Lesson Plan 2018-2019 Term 2

Date: Monday 7th January 2019
Form: Five: Group 2
Subject: CXC English A
Topic: English A SBA
Sub-Topic: Establishing the way forward
Session(s): 1&2
Objective(s): At the end of the lesson, students should be able to:
 Create a plan for the completion of their SBA

 Finish items whose due date has passed
Previous knowledge: Students have started their SBA
Resource(s): Copies of students’ SBAs
Procedure
Step one: Have a discussion with students about the progress of their SBA and that the lesson
will focus on planning a timeline to finish all SBAs by the end of the month.
Step two: Inform students as to who is at the correct point of the SBA and who still have
outstanding portions of the SBA to complete. Students will be given their SBA to analyse and
those who have outstanding portions will begin getting those portions of the SBA completed.
Step three: Class will then discuss their way forward. Class will plan a timeline for their
editing of reflection 1 and 2, planning of the oral presentations and their final reflection entry
Step four: Students will be left to complete the editing and writing of incomplete SBA.
entries.
Application/Assessment:
Students will be assessed according to their completed assignments and their participation in
planning the SBA completion timetable.
Evaluation: Some students were absent (Tarique, Eldrington and T’Jon) but those who were
there except one were up to date with their SBA.
Form: Three – Group 2
Subject: Literature
Topic: Poetry
Sub-Topic: Exam revision
Session(s): 3&4
 Identify the obstacles that caused them to no attain maximum marks on their exam
 Edit incorrect items on their term one exam
Previous knowledge: Students are familiar with items on exam.
Resource(s): Past Papers from term one literature exam
Introduction: Have a discussion with students about the previous term. Discuss the reasons
why they studied poetry and how it should help them to analyse different situations in life.
Procedure
Step one: Distribute past exam paper and give students a moment to review how they did.
Step two: Class will discuss the exam items along with correct and incorrect responses. After
the discussion, students will do their correction, which will be graded and handed in for their
first marksheet mark.
Step three: Class will discuss what is going to be studied during the term, so that students
can start reading the material in preparation.
Students will make corrections to their term one exam.
Evaluation: Lesson went as planned. All students were present, and the majority
participated in discussion. Objectives achieved.
Subject: Communication Studies
Topic: CCSLC
Sub-Topic: Module 2
Session(s): 5&6
 Assess how they did during the term one exam
 Explain how they plan to improve
 Select topics of interest for their Module 2
Previous knowledge: Students are aware of the items on the exam and expectations of
CCSLC
Resource(s): Past papers and CCSLC module question
Introduction: Welcome students to the new year and new term.
Procedure
Step one: Explain to students what will be done during the session and what is expected of
them during the lesson. Distribute the past paper and as the teacher distribute, she will tell
each child something positive and motivational about them which will help them to build
confidence.
Step two: Allow students to skim through their paper and assess how they did. Class will
discuss items and correct responses.
Step three: Students will then state what were their weaknesses during the exam and how
they plan to improve for the new term.
Step four: Class will then discuss the CCSLC Module 2 assignment. Students will select
their group member and select the issue they want to deal with.
Students will be graded according to how the participate in classroom discussion, the way
they articulate the issues and solution to problems in English and how groups interact during
group discussion and planning.
Evaluation: Lesson went ass planned. Next class students will discuss the topics selected and
class will look at different aspects of the research process.
Date: Tuesday 8th January 2019
Form: Four – Group 3
Topic: Term in Review
Sub-Topic: Revision of past paper
Session(s): 1&2
 Assess their performance for the first term
 Discuss item on the term one exam
 Make corrections on the exam
Previous knowledge: Students are familiar with the items on the past papers and can assess
personal situation
Resource(s): Past term one exam
Introduction: Welcome students to a new term and new year. Question them about their
Christmas vacation so they have opportunities to speak informally.
Procedure
Step one: Teacher will then give a brief term in review according to her record. Students will
then be given the opportunity to say how they think the term went and thing we can continue
to do and things that we can improve or change.
Step two: After the discussion, class will then look at the term one (end of term) exam.
Teacher will distribute the exam papers and while doing this, she will give each child
personal statements about what they did well and not so well during the exam.
Step three: Students will be given a few minutes to read through their exam. As they review,
inform them that they will get an opportunity to say what they found manageable and not so
manageable on the exam. When students finish observing their performance, they will share
with the class their strong and weak areas and what they need to do to improve this term.
Step four: Class will then discuss the exam items to identify the correct responses and
discuss why incorrect options were selected. During the discussion of exam, students will
also do corrections.
Students will be assessed according to their responses to question and participation in
classroom activities.
Evaluation: Lesson went as planned. Students’ participation was average, but objectives
were achieved. One students (Tyrese Morton) was absent
Form: Two – Group 4
Topic: Term in Review
Sub-Topic: Exam discussion and correction
Session(s): 5&6
 Assess their performance for the first term
 Discuss item on the term one exam
 Make corrections on the exam
Previous knowledge: Students are familiar with the items on the past papers and can assess
personal situation
Resource(s): Past term one exam
Introduction: Welcome students to a new term and new year. Question them about their
Christmas vacation so they have opportunities to speak informally.
Procedure
Step one: Teacher will then give a brief term in review according to her record. Students will
then be given the opportunity to say how they think the term went and things we can continue
to do and things that we can improve or change.
Step two: After the discussion, class will then look at the term one (end of term) exam.
Teacher will distribute the exam papers and while doing this, she will give each child
personal statements about what they did well and not so well on the exam.
Step three: Students will be given few minutes to read through their exam. As they review,
inform them that they will get an opportunity to say what they found manageable and not so
manageable on the exam. When students finish observing their performance, they will share
with the class their strong and weak areas and what they need to do to improve this term.
Step four: Class will then discuss the exam items to identify the correct responses and
discuss why incorrect options were selected. During the discussion of exam, students will
also do corrections.
Students will be assessed according to their responses to question and participation in
classroom activities.
Evaluation: Lesson went as planned
Topic: CCSLC Module 2
Sub-Topic: The Research Process
Session(s): 7
 Explain the steps of the research process

 Select their issue they are passionate about
 Plan with group member how they will source information
Previous knowledge: Students have selected their group member and two topics of interest
they would like to investigate.
Procedure
Step one: Have students sit next to their group member and present the two topics they
decided to investigate. Discuss selected topics with each group and guide them in select one
to investigate.
Step two: After all groups have settled on their topic of interest, have a class discussion on
the steps in the research process. Students will copy the research process in their books.
Step three: Class will discuss how they will conduct their research, what kind of information
they will need, where they plan to get the information and how they will distribute tasks.
Step four: Groups will write their plan on a sheet of paper and hand it to the teacher.
Students will create a plan for conducting their research/investigation, write it on paper and
hand it to the teacher to be reviewed.
Evaluation: Lesson went as planned. Objectives achieved

Date: Wednesday 9th January 2018
Topic: Comprehension
Sub-Topic: Persuasive passage (Revision)
Session(s): 1&2
 Correctly answer questions on a persuasive passage by showing an understanding of
the techniques of persuasion
Previous knowledge: Students are aware of persuasive techniques
Resource(s): Developing Language Skills book 4 Revision Edition
Introduction: Take registration and inform students of the objectives of the lesson.
Procedure
Step one: Distribute text to students and have them tern to page 236. Explain to students that
the passage is written in persuasive speech thus while reading, they must look for the
techniques and assess the effectiveness of their use. Discuss briefly the different persuasive
techniques so all students are aware before beginning the reading of the passage.
Step two: Allow students to read the passage quiet then elicit from students the purpose of
the passage. After students share their understanding, teacher will read passage out loud using
the appropriate persuasive tone. Allow students to correct their interpretation if they got new
information after the second reading.
Step three: Class will then discuss what the passage is bout, discuss new words, determine
why the passage was written, the audience it is directed to and the persuasive techniques
used.
Step four: Students will then be left to independently answer questions that follows passage
to ensure that they understand the passage. Teacher will take work to assess and grade.
Answer all questions that follow the passage on page 236 of the resource text.
Evaluation: Lesson went as planned. Objective achieved. Class will focus on vocabulary
next class
Subject: Literature
Topic: Prose Analysis
Sub-Topic: Reading and Discussion of “The Day the World Almost Came to an End”
Session(s): 3&4
 Explain what is meant by the term “Prose”
 Accurately the Element of Prose
 Read and explain portions of the story, “The Day the World Almost Came to an End”
Previous knowledge: Students are familiar with the elements of prose from previous classes.
Resource(s): “World of Prose”
Introduction: When registration is taken, and students are settled and ready to work, teacher
will write the term “Prose” on the board. Elicit from students what is meant by the term.
Write samples of what they say on the chalkboard and then class will discuss to settle on a
working definition.
Procedure
Step one: Have students read the working definition of “Prose”, then discuss the different
type of prose, E.G: short stories, navels, fables, fairy-tales etc. With a focus on short stories,
elicit from students the element of a story.
Step two: Review the elements of a story and allow students a few minutes to take note of
these. Students will then turn to the short story “The Day the World Almost Came to an
End”. Discuss the title of the story and interpretation of what the story will be about to trigger
interpretations that will prepare students for reading.
Step three: Individual students will read portions of the passage and explain what they read
after. During the oral reading, pauses will be made to discuss different elements and
terminologies that may hinder students understanding.
Step four: Class will read and discuss until the 5 mins before the session ends. After that we
will review using questions and answer and have students say what they feel about the story
and the characters.
Students will be assessed according to their ability to explain what they read and their
participation in classroom discussions.
Evaluation: Objectives achieved. All students were present and participated in the
reading pf the story. The story is not completed so next class we will continue the
reading and discussion process.
Form: Five – Group 2
Topic: SBA
Sub-Topic: Oral Presentation Planning Session
Session(s): 5&6
 Independently decide what genre they will use for their orals
 Explain why they think this genre will be more effective
 Begin the planning of their piece they will present for their orals
Previous knowledge: Students are aware of what is expected in the oral presentation
Resource(s): CSEC Syllabus
Introduction: As students are settled and ready to work, have then take out their notes on
what needs o be done for the oral portion of their SBA and read them aloud
Procedure
Step one: Ask students to go into groups according to the genre the would like to use for
their orals. Students will sit in these groups so that teacher can assist all of them at once.
Step two: Explain to students what is expected of them according to the genre they select.
For each genre, make broad statement of what is expected of then if they are writing poetry,
exposition, song, drama etc.
Step three: In their groups, students will work on their write up. They will write a plan for
their piece and if time allows, they can begin drafting their piece. Explain to students that
they can draw influence from things they have heard before, but the words must be original
with citations for those doing expositions.
Step four: As students work, teacher will assist individual students with gathering their
thoughts and focusing on a single idea.
Students will begin drafting their plan for their oral presentation.
Evaluation: Most students made a start for their oral presentation plan. All students
were also present today. Next class we will continue plan and draft oral piece.

Topic: Literature
Sub-Topic: Reading and discussion of “The Young Warriors”
Session(s): 8
 Articulate in literary terms what they remember about the portions of the story read
last term
 Read portions of the passage fluently and independently
 Accurately explain what they understand from the portions of the passage read.
Previous knowledge: Students have read portions of the story during last school term, so
they are aware of the storyline
Resource(s): Resource Text: “The Young Warriors”
Introduction: Conduct a revision session on the events that took place during the reading of
chapters 1-5. Ask students questions and allow them to respond using Standard English.
Procedure
Step one: After the revision of previous chapters, class will begin reading chapter 6. Each
student will read portions of the story and then explain in their own words, what they
understand from the portion they read.
Step two: Teacher will clarify and terms or concepts that student are unfamiliar with and
would affect their understanding if they don’t know what they mean.
Step three: The reading and discussion will continue until 5 mins before the bell rings, then
teacher will ask oral question to check students understanding.
Students will be assessed according to how well they read orally and their ability to answer
questions.
Evaluation: Lesson went as planned. Alexander, Akeem and Agdie were absent from
class.
Date: Thursday 10th January 2019
Topic: Literature
Sub-Topic: Reading and Discussion
Session(s): 1&2
 Articulate in literary terms what they remember about the portions of the story read
last term
 Read portions of the passage fluently and independently
 Accurately explain what they understand from the portions of the passage read.
 Pronounce and give definition of new words encountered in the story.
Previous knowledge: Students have started reading and discussion chapter 6 of the story
“The Young Warriors”
Resource(s): Resource Text: “The Young Warriors”
Introduction: Recap the events that took place in the beginning of the chapter 6 by asking
students to share what they remembered from reading the beginning of the chapter.
Procedure
Step one: Have students predict what they think will happen in the rest of the chapter. After
students share their predictions, we will start reading.
Step two: Students will read orally and then class will discuss what was read. Students will
take note of words from the text.
Step three: After the reading and discussion of the chapter is finished, class will study
characters, conflicts and possible resolutions of events in the chapter.
Step four: Class will then study new words encountered in the story. Class will play a word
matching game where they must match new words with possible definition. Students will
take the sentence strips with definition of the words and the words itself and match them.
Teacher will check students’ matching and let them know how they did. We will then discuss
the correct answers.
Create a definition for the following words.
Strenuous Betray Precipices Defeat Triumph
Evaluation: Students participated and read well but more oral reading will be done
with a special focus on those who needs more practice.
Sub-Topic: Conducting Literature Review
Session(s): 1&2
 Assess information to use in their report to see if it is valid
 Select what they will use in their report
 Select pictures and graphics that will be used in their research report.
Previous knowledge: Students have selected their topic and have formulate research aim and
research question.
Resource(s): Students research data
Introduction: Students will move into their groups and present the literature they gathered
on their topic.
Procedure
Step one: Teacher will ask groups to look at the information gathered by the group and select
and illuminate data that does not fully relate to their topic.
Step two: As a group, students will then review the information they gathered and select and
highlight information that they will use in their research report. Teacher will monitor groups
to ensure they are doing what they should and to lend support if needed.
Step three: After students decide what they will use in their report, they will the read
information and use the info to create a thesis and list some supporting details they will use
from the literature they have.
Step four: Students will work on their research and teacher will assist them if they need and
inform them if they are going in the right direction.
Create a thesis and select information that will be used to support their thesis.
Evaluation: Students wrote their thesis and they were good so they were asked to write
a draft of their report for next class.
Date: Friday 11th January 2019

Topic: Oral reading and Spelling
Sub-Topic: Completion of Chapter 6 of “The Young Warriors”
Session(s): 3&4
 Read passage fluently with correct pronunciation and enunciation
 Explain in their own words what was read to show understanding
 Spell words from the passage independently and correctly
Previous knowledge: Students have been reading the story for a while now, so they are
aware of the storyline.
Resource(s): Class reader: “The Young Warriors”
Introduction: Review through question and answer the portions of the story read in previous
classes.
Procedure
Step one: Continue reading the chapter from where we left in the previous lesson. Students
who did not get a chance to read will read first. Teacher will remind students of the
conventions of oral reading. Before students begin to read, teacher will demonstrate the
correct way to read orally by demonstrating through reading orally herself as students listen.
She will then demonstrate how to articulate an understanding of the portion she read.
Step two: Each child will read orally. They will be asked to stand in the posture of oral
reading and begin to read as other students listen and follow in their books. After the students
finish reading their portion, they will explain what they read in their own words. Class will
discuss if what they said was correct.
Step three: Several words that was present in the story will be written on the board. Class
will study these words. We will look at spelling, pronunciation, meaning and synonyms.
Step four: Students will take a few minutes to study words independently to prepare for a
spelling exercise.
Students will independently spell the following words.
6. Courage 1. Mould 3. Musket 4. Surrender 2. Observe 5. Dreadful
7. Ambush 8. Triumph 9. Strenuous 10. attempt
Evaluation: Lesson went as planned. Some students did well on he spelling, but because
they are slow learners some had difficulty with spelling.
Topic: SBA
Sub-Topic: Creating Oral Piece
Session(s): 6
 Create a poem, song, drama or exposition that relates to their subtopic for their SBA
 Source inspiration for their piece.
Previous knowledge: Students began their plan in the previous class
Resource(s): Students’ plan
Procedure
Step one: Students will go into their groups and take out their plan. They will then sit and
begin formulation their oral piece. Those with essays will be assisted with their plan. They
will be encouraged to use their artefacts and other resource materials to help them collect
supporting details.
Step two: Teacher will assist students who need assistance and be available to listen what
students have put together and provide advise for moving forward.
Students will be assessed according to what they put together for the oral piece at the end of
the session.
Evaluation: Students worked on their oral pieces. Some were able to work on their own,
while others needed help from teacher.
Topic: Vocabulary Revision
Sub-Topic: Synonyms
Session(s): 1&2
Resource(s): Developing Language Skills Bk 4 Page 43-44
Procedure
Step one: Distribute resource books to students and have them turn to page 43. Class will
discuss what is to be done and how they will write the exercise in their books.
Step two: Class will read all the items and options without discussing answers.
Step three: Students will then work independently to complete the synonym exercise.
Teacher will supervise students as they work to ensure all students are working.
Step four: When students are finished, they will exchange books and class will discuss
answers and grade assignment.
Developing Language Skills Bk 4 Page 43-44. Items 1-15
Evaluation: Lesson went as planned. Student are weak when it comes to vocabulary, so
they need more practice

Topic: SBA
Sub-Topic: Reviewing and Editing oral pieces
Session(s): 1&2
 Review what they wrote previously for their oral presentation and edit it to show
improvement.
Previous knowledge: Students started drafting their oral piece
Resource(s): Students drafted work
Introduction: Have all students take out their piece and explain orally what their piece is
about.
Procedure
Step one: After students say what their piece is about, teacher will give feedback to each
student to set them on the correct path.
Step two: Students will review what they wrote and try to change, improve or add to it so
that what they have is better than what they had.
Step three: Teacher will move around the classroom assisting each child and helping them
create new ideas for their piece.
Students will work on improving their oral piece.
Evaluation: Lesson went well. Most students who were in class had a complete a close to
completed draft of their oral piece. Two students were absent, Tarique and Eldrington
without cause and Khadi and Mahalia were reportedly ill.

Subject: Literature
Topic: Oral Reading and Discussion
Sub-Topic: Discussion on Characters and Theme
Session(s): 3&4
 Show and understanding of the story through the characters and theme explored
 Independently write a brief summary of what was read and discussed.
Previous knowledge: Students began reading and discussing the story, so they are familiar
what the concept.
Resource(s): World of Prose – “The Day the World Almost Came to an End”
Introduction: Class will review the portion of the text read in the previous class. Individual
students will be asked to explain what they remembered form the reading of the portion of the
text. Class will listen and give feedback after the child is finished.
Procedure
Step one: Class will discuss the characteristics of the characters they encountered and the
theme that is being explored.
Step two: After discussing the characters and the theme, we will continue the oral reading
and discussion. Reading will stop sporadically for discussion purposes.
Step three: Individual students will read and explain in their own words what they read.
Students usually finds it difficult to do this, so this activity will be demonstrated by the
teacher and students will be encouraged to do the same.
Step four: 15 mins before the session ends, students will be asked to write a brief summary
on the portion of the story the read. Teacher will monitor students as they write, and
individual students will be asked to read their summary. Others will read theirs at the
beginning of the next lesson.
Write a brief summary of no more than 150 words on the portion of the story “The Day the
World Almost Came to an End” read.
Evaluation: The reading of the story was completed today. Students seem to have
understood the message of the story. They did not get to write the summary, but this
will be done next lesson.

Sub-Topic: Completing and editing reports
Session(s): 5&6
 Work as a group to complete and edit their reports
Previous knowledge: Students were asked to complete their written reports during the
weekend, so they should be aware of the content of their essay
Resource(s): Students first draft of their essay report
Introduction: Students will go into their peer groups and display their draft for teacher to
see. Teacher will walk around to each group and take a brief look at their drafts to assess who
did work over the weekend and who did not.
Procedure
Step one: Teacher will remind students of the format of their essay and provide general
advice that students can use to edit their report. Teacher will highlight the mark scheme the
written report, so students can be guided through the editing process.
Step two: Students will sit with group member and improve their essay. Teacher will move
around to each group to read and suggest improvements that can be made to the essays.
Step three: After students have finished the editing process, they will start rewriting the
essay to be handed to the teacher for her to give the first assessment.
Step four: Before teacher collects rewritten drafts, 1-2 groups will be asked to share their
essay with the rest of the class by reading it orally. Teacher and classmates will provide
feedback.
Edit and rewrite the first draft of your essay.
Evaluation: Most groups complete their drafted essays and gave them to the teacher.
About 3 groups did not hand in their draft after class but were asked to hand in before
next class.

Topic: Composition
Sub-Topic: Narrative Writing
Session(s): 1&2
 List the elements of a short story.

 Define the elements of a short story.
 Explain what is involved in the elements of plot
 Analyse a story according to its elements
Previous knowledge: Students are familiar with story writing form previous classes
Resource(s): Developing Language Skills: An English Course for Caribbean Secondary

Schools – Book 4
Introduction: Explain to students what the lesson will be about and the objectives of the
lesson. To trigger previous knowledge, students will be asked to write a definition of “Story”
and six elements of a story. Students will be given 5 mins to do this. Teacher will then ask
individual students to share their responses. Class will discuss correct and incorrect
responses.
Procedure
Step one: Resource text will be distributed, and students will be asked to turn to page 172.
Class will read and discuss the information about a story and its elements. Students will take
notes of the elements of a story.
Step two: We will then read the story on page 175-6, then discuss how the elements were
utilized. This will be a class discussion; therefore, it is important to ensure all students are
involved in the discussion, so questions about the story elements will be directed to different
students.
Step three: After the discussion on the story, teacher will inform students that when they are
ready to write stories, they must utilize elements in their plan. Place attention now on plot
elements which shows the events in a story from beginning to end. Explain and discuss the
Exposition, Rising Action, Climax, Falling Action and conclusion. Students should know
what information should be highlighted in each element. Students will take notes of these as
well.
Step four: Class will work together to create an oral chain story. Teacher will begin the story
by introducing character(s), setting and Background information.
Clint was always awkward in everything he did. At a young age, growing up in a small
village buried deep in the country, everyone knew him and accept his awkward ways. Clint
was a chronic faller. He fell when he walked, when he ran, and I am sure he fell even in his
sleep. Everyone in his neighbourhood will see him fall, laugh then help him up. Clint would
laugh too and just brush himself off and kept going. Clint never left his village until his mom
died from cancer and he was sent to live with his dad and his wife in the capital city. Clint
was afraid to move, because he knew he did not know his father very well and his dad did not
know him at all. His dad did not know how much of a cluts he was. He was worried that his
new family and community would not like him. His first day at his dad’s house was scary for
Clint because his dad had a huge house filled with expensive furniture and crystal vases. Clint
was afraid to leave his room especially at nights. One night…
Students will be assessed for their contribution to the oral story and their overall participation
in classroom activities.
Evaluation: The discussion of element too a bit longer than intended because students
did not fully remember the elements and their importance in crafting a story. The note
take process was also long, so class ended during the discussion of the short story.

Topic: Composition
Sub-Topic: Narrative/Short story Writing
Session(s): 5&6
Objectives: At the end of the lesson, students should be able to
 Identify story elements in a short story
 Create a short story using wordless comics
Resource Materials: A Comprehensive English Course Book 1 page 140 - 141
Previous Knowledge: Students are familiar with the aspect of story
Introduction: Ask students the following question, “What is your favourite story?” Allow
students to give their responses. Ask students the following question, “What happens in the
story? Allow students to give their responses. Explain to students that there are some key
features that make up a story and they are called the elements of a short story. Sensitize
students to the focus of the day.
Procedure:
Step One: Have students brainstorm to come up with the elements of a story. Class will
discuss the elements and clarify definitions for each. Students will take notes and teacher will
summarize the importance of knowing the elements of a story.
Step Two: Class will read the passage on page 141 and select and discuss the elements as
revealed in the short story. Students will lead this selection and discussion of elements and
teacher will simply clarify any misunderstanding. They will select the part of the story that
shows the characters, setting, problem etc.
Step Three: On page 142 of the resource text, there is a comic without words. Students will
use the pictures to create a short story. Teacher will demonstrate how the pictures can be used
to create a story. Students will observe what teacher does and follow example.
Application:
Create a paragraph that tells a story of what is taking place in the comic found on page 142 of
the resource text.
Evaluation: Students did not get to do from step 2 onwards, so lesson will continue next
lesson

Sub-Topic: Explaining the research process
Session(s): 7
 Explain the process taken to complete their research paper.
 Write a paragraph explain the research process
Previous knowledge: Students are familiar with the research process
Procedure
Step one: Explain to students that part of doing research is to understand the research
process. Class will review the steps in a research.
Step two: Teacher will provide 6 questions that students need to know the answers to in
order to explain the process they went through in order to complete the research.
Step three: Working in groups, students will compose a paragraph that will explain their
research process. In the paragraph, the following questions will be answered
1. Why did you do a research?
2. Who are the members of your group and what were their roles in the group?
3. How did you go about select you research topic?
4. How did you source literature for the research topic?
5. What graphs will you use in the research paper and why did you settle on using those
graphics
6. How did completing the research changed or enhanced your perspective on the issue?
What did you learn?
Step four: Teacher will monitor and assist groups who needs help.
Compose a paragraph that explains the process you went through to complete your research.
Evaluation:

Topic: Composition
Session(s): 1&2

Previous knowledge: Students are aware of the element of a story and plot.
Schools – Book 4
Introduction: Review the elements of story using an exercise that students will complete
during the first 5 mins of the lesson. Class will grade and discuss the assignment.
Procedure
Step one: Class will read and discuss the story and plot element revealed in the story. During
the reading we will pause to explain different aspects of the story so that all students have a
full understanding of the story element and other writing techniques.
Step two: Class will work together to create an oral chain story. Teacher will begin the story
by introducing character(s), setting and background information.
Evaluation: Lesson went as planned. Objectives achieved.

Subject: Literature
Sub-Topic: Study of “The Day the World Almost Came to an End”
Session(s): 3&4
 Independently summarize the story in their own words using no more than 120 words
 Define devices associated with prose
 Without the use of notes, answer questions about the story correctly
Previous knowledge: Students have read and discussed the story
Resource(s): World of Prose
Introduction: Have individual students stand and provide a summary of the story.
Procedure
Step one: Ask oral questions about the story to make certain students fully understand what
the story was about. Discuss term, situation, references to real life events and the theme of the
story.
Step two: Teacher will provide students with some notes on the story so they can have them
for future reference.
Step three: After students’ finish taking notes, they will be given their assessment exercise
where they will have to answer a few questions on the story.
Step four: When students finish their assessment, they will give their worksheets to the
teacher and then we will discuss correct responses to the exercise.
See attached worksheet.
Evaluation:

Topic: SBA
Sub-Topic: Writing Overview of Oral Piece
Session(s): 5&6
 Draft an overview of their oral piece
Previous knowledge: Most students have done their oral piece
Resource(s): Oral piece and resource materials
Procedure
Step one: Explain to students how the overview should be done. Have individual students
say how they formulated their piece and the resources they used. Students will display the
sources they used, and we will look at the language used in the resource.
Step two: Students will write down the language used in their piece and that used their
resource materials. Teacher will check to see if students are doing what they should be doing.
Step three: Those students who have not written an oral piece will sit away from the rest of
the class and complete their piece. Teacher will monitor and assist them while the others
work on writing the language used in their resource pieces.
Step four: The students who are working on their overview will listen as teacher reads some
sample overviews so they can assess if they are on the right track.
Students will draft their overview and complete their oral piece.
Evaluation: Most students are on track.

Topic: Composition
Sub-Topic: Narrative/Short story Writing
Session(s): 8
Objectives: At the end of the lesson, students should be able to
 Identify story elements in a short story
 Create a short story using wordless comics
Resource Materials: A Comprehensive English Course Book 1 page 140 - 141
Previous Knowledge: Students are familiar elements of the story
Procedure:
Step One: Teacher will question students about the elements of a story and the elements of
plot. Students should be able to answer correctly.
Step Two: Class will read the passage on page 141 and select and discuss the elements as
revealed in the short story. Students will lead this selection and discussion of elements and
teacher will simply clarify any misunderstanding. They will select the part of the story that
shows the characters, setting, problem etc.
Step Three: On page 142 of the resource text, there is a comic without words. Students will
use the pictures to create a short story. Teacher will demonstrate how the pictures can be used
to create a story. Students will observe what teacher does and follow example.
Application:
Create a paragraph that tells a story of what is taking place in the comic found on page 142 of
the resource text.
Evaluation: Only 6 students were in class, and two of the six showed no interest in what
was going on. The other 5 out of the 6 absent were in school but did not come to class
and one student was ill.
Name: ________________________________
Form 3 16/1.19
Literature
Story: The Day the World Almost Came to an End
Answer the follow question
1. Who is the protagonist of the story and what are 2 things you know about her?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
2. Why didn’t the protagonist want to be a Christian?

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
3. Name 4 sins she committed.
_____________________________________________________________________
_____________________________________________________________________
4. Explain 2 reasons why she felt the world was coming to an end?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
5. How did she react when she thought the world was ending?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
6. How did this traumatic experience change her perspective of life?

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
7. What are two themes explored in the story?
_____________________________________________________________________
8. From what narrative perspective was the story told?
____________________________________________________________________

Topic: Narrative Writing
Sub-Topic: Planning a Story
Session(s): 1&2
 Independently complete a story map implementing all the element of a story
 Use the plan to compose a simple short story
Previous knowledge: Students are aware of the elements of a story
Resource(s): Story map
Introduction: Class will review what they did in class yesterday. Individual students who
were present and active during the previous lesson, will be asked to read the story they
created from the pictures. Other students will listen and observe what is going on. Class will
discuss students’ performance and say if their sequence of events matched the pictures.
Procedure
Step one: Teacher will present students with a story map and class will discuss what it is and
how it is used to help brainstorm ideas for story writing. We will look at the elements of a
story so ensure all students are aware.
Step two: Together, we will plan for a story entitled “A Frightening Experience”. Students
will list their characters and something about them. Class will discuss the protagonist and
antagonist and their role in a story.
Step three: All other elements will be discussed, and students will write their setting, major
conflict and resolution of their story on the story map.
Step four: Teacher will supervise students as they work and inform them that this is the
mental process they need to use when faced with the task to compose a story
Students will complete a story map.
Evaluation: Lesson went ok. Students are very slow so getting them to the point where they
can write a full story will take time and patience.
Sub-Topic: Editing and rewrite final draft
Session(s): 3&4
Objective(s): At the end of the lesson, students should be able to work as a team to:
 Edit their essay and explanation of the steps in the research process
 Rewrite final draft
Previous knowledge: Students have written their essay and overview of the steps in the
research process.
Resource(s): Students’ work, editing checklist
Introduction: Explain to students what should be done during the lesson then have them sit
with their team mates and take out their drafted essay and overview.
Procedure
Step one: Groups will exchange essays and each group will be responsible for editing
another group’s work.
Step two: Teacher will explain how this will be done using an editing checklist. Class will
discuss what is on the checklist and students will work together to read and edit the essays.
Step three: Essays will be returned to their owners and students will analyse the suggestions
made by their editors. Teacher will walk around and review the corrections made to ensure
they are accurate and provide suggestions on ways to improve their essay.
Step four: Students will begin to rewrite their essays, while teacher correct the overviews for
each group.
Edits and rewrite your essay paying attention to corrections made.
Evaluation: Lesson went as planned. Students will be ready to present next week.

Topic: Oral reading and Discussion
Sub-Topic: Chapter 7 “The Young Warriors”
Session(s): 3&4
 Read passage fluently without assistance
 Explain orally what they understand from the reading
 Answer questions about the story correctly
Previous knowledge: Students have completed the reading and discussion on chapter 6 of
the story “The Young Warriors”
Resource(s): Class Reader “The Young Warriors”
Introduction: Have students display their story from the previous class. A few students will
read theirs to the class.
Procedure
Step one: Teacher will tell students that they have done well in crafting their own story and
one day they will be so good at story writing that they will be able to write a full story such as
“The Young Warriors” by VS Reid. Students will then be asked questions about the elements
of the portion of the story they read previously. We will discuss characters, settings, plot and
conflicts.
Step two: Class will continue the reading of the story. Individual students will be given
chances to read and explain and discussions develop through changes in character, setting,
conflicts and important terms and phrases.
Step three: 15 mins before the session ends, teacher will again ask questions about the story
and allow students to seek clarification about the storyline.
Students will be assessed on the short story they read and their ability to accurately answer
questions about the story being read.
Evaluation: Lesson went as planned. Reading of the story will continue Friday next week.
No other lessons will be planned and executed because the school is conducting a Sports Day Pep
Rally where all teachers and students will be involved. The event is scheduled to begin at 2 pm and
finishes at 3:30 pm.
Date: Monday 21st January 2019

Topic: Composition
Sub-Topic: Argumentative Writing
Session(s): 1&2
 Identify the elements of persuasive writing
 Organize thoughts and ideas for prewriting
 Outline a persuasive essay
 Compose a persuasive essay
Previous knowledge: Class studied persuasive writing last school year.
Resource(s): Chalk, Chalk board, notebooks, folder sheets
Introduction: Ask students oral questions about techniques used in persuasive writing
Procedure
Step one: Using the board, write the following for the class to see as this will serve as an
outline for their persuasive essays:
SCHOOL UNIFORMS: YES or NO REASONS WHY PEOPLE MIGHT DISAGREE WITH
AUDIENCE: School Principal MY POSITION:
REASONS FOR MY POSITION: 1.
1. 2.
2. FACTS TO REFUTE THEIR ARGUMENT:
FACTS TO SUPPORT MY REASONS: 1.
1. 2.
2.
Step two: Now ask students if they think students should have to wear uniforms to class.
Explain that they will be writing a persuasive essay on this topic with the principal of the
school as their audience. Once they have selected their position, keeping in mind their
audience, ask them to list two reasons why their position is correct.
Step three: Ask students to list two facts to support these reasons. Monitor to ensure students
are doing what they are asked to do.
Step four: After students write their reasons, have them list two reasons why opponents on
the issue might disagree with them. Discuss this with class. Have opposing students say why
they would oppose another child’s argument. Now ask students to list two additional facts to
debunk their opponents. Class will discuss and students will place answer to rebuke an
argument in the format listed on the board.
Step five: Class will review an essay where the writer uses opposing arguments.
Finally, have students use this outline to draft the essay.
Evaluation: Several students were absent, but lesson was done anyway. Students participated
well. The lesson will continue tomorrow when more students are present.
Subject: Literature
Topic: Short story Analysis
Sub-Topic: Elements of Prose
Session(s): 3&4
 List and define some elements of prose and techniques used in prose writing
 Explain the effect of each elements on the understanding of prose
Previous knowledge: Students are familiar with the elements of a story and plot
Resource(s): World of Prose “The Two Grandmothers”
Introduction: Write the following on the board. Who is a Grandmother? What are some
qualities of a good and bad grandmother? Name one thing you like about your
grandmother(s)? Students will think about the answers and share their responses to the class.
Procedure
Step one: After the question and answer session, teacher will introduce the story to be
studied. Students will make predictions as to what the story will be about. Teacher will then
tell them some information about the author of the story.
Step two: Class will begin the reading of the story. Each child will be given opportunities to
read, explain what they read and make notes of information discussed.
Step three: Class will discuss perspective, character and characterisation, character
developments, setting, structure and plot.
Step four: About 15 mins before the session ends, class will stop the oral reading and
discussion, and discuss what took place in the story thus far. Students will also be asked oral
questions to monitor students understanding of the story.
Who is the main character and one thing you know about this persona?
Where is the story set?
What are the names of the two grandmothers and what are two things you know about them?
What is one theme already identified in the story?
Evaluation:

Topic: CCSLC
Sub-Topic: Module 2 presentation
Session(s): 5&6
 Present eloquently on their selected topic
 Explain the stages of the research process taken to complete the research
Previous knowledge: Students have planned and prepared for the presentation
Resource(s): Students prepared work, mark scheme
Introduction: Explain to students how the presentations will be conducted then have them
meet in the groups.
Procedure
Step one: While in their groups, students will discuss with their teammates for the last time
to put all the finishing touches on their presentation.
Step two: Random groups will be called to present. First, one of the teammates will explain
the process of completing their research, then the other group member will read the research
essay.
Step three: Class will discuss the issue that was presented, and questions will be asked to
each group about the data used in their research.
Step four: At the end of all presentations, teacher will give feedback to each group and let
them know their score for the assignment.
Evaluation:

Topic: Composition
Session(s): 1&2
 State and explain the elements of a story
 Explain why it is important to utilize story elements when writing a story
 Identify story elements in a written story
Previous knowledge: Students have had some exposure to narrative writing in previous
grade levels.
Resource(s): Sample Short Story
Introduction: Ask the question, “What is a story?” As students give answers, write some of
the responses on the board. Discuss what is a story and get students to share what they know
about story writing.
Procedure
Step one: Explain to students that in order to write a good story there must be some
important things they should be aware of. Here, discuss the elements of the story and the
elements of plot. Use a plot diagram to illustrate the chronological order of a story.
Step two: Distribute copies of a sample story entitles “Grasping Death” which was written by
a past CXC students. Students will read the story silently and attempt to identify the story’s
elements and those elements of plot.
Step three: Teacher will then read the story out loud as students listen. Then we will discuss
how the writer utilized the elements of the story to craft his own story. During the discussion,
students will say what aspects of the story matched the different elements of plot. Exposition,
rising action, climax, falling action, resolution.
Step four: While looking at the elements have students pay attention to other aspects of the
story like the use of dialogue and the use of strong adjectives and adverbs.
Application/Assessment: Students will be assessed according to their participation in
classroom discussions and their ability to identify story elements in the sample story.
Evaluation: Lesson went well. Class is progressing. It will take some time for students to
write full stories, but I have faith that they would get there.
Date: Tuesday 22nd January 2019

Form: Two – Group One
Topic: Composition
Session(s): 5&6
 Independently plan a story that they will attempt to compose in the future
Previous knowledge: Students know the elements of a story
Introduction: Review the elements of a story by asking students questions about story
elements and how they are important to story writing.
Procedure
Step one: Give students the story map and discuss what it is and how it should be used.
Step two: Place a story title on the board. Allow students to decide what they want to write
about. Once we have an agreed upon title, we will begin the mental plan.
Step three: Students will be asked to think about their story’s element and what and who
their story will be about. Teacher will demonstrate how to use the story map by doing one
herself and sharing it with the class.
Step four: Teacher will then allow students to complete their plan. She will assist were
necessary.
Students will complete the attached story map for their story.
Evaluation:
Story Map
Characters Characteristics
________________________________ ___________________________
________________________________ ___________________________
________________________________ ___________________________
________________________________ ___________________________
Setting: ____________________________________________________________________
Major Conflicts
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Climax:
___________________________________________________________________________
___________________________________________________________________________
Resolution:
___________________________________________________________________________
___________________________________________________________________________
POV: _____________________________________________________________________
Major Theme: ______________________________________________________________
Date: Tuesday 22nd January 2019

Topic: Visual Literacy
Sub-Topic: Analysing tables and graphs
Session(s): 7
 Analyse statistical tables and graphs
 Write a report about the information on the tables and graphs
Previous knowledge: Students have used graphics in the CCSLC reports
Resource(s): Developing language skills bk 3 Pages 78-82
Introduction: Explain to students that they had to use graphic in the recent CCSLC module 2
assignment, and they were unaware of how to report on these graphs and tables, so today we
will study how to analyse information on a table.
Procedure
Step one: Teacher will distribute the resource books and have students turn to the appropriate
pages. Class will discuss the information on page 78 that explains how graphs are used to
present information.
Step two: Class will work together and discuss the example on page 78-79 where they are
shown an example of a report on the information displayed in the table and the conclusions
drawn. Class will discuss and teacher ill ask students’ question to ensure participation.
Step three: After discussing the example, students will assess the information in the bar
graph and answer following questions.
Step four: Class will discuss correct responses and students will make corrections.
Developing language skills bk 3 Pages 81-82 #1-7
Evaluation: Lesson went as planned. We will do more in visual literacy as the term
progress.
Date: Wednesday 23rd January 2019

Form: Five- Group two
Topic: Composition
Sub-Topic: Using Counter Argument
Session(s): 5&6
Objectives: At the end of the lesson students should be able to
 Use counter arguments to enhance their essay writing skills

 Write counter arguments paragraphs to show ability to incorporate counter arguments
in argumentative essay
Previous knowledge: Students are aware of what is considered a counter argument, but they
do not know how to effectively use them in an essay.
Introduction: Teacher will ask the question, “What is a Counter Argument and how can it
help you craft good arguments?” Students will share their knowledge and teacher will add her
input to clarify. Students will take mental or physical notes if they deem something important
was discussed.
Procedure - Step One: Teacher will read two paragraphs to students: one without and one
with a counter argument. Class will debate which was more effective.
Step two: Students will look at a previously distributed hand out that had information about
transitional phrases that can be used to introduce counter arguments and link that to the
writer’s point. Students will also look at the points they crafted for the previous essay they
planned. Using one of their points, students will write a counter argument to counter the point
they highlighted.
Example:
Point 1- Parents should not be punished Counter argument and point connected-
for crimes committed by their child Evidently, some may believe that parents
because the child committed the crime and should be punished for crimes committed
should take all punishments. by their child because they are the ones
responsible for teaching the child right
Counter argument- Parents should be
from wrong; nonetheless, the child is the
punished for crimes committed by their
one who committed the crime and should
child because they are the ones responsible
take all punishments.
for teaching the child right from wrong.
Step three- Engage students in several exercises to enhance the skill of using counter
arguments. Students will craft their own counter arguments and teacher will check and
provide feedback.
Closure: Class will discuss, and teacher will hear from students if they understand the
effectiveness of using counter arguments to strengthen their essays.
Evaluation: Most students seem to understand the concept: more practice is need
though.
Topic: Composition
Session(s): 1&2
 Use their knowledge of story writing to plan a story that they would write in the future
Previous knowledge: Students are familiar with elements of a story
Resource(s): Sample letter and story map
Introduction: Students will refer to the sample story given in the previous lesson. Class will
discuss the story elements and how they were crafted.
Procedure
Step one: Explain to students that during this lesson they will plan a story to be written later.
Discuss the different ways examiners may structure the narrative question in an exam.
Teacher will use a few sentences that she wants to be included in the story.
Step two: Class will discuss the prompt and the elements of the story that is already revealed
in the prompt. Have students think of some story lines that can come from the prompt.
Step three: Allow students to think of what their story will be about. Teacher will distribute
story maps and students will fill it out with their ideas and elements of their story.
Step four: About 5 mins before the session ends, random students will be selected to share
their plan with the class.
Complete the story map by indicating the information about each element listed.
Evaluation: Most students completed their plan. We will review these in a later lesson
Subject: Literature
Sub-Topic: Analysing “The Two Grandmothers”
Session(s): 3&4
 Carefully and accurately analyse the information in the story by being able to
correctly respond to questions asked
 Explain to someone what they story is about
 Interpret deeper meaning of situations presented in the story
Previous knowledge: Students have read and discusses part one of the story; therefore, they
have prior knowledge of the story’s content.
Resource(s): World of Prose
Introduction: Conduct and question and answer review session on the analysis made in part
one of the story.
Procedure
Step one: After the discussion, class will move on to the reading and discussion of part two
of the story. During the reading, get students to analyse changes in story’s elements such as
characters and characteristics and setting.
Step two: After the reading and discussion, students will get and opportunity to orally,
through discussion, compare the two grandmothers, and the two different setting. During this
comparison, ensure that students can analyse how wealth, location and ethnicity influence
attitudes and behaviours of characters.
Step three: Students will then create a comparison chart for the two grandmothers where
they will write information about them.
Step four: Teacher will observe students as they work and ensure they complete their tasks. 5
mins before the session ends, a few students will orally present their character comparison
table. These will be collected and graded.
Create a character comparison chart to illustrate characteristics of the two grandmothers.
Evaluation:
Date: Wednesday 22nd January 2019
Topic: Literature
Sub-Topic: Reading and Discussion “The Young Warriors”
Session(s): 8
 Independently read a given passage with correct pronunciation, enunciation,
articulation, tone and fluency.
 Accurately answer questions orally and in writing.
Previous knowledge: Students have read chapter 1-7 of the story.
Resource(s): Reader “The Young Warriors”
Introduction: Ask students some oral questions on what happened during the story thus far.
Teacher will ensure that each child is involved in the process.
Procedure
Step one: Continue reading and discussing the story from chapter 8. Individual students will
read orally. Here students will insist that they read following all conventions of oral reading.
After students read teacher will give them some advice on how they can improve their oral
reading skills.
Step two: As each child finished reading their portion of the story, they will be asked to
explain, in their own words, what they read. This has been demonstrated during previous
lessons so students will be expected to use literary language in their summary.
Step three: Other aspects of the story will be discussed for further clarification of the story’s
content.
Step four: 15 mins before the session ends, the reading will stop, and teacher will write a few
questions from the discussion on the board for students to answer in their books. Teacher will
grade their responses.
Answer the following questions on chapter 7 and 8 of the text.
Evaluation:
Form: Two – Group One
Topic: Composition
Session(s): 1&2
 Independently plan a story that they will attempt to compose in the future
Previous knowledge: Students know the elements of a story
Introduction: Review the elements of a story by asking students questions about story
elements and how they are important to story writing.
Procedure
Step one: Give students the story map and discuss what it is and how it should be used.
Step two: Place a story title on the board. Allow students to decide what they want to write
about. Once we have an agreed upon title, we will begin the mental plan.
Step three: Students will be asked to think about their story’s element and what and who
their story will be about. Teacher will demonstrate how to use the story map by doing one
herself and sharing it with the class.
Step four: Teacher will then allow students to complete their plan. She will assist were
necessary.
Students will complete the attached story map for their story.
Evaluation:
Story Map
Characters Characteristics
________________________________ ___________________________
________________________________ ___________________________
________________________________ ___________________________
________________________________ ___________________________
Setting: ____________________________________________________________________
Major Conflicts
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Climax:
___________________________________________________________________________
___________________________________________________________________________
Resolution:
___________________________________________________________________________
___________________________________________________________________________
POV: _____________________________________________________________________
Major Theme: ______________________________________________________________

Topic: Module 2 CCSLC
Sub-Topic: Group Presentation
Session(s): 3&4
 Present topic orally using visual aids
Previous knowledge: Students had a lot of assistance and time to prepare for this
presentation
Resource(s): Students visual aids, written reports, podium scoring rubrics
Introduction: Let students know how the presentations will run and how they should behave
while persons are presenting.
Procedure
Step one: Before groups are called to present, check to see if they are all prepared and guide
them where necessary. Remind students on how they will be graded according to the scoring
rubric.
Step two: As each group is called, instruct them to begin when comfortable. As students
present, make note of point to be discussed and grade at the end.
Step three: About 10 mins before the session ends, end all presentations and discuss what
went before. Take this opportunity to check if students were listening by asking them
question on the topics reported on.
Step four: Students from groups that presented will get the opportunity to provide group
marks for their group members. Teacher will collect these grades to add to their module
grade.
Students were assessed according to how well they presented, how they worked in groups
and the group mark they got from their peers.
Evaluation: Students presented very well. Two more groups are left to present.
Topic: Literature
Sub-Topic: Oral reading and Discussion
Session(s): 3&4
 Analyse elements of the story being read in order to fully comprehend the content
 Show and understanding of the story by answering oral and written questions about
the story
 Read portions of the passage orally
 Answer oral and written questions
Previous knowledge: Students have been reading and participating in the discussion of the
story.
Resource(s): Reader – “The Young Warriors”
Introduction: Inform students that we will finish the book in today’s lesson; therefore, we
must all be attentive and participate. We will quickly review chapters 1 to 12. Teacher will
summarize the story pausing occasionally for students to respond and continue the summary.
Ensure each child get a chance to help with the summary.
Procedure
Step one: Class will continue reading the story from chapter 12. Each child will get a chance
to read and explain what they read.
Step two: Teacher will help to speed up the process by reading orally pausing to discuss and
aske question to ensure that all students were paying attention.
Step three: 15 mins before the session end, we will stop where we are (Hopefully we finish
the story) and teacher will write a question on the board. Students will write down the
question and answer it for homework.
Closure: Teacher will select individual students to say what they feel about the story. If the
events are unfolding how they thought they would.
What are the 4 challenges Tommy and Johnny faced on their mission to reach the Mocho
Maroons to ask Chief James for help to defeat the Redcoats
Evaluation:
Topic: Gramma
Sub-Topic: Antonyms
Session(s): 1&2
 Explain what Antonyms are
 Select appropriate antonyms to match words written in sentences
Previous knowledge:
Resource(s): Developing Language Skills. page 45 #1-10
Procedure
Step one: Place a list of antonyms on the board and ask students to say what they realize
about the words displayed. Expected response: There are pairs of words that are opposites of
each other.
Step two: Class will study some unfamiliar words. During the word study, we will look at
definitions and how they are used in sentences.
Step three: Students will be given the resource text and be asked to turn to page 45. Class
will look at the exercise and read all the sentences. They will then prepare to complete the
exercise.
Step four: When students are finished, they will bring their work to be graded. Class will
discuss correct answers and students will be asked to make their own corrections.
Developing Language Skills. page 45 #1-10
Evaluation: Lesson went well. Students did not finish in time to have discussions, so teacher
will grade papers and return to students for them to make corrections.
Topic: Punctuation
Sub-Topic: Capitalization revision Exercise
Session(s): 8
 Explain at least 6 capitalization rules

 Write sentences correctly paying attention to capitalization
 Identify incorrect capitalization and correct them
Previous knowledge: Students are aware of many capitalization rules.
Resource(s): Developing Language Skills. Book 3
Introduction: Students will be asked if they are aware of how to use capitalization rules
correctly. Have a few students explain any capitalization rule they know.
Procedure
Step one: Distribute resource text and students will look at the rules displayed. Class will
read and explain these rules.
Step two: Students will then complete the exercise on page A-L. Students will share text
but not their work, so teacher will monitor to ensure they are working independently.
Step three: When students are finished, they will bring their books to be graded.
Step four: Class will then discuss correct responses and students will make corrections
Developing Language Skills, Bk 3 Page Items A-L
Evaluation: Lesson went well. A few students were absent so they will be given the exercise
to complete next class.
Topic: Literature
Sub-Topic: Comprehension Test
Session(s): 1&2
 correctly respond to question asked on the story “The Young Warriors”
Previous knowledge: Students have read and discussed all elements of the story
Resource(s): Test Sheets
Introduction: Students will tell students what is expected of them during the test, then class
will have a short review session.
Procedure
Step one: Teacher will distribute test sheets and teacher and students will read each question
and ensure that all persons understood what is being asked.
Step two: Students will then begin answering question on the story in test conditions;
therefore, they must obey all exam room rules such as no talking, no cheating, no cell phones
etc.
Step three: Students will be asked to hand up all test papers during the final 5 mins of the
lesson.
See attached test
Evaluation:
Name: ______________________________
Form Two Communication Studies 29th January 2019
Character and Characterisation
1. List the name the five young warriors and one thing that describes them.
______________________ _____________________________________________
______________________ _____________________________________________
______________________ _____________________________________________
______________________ _____________________________________________
______________________ _____________________________________________
2. Who are these groups?
Maroons - ___________________________________________________________
Redcoats-____________________________________________________________
Events
3. What are were first and final test the boys did to become young warriors
First Test - ___________________________________________________________
Final Test - ___________________________________________________________
4. After becoming young warriors, the boys came face to face with their first Maroon Vs
Redcoat war. What were the main duty of Tommy and Johnny?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
5. Explain 3 challenges the boys faced while completing their duties.
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
6. Explain how Tommy and David rescued Charlie after he was captured by the Redcoat
while trying to help them.
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
Conclusion
7. Explain how the Mountain Top and Mocho Maroons defeated the Redcoats.
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
Sub-Topic: Creating Exposition for Plot
Session(s): 5&6
 Create expositions using character introduction and key background information
techniques.
Previous knowledge: Students know what’s an exposition for a short story
Resource(s): Sample stories
Introduction: Review the elements of plot and have students elaborate on a story’s
exposition. Have a discussion on the importance of a story’s exposition.
Procedure
Step one: Explain to students that there are two basic ways to craft an exposition and that is
to introduce using character information and background information about setting, character,
or a situation important to the story without beginning to tell the story. Use two sample short
stories to show how the writer crafted their story’s introduction.
Step two: Class will then build two expositions together using a story plan created by the
teacher. Teacher will do an exposition where she introduces character. The think out loud
technique so that students know the mental process needed to write an exposition.
Step three: Students will then work with teacher to create an exposition where we provide
key background information about the setting. Some information about the general setting
will be settled upon. That information will then be used to craft the exposition. Class will do
this together and it will get done by asking students questions and settling on ideas.
Step four: Class will discuss what was done and students will get the opportunity to craft an
exposition using any of the techniques studied on the story plan they created in the previous
composition lesson.
Create an exposition for the story you planned entitled “The Robbery”
Evaluation: Students did two introductions and they did not do well. The content was
not bad, but they have major gramma and sentence structure issues that show they do
not know the basics of the English Language
Sub-Topic: Story Introduction
Session(s): 1&2
 Read and analyse their previously written introductory paragraphs for their story
 Identify errors in all language areas
 Correct these errors
 Rewrite their paragraphs
Previous knowledge: Students wrote two paragraphs during the previous class so they are
aware of what they should do to craft a paragraph.
Resource(s): Previously written paragraphs
Introduction: Speak to students about the seriousness of their academic. Explain to them that
when assessing their paragraphs, they wrote last class showed that they have major issues
with sentence structure, grammar and punctuation and this is evidence that they are not taking
their academics serious enough.
Procedure
Step one: Read some of the original pieces that the students wrote. Students will listen and
tell teacher if they think that the paragraphs sound like they were written by forth formers.
Step two: Give students their books and have them reread, identify potential errors, and
highlight these errors by circling them.
Step three: Teacher will walk around the class and visit each student to check the errors they
identified. Teacher will the ask the students to indicate if they made punctuation, gramma or
sentence structure errors. Students will be asked to go into pairs and assist each other in
identifying errors they missed.
Step four: Class will discuss rules for different errors made and students will correct one of
their paragraphs. They will be encouraged to read what they write and make sure all
sentences are complete and makes sense.
Students will rewrite one of their paragraphs that they wrote previously.
Evaluation: Lesson went as planned. Teacher needs to go back and teach more gramma,
punctuation and correct sentence structure.
Subject: Literature
Topic: Story analysis “The Two Grandmothers”
Sub-Topic: Understanding Character Development and theme
Session(s): 342
 Read and analyse they story “The Two Grandmothers”
 Identify ways in which characters developed and situations that caused the change
 Answer questions correctly about the story
Previous knowledge: Students have read and analysed parts 1-3 of the story so they are
aware of the content and storyline
Resource(s): Text: World of Prose
Introduction: Students will be asked to stand then each student will be asked a question
about anything in parts 1-3 of the story. Those who can answer correctly will be allowed to
sit and the others will stand until they correctly response to any other question during the
lesson.
Procedure
Step one: Class will continue reading the story. As usual individual students will be asked to
read so that they can practice reading and learn to love the sound of their own voice. After
reading, they will explain in literary language what the portion of the passage they read was
about; how characters changed or remained the same and infer what characters meant when
they say certain things.
Step two: The reading and discussion will continue until the end of the story. When the
reading and discussion of the story is complete, we will discuss the entire story and map out
the development of the main character/narrator from part 1-7
Step three: Students will be asked to write a timeline to show how the narrator changed.
Students will share their timeline with the rest of the class.
Create a character timeline for the narrator and state two things about her at each stage.
Evaluation: Lesson when good. Students did not get to do the timeline because reading
and discussion went longer than planned because a lot was there to discuss.
Topic: SBA
Sub-Topic: Reflection: Entry 3
Session(s): 6&7
 Explain the purpose of the reflection entry 3 to the completion of the SBA
 Explain what is expected of them when writing entry 3
 Compose their first draft of entry 3
Previous knowledge: Students understand the importance of the SBA and have been
working to complete it.
Resource(s): Other parts of their SBA, Sample SBAs
Introduction: Explain to students what we will be doing for the duration of the lesson.
Procedure
Step one: Place students in their SBA groups and have them read their plan of investigation.
While reading students will be told to remember the things, they said they would do to
complete and what they expect to learn of improve as a student of English.
Step two: Explain to students what the reflection entry 3 should state. Distribute sample SBA
and read some of the entry 3s.
Step three: Class will discuss the information that should be in this entry. Teacher will write
what should be in the entry on the board.
 State your topic and subtopic of your SBA
 Explain what you know, thought or how you reacted to the issue you were
investigating before the investigation began
 Say what you learned and how this information change or improved your thing and
reaction to the issue
 State if the completion of the SBA helped to enhance any of the language skills you
stated it would in your Plan of Investigation.
Step four: Students will then sit and compose the first draft of their entry 3. Teacher will
guide if guidance is needed.
Compose the first draft of your entry 3 reflection for your SBA
Evaluation: Most students attempted their draft and finished it, some others did not
finish.
Topic: Spelling
Sub-Topic: -tial and -cial words
Session(s): 8
 Explain when the suffix -tial and -cial should be used when spelling words ending in
this way
 Provide words that are exceptions to the rule
Previous knowledge: Students may be familiar with words ending with the -tial and -cial
sound
Procedure
Step one: Place 2 (social and potential) words on the board. Have students pronounce the
words. If they find any difficult, teacher will help. Elicit from students what the words have
in common and how they differ. Expected response: The words end with the same sound but
they the spelling is different.
Step two: Explain to students that though the ending sound is similar, they are spelt
differently because of spelling rules. Explain both rules for words ending -tial and -cial.
RULE 1 – We spell with -cial when the letter before the ending sound is a vowel
EXAMPLE: Facial crucial beneficial special racial
RULE 2 – We spell with -tial when the letter before this end sound is a consonant
EXAMPLE: Potential essential influential residential
Step three: After discussing the above, inform students of the exceptions to the rules.
EXCEPTIONS: initial financial commercial controversial
Step four: Students will get the opportunity to take note of rules and examples to study for
their next spelling test.
Closure: Class will review, and students will be asked to spell the words given as examples
to see if they at least end with the correct suffix.
Evaluation: Several students were not in class; therefore, tomorrow class will review what
was done during this lesson for the first session, then for the second session, they will get a
spelling exercise.
Date: Thursday 31st January 2019
Topic: Spelling Test
Sub-Topic: Suffix -tial and -cial words
Session(s): 1&2
 Spell words ending -tial and -cial correctly
Previous knowledge: Students know the rules for spelling words ending with the suffix -tial
and -cial
Resource(s): Worksheet
Procedure
Step one: Class will review the rules and study some of the words to be spelt. Individual
students will be called upon to spell particular words independently.
Step two: The students who were not in class yesterday, will get an opportunity to take some
notes on the topic being studies.
Step three: Students will also write the definition of these words and attempt to use them to
compose oral sentences. Teacher will provide sample sentences for students to take note of.
Step four: During the second session, students will be given a test worksheet where they
would have to spell words, and complete sentences using words ending in -tial and -cial
See attached worksheet
Evaluation: Lesson was not done because students when to participate in a heat’s
activity. This lesson will be done during the Friday morning sessions
Name: _________________________________________ Date: 1st February 2019
Subject: Communication Studies – Spelling Test
Use the space provided to spell the words pronounces by the teacher.
1. _______________________ 6. _________________________
2. _______________________ 7. __________________________
3. _______________________ 8. _________________________
4. _______________________ 9. __________________________
5. _______________________ 10. _________________________
Complete the words by adding -tial or cial
1. Finan__________ 6. Prenup________
2. Exsisten__________ 7. Superfi________
3. Judi___________ 8. Controver________
4. Circumstan _______ 9. Inti _________
5. Sequen_________ 10. Par _________

Date: Friday 1st February 2019
Topic: SBA
Sub-Topic: Reflection Entry 3
Session(s): 6
 Edit and rewrite their first draft of entry three
Previous knowledge: Students drafted the reflection entry in the previous class
Resource(s): Previously written draft
Procedure
Step one: Students will take out their draft and read them to themselves. Teacher will explain
again what information should be written in the entry 3.
Step two: Students will then reread their draft to find errors or ways they can improve what
they previously wrote.
Step three: Teacher will assist students by reading their entry and providing feedback.
Step four: Students will rewrite their first draft and produce a final draft to the teacher.
Edit your first draft of entry 3, then rewrite it and hand it to the teacher for further
assessment.
Evaluation: Lesson was thought, and most students improved their entry. Next class
teacher will have students compose their overview and help those who are behind get up
to date.
Date: Friday 1st February 2019
Sub-Topic: Composing Introductory paragraphs
Session(s): 8
 Create an exposition paragraph for a story entitled “A Narrow Escape” by introducing
the main character
Previous knowledge: Students have written expositions for stories before
Resource(s): Sample paragraphs
Procedure
Step one: Teacher will give students their previously rewritten paragraphs and explain to
them than the paragraphs are better than the first, but it is evident that they need more
practice. After looking at their paragraphs, students will say what they find difficult in
introducing the main character.
Step two: Teacher will provide students with advice as to make the process on composing
the exposition easier. Encourage students to first think about the main conflict that the
character faces, then ask themselves what about the character’s characteristics caused them to
be in that situation. Was it that they do not listen to advice of other, or they were influences
by friends which showed they had low self-esteem or wanted to fit in? Encourage students to
think about their characters in this way. Have them ask themselves, who is my main character
and what about them caused them to be in that situation.
Step three: Class will then discuss the possibilities of the story title. What is a narrow
escape? What are some situations one can write about? Some ideas that would be given by
students will be written on the board.
Step four: Students will be asked to think about their character and story line, write down
who is their main character and what did he/she or it barely escaped from.
Write a paragraph which introduces a main character, for a story entitled “The Narrow
Escape”
Evaluation: It is noticed that these students do not have basic writing skills or the
imagination to create. Teacher will try to find ways to help them and motivate them to try
harder than they have been trying.
Date: Monday 4th February 2019
Topic: SBA
Sub-Topic: Composing Oral Overview
Session(s): 1&2
 With the assistance of the teacher, compose an overview for their SBA orals
Previous knowledge: Students have written their oral piece
Resource(s): Composed oral pieces
Introduction: Have students take out their oral pieces and review them briefly
Procedure
Step one: Explain to students what the overview is about and what should be included in it.
Overview of the presentation including the genre chosen, the sources used and a
comment on the kind of language used.
Step two: Class will work together to create a sample overview following the guidelines
given in step 1. Teacher will perform a think out loud so that students are aware of the
cognitive processes needed to craft the overview.
Step three: Students will then use all the materials needed to compose a draft overview.
Step four: Teacher will move around the class and assist students who need help and reading
work that students did before.
Compose an appropriate overview for your SBA oral piece.
Evaluation: Tarique and Eldington was again absent from class.

Subject: Literature
Topic: Prose fiction
Sub-Topic: Analysis of “The Two Grandmothers”
Session(s): 3&4
 Analyse events, reactions, and conflicts in the story to reveal who characters are.
Previous knowledge: Students have read and discussed the entire story
Resource(s): Story notes
Introduction: Explain to students that now we have finished the story and they are aware of
what took place and what the story is about, it is now time to link everything together to fully
understand the message or theme in of the story.
Procedure
Step one: Place students in groups and give each group some task. The groups will word
together to complete the following
 Group One – Provide 4 characteristics/traits of the Narrator and provide evidence
from the story to support them
 Group Two – Provide 3 characteristics/traits of Grandma Del and provide evidence
from the text to prove them
 Group three- Provide 3 characteristics/traits of Grandma Elain/Towser and provide
evidence from the text to prove them
 Group four – Use a table and compare the two Grandmothers. At least one similarity
must be included
 Group five- Explain 3 ways the Narrator changed from the start to the end of the story
Step two: Groups of 2 will work for 25 mins to come up with responses to their assigned
item.
Step three: At the end of the time period, Groups will present orally, and other students will
be encouraged to take notes of what is being explained. Class will have a brief discussion
after each presentation.
Step four: At the end of all presentations, teacher will provide notes on the story for students
to review for a test on Wednesday.
Work in groups of two to respond to items about the characters in the story.
Evaluation: Tazal and was absent so they did not get to do the group project. Other
students did well.
Topic: Composition
Sub-Topic: The business letter
Session(s): 1&2
 Write a business letter using correct format language and tone
Previous knowledge: Students have done some work with writing business letter of
application for their CCSLC module.
Resource(s): Letter format copy and sample questions from the 2017 past paper
Introduction: Question students to find out all they remember about the conventions of the
business letter.
Procedure
Step one: First, discuss the different business letter formats and how they should be used
when typed as opposed to when they are written. Look at the blocked and indented format.
Explain that for the blocked format, when pen written, the body paragraphs should be
indented to show the distinction between each.
Step two: Discuss and have students write notes on each part of the business letter. Speak
about position and spacing.
Step three: After the discussion of the format, speak with students of the several types of
business letter. They know already of the letter of application, but speak more about the letter
of request, complaint, recommendation etc, and how each should be written
Step four: Read samples of each type discussed so that students hear the difference. Class
will then look at the past paper question. They will read, then say what type of letter should
be written for each question. Students will select one question and write the addresses, date
and greeting in the correct format for their selected question.
Application:
Students will select one question from the letter writing section of the past paper and set out
the address, date and greeting for the composition of a business letter.
Evaluation: Lesson went well. We looked at a question and laid out the heading a
greeting. Next class we will move on to the body of the letter.
Date: Tuesday 5th February 2019
Sub-Topic: Creating Rising Actions
Session(s): 1&2
 Explain what the rising action of a story’s plot is.
 Know what types of events should be included in the rising action
 Compose a paragraph that reflects the events leading to the main conflict
Previous knowledge: Students have written multiple story expositions and they know the
elements of plot.
Resource(s): Sample story with highlighted rising action
Introduction: Give students their previously written expositions to assess and improve.
Teacher will collect these at the end of the session.
Procedure
Step one: Teacher will explain to students that after they have written the exposition where
they introduce character, setting and provide some background information, they will now
have to create events that lead to the story’s climax.
Step two: Teacher will distribute the sample story with highlighted rising action and students
will read the exposition and rising action out loud. Class will then go into discussion about
what is the rising action and how best to compose one.
Step three: Students will then be asked to draft events for their story that matches the
exposition they wrote previously. Class will work together to assist each other in crafting
events for their story, then they will put these events together to formulate the rising action.
Step four: Teacher will observe students as they write and assist where needed. Individual
students will be as read their exposition and rising action for the class. We will discuss and
provide feedback.
Write the rising action for a story that matches any of the expositions you wrote previously
for the story titles “The Robbery” and “The Narrow Escape”
Evaluation: Lesson went well. Students were given the rising action paragraph(s) for
home work.
Form: Two- Group 4
Topic: Report Writing Test
Sub-Topic: Report on events from story “The Young Warriors”
Session(s): 5&6
 Write a report using the correct report format on a selected event from the story “The
Young Warriors”
Previous knowledge: Students have completed the reading of the entire story
Resource(s): Text “The Young Warriors”
Introduction: Teacher will return papers from the last test on the story. Students and teacher
will review correct responses and students will make corrections.
Procedure
Step one: Teacher will inform students that they will be writing a report on an event that took
place in the story. Class will conduct a brief revision lesson on the format of a report and
different conventions of report writing.
Step two: Have students look back in their books and read a report that they wrote last term
so as to familiarize themselves with report writing.
Step three: Write the report question on the board and discuss the real events from the story.
Students will find the portion of the story that contains the answers and class will discuss.
Step four: Students will write their report on the following question.
Imagine you are Tommy, in the story “The Young Warriors”, write a report to Chief Phillip
telling him the different challenges you faced on your mission to inform Chief James of the
Mocho Maroons that Mountain Top was under attack and needed their help.
Evaluation: The test was not done because teacher had to go to a Fund-Raising
Committee meeting which began at 1pm and ended by 2pm. This will be done on Friday
morning because students will need some prep for the test.
Topic: The Business Letter
Sub-Topic: The Body Paragraphs
Session(s): 7
 Compose three body paragraphs for a business letter of request or recommendation.
Previous knowledge: Students know what a formal letter is and how to format such a letter.
Resource(s): Sample letter
Procedure
Step one: Class will review what was done last class by having a question and answer
session. Random students will be selected to answer questions.
Step two: Students will analyse the sample letter. Class will discuss the language and tone of
the letter. Students will be told to refrain from using informal language such as slang and
contractions.
Step three: Class will go back o the two questions students looked at last class and then they
will draft three paragraphs on their selected question.
Step four: Teacher will observe as students’ word. Students will be reminded to be concise
and clear in the body. Teacher will collect students work to review.
Write three body paragraphs for the business letter they selected last class.
Evaluation:
Date: Wednesday 6th February 2019
Form: Four- group 3
Topic: Elements of plot
Sub-Topic: Rising Action
Session: 1 & 2
Resource Materials:
 http://www.learner.org/interactives/literature/read/plot2.html
 A Comprehensive English Course Book 1 page 142
Previous Knowledge: Students are familiar with the definition of elements of plot.
Objectives: Students should be able to:
 Examine explain ways in which the rising action of a story can be written.
 Examine and comment on the rising action paragraphs given.
 Write the rising action paragraph for a given topic
Introduction: Review the elements of plot with students.
Procedure:
Step One: Focus students’ attention on the rising action by having them read two examples
of rising action paragraphs.
Step Two: Elicit from students, the elements that were used in the stories’ rising action.
Discus with students the details that the writer chose to reveal. (Conflict, interest, suspense)
Explain to students that it is important that these aspects be included in the rising action.
Step Three: Have students examine the illustration on page 142 then write the rising action
paragraph for that story. Assist students where necessary.
Application: Students will share their paragraphs with the class. Feedback will be given
where it is needed.
Evaluation: Lesson went as planned. Students need a lot of practice.

Subject: Literature
Topic: Prose Analysis test
Sub-Topic: “The Two Grandmothers”
Session(s): 3&4
 Correctly respond to questions asked about the story “The Two Grandmothers”
Previous knowledge: Students have studied the story in depth
Introduction: Conduct a brief review session where students are asked questions about
events in the story and are reminded of the themes of the story.
Procedure
Step one: Teacher will distribute test papers and read questions with students.
Step two: Students will then ask any clarification questions they may have before they begin
the test.
Step three: The test will be given, and students will work independently work to complete
the test.
Answer the following questions in complete sentences/
1. Where is the story “The Two Grandmothers” set?
2. What changes take place in the style used by the narrators as the story progresses?
Give examples.
3. In Section one, what do we know about Grandma Del’s values and lifestyle?
4. List the negatives of country life that are shown in section III.
5. What things are important to the narrator in Section IV?
6. What information does Eulalie reveal in Section V?
7. How evidence of racial prejudice is revealed in the story?
8. How does the above incidences affect the Narrator?
9. How is racial prejudice revealed in the story?
10. Do you think the Narrator made the correct decision to favour Grandma Towser at the
end of the story? Why?
Evaluation: Lesson was not done. Students were called to participate in heats’ activities.
Date: Wednesday 6th September 2019
Topic: SBA
Sub-Topic: Oral and Overview
Session(s): 5&6
 Work to complete their Orals and Overview
Previous knowledge: Students have started their Orals and overview
Resource(s): Previously composed drafts of oral and overview
Procedure
Step one: Teacher will tell students what will be done during the session. Students will go int
their SBA groups and continue working on their Orals and overview.
Step two: Teacher will be available to help students who needs her help. Students will also
assist group members come up with ideas for their orals.
Complete SBA Oral presentation and Overview
Evaluation:
Sub-Topic: Expository passage
Session(s): 8
 Read and analyse the short passage entitled “The Flu”
 Answer questions on the passage correctly
Previous knowledge: Student have some knowledge about the flu virus
Resource(s): Passage and multiple-choice questions
Introduction: Write the word “Flu” on the board and begin a discussion. First, elicit from
students all the information they know about a flu. Place some responses on the board.
Procedure
Step one: Discuss term that are associated with the flu such as symptoms, flu season, fever,
antibiotics, antihistamine.
Step two: After discussing the terms, distribute passages and begin reading and discussing.
Teacher will keep students engaged by asking them questions about their experiences with
the flu, how they got it, how long it lasted and what medicine they took to cure symptoms.
Step three: When the passage is fully discussed, students will begin answering the questions
that follow. Teacher will ensure that students are working independently at this point.
Step four: When students are finished, they will bring their books to be graded. Feedback
will be given, and students will be made aware of the correct response for each question.
Read the passage “The Flu” and correctly respond to the multiple-choice questions that
follows.
Evaluation:
Date: Thursday 8th February 2019
Topic: Report Writing
Sub-Topic: Reviewing events in the story “The Young Warriors”
Session(s): 1&2
 Recall information of events in the story
 Make physical notes of the specifics of these events in chronological order
Previous knowledge: Students have read the story before.
Introduction: Explain to students that we will review specific events that took pace in the
story and this will be done so that when they are writing reports, they are aware of the exact
details.
Procedure
Step one: In this lesson, class will look at the challenges Tommy and Johnny faced as they
tried to successfully carry out their duty given to them by the chief. Students will explain the
duty the boys had to do. This duty was to go to the Mocho Marron chief, Chief James, and
tell him that the Maroons of Mountain Top need their help in defeating the Redcoats.
Step two: Class will then discuss the five challenges the boys encountered. The challenges
were; crossing the Redcoat, escaping Redcoat capture, escaping attack of a boar, crossing
crocodile infested river, and climbing a dangerous cliff.
Step three: Class will also discuss how they overcame each challenge. Students will share
information to prove that they actually remembered accurate information.
Step four: Teacher will write all this information on the board so that students have the
information to review for when they have to compose reports. Let students know that in the
report they will have to pretend they are characters in the story, so they have to change nouns
and pronouns from third to first person.
Students will discuss events and take notes. They will be assessed according to how they
participate in classroom discussions and activities.
Evaluation: Lesson went as planned. Students will write the report next class.
Form: Three- Group 1
Topic: Composition
Sub-Topic: The Business Letter
Session(s): 3&4
 Read, orally, a business letter they wrote in a previous class.
 Use oral skills to help deliver their letter
Previous knowledge: Students wrote the letter previously and are familiar with the
conventions of an oral presentation
Resource(s): Previously written letters
Introduction: Students will be told that during this lesson, they will practice oral delivery by
reading their previously written letters to the class.
Procedure
Step one: Students will be given a few minutes to reread and correct anything they need to
before it is their turn to present.
Step two: Teacher will tell students what they will be graded on. Example: Fluency,
pronunciation, enunciation, eye contact, relevance of content, organization of points and
grammar.
Step three: Each student will present, and teacher will give feedback on how they did. She
will give way in which they can improve, and other classmates will share suggestions if they
want to.
Step four: Teacher will grade students out of ten and will also collect scripts to grade out of
20.
Stand in front of the class and deliver their letter to be graded by the teacher.
Evaluation: Most students did well. Some students were not fluent which showed they
were not familiar with the text. One noticeable problem was that the students have very
weak recommendations. This will be discussed briefly next class and students will be
given another letter to compose.
Date: Friday 9th February 2019
Form: Form – Group 4
Topic: Report Writing Test
Sub-Topic: Report on events from story “The Young Warriors”
Session(s): 3&4
 Write a report using the correct report format on a selected event from the story “The
Young Warriors”
Previous knowledge: Students have completed the reading of the entire story

Introduction: Teacher will return papers from the last test on the story. Students and teacher
will review correct responses and students will make corrections.
Procedure
Step one: Teacher will inform students that they will be writing a report on an event that took
place in the story. Class will conduct a brief revision lesson on the format of a report and
different conventions of report writing.
Step two: Have students look back in their books and read a report that they wrote last term
so as to familiarize themselves with report writing.
Step three: Write the report question on the board and discuss the real events from the story.
Students will find the portion of the story that contains the answers and class will discuss.
Step four: Students will write their report on the following question.
Imagine you are Tommy, in the story “The Young Warriors”, write a report to Chief Phillip
telling him the different challenges you faced on your mission to inform Chief James of the
Mocho Maroons that Mountain Top was under attack and needed their help.
Evaluation: Report are yet to be graded. Two students were absent from class.
Date: Friday9th February 2019
Topic: Composition
Sub-Topic: Argumentative Writing
Session(s): 6
 Compose a plan for an argumentative essay using correct essay format and techniques
Previous knowledge: Students have written numerous argumentative essays in previous
grade levels
Resource(s): Sample question from past CXC Exam paper
Introduction: Class will be told what will be done during the lesson.
Procedure
Step one: Class will review the format of an argumentative essay and different persuasive
techniques that are utilized in such an essay.
Step two: Teacher will explain to students that they will do a plan for their essay by stating
what techniques t they will use as their attention-getter, write the points that answers their
thesis questions, then state the devises they will use in their body paragraphs.
Step three: Teacher will demonstrate this on the board, using a different topic, as students
write theirs
Step four: Students will show students their plan at the end of the lesson.
Create a plan for the following essay. “
Every secondary school student should be required to do community service as a condition
for graduation.”
Write an essay giving your views on the topic.
Evaluation: Students were called to participate in Hearts’ activities, so the lesson was not
completed in class. Students were asked to finish their plan and write the essay for
homework.
Date: Friday 8th February 2019
Topic: The Sentence
Sub-Topic: Compound Sentences
Session(s): 8
 Explain what comprise a simple and compound sentence

 Distinguish between simple and compound sentences
 Explain how compound sentences are composed
Previous knowledge: Students know what a sentence is
Procedure
Step one: Teacher will elicit from students what is a sentence, then what is a simple sentence.
From students’ responses, class will discuss what they are.
Step two: Teacher will then ask students if they know what a compound sentence is. Class
will brainstorm to find an answer. Class will discuss with examples.
Step three: Students will be given the worksheet that has some notes on it. We will read and
discuss the notes.
Step four: After the discussion, students will complete the two exercises on the worksheet.
Evaluation: Lesson went well but will be revised in the next class because students seem
unfamiliar with the content and we only had a single session.
Topic: Composition
Sub-Topic: Argumentative writing
Session(s): 1&2
 Plan and compose an argumentative essay on a selected topic from the CSEC past
paper exam
Previous knowledge: Students have done argumentative essays before.
Resource(s): Past CSEC paper 2
Introduction: Have students reveal their essay they had to write for homework. Tell students
that a few of them will be selected to read their essay and the other students and teacher will
give feedback that will help them improve.
Procedure
Step one: Invite individual students to the front of the class to read their essay. Students will
be asked to listen and ensure that they take not of improvements that can be made.
Step two: After the reading class will discuss the thesis and the relevance of the supporting
details that were used. They will then say what important parts of the essay was not clear and
what improvements can be made.
Step three: Teacher will give general feedback and advice and then students will get a
chance to try writing another essay.
Step four: They will be given the argumentative essay section of a CSEC past paper and they
will be instructed to select one of the two items of the paper to respond to. Teacher will
observe or assist where needed until students complete their essay. If students do not
complete in class, they will be allowed to complete at home and return the following day.
See Attached assessment.
Evaluation: Most students did not do their homework, so they had to hand in both at the end
of the day.
Date: Monday 11th February
Subject: Literature
Sub-Topic: “The Two Grandmothers” Comprehension Test
Session(s): 3&4
 Answer all items on the test correctly and independently
Previous knowledge: Students have read and analysed the entire story with the teacher.
Procedure
Step one: Teacher will remind students that they will be getting the test and allow them to
get materials ready.
Step two: Teacher will write the test on the board and students will begin when all questions
are printed.
Step three: Teacher will ask students if they have any issue with the test items, if not then
they will be allowed to begin.
Step four: At the end of the session, test papers will be collected for grading.
Give examples.
Evaluation: Again, the test was not given because teacher had to leave school for an
emergency. Instead, students read the story “The Man of the House”. The test will be
postponed until Wednesday 13th February 2019.
Topic: Composition
Sub-Topic: The Business Letter test
Session(s): 5&6
 Correctly format and compose a business letter of complaint or request
Previous knowledge: Students are aware of the conventions of the business letter of request
and complaint.
Resource(s): 2018 Past paper questions
Introduction: Class will look discuss the business letter again and teacher will return
students previously graded letter. Class will discuss some of the concern she had from what
she read and provide additional advice that will help students improve.
Procedure
Step one: Students will be given the past paper and if the did number 1 last letter, they will
not do number 2 and vice versa. Class will discuss both questions again and teacher will
encourage students to read questions carefully to ensure that they answer what was asked.
Step two: Students will be asked to write in folder paper, then they will begin responding to
the questions.
Step three: Papers will be collected at the end of the session to be graded.
2018 Promotion Exam Third Form Paper 2. The business Letter
Evaluation: Lesson went as planned. Students are doing well.

