SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 9 ENGLISH

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2025 WEEK 1: LESSON 1
Strand: Citizenship: Listening and Speaking
Sub Strand: Polite Language

Specific Learning Outcomes:

-By the end of the lesson, learners should be able to:
1. Define the term euphemism.
2. Outline words and phrases used to express euphemism.
3. Use euphemism to show politeness in communication.
4. Acknowledge the importance of euphemism in communication.

Key Inquiry Questions:

- Why is it embarrassing to say some words in public?
- Why should we use polite language?

Learning Resources:
- English Learner's Books
- Dictionary
- Digital devices
- Posters
- Lesson notes
- Teacher's Guide

Organisation of Learning:

Introduction (5 minutes):
- Review the previous lesson by asking students what they remember about polite language.
- Introduce the term "euphemism" and guide students to read and discuss relevant content
from their English resources, emphasizing its importance in communication.

Lesson Development (30 minutes):

Step 1: Defining Euphemism
- In pairs, have learners search the internet or their dictionaries to find a definition of
"euphemism."
- Ask each pair to share their findings with the class, encouraging others to add any additional
insights.

Step 2: Identifying Examples

- Guide students to identify and list examples of euphemistic words and phrases (e.g., "passed
away" instead of "died").
- