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| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 2 | 1 |
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
|
|
| 2 | 2 |
Reading
|
Reading Fluency: Poem
|
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 |
Observation
Oral reading
Reading logs
Peer assessment
|
|
| 2 | 3 |
Reading
|
Reading Fluency: Rhythm and Expression
|
By the end of the
lesson, the learner
should be able to:
- Read a text accurately with rhythm and expression - Apply fluency strategies when reading a text - Value the importance of rhythm and expression in reading |
The learner is guided to:
- Listen to a recording of a poem being read fluently - Observe how the reader incorporates rhythm and expression - Practice reading the poem with appropriate rhythm and expression - Work with peers to read the poem aloud in turns - Recite poems aloud in class - Give feedback on peers' reading fluency |
Why is it important to read at the right speed?
|
Smartminds English Grade 8 pg. 71
Digital devices Audio recordings Poems on rehabilitation |
Oral reading assessment
Observation
Checklists
Peer feedback
|
|
| 2 | 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
|
|
| 2 | 5 |
Reading
|
Intensive Reading: Short Story
|
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 |
Observation
Oral questions
Written summary
Dramatization assessment
|
|
| 3 | 1 |
Reading
Writing |
Intensive Reading: Main Ideas and Relevant Details
Mechanics of Writing: Commonly Misspelt Words |
By the end of the
lesson, the learner
should be able to:
- Relate the main ideas in the short story to real life situations - Retell the story while citing issues on rehabilitation - Value the role of short stories in addressing societal issues |
The learner is guided to:
- Identify gender roles highlighted in the short story - Discuss how gender roles in the story relate to real life - Retell the storyline of the short story to peers - Dramatize the main events in the short story - Comment on each other's performances |
What lessons can be learned from the short story?
|
Smartminds English Grade 8 pg. 77
Short story collection Mind maps Digital devices Dictionary Digital devices Task cards |
Oral presentation
Written questions
Role play
Peer assessment
|
|
| 3 | 2 |
Writing
|
Mechanics of Writing: Prefixes and Suffixes
|
By the end of the
lesson, the learner
should be able to:
- Use prefixes and suffixes correctly in writing - Write words with silent vowels correctly - Acknowledge the importance of correct spelling in writing |
The learner is guided to:
- Make a list of words with prefixes and suffixes used in a passage - Write the correct spelling of words with prefixes and suffixes from a dictation - Pick out words with silent vowels from a list - Construct sentences using words with silent vowels - Write a composition on rehabilitation using words with prefixes, suffixes, and silent vowels |
How do prefixes and suffixes change the meaning of words?
|
Smartminds English Grade 8 pg. 81
Dictionary Digital devices Word cards |
Written composition
Dictation
Sentence construction
Peer assessment
|
|
| 3 | 3 |
NATURAL RESOURCES: WILDLIFE
Listening and Speaking |
Listening for Detail: Main Ideas
|
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 |
Oral questioning
Listening comprehension test
Note-taking assessment
Observation
|
|
| 3 | 4 |
Listening and Speaking
Reading |
Listening for Detail: Specific Information
Intensive Reading: Visuals |
By the end of the
lesson, the learner
should be able to:
- Identify specific information from a listening text - Answer questions from a listening text accurately - Value the importance of attentive listening |
The learner is guided to:
- Listen attentively to a passage on wildlife conservation - Identify facts, places, numbers, figures and percentages from the text - Infer the meaning of new vocabulary from the context - Respond to questions requiring specific information - Discuss the importance of wildlife conservation based on the listening text |
How can you capture all the important details from a listening text?
|
Smartminds English Grade 8 pg. 83
Digital audio Listening texts Note-taking materials Pictures Charts Digital devices Video clips |
Oral questions
Note-taking assessment
Observation
Listening comprehension test
|
|
| 3 | 5 |
Reading
|
Intensive Reading: Visual Interpretation
|
By the end of the
lesson, the learner
should be able to:
- Interpret visuals correctly for meaning - Create visuals to represent written information - Value the role of visuals in enhancing communication |
The learner is guided to:
- Match visuals to their correct messages - Study pictures and answer questions about them - Draw pictures representing main events in a story about wildlife - Create posters with pictures and messages on wildlife conservation - Present and explain their visuals to the class |
How can one interpret a visual correctly?
|
Smartminds English Grade 8 pg. 85
Pictures Charts Drawing materials Manila papers |
Visual creation assessment
Oral presentation
Peer assessment
Observation
|
|
| 4 | 1 |
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
|
|
| 4 | 2 |
Reading
|
Intensive Reading: Short Story - Characters
|
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 |
Character analysis
Role play
Written exercises
Relationship diagram assessment
|
|
| 4 | 3 |
Reading
Writing |
Intensive Reading: Character Traits
Composition Writing: Prewriting |
By the end of the
lesson, the learner
should be able to:
- Describe the traits of characters in a short story - Relate the characters in the short story to real-life experiences - Value the role of character development in short stories |
The learner is guided to:
- Categorize characters as good or bad based on their actions and words - Write paragraphs describing the traits of characters - Compare and contrast the traits of different characters - Relate characters in the story to people they know in real life - Discuss how characters contribute to the theme of wildlife conservation |
How do characters in a story relate to people in real life?
|
Smartminds English Grade 8 pg. 90
Short story text Character trait charts Digital devices Smartminds English Grade 8 pg. 91 Digital devices Mind map templates Reference materials |
Written character analysis
Oral presentations
Peer assessment
Observation
|
|
| 4 | 4 |
Writing
|
Composition Writing: Drafting and Editing
|
By the end of the
lesson, the learner
should be able to:
- Write a dialogue on wildlife conservation - Revise and edit written work - Value the importance of the writing process |
The learner is guided to:
- Write a rough draft of a dialogue on wildlife conservation - Revise the dialogue by adding, rearranging, or removing ideas - Edit the dialogue for repetition, clarity, grammar, and punctuation - Evaluate each other's dialogues and provide feedback - Share the final dialogues with others through various means |
What makes a good dialogue on wildlife conservation?
|
Smartminds English Grade 8 pg. 92
Digital devices Sample dialogues Editing checklists |
Written dialogue
Editing skills assessment
Peer review
Final dialogue evaluation
|
|
| 4 | 5 |
TOURISM: DOMESTIC
Listening and Speaking |
Listening and Responding: Oral Narratives - Myths
|
By the end of the
lesson, the learner
should be able to:
- Identify the characters in a given myth - Narrate the key events in a given myth - Acknowledge the role of oral literature in lifelong learning |
The learner is guided to:
- Predict events in a myth from the title or pictures - Listen to a narration of a myth from their community - Retell the myth to their peers - Watch a video recording of a myth - Identify the characters in the myth - Collaborate to answer questions from the story |
How can you tell what is going to happen in a story?
|
Smartminds English Grade 8 pg. 93
Video recordings Digital devices Resource person |
Oral narrative retelling
Observation
Question and answer
Peer assessment
|
|
| 5 | 1 |
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
|
|
| 5 | 2 |
Reading
|
Intensive Reading: Message and Style
|
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 |
Written poem assessment
Oral debate
Stylistic device identification
Peer assessment
|
|
| 5 | 3 |
Grammar in Use
|
Word Classes: Prepositions of Position
Word Classes: Prepositions of Time and Place |
By the end of the
lesson, the learner
should be able to:
- Identify prepositions of position correctly - Use prepositions of position in sentences correctly - Appreciate the role of prepositions of position in communication |
The learner is guided to:
- Study pictures and describe the position of objects using prepositions - Read sentences and identify prepositions of position - Construct sentences using different prepositions of position - Describe positions of items in the classroom using prepositions - Fill in gaps with appropriate prepositions of position |
How do we show where a person or thing is?
|
Smartminds English Grade 8 pg. 97
Pictures Charts Digital devices Flash cards Smartminds English Grade 8 pg. 98 Flash cards Crossword templates |
Written exercises
Sentence construction
Gap-filling tasks
Observation
|
|
| 5 | 4 |
Reading
|
Intensive Reading: Inanimate Characters
|
By the end of the
lesson, the learner
should be able to:
- Identify inanimate characters in a given poem - Describe traits of inanimate characters in a poem - Appreciate the role of inanimate characters in poetry |
The learner is guided to:
- Find out the meaning of inanimate characters from reference materials - Read a poem and identify the inanimate characters - Describe the traits of the inanimate characters in the poem - Relate inanimate characters to individuals in real life - Recite and role-play the poem, portraying the inanimate characters |
How do you describe the characters in a poem?
|
Smartminds English Grade 8 pg. 100
Poem text Reference materials Digital devices |
Character identification
Oral recitation
Role play
Written character analysis
|
|
| 5 | 5 |
Reading
|
Intensive Reading: Creation with Inanimate Characters
|
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 |
Poem creation assessment
Oral presentation
Peer assessment
Display evaluation
|
|
| 6 | 1 |
Writing
|
Assessment of Writing: Identifying Errors
Assessment of Writing: Editing and Improving |
By the end of the
lesson, the learner
should be able to:
- Identify errors in an essay written by self or peers - Assess a composition and suggest corrections - Acknowledge the importance of assessment in improving writing |
The learner is guided to:
- Read sample compositions and identify errors - Use a checklist to assess compositions for structure, flow of ideas, punctuation, spelling and grammar - Write a composition related to the theme and exchange with peers for review - Suggest corrections to be made to the composition - Display the edited work on the class notice board |
How does a text with errors make you feel?
|
Smartminds English Grade 8 pg. 102
Sample compositions Assessment checklists Digital devices Smartminds English Grade 8 pg. 103 Editing checklists Digital devices Sample compositions |
Peer assessment
Error identification
Editing skills assessment
Composition evaluation
|
|
| 6 | 2 |
HEROES AND HEROINES: AFRICA
Listening and Speaking |
Pronunciation: Vowel Sounds
|
By the end of the
lesson, the learner
should be able to:
- Identify words with specific vowel sounds in a given text - Pronounce words with target vowel sounds correctly - Acknowledge the role of correct pronunciation in communication |
The learner is guided to:
- Listen to an audio recording of pairs of words with vowel sounds - Notice the differences in pronunciation of words with similar vowel sounds - List words with similar vowel sounds from print or digital texts - Pronounce identified words correctly with peers - Play word games involving the target sounds |
How can one improve their pronunciation?
|
Smartminds English Grade 8 pg. 105
Audio recordings Digital devices Word cards |
Pronunciation assessment
Oral reading
Word game participation
Peer assessment
|
|
| 6 | 3 |
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
|
|
| 6 | 4 |
Reading
|
Extensive Reading: Character Relationships
|
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 |
Dramatization assessment
Video recording evaluation
Character relationship analysis
Peer assessment
|
|
| 6 | 5 |
Grammar in Use
|
Word Classes: Conjunctions
|
By the end of the
lesson, the learner
should be able to:
- Identify listed conjunctions from a group of words - Use the listed conjunctions correctly in sentences - Appreciate the correct use of conjunctions in communication |
The learner is guided to:
- Work with peers to read a text and identify conjunctions - Fill in blanks in sentences using the listed conjunctions - Make sentences using the listed conjunctions - Collaborate to create dialogues using the listed conjunctions - Search online and offline for examples of the listed conjunctions |
Why should we join sentences correctly?
|
Smartminds English Grade 8 pg. 110
Charts Digital devices Reference materials |
Written exercises
Sentence construction
Dialogue creation
Peer assessment
|
|
| 7 | 1 |
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 | 2 |
Reading
|
Intensive Reading: Using Figurative Language
|
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 |
Sentence construction
Paragraph writing
Poster creation
Peer assessment
|
|
| 7 | 3 |
Writing
|
Creative Writing: Narrative Compositions
Creative Writing: Developing and Editing Narratives |
By the end of the
lesson, the learner
should be able to:
- Recall a specific event, emotion or experience that affected them greatly - Plan a narrative composition using prewriting techniques - Acknowledge the value of quality narrative compositions |
The learner is guided to:
- Identify the parts of a narrative composition - Work with peers to narrate events, feelings or experiences that impacted them - Plan a narrative composition with a beginning, middle and end - Create an outline for their narrative composition - Generate descriptive details to make their composition engaging |
Why do we enjoy reading stories?
|
Smartminds English Grade 8 pg. 114
Sample narratives Planning templates Digital devices Smartminds English Grade 8 pg. 115 Digital devices Editing checklists Display materials |
Outline assessment
Oral narration
Planning skills evaluation
Peer feedback
|
|
| 7 | 4 |
ART
Listening and Speaking |
Oral Presentations: Speech Format
|
By the end of the
lesson, the learner
should be able to:
- Identify the items in the format of a speech - Present a written speech using effective speaking skills - Acknowledge the importance of good speaking skills |
The learner is guided to:
- Search for the format of a speech - Listen to or watch a recorded speech - Identify the introduction, body and conclusion of the speech - List points on how they can appreciate their heritage through art - Prepare a speech using the points generated |
How can you make a speech presentation interesting?
|
Smartminds English Grade 8 pg. 116
Speech recordings Digital devices Speech format templates |
Speech format identification
Speech preparation
Outline creation
Oral presentation
|
|
| 7 | 5 |
Listening and Speaking
Reading |
Oral Presentations: Speech Delivery
Study Skills: Note Making |
By the end of the
lesson, the learner
should be able to:
- Prepare a short speech on a given topic - Deliver a speech using effective techniques - Value the role of effective speaking in communication |
The learner is guided to:
- Collaborate to prepare a speech on appreciating heritage through art - Practice delivering the speech with appropriate verbal and non-verbal cues - Present the speech to the class - Provide feedback on peers' presentations - Identify speaking strategies that make speeches interesting |
What are some techniques for introducing or concluding a speech?
|
Smartminds English Grade 8 pg. 117
Digital devices Speech examples Feedback forms Smartminds English Grade 8 pg. 118 Text on art Note-making templates |
Speech delivery assessment
Non-verbal cues evaluation
Peer feedback
Observation
|
|
| 8 | 1 |
Reading
|
Study Skills: Note Organization
|
By the end of the
lesson, the learner
should be able to:
- Organize notes in a logical manner - Use notes to summarize information - Value the role of effective note-making in learning |
The learner is guided to:
- Jot down ideas that a writer repeats - Discuss words used to introduce key points in writing - Rewrite or reread their notes and reorganize into categories - Use their notes to create a summary - Share their notes with peers for feedback |
What is the importance of note making?
|
Smartminds English Grade 8 pg. 119
Digital devices Note samples Organizational tools |
Note organization assessment
Summary creation
Categorization skills
Peer feedback
|
|
| 8 |
MIDTERM BREAK |
||||||||
| 9 | 1 |
Grammar in Use
|
Word Classes: Quantifiers
|
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 |
Written exercises
Sentence construction
Gap-filling tasks
Observation
|
|
| 9 | 2 |
Grammar in Use
Reading |
Word Classes: Demonstratives
Intensive Reading: Short Story |
By the end of the
lesson, the learner
should be able to:
- Identify demonstratives in given texts - Use demonstratives in sentences correctly - Value the importance of demonstratives in communication |
The learner is guided to:
- Study examples of demonstratives this, that, these and those - Determine when to use each demonstrative based on distance - Point to various items and use appropriate demonstratives - Construct sentences using demonstratives - Change singular demonstrative sentences to plural form and vice versa |
When do we use demonstratives?
|
Smartminds English Grade 8 pg. 122
Charts Digital devices Flash cards Smartminds English Grade 8 pg. 123 Short story text Graphic organizers |
Written exercises
Oral presentation
Demonstrative usage
Peer assessment
|
|
| 9 | 3 |
Reading
|
Intensive Reading: Setting and Characters
|
By the end of the
lesson, the learner
should be able to:
- Identify the setting in the short story - Analyze the characters in the story - Value the role of setting in enhancing story development |
The learner is guided to:
- Discuss where and when the story takes place - Draw pictures representing the setting - Identify the main and minor characters - Describe the traits of characters through their actions and words - Dramatize scenes from the story to bring out the setting |
Why is the setting of a story important to the reader?
|
Smartminds English Grade 8 pg. 124
Short story text Drawing materials Digital devices |
Setting representation
Character analysis
Dramatization
Oral presentation
|
|
| 9 | 4 |
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 | 5 |
CHOOSING A CAREER
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 |
Oral presentations
Role plays
Observation
Question and answer
Peer assessment
|
|
| 10 | 1 |
Listening and Speaking
|
Conversational Skills: Interviews
|
By the end of the
lesson, the learner
should be able to:
- Conduct interviews using polite language - Use appropriate verbal and non-verbal cues during interviews - Value the importance of maintaining politeness during interviews |
The learner is guided to:
- Prepare questions for an interview about career choices - Conduct interviews with peers using polite language - Record interviews using available digital devices - Share recorded interviews with classmates for feedback - Work with members of the Journalism Club to identify people in different careers and interview them - Record and play the interviews for peers to give feedback on interviewing skills |
- What makes an interview successful?
- How can one improve their interviewing skills?
|
Smartminds English 130
Digital recording devices Interview guides Resource persons |
Oral presentations
Role plays
Observation schedules
Recorded interviews
Peer feedback
|
|
| 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 |
Written exercises
Oral questions
Sentence construction
Word formation tasks
Peer assessment
|
|
| 10 | 4 |
Grammar in Use
Reading |
Word Classes: Adverbs formed from adjectives
Intensive Reading: Lessons Learnt |
By the end of the
lesson, the learner
should be able to:
- Use adverbs formed from adjectives correctly in sentences - Construct sentences using adverbs from a substitution table - Value the importance of adverbs in communication |
The learner is guided to:
- Form sentences from a substitution table using adverbs formed from adjectives - Compose a poem titled 'My Dream Career' incorporating adverbs formed from adjectives - Recite the poem to classmates for feedback on use of adverbs - Search for more examples of adverbs formed from adjectives from reference materials - Use the adverbs to compile a list of instructions on choosing a career - Display instructions on a chart in the classroom or school noticeboard |
- How can adverbs make our communication more effective?
- Why is it important to use adverbs correctly?
|
Smartminds English 133-134
Substitution tables Charts Reference books Digital devices Internet resources Smartminds English 135 Short story collection Audio recordings Charts |
Written compositions
Poem recitations
Charts display
Creative writing
Peer assessment
|
|
| 10 | 5 |
Reading
|
Intensive Reading: Lessons Learnt
|
By the end of the
lesson, the learner
should be able to:
- Analyze characters and events in the short story - Dramatize sections of the story that highlight moral lessons - Appreciate the importance of values portrayed in the short story |
The learner is guided to:
- Identify and discuss the relationship between the characters in the story - Role-play sections of the story that bring out moral lessons - Work together to effectively bring out the roles of different characters - Write a composition based on lessons learned from the short story - Share compositions with peers in school and at home |
- How are the characters or events in the story related to real life?
- How can we apply the lessons from stories in our daily lives?
|
Smartminds English 135
Short story collection Props for role play Digital recording devices Writing materials |
Role plays
Written compositions
Peer assessment
Observation
Dramatizations
|
|
| 11 | 1 |
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 | 2 |
Writing
|
Mechanics of Writing: Prefixes and Suffixes
|
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 |
Dictation exercises
Sentence completion
Dialogue writing
Oral presentations
Peer assessment
|
|
| 11 | 3 |
MODERN FASHION
Listening and Speaking |
Listening to Respond: Attitude
|
By the end of the
lesson, the learner
should be able to:
- Identify messages in songs related to fashion - Use appropriate words and expressions to express attitude towards a song - Appreciate how choice of words affects the listener |
The learner is guided to:
- Listen to different songs from a digital device related to fashion and describe their messages - Discuss issues highlighted in the songs with peers - Use words and expressions to describe their feelings about various issues in the songs - Identify the verbal and non-verbal aspects that make a song interesting - Collaborate with peers to perform songs bringing out relevant emotions |
- What messages are found in songs?
- What makes one like or dislike a song?
|
Smartminds English 138
Digital devices Audio recordings Song lyrics Speakers Charts |
Oral discussions
Observation
Listening comprehension
Performance assessment
Peer feedback
|
|
| 11 | 4 |
Listening and Speaking
Reading |
Listening to Respond: Attitude
Intensive Reading: Comprehension Strategies |
By the end of the
lesson, the learner
should be able to:
- Express attitudes and feelings towards songs using appropriate language - Perform songs to convey different emotions - Value the role of songs in communicating societal issues |
The learner is guided to:
- Perform songs in Activity 2 (pg. 138) in front of the class - Give each other feedback on their performances - Search online for a song on modern fashion - Listen to the song and discuss its message - Hold a debate on issues highlighted in the song - Share feelings towards the song using appropriate words and expressions |
- How does the choice of words in a song affect the listener's feelings?
- How can songs influence our attitudes towards fashion?
|
Smartminds English 139
Digital devices Internet resources Audio system Song lyrics Video recording devices Smartminds English 140 Story text Pictures Dictionaries Charts Digital devices |
Performance assessment
Debates
Observation
Oral presentations
Peer assessment
|
|
| 11 | 5 |
Reading
|
Intensive Reading: Comprehension Strategies
|
By the end of the
lesson, the learner
should be able to:
- Create mental images from a written text - Identify sentences that help create mental images - Apply visualization as a comprehension strategy |
The learner is guided to:
- Re-read the story "Dressing for the Occasion" silently - Act out how learners in the story would react when Mrs. Karani entered with visitors - Dramatize discussions about the new teachers' fashion styles - Identify and write down sentences in the story that help picture characters, places and events - Present identified sentences to classmates |
- Which words can bring out the five senses in a text?