Sub-Topic: Using Dialogue
Session(s): 1&2
 State what is a dialogue and why are dialogues necessary in narrative writing
 Understand the ruled for writing dialogue
 Create a dialogue from a paragraph
Previous knowledge: Students should have knowledge of direct and indirect speech
Resource(s): Copy of the attached Sample Paragraph for Dialogue Revision sheet and
Copies of the attached Paragraphs for Dialogue Revision sheet, cut apart into
strips
Introduction: Have a discussion on the elements of the short story.
Exposition (A strong introduction which gives the setting, and creates the tone of the story
while presenting characters)
Foreshadowing (Hints or clues which suggest to the reader what will happen later in the
story)
Inciting Force (The event or character that begins the conflict)
Conflict (Human versus... human, Nature, Self, Society)
Rising Action (The series of important events that build from the conflict; it begins with the
inciting force, and ends with the climax)
Crisis (The turning point of the story; when the opposing forces meet)
Climax (The result of the crisis; the point of highest emotion or drama, when the reader can
predict the outcome of the story)
Falling Action (The events after the climax; they close the story)
Resolution (The last actions that take place in the story).
Procedure
Step one: Review samples of the story that students previously wrote and discuss techniques
that can bring their story to life. For example, ‘Dialogue’ Distribute the paragraph shown on
the attached Sample Paragraph for Dialogue Revision sheet. After the students have read it,
have them read the Dialogue Revision shown on the sheet. Ask the students to respond in
writing to the question: “Which of the two selections did you enjoy reading more, and why?”
Step two: Ask volunteers to provide their responses and discuss with the students the things
that dialogue can add to a piece of writing. Discuss. Give students a mini-lesson on the
formatting of dialogue or give them a copy of the dialogue to use as a model.
Step three: Have the class brainstorm words to use instead of the anaemic words ‘said’ and
‘tell’. Start by writing the following words on the board to stimulate thinking: bellowed,
chided, screamed, and instructed. Discuss the effectiveness of the brainstormed words in
comparison with the words said and tell.
Step four: Place students in groups of four. Give each group a paragraph strip. Have groups
revise their paragraph by writing dialogue instead of only narrative. Remind them to use
vivid vocabulary and to avoid the words said or tell. Allow the groups a short time to prepare
to perform their dialogues by practicing aloud, using expression. Have one or more students
read the text that is not part of the dialogue and the others take the parts of the persons
speaking.
Application/Assessment: Students will work in groups to compose a dialogue from a
paragraph.
Evaluation: Lesson was not done completely. Students did not complete their story that
they had to do for home work so after class took some notes about Narrative Dialogues,
they had to complete their story which will be graded for worksheet one.
Sample Paragraph for Dialogue Revision
Paragraph
Shameka decided that she really deserved an allowance. She had never gotten one, and lots of
her friends did. She talked to her dad. It started as an argument, but it ended up okay because
she ended up getting an allowance, not as much as she wanted, but at least it was a start.
Dialogue Revision
“Dad, I need to talk to you,” announced Shameka.
“Honey, I’m really busy right now. Can it wait?”
“Actually, Dad, it’s already waited for 13 years. I think we are way overdue for this
conversation.”
“Wait a minute,” responded Dad. “I really don’t like being talked to like that. What’s
your problem?”
“My problem is that I’m not getting any support from you and Mom,” Shameka
yelled as she walked across the room and prepared to slam the door.
“STOP RIGHT THERE, young lady. You will not talk to me that way and you will
not walk away.” Dad paused and then calmly asked, “Please, will you tell me what’s
bothering you? Obviously, there’s something rather important. What do you mean that we
don’t support you?”
“OK, Dad, I’m sorry,” apologized Shameka. “It’s just that my friends all get
allowances and I don’t. When we go to the mall, I have to ask you for money. I want to have
some money of my own that I can count on whenever I need it.”
Dad sighed and then he explained, “Shameka, Mom and I would really like to be able
to give you an allowance. We know that your friends have more money than you do, but it’s
hard for us right now. I will talk to Mom about it, but until I do, how about if I give you 10
dollars this week? Mom and I will discuss it, and we’ll see what we can do.”
“Well, Dad, 10 dollars really doesn’t go very far these days, but I guess it’s a
beginning. Please, tell Mom how much I want it, and tell her I’ll do more around the house
and that I deserve it, OK?” pleaded Shameka.
Dad laughed, hugged Shameka, and promised, “I’ll do what I can.”
Paragraphs for Dialogue Revision
Paragraph 1
Sam and Billy had been planning the surprise party for Jared for at least two
weeks. They were excited that the day had finally arrived and that everything went
smoothly. They had tricked Jared by asking him to shoot a few baskets, and then when
they got to the gym, they made an excuse to go inside and check on something. When
they went inside, everyone jumped out and yelled, “Surprise!” Jared was happy, and
they all had a good time. It had been a success.
Paragraph 2
Tanya had not done her math homework last night, and she had hoped that Mr.
Jackson would not find out. Sometimes he just went over it quickly without checking if
everyone had done it. When she got to class, however, they went over the homework,
and he called on her. She was embarrassed, and she told him a lie in front of the class to
explain why she didn’t have it. She felt guilty after class, and she stayed after to tell him
the truth.
Paragraph 3
Desiree received a phone call telling her that she had won a contest and had won a
free trip to Disney World. At first, she thought the call was from someone playing a joke
on her, but finally they convinced her it was true. She was really excited and asked lots
of question to get all the details.
Paragraph 4
Philip was having a difficult morning. He got into trouble on the school bus, and
the bus driver yelled at him and all the kids laughed. Then when he got to school, his
locker was jammed, and he had to get the assistant principal to unlock it for him. Just as
he thought the day was going to be a disaster, the prettiest girl in the seventh grade
stopped by to talk to him.
Topic: Composition
Sub-Topic: Narrative Dialogue
Session(s): 1&2
 Create narrative dialogues that will reveal characteristics and move the plot forward.
Previous knowledge: Students are aware of dialogues and their importance to creating good
stories.
Resource(s):
Introduction: Review the notes about narrative dialogues; their importance to narrative
writing and how dialogues are formatted.
Procedure
Step one: Distribute the paragraph shown on the attached Sample Paragraph for Dialogue
Revision sheet. After the students have read it, have them read the Dialogue Revision shown
on the sheet. Ask the students to respond in writing to the question: “Which of the two
selections did you enjoy reading more, and why?”
Step two: Ask volunteers to provide their responses and discuss with the students the things
that dialogue can add to a piece of writing. Discuss. Give students a mini-lesson on the
formatting of dialogue or give them a copy of the dialogue to use as a model.
Step three: Have the class brainstorm words to use instead of the anaemic words ‘said’ and
‘tell’. Start by writing the following words on the board to stimulate thinking: bellowed,
chided, screamed, and instructed. Discuss the effectiveness of the brainstormed words in
comparison with the words said and tell.
Step four: Place students in groups of four. Give each group a paragraph strip. Have groups
revise their paragraph by writing dialogue instead of only narrative. Remind them to use
vivid vocabulary and to avoid the words said or tell. Allow the groups a short time to prepare
to perform their dialogues by practicing aloud, using expression. Have one or more students
read the text that is not part of the dialogue and the others take the parts of the persons
speaking.
Application/Assessment: Students will work in groups to compose a dialogue from a
paragraph.
Evaluation: Students were asked to finish dialogues for home work

Subject: Literature
Sub-Topic: “The Two Grandmother” Comprehension Test
Session(s): 3&4
 Answer all items on the test correctly and independently
Previous knowledge: Students have read and analysed the entire story with the teacher.
Procedure
Step one: Teacher will remind students that they will be getting the test and allow them to
get materials ready.
Step two: Teacher will write the test on the board and students will begin when all questions
are printed.
Step three: Teacher will ask students if they have any issue with the test items, if not then
they will be allowed to begin.
Step four: At the end of the session, test papers will be collected for grading.
Give examples.
Evaluation: Lesson went as planned. Test to be graded.

Topic: English SBA
Sub-Topic: SBA Wrap Up
Session(s): 5-6
 Give evidence that they have completed 90% of their written SBA document
Previous knowledge: Most students are above 50% complete
Resource(s): Lap tops and electronic SBA copy
Introduction: Have students meet in their group, each with their devices and copy of their
SBA.
Procedure
Step one: Teacher will have them look through their SBA and see what all they have to do
and write them on a paper.
Step two: Students will then work with group member with the assistance of the teacher to
edit, format or add text to their SBA.
Step three: All students will then save their SBA and be told to email a copy to the teacher.
Students will be assessed according to how much of the SBA is completed at the end of the
session.
Evaluation: Lesson went has planned students were asked to email completed SBAs to
teacher.
Topic: Parts of speech
Sub-Topic: Adjectives
Session: 8
Resource Materials:
 A Comprehensive English Course Book 1 page 49-51.
Previous Knowledge: Students are familiar with the concept of adjectives.
 Define adjectives.
 List the different types of adjectives.
 Define the different types of adjectives.
Introduction: Write the following words on the board: black, big, beautiful. Elicit the
similarities of the words from students. Allow students to give their responses. Sensitize
students to the focus of the day.
Procedure:
Step One: Elicit the definition of adjectives from students. Allow students to give
their responses.
Adjective: describes a noun or pronoun
Give students examples. Have students gives their own examples.
Step Two: Elicit the different types of adjectives from students.
Types of adjectives: quality, sensory, quantity, demonstrative, interrogative
Step Three: Using the text given, have students give the definition of each type of
adjective. Give students examples. Haves students give examples of their own.
Application: Students will be taken outside to use their sensory adjectives to describe the
setting of the school.
Evaluation: Some students understand and can respond correctly to questions on
adjectives, others need more practice.

Topic: Parts of Speech
Sub-Topic: Adjectives
Session(s): 1&2
 Explain what adjectives are
 Describe different types and forms of adjectives
 Identify adjectives and the noun the modify
Previous knowledge: Students are familiar with adjectives in the English Language
Resource(s): Project Worksheet
Procedure
Step one: Class will again discuss what adjectives are and the types and forms of adjectives
in the English language.
Step two: Teacher will place examples of adjectives on the board and elicit from students
what noun these adjectives can modify. They will come to the board and write a noun next to
the adjective. Class will discuss of the adjective modifies the noun.
Step three: Teacher will then distribute worksheet which consists of a number of nouns and
adjectives and students will have to place in the two columns, adjectives and possible nouns
they can modify.
Step four: Students will work on adjective project until the session ends.
See Attached Worksheet.
Evaluation: Lesson went well. More individual practice is needed
Name __________________________ Date: ______________________
Form Two
Communication Studies
From the list of words below, Place adjectives in the adjectives column and then
place an appropriate noun next to it in the Noun column.
cake old parents white green smell

boys person lush flowers kind dress
chocolate house concerned water horse clock
grass handsome new hot apple
smallest awful those
Adjectives Nouns
Topic: Visual Literacy
Sub-Topic: Analysing tables and graphs
Session(s): 7
 Analyse statistical tables and graphs

 Write a report about the information on the tables and graphs
Previous knowledge: Students have used graphics in the CCSLC reports
Resource(s): Developing language skills bk 3 Pages 79-82
Introduction: Remind student of the first visual literacy lesson we had. Class will discuss
why being able to analyse graphics and charts.
Procedure
Step one: Teacher will distribute the resource books and have students turn to the appropriate
pages. Class will discuss the first-class assessment on visual literacy reassess the graph.
Step two: Class will work together and discuss the example on page 79-80 where they are
shown an example of a report on the information displayed in the table and the conclusions
drawn. Class will discuss and teacher will ask students’ question to ensure participation.
Step three: After discussing the example, students will assess the information in the bar
graph and answer following questions.
Step four: Class will discuss correct responses and students will make corrections.
Developing language skills bk 3 Pages 82-83 #1-7
Evaluation: Lesson when as planned. Students worded in groups and presented their
finding.

Form: Four- Group 3
Sub-Topic: Climax of a story
Session: 1&2
Resource Materials:
 A Comprehensive English Course CXC English A page 88 - 90
Previous Knowledge: Students are familiar with the definition of elements of plot and have
written completed stories before.
 Examine explain ways in which the climax of a story can be written.
 Examine and comment on the climax given.
 Write a climax for a given topic
Procedure:
Step One: Explain to student that in their completer and graded stories, it was realized that
the development of the climax was weak. Focus students’ attention on the climax by reading
a few students examples and having students identify the climax of each story read. Class will
discuss why these are examples of weak climaxes.
Step Two: Elicit from students, the elements that were used in the stories’ climax. Discus
with students the details that the writer chose to include in the climax. (The clashing of
protagonist and antagonist, the most interesting part of the story) Explain to students that it is
important not to leave out these key elements.
Step Three: Have students examine the illustration on page 90 then rewrite the climax of
their story. Assist students where necessary.
Application: Students will share their climax with the class. Feedback will be given where it
is needed.
Evaluation:
Topic: Descriptive Writing for narratives
Sub-Topic: Describing People
Session(s): 5&6
 Use adjectives to describe people in different ways
 Create a paragraph that describes a character/person
Previous knowledge: Students know what adjectives are
Resource(s): Note Table
Introduction: Have a revision session on what are adjectives and have students provide of
types and forms of adjectives.
Procedure
Step one: Explain to students that when writing stories that we will be doing, they must
know how to use adjectives to bring their story to life and help the reader see and know what
the writer of the story sees and knows.
Step two: Place an example of a character description on the board. One with little
descriptive words and another with appropriate descriptions. Students will read both and then
select the one that gave them the clearest picture of who the character is.
Step three: Class will then do a character description together. Teacher will distribute note
chart the contains a number of adjectives and categories. Class will study the chart and then
select some of the example adjectives to describe a character from a popular movie. We will
craft the paragraph together on the board.
Step four: Teacher will then have students to think of an interesting person in their
community and write a short paragraph that will show the readers of their paragraph, who
their selected character really is.
Students will write and share their descriptive paragraph orally with the class.
Evaluation: Students tried. Some wrote well but others took the opportunity to be
negative. We will write another descriptive paragraph tomorrow.
Adjectives to describe characters in a story.
Appearance Height Weight and Age Character, Mind
Build personality,
nature
attractive, tall, Thin young, middle-aged, good intelligent,
good- very tall quite thin elderly excellent, wise,
looking, quite tall slim old fine, strong, clever,
beautiful, six feet slender grown-up adult weak, bad, smart;
handsome, tall skinny twenty years old terrible, evil sharp,
lovely not very underweight about forty Strong, keen,
pretty
tall short a thin girl a child honest, bright,
cute,
average- she is thin a kid reliable, quick,
nice;
beautiful height she is slim a little boy/girl hardworking, agile;
handsome plump a teenager active, open-
unattractive chubby a young strong, minded;
ugly stout, boy/girl/man/woman tough, hardy, narrow-
plain overweight a middle-aged man mature, minded;
pretty obese an old man. independent; small-
regular fat Mischievous weak, minded;
delicate stout immature; foolish,
well- overweight dependable, silly,
dressed reliable, stupid,
elegant trustworthy; dumb; dull,
fashionable
faithful, slow;
neat
clean loyal, crazy,
insane,
mad;
She is young and good-looking, with dark eyes and long red hair.
He is tall and thin, with brown hair. He is twenty-five years old.
She is average height, dark-haired, quite thin, and wears glasses. She's about fifty.
She is serious, organized, hardworking, and tough.
He is old, sick, and lonely. She is a nice clever girl.
His character is terrible. He is hostile and bad-tempered. He doesn't have many friends.
She has dark eyes, wavy blond hair, and a nice figure. She looks great.
He is a handsome middle-aged man. She is a pretty young girl.

