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ENGLISH STUDIES LESSON PLAN FOR JSS3 FIRST TERM

WEEK: 1 DATE: CLASS: JSS3
SUBJECT: ENGLISH STUDIES
LESSON LETTER WRITING
TITLE:
SUBTITLE: Informal Letter
PERIOD: 1&2 DURATION: 80 mins
LEARNING By the end of the lesson, students should be able to:
OBJECTIVES:
1. Describe the Informal letter recipients and the tone;
2. Write and develop the layout of informal letters;
3. Outline The content of a letter stating the academic plan for the session
4. Write a short letter of about 200 words telling the friend of the
academic plans for the session.
KEY VOCABULARY INTRODUCTION, CONCLUSION, FORMAL, INFORMAL,
WORDS: PERSONAL.
RESOURCES AND New English Concept For Junior Secondary School, Bk 3, By, F.Demola-
MATERIALS: Adeoye, Q Adams, J. Eyisi, J.Eto........
BUILDING Learners have a prior knowledge of the topic.
BACKGROUND AND
CONNECTION TO
PRIOR KNOWLEDGE
CONTENT: Informal letters are private or personal letters. They are letters we write
to people who are very familiar and close to us, such as our parents,
friends, classmates, younger relations, etc.
Features of an Informal Letter
1. The writer’s address with date
2. The salutation
3. The body of the letter
• The introduction
• The main points
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• The conclusion.
4. The ending of the letter/subscrip
STRATEGIES AND Activity 1: Students, in small groups, discuss the meaning, recipients,
ACTIVITIES: tone and layout of a formal letter.
Activity 2: Different groups of students brainstorm on the content of a
letter stating their academic plans for the session.
Activity 3: The whole class peruses a sample of an informal letter.
ASSESSMENT 1. Describe the Informal letter recipients and the tone;
(EVALUATION):
2. Write and develop the layout of informal letters;
3. Outline The content of a letter stating the academic plan for the session
4. Write a short letter of about 200 words telling the friend of the
academic plans for the session.
WRAP-UP The teacher wraps up and concludes the lesson using web summary
(CONCLUSION): method and correct any mistake observed during the assessment.
ASSIGNMENT: Write a letter to my best friend on my plans for this academic session.
HOD/V. P’S
COMMENTS AND
ENDORSEMENT:
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ENGLISH STUDIES LESSON PLAN FOR JSS3 FIRST TERM

WEEK: 1 DATE: CLASS: JSS3
SUBJECT: ENGLISH STUDIES
LESSON Revision On Parts of Speech
TITLE:
SUBTITLE:
PERIOD: 3&4 DURATION: 80 mins
LEARNING By the end of the lesson, students should be able to:
OBJECTIVES:
1. Categories the parts of speech;
2. Construct sentences with the parts of speech.
KEY VOCABULARY PREPOSITION, CONJUCTION ADVERBS, ADJECTIVE
WORDS:
RESOURCES AND New English Concept For Junior Secondary School, Bk 3, By, F.Demola-
MATERIALS: Adeoye, Q Adams, J. Eyisi, J.Eto........
BUILDING Learners have a prior knowledge of the topic.
BACKGROUND AND
CONNECTION TO
PRIOR KNOWLEDGE
CONTENT: There are eight primary parts of speech:

• Noun: A word that represents a person, place, thing, or idea.

• Pronoun: A word that takes the place of a noun (e.g., he, she, it,
they).

• Verb: A word that describes an action or state of being (e.g., run,

eat, is).

• Adjective: A word that describes or modifies a noun (e.g., happy,

tall, red).
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• Adverb: A word that describes or modifies a verb, adjective, or

other adverb (e.g., quickly, very, well).

• Conjunction: A word that connects words, phrases, or clauses

(e.g., and, but, or).

• Preposition: A word that shows the relationship between a noun

or pronoun and other words in a sentence (e.g., in, on, under).

• Interjection: A word or phrase used to express strong emotion or

surprise (e.g., wow, oh, ouch).
STRATEGIES AND Activity 1: In groups or individually, students classify words into parts
ACTIVITIES: of speech.
Activity 2: Students, in small groups, generate on examples of parts of
speech.
Activity 3: Students, in small groups, use the word tree to write
sentences.
Activity 4: Presentations are made to the whole class by group leaders.
ASSESSMENT 1. Categories the parts of speech;
(EVALUATION):
2. Construct sentences with the parts of speech.
WRAP-UP The teacher wraps up and concludes the lesson using web summary
(CONCLUSION): method and correct any mistake observed during the assessment.
ASSIGNMENT: Look at the word in bold. Indicate the part of speech they belong to
1. I like ice-cream. Part of speech:
2. Daniel is moving to Florida. Part of speech:
3. The cat keeps fighting with the dog. Part of speech:
4. Hey, this is mine! Part of speech:
5. He bought a new hat and a new shirt. Part of speech:
6. She handled it very smoothly. Part of speech:
7. This is the most beautiful view I’ve ever seen. Part of speech:
8. You should be able to fix it. Part of speech:
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ENGLISH STUDIES LESSON PLAN FOR JSS3 FIRST TERM

WEEK: 2 DATE: CLASS: JSS3
SUBJECT: ENGLISH STUDIES
LESSON Poetry Analysis
TITLE:
SUBTITLE:
PERIOD: 1&2 DURATION: 80 mins
LEARNING By the end of the lesson, students should be able to:
OBJECTIVES:
-Recite the poem;
-Identify theme, rhyme, style, poetic devices in the poem;
-Critique the poem to find out the author’s purpose.
KEY VOCABULARY Theme, Rhyme, Style,
WORDS:
RESOURCES AND New English Concept For Junior Secondary School, Bk 3, By, F.Demola-
MATERIALS: Adeoye, Q Adams, J. Eyisi, J.Eto........
BUILDING Learners have a prior knowledge of the topic.
BACKGROUND AND
CONNECTION TO
PRIOR KNOWLEDGE
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CONTENT: THE ELEMENTS OF POETRY

Poetry, as man’s inherited possession, is the expression of strong feeling
and thought which leads to a communion between the individual and his
surroundings, but most usually between a person and nature, the world,
or the universe. Poetry is the means of universalizing and perpetuating a
thought, an idea, a feeling, sensation, or internal experience.
FORM
Whenever we look at a poem, the first thing we will probably notice is its
form. In other words, poems have a given FORM. One poem will look
very different from another, and still another poem will look very distinct
from the second one, and so on. Each poet uses the “form” which will
most effectively EXPRESS what he wants to convey to other human
beings.
Traditional poetry used to follow very strict forms. People who still
follow these forms nowadays are following the traditional manner and
style. But nowadays we know that there is a strong tendency to break
from the traditional and to become even very unorthodox,
unconventional or even unusual. This kind of poetry is called FREE
VERSE. It is most often used in modern times and presents a multitude
of possibilities. The poet uses free form to make the poem fit the contents
and to express the mood or feeling of his work.
STRATEGIES AND Activity 1: Whole class read aloud after the teacher
ACTIVITIES:
Activity 2: Students, in small groups, identify poetic devices, style,
theme, rhyme in the poem, then share with the class.
Activity 3: Students, in small groups, critique the poem.
Activity 4: Group leaders make a presentation to the class.
ASSESSMENT -Recite the poem;
(EVALUATION):
-Identify theme, rhyme, style, poetic devices in the poem;
-Critique the poem to find out the author’s purpose.
WRAP-UP The teacher wraps up and concludes the lesson using web summary
(CONCLUSION): method and correct any mistake observed during the assessment.
ASSIGNMENT: i. Define Poetry
ii. List and explain types of poetry
iii. State all the elements of Poetry
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ENGLISH STUDIES LESSON PLAN FOR JSS3 FIRST TERM

WEEK: 2 DATE: CLASS: JSS3

SUBJECT: ENGLISH STUDIES

LESSON SOUND
TITLE:
SUBTITLE: The Schwa /∂/ sound
PERIOD: 3&4 DURATION: 80 mins
LEARNING By the end of the lesson, students should be able to:
OBJECTIVES:
-Describe the schwa /∂/ sound;
-Identify the sound in words
-Distinguish between /∂/ and /Ʒ: / sounds;
-Generate sentences with words containing the schwa sound in sentences.
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KEY VOCABULARY Lash Out, Calm Down, Choke Up, Bottle Up, And Bell Off
WORDS:
RESOURCES AND New English Concept For Junior Secondary School, Bk 3, By, F.Demola-
MATERIALS: Adeoye, Q Adams, J. Eyisi, J.Eto........
BUILDING Learners have a prior knowledge of the topic.
BACKGROUND AND
CONNECTION TO
PRIOR KNOWLEDGE
CONTENT: THE SCHWA SOUND /Ə/
INTRODUCTION:
The schwa sound is a vowel sound, and it is the weakest sound in the
English Language.
The sound /Ə/ is a common vowel sound, that occurs in words like a, an,
the. It is used in the weak form of words, and it is called the schwa
sound.
During pronunciation, the organs of speech; the mouth, tongue and jaw
should be in a relaxed position. It is pronounced like when saying “uh”.
Pronounce the following words with the /Ə/ sound: data, again, father,
sofa, etc.
The /Ə/ sound appears in different words, in form of the following
letters:
• a- abandon, about, across
• e- celebrate, camera, several, father
• i- duplicate, president, family
• o- combine, proposal, cologne
STRATEGIES AND Activity 1: Students listen to the teacher pronounce the sounds, listen to
ACTIVITIES: a recording of the sounds on a tape recorder or watch how the sounds are
produced in a video.
Activity 2: Students, in small groups, produce the sounds they heard,
then write them, after which they exchange with other groups for
comparison.
Activity 3: Students, in pairs, use the words in pairs.
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Activity 4: Students in their groups bring out words that contain the
sound from a list of words or from a short passage and use them in
sentences.
ASSESSMENT -Describe the schwa /∂/ sound;
(EVALUATION):
-Identify the sound in words
-Distinguish between /∂/ and /Ʒ: / sounds;
-Generate sentences with words containing the schwa sound in sentences.
WRAP-UP The teacher wraps up and concludes the lesson using web summary
(CONCLUSION): method and correct any mistake observed during the assessment.
ASSIGNMENT: Generate sentences with words containing the schwa sound in sentences.
HOD/V. P’S
COMMENTS AND
ENDORSEMENT: