's attitude -Analysis of vocabulary and expressions showing economic contrast |
-Poetry text
-Literary analysis guides -Question sheets -Vocabulary lists -Dictionary |
KLB Secondary English Form 3, Pages 197-199
|
|
| 5 | 6 |
COMPREHENSION
|
Yes, Sir, I'm Fine
|
By the end of the
lesson, the learner
should be able to:
-Analyze themes of social inequality and economic disparity in poetry -Interpret irony and sarcasm in literary texts -Examine the relationship between political power and economic exploitation -Evaluate the poet's attitude toward corruption and social injustice |
In groups, learners are guided to:
-Pre-reading discussion on economic inequality and political relationships -Silent reading and analysis of "Yes, Sir, I'm Fine" poem -Group discussion on irony, tone, and the persona's attitude -Analysis of vocabulary and expressions showing economic contrast |
-Poetry text
-Literary analysis guides -Question sheets -Vocabulary lists -Dictionary |
KLB Secondary English Form 3, Pages 197-199
|
|
| 5 | 7 |
GRAMMAR
|
Direct and Indirect Speech
|
By the end of the
lesson, the learner
should be able to:
-Define direct and indirect speech and their appropriate usage -Apply correct punctuation rules for direct speech quotations -Convert between direct and indirect speech using appropriate tense changes -Use reporting verbs and time/place reference changes accurately |
In groups, learners are guided to:
-Partner practice giving and reporting personal information -Systematic teaching of direct speech punctuation and quotation marks -Analysis of tense changes, pronoun shifts, and time reference modifications -Practice exercises converting between direct and indirect speech forms |
-Personal information practice cards
-Punctuation reference charts -Grammar worksheets -Conversion exercise sheets -Chalkboard |
KLB Secondary English Form 3, Pages 199-203
|
|
| 5 | 8 |
GRAMMAR
|
Direct and Indirect Speech
|
By the end of the
lesson, the learner
should be able to:
-Define direct and indirect speech and their appropriate usage -Apply correct punctuation rules for direct speech quotations -Convert between direct and indirect speech using appropriate tense changes -Use reporting verbs and time/place reference changes accurately |
In groups, learners are guided to:
-Partner practice giving and reporting personal information -Systematic teaching of direct speech punctuation and quotation marks -Analysis of tense changes, pronoun shifts, and time reference modifications -Practice exercises converting between direct and indirect speech forms |
-Personal information practice cards
-Punctuation reference charts -Grammar worksheets -Conversion exercise sheets -Chalkboard |
KLB Secondary English Form 3, Pages 199-203
|
|
| 6 | 1 |
WRITING
|
Writing a Play
|
By the end of the
lesson, the learner
should be able to:
-Explain the essential elements of play writing and dramatic structure -Distinguish between stage directions and dialogue in script format -Apply proper formatting conventions for dramatic texts -Create engaging dramatic scenes with realistic character interactions |
In groups, learners are guided to:
-Analysis of play excerpt from "Aminata" showing stage directions and dialogue -Discussion of play vs story differences and performance considerations -Study of stage direction formatting and character development techniques -Individual practice writing short dramatic scenes with proper formatting |
-Play excerpt samples
-Stage direction examples -Character development guides -Script formatting templates -Writing materials |
KLB Secondary English Form 3, Pages 203-205
|
|
| 6 | 2 |
WRITING
|
Writing a Play
|
By the end of the
lesson, the learner
should be able to:
-Explain the essential elements of play writing and dramatic structure -Distinguish between stage directions and dialogue in script format -Apply proper formatting conventions for dramatic texts -Create engaging dramatic scenes with realistic character interactions |
In groups, learners are guided to:
-Analysis of play excerpt from "Aminata" showing stage directions and dialogue -Discussion of play vs story differences and performance considerations -Study of stage direction formatting and character development techniques -Individual practice writing short dramatic scenes with proper formatting |
-Play excerpt samples
-Stage direction examples -Character development guides -Script formatting templates -Writing materials |
KLB Secondary English Form 3, Pages 203-205
|
|
| 6 | 3 |
WRITING
|
Writing a Play
|
By the end of the
lesson, the learner
should be able to:
-Explain the essential elements of play writing and dramatic structure -Distinguish between stage directions and dialogue in script format -Apply proper formatting conventions for dramatic texts -Create engaging dramatic scenes with realistic character interactions |
In groups, learners are guided to:
-Analysis of play excerpt from "Aminata" showing stage directions and dialogue -Discussion of play vs story differences and performance considerations -Study of stage direction formatting and character development techniques -Individual practice writing short dramatic scenes with proper formatting |
-Play excerpt samples
-Stage direction examples -Character development guides -Script formatting templates -Writing materials |
KLB Secondary English Form 3, Pages 203-205
|
|
| 6 | 4-5 |
WRITING
|
Writing a Play
|
By the end of the
lesson, the learner
should be able to:
-Explain the essential elements of play writing and dramatic structure -Distinguish between stage directions and dialogue in script format -Apply proper formatting conventions for dramatic texts -Create engaging dramatic scenes with realistic character interactions |
In groups, learners are guided to:
-Analysis of play excerpt from "Aminata" showing stage directions and dialogue -Discussion of play vs story differences and performance considerations -Study of stage direction formatting and character development techniques -Individual practice writing short dramatic scenes with proper formatting |
-Play excerpt samples
-Stage direction examples -Character development guides -Script formatting templates -Writing materials |
KLB Secondary English Form 3, Pages 203-205
|
|
| 6 | 6 |
Intensive Reading
|
THE SAMARITAN by John Laraa
|
By the end of the
lesson, the learner
should be able to:
Read the text Discuss he background of the playDiscuss the character traits, themes and style in the play Write notes based on the play |
In groups, learners are guided to:
Reading set text Discussion |
Sample context and essay questions and answers
|
THE SAMARITAN by John Laraa
|
|
| 6 | 7 |
Intensive Reading
|
THE SAMARITAN by John Laraa
|
By the end of the
lesson, the learner
should be able to:
Read the text Discuss he background of the playDiscuss the character traits, themes and style in the play Write notes based on the play |
In groups, learners are guided to:
Reading set text Discussion |
Sample context and essay questions and answers
|
THE SAMARITAN by John Laraa
|
|
| 6 | 8 |
Intensive Reading
|
THE SAMARITAN by John Laraa
|
By the end of the
lesson, the learner
should be able to:
Read the text Discuss he background of the playDiscuss the character traits, themes and style in the play Write notes based on the play |
In groups, learners are guided to:
Reading set text Discussion |
Sample context and essay questions and answers
|
THE SAMARITAN by John Laraa
|
|
| 8-9 |
End term exam |
|||||||
Your Name Comes Here