Topic: Punctuation
Sub-Topic: The comma
Session(s): 7
 Fully explain, in a comprehensive manner, the rules of comma use

 Correctly punctuate sentences with commas.
Previous knowledge: Students have done work with commas before but in their composition
pieces they have shown that they have forgotten the rules.
Resource(s): Note and work Sheet
Procedure
Step one: Teacher will explain to students that she has seen a trend in their writing where it
seems as if they have forgotten how to use commas correctly. Elicit from student any comma
rule they remember.
Step two: Distribute the note sheet and have brief discussions on each rule and examples.
Students will get to keep a copy of the hand-out for future reference.
Step three: Students will then work independently to complete the assessment at the back of
the sheet. They will be able to refer to the notes.
Step four: If time allows, we will correct worksheet in class.
See attached worksheet.
Evaluation:
Name ___________________________________ Date __________________
Place commas in the appropriate areas in each sentence.
1. That wall clock looks expensive but it doesn’t work.
2. He likes to buy expensive clothes but hates to pay the bills.
3. When the snow stopped we were able to leave.
4. As the stage curtain rose the audience clapped.
5. During the power blackout people tried to help each other.
6. Near the end of the driveway we planted a lilac bush.
7. I will be happy to read your poem comment on it and return it to you.
8. I enjoy biking and skating and swimming.
9. Well what have you been up to?
10. Tom where did you put my books?
11. Connie have you ever gone hiking?
12. And now ladies and gentlemen we will begin the show.
13. Alaska the largest state in our country contains many surprises for the tourist.
14. My friend Bill owns two stereos.
15. People in Charleston South Carolina are very friendly toward visitors.
16. In December 1977 I received my first Christmas gift.
17. My teacher taught in London England from September 1 1982 to June 15 1983.
18.He gave a short interesting speech.
19. The children were screaming in scared high voices.
20. The intelligent young man was wearing a bright orange vest.
21. My next-door neighbour who spends a lot of time at the gym is in excellent shape.
22. Most patients prefer doctors who spend time listening to them.
23. Many people who want to buy homes have found the interest rates too high.
24. You thought the pie was delicious didn’t you?
25. Henry said “I’m looking for a wife.”
Sub-Topic: Picture Prompt
Session(s): 1&2
 Independently create a story plan for a story based on a picture
 Use their imagination to write a complete story based on events in a picture
Previous knowledge: Students have written stories before and are aware of the elements of a
story and plot
Resource(s): Sample Story
Introduction: Explain to students some of their weaknesses when it comes to writing a
complete story. Remind them of the elements of a story and plot and why they need to
remember these as the craft their story.
Procedure
Step one: Present students with a story that contains an attached picture that the story
surrounds. Teacher will explain to students that for their exams, they will be given what is
called a “Picture Prompt” and that picture should be what the story they write is about.
Step two: Have students look closely at the picture and class will discuss the situation that is
displayed. We will figure out the characters, setting and conflict that the picture illustrates.
Elicit from students “What is happening in the picture” Students will come up with different
storylines and class will discuss if these narratives reveal what is taking place in the picture.
Step three: We will then read the story that someone wrote based on the same picture. We
will discuss story elements and how the narrator created the image in the picture. Remind
students that they will have to reveal the situation I the picture somewhere in their story or
they will fail.
Step four: After discussing the story and the picture prompt, students will be asked to create
a brief plan then craft their story surrounding the picture.
Writing a complete story that is influenced by the picture shown.
See attached story.
Evaluation: Students had to complete the story for homework and come to read it to
their peers next class.
Subject: Literature
Topic: Prose analysis
Sub-Topic: “The Man of the House”
Session(s): 3&4
 Assess characters according to their actions
 Make appropriate notes on different elements of the story
 Work in groups to assess story elements
Previous knowledge: Students have read the story.
Resource(s): A World of Prose
Introduction: Seeing that students have read the story before, invite individuals to tell the
rest of the class what the story is about. We will listen until the students finish speaking, then
we will discuss what was said and clarify any misunderstanding they may have had.
Procedure
Step one: We will then go back to the book and discuss important sections of the text that
will help students understand all aspects of the story.
Step two: Students will be placed in groups and each group will be given an element of the
story to analyse and make notes on. They will them share their findings with the class. Each
student will listen and make notes on the presentations for their personal reference.
Step three: Students note taking will be graded so students will be given some time to
organize their notes in a comprehensive manner.
Step four: Teacher will add other note worthy information for students to copy in their note
books.
Working in groups of 2, with one group having 3 members, Students will review the text and
write notes on a given story element to be presented orally to the class.
Evaluation: Lesson went as planned. Students were able to identify the elements in the
story.
Topic: SBA
Sub-Topic: Completing Orals and Overview
Session(s): 5&6
 Ensure that their orals piece and orals overviews are prepared and ready for
presentation on Monday 25th February 2019
Previous knowledge: Students have almost completed their final draft of their orals and
overview.
Resource(s): Previously written pieces
Procedure
Step one: Students will take out their devices that they were asked to walk with to class.
Students will open their folders with their drafts of their orals pieces.
Step two: Students will look at the improvements the told them to make, and then work to
perfect their pieces. Teacher ill assist those that need the help.
Step three: Teacher will move around the room to observe everyone’s pieces and provide
them with ways to improve their pieces.
Step four: When students complete both pieces, teacher will approve them, and students will
be asked to go home and prepare for the presentation on Monday.
Evaluation: All students had their pieces at the end of the class.
Sub-Topic: Describing people
Session(s): 7
 Create a descriptive paragraph about their favourite teacher saying 6 different things
about him/her.
Previous knowledge: Students are familiar with writing descriptions.
Resource(s): List of adjectives
Procedure
Step one: We will review the paragraphs students did last class. Teacher will let them know
what they did write and wrong.
Step two: Students will then examine their writing and identify if they did any of the things
the teacher said should not be done.
Step three: Teacher will then instruct students to prepare for the writing of another short
paragraph where they would this time, describe their favourite teacher.
Step four: As students write teacher will remind them to ensure that their sentences are well
constructed and punctuated as well as ensuring that all their words are spelt correctly.
Write a descriptive paragraph with 6 different descriptions of your favourite teacher.
Evaluation: Students tried a little harder this time. Still ways to go.
Date: Thursday 21st February 2019
Teacher attended a Youth Tourism Congress
Meeting with students which went from 9am-1pm.
The two classes will be given worksheets with
assignments that they would complete while she is
absent.
SEE ATTACHED ASSIGNMENTS
Form 2 Group 4- Adjectives
Form 3 Group 1 – Direct and Reported Speech

Date: Friday 22nd February 2019
This is the day assigned for our
school’s annual Steeple Chase meet.
Therefore, no normal classes will be
held; consequently, no lessons were
planned.
Form: Form 5 – Group 2
Topic: SBA
Sub-Topic: Oral Presentation
Session(s): 1-4
 Present a perfect presentation of the oral piece to ensure they receive full marks
 Understand the importance of their presentation
Previous knowledge: Students have their pieces ready for the presentation.
Resource(s): Mark Scheme
Procedure
Step one: Teacher will meet with all students in the school’s hall to provide information
about how the presentations will rum, discuss the mark scheme, and ensuring that all students
have a print out of their presentation and overview.
Step two: All students will be asked to take their chairs outside and have a seat. They will be
given 5 mins to prepare, then the first students will be invited inside to present. After they are
finished, they will send in the next person.
Step three: This process will continue until all students finish their presentation.
Present your oral piece for your SBA presentation.
Evaluation: There are some students who have to do over their presentation and there
were some students who were absent. They will do their presentation next class
Subject: Literature
Form: Thee- group 2
Objective: Students should be able to complete

an assignment without the supervision of the
teacher.
NB: The teacher will be conducting orals for

the fifth form SBA and decided to work
through the Literature sessions. Therefore, the
students will be engaged in completing an
unseen passage while the teacher is engaged
with the fifth formers.
See Attached Document

Topic: Grammar
Sub-Topic: Direct and Indirect Speech
Session(s): 5&6
 Implement rules that teaches how to convert direct to indirect speech

 Display practical knowledge of direct and indirect speech by converting sentences
from one speech to the other.
Previous knowledge: Students have some knowledge of direct and indirect speech
Resource(s): Previously given hand out and worksheet.
Introduction: Return worksheet form previous class when teacher was absent. Have students
look at the page that contains the rules of conversion.
Procedure
Step one: Class will discuss each conversion table and practice with examples how to
convert using tense, modals, pronouns, time, questions etc.
Step two: After we have gone through all aspects, students will review their assessment
exercise and make all necessary changes in order to get a higher grade than before.
Step three: We will then discuss the correct answers and students will exchange assessment
to be graded by their peers.
Students will correct assessment previously assigned.

Evaluation: Some students were absent because they went to the stadium to participate
in pre-sports high jump; however, the lesson was done as planned. We will have another
mini lesson at a later date.

Sub-Topic: Discussion and Comprehension.
Session(s): 1&2
 Analyse a short story to gain understanding of the elements
 Answer question that test full understanding of the story
Previous knowledge: Students are aware of the elements of the story
Resource(s): Developing Language Skills, bk 4 Page 194-196
Introduction: Conduct a mini lesson on the elements of the short story where students will
teach by selecting an element of the story and those of plot and explain in their own words
why these elements are important in a story
Procedure
Step one: Teacher will distribute resource book and have students turn to the appropriate
page. She will then explain to students that we will be analysing a story and see how the
author incorporated the element to create the story.
Step two: Students will be asked to read the passage silently to themselves and while reading
they should pay attention for how the author build the character, describe the setting,
introduce and resolve conflict, incorporated dialogue and formulated the story’s POV.
Step three: After students finish reading, we will discuss the above information along with
analysis of other aspects of the story that is important to students overall understanding.
Step four: At the end of the story’s discussion, students will prepare to answer the
comprehension questions that follows.
Developing Language Skills, bk 4 Page 194-196 1-8
Evaluation: Lesson went as planned. Assignments was done. Will be marked asap.
Form: Two - Group 4
Topic: Descriptive writing
Sub-Topic: Describing People
Session(s): 5&6
 Identify and used adjectives that describe people
 Write a paragraph describing themselves
Previous knowledge: Students know what descriptive words are and can provide examples.
Resource(s): Sample paragraph
Introduction: Students will participate in the oral reading of descriptive paragraphs they
wrote in a previous lesson. Teacher will explain to students what they did right and what they
need to improve upon.
Procedure
Step one: Teacher will distribute a sample descriptive paragraph to each child. Students will
be asked to read the passage and underline the adjectives.
Step two: Class will then read and highlight the adjectives used to describe the person. We
will then discuss how the author crafted their paragraph to bring out the full essence of the
character being described.
Step three: We will look at the descriptive words and what they describe. Encourage
students to not rely too much on one aspects of the character nor should they give information
that are not essential to the story or to who the person really is.
Step four: After discussing the sample, students will prepare to write a paragraph about
themselves. Students will be encouraged to write in such a way that the reader will know
their true selves; their likes, dislikes, personality, mannerisms, hobbies etc.
Write a paragraph, no less than six sentences describing yourself to someone who have seen
you around, but do not know who you are.
Evaluation: Some students did well, but other relied too much on the physical which was a
deviation from what was their focus should have been.

Topic: Narrative writing
Sub-Topic: Comprehension (Conflict)
Session(s): 7
 Read and analyse a short story whose focus id conflict.
 Respond correctly to sentences about the story they read
Previous knowledge: Students are familiar with story writing from previous grade levels
Resource(s): Developing language Skills. Bk 3 Unit one page 1-2
Procedure
Step one: Explain to students that next week, we will be focusing on short story writing;
therefore, this lesson will help trigger previous knowledge on the topic.
Step two: Have students elicit what they remember about the elements of the short story.
Place the elements on the board and draw students’ attention to the conflict element. Have a
discussion on what is conflict and how conflict is important in a story.
Step three: Class will then engage in the reading of the story. While reading their focus will
be placed on identifying the conflict, what caused it, who were affected by it and if and how
the conflict was resolved. While reading, we will pause to discuss important elements so that
the story can be fully understood.
Step four: After the reading and discussion of the story, students will prepare to correctly
respond to question on the story. These will be graded by the teacher.
Developing language Skills. Bk 3 Unit one page 1-2
Evaluation: Lesson went as planned. Students were able to identify and respond to the
conflict in the story. As we are reintroduced to story writing, we will review all the elements
of the story and a story’s plot.
Sub-Topic: Edit and rewrite
Session(s): 1&2
 Assess their previously written story and find areas of weakness
 Make corrections to story that will improve the weaknesses identified
 Rewrite their story to reflect improvements
Previous knowledge: Students have written the story they will be asked to edit
Resource(s): Previously composed stories, narrative writing editing checklist
Introduction: Teacher will explain to students what the lesson will be about. After briefing
them, narrative writing checklists will be distributed to each student.
Procedure
Step one: Class will discuss who they should use the checklist. We will analyse each section
of the checklist so that students know what to look for in their story.
Step two: Students will then use their checklist to assess their story and then share their
strengths and weaknesses according to the checklist.
Step three: Some students will be asked to read their story orally so that the class can assess
them as well and see if their responses on their checklist is correct.
Step four: Students will then be given the opportunity to improve their story before handing
it to the teacher for grading.
Edit and rewrite the first draft of your story.
Evaluation: Students were able to response to the checklist, but they had to do the
editing for homework as the session ended before they can fully start the rewriting
process.
Date: Wednesday 27th
Subject: Literature
Topic: Analysis and Discussion
Sub-Topic: Mom Luby and the Social Worker
Session(s): 3&4
 Explain the role and responsibility of a social worker
 Discuss the elements of the story as we meet them during reading
Introduction: Write the title of the story on the board and have a class predict what the story
will be about.
Procedure
Step one: Discuss the role and responsibilities of a social worker. We will discuss our own
personal experiences with social welfare and the role of the welfare.
Step two: After getting the understanding of the role of social welfare and the social worker,
we will begin reading and discussing the story. Students will take notes throughout the
reading and discussion.
Step three: As important elements are revealed, we will discuss to ensure that all students
fully understand what is going on. We will engage in question and answer throughout the
reading process and students will be allowed to ask questions to help improve their
understanding.
Step four: Students will be encouraged to take personal notes, which they will be asked to
share at the end of class.
Students will be assessed for the quality of notes taken.
Evaluation: Lesson went will. We will finish the story next class.
Topic: SBA
Sub-Topic: SBA Orals Continued
Session(s): 3&4
 Orally present their oral pieces along with the overview in the allotted time, and
according to the rubric
Previous knowledge: Students have their pieces prepared
Resource(s): Mark Scheme, Prepared pieces
Procedure
Step one: Students will be taken to the school’s hall, they will then review the scoring rubric,
then students will take a chair to sit on the outside, as the return one by one to present.
Step two: Teacher will listen as students present and then grade them according to the mark
scheme.
Step three: At the end of each presentation, teacher will give brief feedback to each student.
Evaluation: Students did well. Only one student, Mahalia Fergus, is left to present. She
was in school but was sent home for disobedience and for breaking a school rule.
Form: Two- group 2
Topic: Reading Comprehension
Sub-Topic: Classroom Exercise
Session: 8
Resource Materials: A Comprehensive English Course Book 2 page 183- 184 nos. 1- 12
Previous Knowledge: Students are familiar with analysing a passage to answer the
questions that follow.
 Analyse a passage
 Answer the questions that follow
Introduction: Review the skills used to answer comprehension skills.
Procedure:
Step One: Explain to students that they are to read the passage carefully and answer the
questions that follow. Read the passage with students identifying new words and terms.
Explain these words and terms with students. Have students answer number 1 aloud. Give
feed-back where necessary.
Step Two: Have students complete the exercise given. Assist students where necessary to
clarify misconceptions etc.
Application:
Students will complete the exercise given. A Comprehensive English Course Book 2 page
183- 184 nos. 1- 12
Evaluation: Lesson went as planned. Some students did well, others did not.

Form: One – Group Four
Topic: Composition
Session(s): 1&2
 Explain what a story is
 State and explain the element of a story
Previous knowledge: Students may have been exposed to story writing in previous grade
levels.
Resource(s): Notes Chart, Sample short story
Introduction: Present students with copies of a simple short story. Have students read the
story silently, then question them about what they are reading and what is was about.
Procedure
Step one: Explain to students what the lesson will be about. Elicit from students what they
think a story is. Discuss the place a working definition on the board.
Step two: Present the chart with the elements of a story and explain to students why it is
important to know these elements and used them correctly when writing a story.
Step three: Begin a discussion and explanation of each element. Support the discussion with
details from the story students read in the introduction.
Step four: After discussing each element, question students about the elements and have
them identify them in the introductory story.
Closure: Students will transfer notes from the note chart to their note books.
Students will be assessed according to their participation and ability to identify elements from
the story they read.
Evaluation: Lesson went well. Student are now aware of the elements of a story. We will
move on to the elements of plot next class.
Form: Three-Group 1
Topic: Direct and Indirect Speech
Sub-Topic: Classroom Exercise
Session: 7 & 8
Resource Materials: Worksheet containing exercise
Previous Knowledge: Students are familiar with analysing a passage to answer the
 Change sentences form direct to indirect
Introduction: Review the concept of direct and indirect speech with students.
Procedure:
Step One: Explain to students that they are to change the sentences from direct to indirect.
Have students answer number 1 aloud. Give feedback where necessary.

Step Two: Have students complete the exercise given. Assist students where necessary to
clarify misconceptions etc.
Application:
Students will complete the exercise given. See Attached Worksheet
Evaluation: Students went to assist in the school clean up exercise; therefore, lesson was
not done. However, students were given worksheets to complete for homework.
Reported speech
https://www.e-grammar.org/reported-speech/
Exercise 1
Complete the sentences in the reported speech.
Example: I admire you. - She said she admired me.
1. "It is too late." - I said it ............. too late.
2. "I have replied." - He claimed that ............................................
3. "I met you yesterday." - Sam told me he had met me ...................................................
4. "I cannot come." - Mary explained that ................................................
5. "I could fall down." - He was afraid ............................. down.
6. "I will pay tomorrow." - He said he would pay ..............................................
7. "The Himalayas are the highest." - He knew that the Himalayas ................ the highest.
8. "I may lend you some money." - Bill promised .................................................... some
money.
9. "I have been watching a film." - He replied that..............................................................
a film.
10. "Claire must rest." - The doctor said Claire ..................................
11. "I have not done it today." - I explained that I had not done it ..............................
12. "If I was younger, I would accept it." - He thought that if ................... younger, he
would accept it.
13. "I was with him last week." - Jill admitted that ................................ with him the
previous week.
14. "You needn't change your shoes in our house." - She reminded me that
I ............................................ my shoes in their house.
15. "I am calling my mum." - She said she .............................. her mum.
Date: Friday 1st March 2019

Form: Two- Group four
Topic: Composition
Sub-Topic: Story and Plot elements
Session(s): 3&4
 Identify and explain the elements of plot
 Read a story and identify the story elements and state how the plot is developed.
Previous knowledge: Students are aware of the elements of plot.
Resource(s): Text - Writers express: A Handbook for Young Writers, Thinkers and Learners
Introduction: Draw a diagram on the board. Ask students to transfer the diagram in their
books and complete the diagram by writing the six story elements studied during the previous
lesson. Teacher will observe while students work, then grade what they did.
Procedure
Step one: Class will discuss again the importance of knowing the elements of a story and
review all the definition and any other information about each element.
Step two: Teacher will write the term “Elements of plot" on the board. Elicit from students if
they are familiar with this term. If yes, have students explain what they know, and if not,
discuss. Draw the plot curve diagram on the board. Explain the relevance of the diagram and
label the diagram with the terms used for each element.
Step three: Discuss each element separately and have students copy the diagram and
definitions in their note books. After students are finished taking the notes, distribute the
resource text and have students turn to page 139 to read the story “The Great Gerbil Escape".
After students finish reading, invite individual students to explain what the story is about.
Step four: Class will then focus on identify story and plot elements in the story. Teacher will
guide the discussion and identification of the elements.
Closure: A revision of all that was done will be reviewed and students will learn how the
writer implemented all the elements in the story.
Evaluation: Lesson went as planned but the students find it harder to grasp than other
advanced students; therefore, all concepts will be reviewed.
Date: Friday 1st March 2019
Topic: Spelling Exercise
Sub-Topic: Identifying and correcting misspelt words
Session(s): 6
 Identify a misspelt word in a sentence

 Rewrite the correct spelling of the word
Previous knowledge: Most of the words that are misspelt are familiar to most students
Resource(s): Developing Language skills Bk 4 Page 149
Procedure
Step one: Explain to students what will be done during the lesson, then distribute resource
text.
Step two: Have students turn to the page of the exercise and then class will read through all
the sentences. Students will be asked to identify the word in each sentence that is spelt
incorrectly, write it on a sheet of paper just how it is spelt in the book, then put a dash next to
the incorrectly spelt word and then write the correct spelling.
EXAMPLE 1. Commision- Commission