- How can visualization help in understanding a text?
|
Smartminds English 142
Story text Role play props Charts Exercise books Digital devices |
Role plays
Dramatization
Oral presentations
Written exercises
Peer assessment
|
|
| 12 | 1 |
Grammar in Use
|
Phrasal Verbs
|
By the end of the
lesson, the learner
should be able to:
- Identify phrasal verbs in a text - Explain the meaning of common phrasal verbs - Appreciate the role of phrasal verbs in communication |
The learner is guided to:
- Study common phrasal verbs and discuss their meanings - Read a passage and identify phrasal verbs formed from the verbs make, pass and look - Discuss the meaning of each phrasal verb identified as used in the passage - Confirm meanings of phrasal verbs from print or online dictionaries - Write down phrasal verbs and their meanings |
- How are phrasal verbs formed?
- How can one tell the meaning of a phrasal verb?
|
Smartminds English 142-143
Dictionaries Charts Reading texts Digital devices Internet resources Smartminds English 143-144 Flashcards Sentence strips Games Digital devices |
Written exercises
Oral discussions
Word identification
Meaning explanation
Dictionary use
|
|
| 12 | 2 |
Reading
|
Short Story: Characters
|
By the end of the
lesson, the learner
should be able to:
- Identify characters in a short story - Describe character traits based on their actions and words - Appreciate the role of characters in stories |
The learner is guided to:
- Read a selected short story from a collection of short stories - Identify and list the characters in the short story - Discuss the actions and words of each character listed - Categorize the characters as good or bad based on their actions and words - Use adjectives to describe character traits |
- What qualities do you admire in people?
- How can character traits be described?
|
Smartminds English 144
Short story collection Character trait charts Adjective lists Exercise books Digital devices |
Written exercises
Oral discussions
Character analysis
Group discussions
Categorization tasks
|
|
| 12 | 3 |
Reading
|
Short Story: Characters
|
By the end of the
lesson, the learner
should be able to:
- Write paragraphs describing character traits - Compare and contrast different characters in a story - Relate characters in a story to people in real life |
The learner is guided to:
- Write paragraphs describing characters in the short story with supporting evidence - Exchange and review each other's paragraphs - Discuss which character they admire most or dislike in the story and why - Identify lessons learned from different characters - Relate characters in the short story to people they know in real life - Role-play characters' words and actions and record using digital devices |
- Which character in the story do you relate to most and why?
- How do characters in stories reflect real people?
|
Smartminds English 144-145
Short story text Role play props Digital recording devices Writing materials Exercise books |
Written paragraphs
Role plays
Oral presentations
Peer assessment
Video recordings
|
|
| 12 | 4 |
Writing
|
The Writing Process
|
By the end of the
lesson, the learner
should be able to:
- Identify the features of a dialogue - Explain the stages of the writing process - Appreciate the importance of following a writing process |
The learner is guided to:
- Study and read a dialogue on modern fashion - Identify features of the dialogue - Discuss the stages of the writing process - Search for information on the stages of the writing process from reference materials - Present findings on a chart - Brainstorm possible topics for a dialogue on modern fashion |
- How can a good dialogue be written?
- Why should one write a dialogue?
|
Smartminds English 145-146
Sample dialogues Charts Reference materials Digital devices Internet resources |
Oral discussions
Written exercises
Chart presentations
Observation
Peer assessment
|
|
| 12 | 5 |
Writing
|
The Writing Process
|
By the end of the
lesson, the learner
should be able to:
- Apply the stages of the writing process in writing a dialogue - Edit and revise written work for improved quality - Value the importance of the writing process |
The learner is guided to:
- Select a topic on modern fashion for dialogue writing - Research and discuss ideas on the selected topic - Follow the steps of the writing process to write a dialogue - Exchange dialogues with partners for correction of errors - Display final dialogues in classroom for evaluation by teacher and other learners |
- Why is the writing process important in writing?
- How can the writing process improve the quality of our writing?
|
Smartminds English 146-147
Writing process chart Sample dialogues Exercise books Display materials Digital devices |
Written dialogues
Peer assessment
Display of work
Observation
Teacher evaluation
|
|
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