Step three: Students will work independently and when they are finished, we will exchange
papers and grade them in class. Students will write corrections if necessary.
Developing Language skills Bk 4 Page 149
Evaluation: Exercise was completed by all students present
NB: Form 4 – Group 3 will be given the same

exercise during session 8
Date: Monday 4th March 2019
Topic: Expository Writing
Sub-Topic: Persuasive essay
Session(s): 1&2
 Analyse the different expository writing types
 Write a persuasive essay in 30 mins
Previous knowledge: Students are familiar with the different expository types
Resource(s): Sample essay
Introduction: Explain to students what will happen during the lesson and have then prepare
their minds for the lesson.
Procedure
Step one: Discuss expositions and the different types. Example: Arguments, persuasive,
Speech, and articles. Explain to students that on their CSEC, they may be called upon to write
any of the above types. Explain to students no matter the type the format of the content in the
same.
Step two: Discuss briefly how each of the types defer slightly in format if it’s a letter then it
takes the letter format, if it’s an article, it has a title etc.
Step three: Then explain that the constant elements in expository writing is that it has at least
4 paragraphs, where the first paragraph open your essay with a hook then Thesis Statement;
the body paragraphs (at least3) that explain with supporting details, each point in the thesis;
and a concluding paragraph that restates your thesis.
Step four: Present the sample essay to students and analyse it for all the parts. Teacher will
then explain to students that they will have to write an essay within 30 mins. Students will
read the topic which that will be writing on and start to plan and write the essay.
Persuasive Essay Question: Your school council has asked for nominations for the "Teacher
of the Year award. Write a letter to the council in which you suggest someone from your
school, giving strong arguments to support your choice.
Evaluation: Lesson went as planned, but some students were absent. The students still
could not finish an essay in 30 mins. They started and will finish during the first 15 mins
of the next lesson.
Subject: Literature
Topic: Analysis and Discussion
Sub-Topic: “Mom Luby and the Social Worker”
Session(s): 3&4
 Analyse characters and characteristics
 Explain the social situation at the time depicted in the story
 Respond accurately to questions asked about the story
Previous knowledge: Students began reading the story in the previous class
Introduction: Conduct a mini revision lesson about the portion of the story we read and
discussed during the previous lesson. Ask questions and have students explain using literary
terminologies.
Procedure
Step one: Explain to students that we will be looking closely at the characters and the social
situation at the time. Explain that at this time in the story, it was illegal to sell alcohol, which
explains why Mom Luby’s Speakeasy, was at the back of her house and why the name seems
as if it was a secret place.
Step two: Have students turn to the story in the resource text. Teacher will begin the reading
and pause when necessary to ask questions, respond to questions or discuss important
information.
Step three: Students will also be given opportunities to read and explain their analysis to
show their literary understanding of the text and the language of literature. When the story is
complete, we will have a discussion on characteristics of the main characters and the social
situations that may have fostered these traits and mannerisms.
Step four: We will also look closely at Mom Luby and the Social worker and how their
relationship changed or remained the same and what they taught each other.
Teacher will ask questions to students where they will respond and share their thoughts
willingly.
Evaluation: Lesson went as planned. We will continue the discussion of all the elements
of the story and students will be given notes next class.
Topic: Composition
Sub-Topic: Letter writing Final assessment
Session(s): 5&6
 Independently compose a formal letter responding to a question taken from the 2014
promotion exam
Previous knowledge: Students are aware of all conventions of letter writing and have written
multiple letters before.
Resource(s): Past paper question
Introduction: Discuss with students, what we have done in relation to the business letter.
Elicit from students why is it important to be able to compose well-written formal letters.
Procedure
Step one: Have students reveal and reanalyse their previously written letters. We will look at
format and potential content errors that we should refrain from making.
Step two: Student will be given a copy of the 2014 promotion exam and we will discuss the
two options. Students will then select one and compose a response.
Step three: After students are finished, they will give their sheets to the teacher to
grade.
Communication Studies 2014 promotion exam. Section C
Evaluation: Lesson went well. Some students did not finish their letter, but they were
taken up anyway because they were told they should finish in 30 mins.
Date: Tuesday 5th March 2019
Sub-Topic: Understanding and punctuating a dialogue
Session(s): 1&2
 Show an understanding of dialogue rules by correctly punctuating and unpunctuated

dialogue.
Previous knowledge: students did com work on dialogues before
Resource(s): Rules and worksheet
Introduction: Elicit from students what is a dialogue and why t hey are important in story
writing. Discuss.
Procedure
Step one: Explain to students that they are still no punctuating their dialogues correctly;
therefore, we will redo a dialogue punctuation lesson.
Step two: Have student provide some of the rules they remember and discuss them briefly.
Distribute the worksheet with the rules for punctuating a dialogue and class will discuss them
thoroughly along with examples.
Step three: Class will then look at the exercise where students will have to rewrite and
correctly punctuate a dialogue. Class will read instructions together then students will begin
to rewrite without any assistance from teacher or peers.
Step four: Teacher will pick up worksheet to be graded and then we will discuss the correct
way to punctuate the passage.
Evaluation:

Sub-Topic: Composing an Introduction
Session(s): 5&6
 Compose an introduction for a story by introducing characters and providing
background information
Previous knowledge: Students know elements of a story and those of plot
Resource(s): Sample introduction
Introduction: Review the element of a story and plot and have students explain why these
are important in a story.
Procedure
Step one: Explain to students that all stories have an exposition which in the introduction to
the story, and in the exposition, me often are introduced to the main character or setting and
the narrator gives us some hint of who the character is and his/her pending dilemma
Step two: Presents students with a sample story and class will discuss the exposition used.
Students will realize how the narrator introduced the character using explanations and
descriptions, along with brief background information that will help the reader understand
why certain things in the rest of the story happened.
Step three: After discussing the sample exposition, class will create some oral example using
characters from the class. Teacher will ask students to say if any of them ever got into a fight
or have seen a fight take place with persons from the class. Students will explain the fight
briefly then we will use that scenario to create an oral exposition.
Step four: After the sharing and discussion, teacher will have students write a short
exposition for a story entitle “The Fight”. When students are finished, teacher will have a few
of them share with the class and we will discuss briefly if they did a good job introducing
character and setting background information that will help us understand the rest of the
story.
Write an exposition for a story entitled “The fight”
Evaluation:
Date: Tuesday 5th March

Topic: Usage
Sub-Topic: Articles
Session(s): 7
 Use the articles a/an/the correctly to complete sentences
Previous knowledge: Students are familiar with articles
Procedure
Step one: Have a discussion about article. In the discussion ensure students are aware of
what an article is and how and when each is used.
DEFINITE AND INDEFINITE ARTICLES
In English there are three articles: a, an, and the. Articles are used before nouns or noun
equivalents and are a type of adjective. The definite article (the) is used before a noun to
indicate that the identity of the noun is known to the reader. The indefinite article (a, an) is
used before a noun that is general or when its identity is not known. There are certain
situations in which a noun takes no article.
Definite article
the (before a singular or plural noun)
Indefinite article
a (before a singular noun beginning with a consonant sound)
an (before a singular noun beginning with a vowel sound)
Count nouns - refers to items that can be counted and are either singular or plural
Non-count nouns - refers to items that are not counted and are always singular
Rule Count Nouns Non-Countable Nouns
Specific identity not known a, an (no article)
Specific identity known the the
See Attached Worksheet
Evaluation:
Date: Wednesday 6th March 2019
Sub-Topic: Short Story
Session(s): 1&2
 Read an excerpt from the story “Beka Lamb” and analyse the elements.
 Answer questions, orally and in writing, about the content of the story
Previous knowledge: Students know the elements of a short story
Resource(s): Developing Language skills Book 4 page 1-4
Introduction: Explain to students what will be done during the lesson and what is expected
from them. Review briefly some aspect of narrative that students must be aware of when it
comes to understanding a story in its entirety.
Procedure
Step one: Distribute text and have students turn to the appropriate page. Look at the title of
the story and discuss potential story lines.
Step two: Have students read the passage silently, then class will read the passage together.
After the second reading, we will discuss the elements and language the author used.
Step three: Class will test their literary understanding by answering questions on page 3 of
the text.
Step four: Students will then prepare the write correct answers for question asked about the
text on pages 3-4 of the resource text.
Developing Language skills Book 4 page 3-4 # 1-8
Evaluation: Lesson went as planned.

Subject: Literature
Topic: Elements of the story “Mom Luby and the Social Worker”
Session(s): 3&4
 State and explain all elements of the story
 Answer any question about the story
Previous knowledge: Students have completed the reading of the story
Resource(s): World of Prose, Story notes
Introduction: Let the students know that since we have completed the reading of the story,
we will now delve into the analysis portion.
Procedure
Step one: We will first reanalyse the setting in which the story takes place. Discuss the social
situation at the time, and the area and home in which mom Luby lived. We will them analyse
each character; the type of characters they are; if they changed throughout the story and
compare them with other key characters.
Step two: The themes revealed in the story will also be discussed. We will analyse the area
of the text that examines each theme and link it to real life situation.
Step three: All other elements, POV, conflicts and conclusion will be discussed. Throughout
the discussion of each element, students will be given notes.
Closure: Teacher will ask students to put away their notes and then ask each child a question
that they should know the answer to. Class will discuss each response so that all students
leave with a clear understanding.
Students will be assessed according to their willingness to respond to questions, their

participation in classroom discussions and the correctness of their responses to questions.
Evaluation: Students responded wee to questions asked. They were also given a written
exercise.

Topic: Expository Writing
Sub-Topic: Writing Complete essays
Session(s): 5&6
 Complete a started essay
 Review and edit passage using an editing checklist
Previous knowledge: Students started writing their essays last class so they are aware of
what we will be doing during this lesson.
Resource(s): Essays and Checklist
Procedure
Step one: Give students their started essays and explain to them that they will complete their
essay during the first lesson then they will exchange their paper with a fellow classmate for
them to edit it.
Step two: After students finish their essay and give it to a peer, teacher will distribute the
checklist and discuss how it should be used.
Step three: Students will work on completing the editing checklist and teacher will provide
guidance where needed.
Step four: Students will share return the checklist and essay to the owner for them to
analyse. Class will discuss a few of the checklist to see if they were done without bias.
Students will then rewrite their essay for homework to show improvement.
Students will be assessed according to their participation, how the used the checklist and for
their rewriting of their essays.
Evaluation: lesson went well. Students utilized the checklist and were able to assist their
peers.
Topic: Parts of Speech
Sub-Topic: Adverbs
Session(s): 8
 Explain what an adverb is

 Explain different function of the adverb
Previous knowledge: Students have studied adjectives
Procedure
Step one: Explain to students that today we will be looking at another part of speech that
describes. Elicit from students the POS that is used to describe. Adjectives. Elicit another
POS that also describes. Adverbs. If students cannot come up with an answer give it to them.
Step two: Write the term Adverb on the board. Have a discussion about adverbs were
students will be informed about what an adverb is and their function in the language.
Step three: Class will look at a number of examples and identify the verb, adjective or
adverb in which it modifies.
Step four: Distribute worksheets and discuss the instructions. Students will be left to
complete the exercise independently
SEE ATTACHED WORKSHEET.
Evaluation: Lesson went well. Students participated and seem to be able to identify
simple adverbs. More will be done on the topic.
Date: Thursday 7th March 2019
Topic: Adverbs
Sub-Topic: Using Adverbs in sentences to describe
Session(s): 1&2
 Identify the types of adverbs

 Use different types of adverbs to modify verbs, adjectives and other adverbs
Previous knowledge: Students know what adverbs are
Resource(s): Adverb notes
Introduction: Have a brief revision lesson about adverbs where students will be asked
questions about adverbs where they will be expected to respond accurately.
Procedure
Step one: Class will look at the types of adverbs (Time, Place, Manner, Degree) class will
discuss each time with examples and sentences.
Step two: Teacher will read some sentences orally and students will identify the adverb and
state what type of adverb it is and what verb adjective or other adverb it modifies.
Step three: Give each child an adverb and have them create a sentence using that word, then
present their sentence to the class and explain the part of speech it modifies and what
question it answers.
Step four: Teacher will have students write some notes from the board and the different
types of adjectives.
Evaluation: Students did well

Topic: Composition
Session(s): 3&4

Previous knowledge: Students are familiar with story writing form previous classes

Schools – Book 3
Introduction: Explain to students what the lesson will be about and the objectives of the
lesson. To trigger previous knowledge, students will be asked to write a definition of “Story”
and six elements of a story. Students will be given 5 mins to do this. Teacher will then ask
individual students to share their responses. Class will discuss correct and incorrect
responses.
Procedure
Step one: Resource text will be distributed, and students will be asked to turn to page 300.
Class will read and discuss the information about a story and its elements. Students will take
notes of the elements of a story.
Step two: We will then read the story on page 301-302, then discuss how the elements were
utilized. This will be a class discussion; therefore, it is important to ensure all students are
involved in the discussion, so questions about the story elements will be directed to different
students.
Step three: After the discussion on the story, teacher will inform students that when they are
ready to write stories, they must utilize elements in their plan. Place attention now on plot
elements which shows the events in a story from beginning to end. Explain and discuss the
Exposition, Rising Action, Climax, Falling Action and conclusion. Students should know
what information should be highlighted in each element. Students will take notes of these as
well.
Step four: Class will work together to create an oral chain story. Teacher will begin the story
by introducing character(s), setting and Background information.
Evaluation: Students were engaged, and they were better able to do the change story
than the forth formers.
NO LESSONS WERE PLANNED FOR FRIDAY 8TH MARCH 2019 SEEING THAT IT
WAS SCHEDULES A PEP RALLY TO GET STUDENTS EXCITED ABOUT
SPORTS DAY.
TEACHER WAS ABSENT FROM SCHOOL ON MONDAY 11TH MARCH 2019 AND
WAS UNABLE TO PLAN LESSONS FOR THAN DAY DUE TO MILD ILLNESS ON
THE WEEKEND.

Topic: Parts of Speech (POS)
Sub-Topic: Adjectives and Adverbs (Modifiers)
Session(s): 7
 State what adjectives and adverbs are
 Explain their purpose in the language
 Identify adjectives and adverbs in sentences and the things they modify
 Use adjectives and adverbs to complete sentences
Previous knowledge: Students have done adjectives and adverbs in previous grade levels, so
they should already be aware of what they are and how they should be used.
Resource(s): Work sheets and note sheets
Introduction: Place students in working groups of two and distribute a pre-test work sheet
that will help to assess what students know already without any prompting or teacher.
Students will work on the exercise together and then class will discuss answers. After this
activity students’ prior knowledge would have been activated and they will be ready to
discuss and respond to questions on the topic.
Procedure
Step one: After the exercise, teacher will ask students a number of questions about adjectives
and adverbs. Students will provide answer for the definition of each POS and the different
types of adjectives and adverbs.
Step two: After the brief discussion, students will be given the note sheet to review and
discuss briefly.
Step three: After reviewing the notes, students will be given individual worksheet to
complete. On these worksheets, they will have to identify the adjective or adverb and state
what they modify and the POS the modified word is classified as.
Step four: Students will complete the exercise, hand worksheets to the teacher, and if time
allows it, we would discuss answers.
See Attached Worksheet.
Evaluation:

Sub-Topic: Picture Stimulus
Session(s): 1&2
 Analise a picture to find the elements of the potential story displayed
 Create a plan for a story based on a picture
 Compose a story based on the content of a picture stimulus
Previous knowledge: Students are aware of the elements of a story; they have written stories
before and they know what a picture prompt is
Resource(s): Picture prompts
Introduction: Review some of the errors notices in students previously written story.
Distribute previously composed stories, with corrections and class will discuss some of the
weaknesses observed. Students will be asked to explain what hinders them from writing well
composed stories.
Procedure
Step one: Teacher will distribute a copy of the picture prompt. Class will look at it and
identify some of the elements revealed.
Step two: Students will be asked to draft a plan for their story. This will be dome during the
first session. Teacher will assist students with their plan to ensure that all students are ready
to write during the final session.
Step three: After students finish their plan, and it has been approved by the teacher, they will
begin composing.
Step four: Remind students about paragraphing. PARAGRAPHING
In a short story, make a NEW PARAGRAPH for the following:
1. New Time (setting)
2. New Place (setting)
3. New Speaker
4. Action That Serves as Part of the Dialogue
5. Dramatic Effect
See Attached Picture Prompt
Evaluation:
Form: Two- Group 4
Sub-Topic: Rising Action
Session: 5 & 6
Resource Materials: A Comprehensive English Course Book 1 page 142
 Examine explain ways in which the rising action of a story can be written.
 Examine and comment on the rising action paragraphs given.
 Write the rising action paragraph for a given topic

Procedure:
Step One: Focus students’ attention on the rising action by having them read two examples
of rising action paragraphs.
Step Two: Elicit from students, the elements that were used in the stories’ rising action.
Discus with students the details that the writer chose to reveal. (Conflict, interest, suspense)
Explain to students that it is important that these aspects be included in the rising action.
Step Three: Have students examine the illustration on page 142 then write the rising action
paragraph for that story. Assist students where necessary.
Application: Students will share their paragraphs with the class. Feedback will be given
where it is needed.
Evaluation:

Sub-Topic: Editing and rewriting
Session(s): 1&2
 Edit their story and that of their peers using the editing checklist
Previous knowledge: Students have written their story during the previous lesson
Resource(s): Editing Checklist, students’ short story
Procedure
Step one: Explain to students what will be done during the lesson. Have a discussion about
the editing and rewriting process and how it will make them better writer because now they
ae aware of what to pay attention to while writing.
Step two: Redistribute students’ previously written story along with the editing checklist.
Class will discuss the parts of the checklist to ensure students are aware how to use it.
Students will then be asked to sit in groups of two.
Step three: Students will reread their story and complete the checklist, making any changed
to their story, then they will pass the story and checklist to their peer for then to recheck and
complete their part of the checklist.
Step four: Peers will return script and checklist to students and they will analyse the
checklist to see areas where they can improve.
Closure: Students will share their experiences and what they learnt from the exercise.
Students will be assessed by their participation in group activity and how attentive and
serious they were during the activity.
Evaluation: Lesson went well. Students participated well.

Sub-Topic: Multiple choice
Session(s): 5&6
 Read and analyse poetry, prose and expository passages
 Correctly respond to poetry, prose and expository passages
Previous knowledge: Students are familiar with these literary genres
Resource(s): CSEC 2015 Past paper 1 # 21-47
Procedure
Step one: Teacher will explain to students that the purpose of today lesson was to test their
ability to understand different genres of writing and correctly respond to questions about the
passage.
Step two: Teacher will distribute past paper and students will be asked to turn to the poem.
Class will read and discuss the poem “Forgive My Guilt”. Students will then answer the
Step three: Students will then read the story silently and when they are finished Teacher will
ask a child to explain what the story is about. An individual will then read the passage out
loud and class will discuss and then students will answer the questions.
Step four: Same will be don for the expository passage but this time no discussion will be
done. Students will have to show that they can read and understand on their own.
Closure: Class will discuss any difficulty students had in understanding and responding to
questions in each section. Students will hand answer sheets to teacher to be graded and
returned next class.
CSEC 2015 Past paper 1 # 21-47
Evaluation: Students had some issues understanding different aspects of each genre. For
poetry they had an issue with mood and tone and for the story they had difficulty
understanding the concept due to the fact that the passage was an excerpt from a story they
never read.

Subject: Literature
Sub-Topic: Reading and discussion of the story “The Boy who Loved Ice-cream”
Session(s): 3&4
 Explain each element of the story being read
 Analyse character traits and what caused these traits to develop
 Discuss family relationships
Previous knowledge: Students have read a story written by Olive Senior so they are aware of
the themes and setting she focuses on.
Introduction: Let students know what story we will be focusing on during the lesson and the
author of the story. Students will be asked to state a story we did before that was written by
the same author. Students will then be encouraged to look for similarities in both stories.
Procedure
Step one: Class will discuss the title of the story and students will predictions as to what the
story is about.
Step two: The reading of the story will now begin. Teacher and students will get chances to
read and explain in their own words what the read. Class will evaluate the accuracy of each
person’s analysis and discuss and other issues that were omitted from the analysis.
Step three: While students read and discuss, we will make connections from what was read
earlier and also themes and issues Senior dealt with in her other story.
Step four: A focus will be placed on fully understanding characters and their traits. Students
will take note of all characters and their characteristics as they are identified. Class will read
and discuss until the session ends.
Evaluation: Lesson went well. We will continue the reading and discussion next class.

Sub-Topic: Prose
Session(s): 8
 Read and analyse a short story
 Select correct option to multiple choice questions.
Previous knowledge: Students have read numerous stories
Resource(s): Past Paper 2016. Paper 1, Comprehension section
Procedure
Step one: Teacher will explain to students what the lesson is about, then distribute past
paper. Teacher will write 6 words from the passage on the board and students will call them
and discuss each briefly. Students will write words in their books and they will be asked to
find and write the definitions for home work.
Step two: Class will read the passage together and discuss its elements. Students will then sit
and independently answer questions.
Step three: After they are finished answering the questions, they will exchange books and
the correct responses will be discussed and items graded by peers.
Closure: Teacher will recap the story and its elements.
Past Paper 2016. Paper 1, Comprehension section
Evaluation: Lesson went as planned. Students were distracted and did not pay strict
attention to the lesson but we got through it.
Form: Two- Group 4
Sub-Topic: Climax
Session: 1 & 2
 Examine explain ways in which the climax of a story can be written.

 Examine and comment on the climax given.
 Write a climax for a given topic
Procedure:
Step One: Focus students’ attention on the climax by having them read two examples of
opening for stories.
Step Two: Elicit from students, the elements that were used in the stories’ climax. Discus
with students the details that the writer chose to include in the climax. (The clashing of
protagonist and antagonist, the most interesting part of the story) Explain to students that it is
important not to leave out these key elements.
Step Three: Have students examine the illustration on page 142 then write the climax for
that story. Assist students where necessary.
Application: Students will share their expositions with the class. Feedback will be given
where it is needed.
Evaluation: Lesson was done but students need more practice so this concept will be
retaught during the session on Friday 15th March 2019

Topic: Modifiers
Sub-Topic: Adjective and Adverbs
Session(s): 3&4
 Identify adverbs and adjectives used in a descriptive paragraph
 Say what word the adjective or adverb modify
Previous knowledge: Students know what adjectives and adverbs are
Resource(s): Developing Language Skills bk3
Introduction: Review the homework assignment students had to do and recap what are
adjectives and adverbs.
Procedure
Step one: Explain to students that when writing narratives, they should incorporate a number
of modifiers to ensure the intended message is passes on clearly. Revisit descriptive writing
and explain the similarities with narratives and the differences.
Step two: Distribute resource text and have student turn to page 156-157. Students will read
the information on page 156 about writing description, then class will read the descriptive
paragraph on page 157.
Step three: After reading the descriptive piece, students will be asked to get a sheet of paper
and create two columns labelled ADJECTIVES AND ADVERBS. Students will reread the
descriptive piece and write all the adjectives (excluding articles) and all the adverbs.
Step four: When students are finished, they will exchange papers and class will discuss
correct selections and identify what they modify.
Draw a two-column table and after reading the descriptive piece, write all the adjectives
in one column and all the adverbs in the other.
Evaluation: Lesson went well. They got a lot correct, but they missed dome
demonstratives.

Sub-Topic: Paper one Practice
Session(s): 1&2
 Read and analyse different genres and styles of writing and correctly respond to
questions asked
 Discuss what is stated or implied in each piece
Previous knowledge: Students are familiar with all genres
Resource(s): CXC Past paper 2015 page 12-15
Introduction: Review and grade the items students did during the previous lesson. Class will
discuss and grade these before moving on to the other comprehension sections.
Procedure
Step one: Class will then be guided to read the speech on page 12. Class will read the
passage together and discuss its content and the techniques utilized.
Step two: Students will be left to answer the questions that follow. Class will discuss correct
responses and students will grade each other’s work.
Step three: Class will then move on to the advertisement and follow the same procedure as
step two.
Step four: After all the pieces have been graded, class will discuss how students did and
teacher will collect marks for what was done during the previous lesson and what was done
today.
CXC Past paper 2015 page 12-15 items 48-60
Evaluation: Only 4 students came to class, so the entire lesson was not done. We only
accomplished the introduction. On Wednesday, we will complete this lesson.

Form: Three- group 2
Subject: Literature
Topic: Oral reading and Analysis of a Story
Sub-Topic: “The Boy Who Love Ice cream”
Session(s): 3&4
 Read and analyse the content of the story
 Explain their analysis of the story
 Discuss with classmate the elements of the story
Previous knowledge: Students began reading and analysing the story already so today is to
continue and completing the reading and discussion
Resource(s): ‘World of Prose’ text
Introduction: Questions students on what was read and discussed previously. Students are
expected to answer questions correctly using appropriate literary language.
Procedure
Step one: Have students try to predict what happens next. After the predictions, return to the
reading and discussion process. Here, teacher and students will take turn reading.
Step two: While reading, we will pause to discuss important aspects and developments. If
students read, they will be asked to explain what they read using appropriate literary
language.
Step three: After the story is completed, class will engage in a whole group discussion,
where the entire story will be discussed where all the elements will be highlighted, and the
conflict analysed further.
Closure: Random students will be asked to put themselves in Benji’s shoes and explain how
living in such a family will make them feel and how they would have reacted to losing their
chance at tasting ice cream.
Students will be assessed according to their participation in discussion and the analysis of the
portion of the story they read.
Evaluation: Lesson went as planned. We completed the reading and discussion and will
move on to talking structured notes on all aspect of the story for future reference.

Form: Form Three- Group one
Sub-Topic: Analysing Short Story to identify construction of plot elements
Session(s): 3&4
 Explain the elements of plot
 Read and analyse a sample story
 Identify how the plot is laid out
Previous knowledge: Students are aware of the elements of plot
Resource(s): Sample story, https://blog.reedsy.com/story-structure/
Introduction: Explain to students what will be done during the lesson and explain the
importance of what is going to be taught.
Procedure
Step one: Have a class discussion on the elements of a story’ plot and explain why
understanding plot is important to not only understanding the story but also being able to
craft a story yourself.
Step two: Expose students to the different types of plot structures they may meet while
reading different short stories.
Fichtean Curve In Media Res Seven-Point Story Structure

Step three: After discussing these, distribute a short story and have students read it silently
and attempt to identify the plot structure used. Class will discuss.
Step four: Class will read the story and students will draw a sample plot diagram and
identify and highlight where the different plot elements are located in the story.
Students will read the story “Grasping Death” and identify and highlight the elements of the
plot.
Evaluation: Lesson went well. Students were able to identify the areas where the writer
constructed the elements of plot
Topic: SBA
Sub-Topic: Intro to SBA
Session(s): 1&2
 Show that they grasp the work it takes to complete their SBA
 Formulate group of students they think they work best with
 Work with group to discuss what topic they want to research
Previous knowledge: Students know that they have an English SBA to do
Resource(s): Syllabus
Introduction: When students are settled, explain to them that they have an SBA to do, and
that we will begin the process on the day. Elicit from students what they think the SBA will
be about and if they think it will be a simple or difficult process.
Procedure
Step one: On the board, write the different parts of the SBA and explain each. During the
discussion of the SBA, let students know that it is a group and individual SBA, where they
would work on their own for some, and as a group for other sections.
Step two: After students are aware of the process of the SBA, ask them to think about the
group they want to be a part of. Students will then place themselves into groups of 5. Teacher
will monitor students and make suggestions if necessary.
Step three: When students are in their groups, have them work together to come up with
potential topic and sub-topics for each member. Teacher will again assist here. Students will
be given some possible topics or issues they can investigate, and they may choose from that
list if they want to.
Step four: After students select their topic and sub-topics, they will write them on a clean
sheet of paper along with the name of the group member that will investigate it.
Students will formulate groups and come up with a topic they want to research and explain
why they want to investigate that group topic
Evaluation: lesson went well. Students easily created groups and worked together to
choose a topic and create sub-topics.
Topic: Poetry Dramatization
Sub-Topic: Individual presentation
Session(s): 5&6
 Understand the scoring rubric used for poetry dramatization

 Dramatize a poem entitled “I am Staying Home Frome School Today”
Previous knowledge: Students were given the poem to study.
Resource(s): Copy of the poem and scoring rubric

Introduction: Explain to students what will take place during the lesson.
Procedure
Step one: Review the scoring rubric so that students are fully aware on what they would be
graded on.
Step two: Individual students will come to the front of the class and perform the poem in
front of the teacher and other classmates.
Step three: At the end of all the presentations, teacher will provide feedback to each child
about their performance and what they could have improves the grade.
Closure: Class will recite the poem together.
Each student will dramatize the poem “I Staying Home from School Today” by Kenn Nesbitt
Evaluation: Students tried but they could have done better if the showed more interest
and actually tried to learn to poem and dramatize it.
Date: Tuesday 21st March 2019
Topic: Usage
Sub-Topic: Either or/Neither nor
Session(s): 7
 Show an understanding of how to use either or/neither now in English

 Complete sentences using the correct phrase
Previous knowledge: students are familiar with the phases
Procedure
Step one: Write two incomplete sentences on the board and have students complete the
sentences by inserting either or/ nether nor to complete them.
Step two: Teacher will then discuss correct responses with students. During the discussion
the rules for using the phrases will be discussed and practiced.
Step three: Students will draft notes on this usage rules in their notebooks. When they are
finished, they will be given worksheet to test their understanding.
Step four: Class will work together to grade papers and provide feedback.
SEE ATTACHED WORKSHEET
Evaluation: Lesson went as planned.

Topic: SBA
Sub-Topic: Selecting sub-Topics and creating “Plan of Investigation”
Session(s): 1&2
 Explain what the Plan of Investigation (POI) for the SBA is about
 Answer questions that are expected to be answered in the POI
Previous knowledge: Students already have their subtopic and were told that the SBA has a
POI aspect of the SBA
Resource(s): POI worksheet
Introduction: Have students sit in their SBA groups and show evidence of their topic and
sub-topics. After students are settled in their groups, have a brief discussion about what is the
POI.
Procedure
Step one: Distribute worksheet and explain to students how it will be used to help create the
POI.
Step two: Discuss possible responses for each aspect. Present each group with a copy of the
mark scheme that will be used to grade their POI. This would be a guide for them.
Step three: After the discussion, students will answer each section of the worksheet. Teacher
will be there to guise and support.
Step four: When students complete the worksheet, have them share what they wrote with
their group and provide some feedback and assistance for each other.
Answer the following questions to create the “Plan of Investigation” for individual research.
Evaluation: Some students did not finish by the end of the session, so they were asked to
complete it for home work.

Subject: Literature
Sub-Topic: “The Boy Who Loved Ice Cream”
Session(s): 3&4
 Take appropriate notes on the story’s elements
 Create a vivid description their favourite ice cream
 Read their description to the class
Previous knowledge: Students have read and discussed the entire story
Resource(s): Teacher notes
Introduction: We will review the story by asking students to give a summary of the story.
Class will discuss the accuracy of the information the students give.
Procedure
Step one: Class will analyse the different elements of the story. Teacher will ask questions
and students will provide oral answers. If students cannot provide answers to any questions
asked, that will require mini discussion and revision of text if necessary.
Step two: After the discussion, teacher will take this session to give notes on the story
elements. Students will copy these notes in their note books.
Step three: After students finish writing notes, teacher will engage them in a discussion
about ice cream. Students will say what their favourite ice cream is and why they like it.
Step four: Then teacher will instruct students to write a vivid description of their favourite
ice cream using literary techniques such as simile, metaphor, adjectives and adverbs
symbolism etc.
Write a descriptive paragraph of their favourite ice cream.
Evaluation: Lesson went as planned. Students claimed to have a hard time explaining
their favourite ice cream, so teacher had them take home the assignment to complete or
improve.
Sub-Topic: Paper one Practice
Session(s): 5&6
 Read and analyse a speech and an advertisement

 Correctly respond to questions asked
 Discuss what is stated or implied in each piece
Previous knowledge: Students are familiar with all genres

Resource(s): CXC Past paper 2015 page 12-15
Procedure
Step one: Class will then be guided to read the speech on page 12. Class will read the
passage together and discuss its content and the techniques utilized.
Step two: Students will be left to answer the questions that follow. Class will discuss correct
responses and students will grade each other’s work.
Step three: Class will then move on to the advertisement and follow the same procedure as
step two.
Step four: After all the pieces have been graded, class will discuss how students did and
teacher will collect marks for what was done during the previous lesson and what was done
today.
CXC Past paper 2015 page 12-15 items 48-60
Evaluation: Some students were absent. But those who where their completed the
exercise

Sub-Topic: Editing and rewiring Climax of short story
Session(s): 8
 Understand corrections made by teacher
 Rewrite paragraph to show improvements
 Critique others works to help them improve
Previous knowledge: Students wrote the first draft of their climax
Resource(s): Previously written work
Introduction: Have a brief revision on the climax of a story. Here, allow students to explain
the climax and state what information should be in the climax and the mood a reader should
be in while reading.
Procedure
Step one: Return students’ books and have them look at the corrections made by the teacher.
Give students a few minutes to review and ask questions about the corrections made. Teacher
will explain to students some of the things she recognized from their writing and also let
students know what some of the editing symbols mean.
Step two: Students will them be asked to rewrite their paragraphs and make necessary
improvements.
Step three: After students have rewritten their paragraphs, teacher will aske individuals to
read their paragraph to the class and students will give peer feedback.
Step four: Teacher will collect books to be graded.
Students will rewrite their edited climax of the short story.
Evaluation: Those students who handed up their previous paragraph got them marked
and edited so they were able to correct but other did not have a climax to edit so they
had to write it during class.
Date: Thursday 21st March 2019
Topic: Internal Poetry Competition
Session(s): 1$2
 Understand the concept poetry dramatization

 Realize what needs to be done to pass their paper 3
 Support other students as they perform
Previous knowledge: Students know the poem
Introduction: All second form students will take their chairs to the hall for
the competition and be seated and attentive. The competition will feature
eight students, four boys and four girls; a boy and a girl from each of the
four groups. After the competition, judges will select the best boy and the
best girl performers.
Evaluation: Competition went well. The boy who represented my group,
won best boy and best overall. YEAH!!!!!
Date: Friday 22nd March 2019
Form: Two - group 4
Sub-Topic: Falling Action
Session: 3 & 4
 Examine explain ways in which the falling action of a story can be written.
 Examine and comment on the falling action given.
 Write a falling action for a given topic
Procedure:
Step One: Focus students’ attention on the falling action by having them read two examples
of falling action in stories.
Step Two: Elicit from students, the elements that were used in the story’s falling action.
Discus with students the details that the writer chose to include in the falling action. (details
after the climax, conflict is being resolved) Explain to students that it is important not to
leave out these key elements/aspects.
Step Three: Have students examine the illustration on page 142 then write the climax for
that story. Assist students where necessary.
Application: Students will share their falling actions with the class. Feedback will be given
where it is needed.
Evaluation: Students are not writing at their level. They are very lazy and unwilling to
learn. Teacher is still trying and there are a few students who try.
Date: Thursday 21st March 2019

Sub-Topic: Story Planning
Session(s): 3&4
 Read and analyse a short story
 Identify and discuss the story element
 Create a plan for the story they read
Resource(s): Sample short story
Introduction: Explain to students again that every completed story began with a plan.
Explain further why having a plan is important.
Procedure
Step one: Distribute a sample story and class will read, analyse and discuss our analysis.
Students will read the story silently, then class will do a general oral reading. After we are
finished reading, we will discuss what the story was about.
Step two: Direct students now to highlight on the paper, the elements of plot. Have them
identify the exposition, rising action, climax etc. We will discuss how the writer went about
planning his/her story.
Step three: We will discuss all the elements of the story and then students will mimic a
possible plan that the writer created before writing the story.
Step four: Explain to students that they are to create a plan that perfectly fits the writers final
draft.
Create a story plan for the story you read and discussed in class.
Evaluation: Students did not complete in class but was asked to complete for
homework.
Topic: SBA
Sub-Topic: Creating the “Plan of Investigation”
Session(s): 6
 Use the different aspects of the plan of investigation to create a prose paragraph which
answers the questions
Previous knowledge: Students already answered the questions for each aspect of the plan of
investigation.
Procedure
Step one: Have students take out their worksheet that they used to answer the questions for
the different sections on the plan of investigation. Some students will be selected to read the
answer to their question. Class will discuss if answers are legit and note-worthy.
Step two: Students will then be asked to create paragraphs for each aspect of the plan.
Teacher will encourage students to utilize transitional words in their paragraph to transition
between ideas.
Step three: Students will attempt writing the Plan of Investigation and teacher will supervise
and assist in any way.
Create first draft of the SBAs Plan of Investigation.
Evaluation: Lesson was not done. Teacher took students outside the school to support
our sister school, the Cayon Primary School, in their pep rally march through the
streets of Cayon. This lesson will therefore be postponed until next Tuesday.
Topic: Paper 1 past paper revision
Session(s): 6
 Complete sentences using appropriate words

 Identify equivalent sentences
 Recognize errors in sentences
Resource(s): 2015 CSEC paper 1 #1-20
Procedure
Step one: Teacher will distribute past papers and have students look at the sections they
would be doing. Teacher will give instructions that we will be section by section so that we
can discuss right after.
Step two: Students will complete section one then we will grade and discuss. This will be
done for all other sections.
Step three: At the end, students will analyse what they got right and wrong and say which
sections gave most issues. If time allows, we will have a discussion on that section.
Step four: Marks will be collected for marksheet 2.
2015 CSEC paper 1 #1-20
Evaluation:
Date:
Form: Five –
Subject:
Topic:
Sub-Topic:
Session(s):
Previous knowledge:
Resource(s):
Introduction:
Procedure
Step one:
Step two:
Step three:
Step four:
Evaluation:
Date:
Form:
Topic:
Sub-Topic:
Session(s):
Previous knowledge:
Resource(s):
Introduction:
Procedure
Step one:
Step two:
Step three:
Step four:
Evaluation:

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Date: Monday 7th January 2019

Form: Five: Group 2

Subject: CXC English A

Topic: English A SBA

Sub-Topic: Establishing the way forward

Objective(s): At the end of the lesson, students should be able to:

 Create a plan for the completion of their SBA

Previous knowledge: Students have started their SBA

Resource(s): Copies of students’ SBAs

Form: Three – Group 2

Sub-Topic: Exam revision

Objective(s): At the end of the lesson, students should be able to:

Previous knowledge: Students are familiar with items on exam.

Resource(s): Past Papers from term one literature exam

Students will make corrections to their term one exam.

Form: Three – Group 1

Subject: Communication Studies

Topic: CCSLC Module 2

Sub-Topic: The Research Process

Objective(s): At the end of the lesson, students should be able to:

 Explain the steps of the research process

Evaluation: Lesson went as planned. Objectives achieved

Date: Wednesday 9th January 2019

Resource(s): Resource Text: “The Young Warriors”

Date: Friday 11th January 2019

Previous knowledge: Students began their plan in the previous class

Resource(s): Students’ plan

Form: Four – Group 3

Subject: Communication Studies

Topic: Vocabulary Revision

Objective(s): At the end of the lesson, students should be able to:

Resource(s): Developing Language Skills Bk 4 Page 43-44

answers and grade assignment.

Developing Language Skills Bk 4 Page 43-44. Items 1-15

they need more practice

Form: Five – Group 2

Subject: CXC English A

Sub-Topic: Reviewing and Editing oral pieces

Objective(s): At the end of the lesson, students should be able to:

Previous knowledge: Students started drafting their oral piece

Resource(s): Students drafted work

Students will work on improving their oral piece.

Date: Monday 14th January 2019

Date: Monday 14th January 2019

Date: Tuesday 15th January 2019

 List the elements of a short story.

Resource(s): Developing Language Skills: An English Course for Caribbean Secondary

Date: Tuesday 15th January 2019

Date: Tuesday 15th January 2019

Date: Wednesday 16th January 2019

 List the elements of a short story.

Evaluation: Lesson went as planned. Objectives achieved.

Date: Wednesday 16th January 2019

Form: Three – Group 2

Topic: Prose Analysis

Sub-Topic: Study of “The Day the World Almost Came to an End”

Objective(s): At the end of the lesson, students should be able to:

Previous knowledge: Students have read and discussed the story

Resource(s): World of Prose

See attached worksheet.

Date: Wednesday 16th January 2019

Form: Five – Group 2

Sub-Topic: Writing Overview of Oral Piece

5. _ 10. ___

4. Circumstan _ 9. Inti ___

5. Sequen_ 10. Par _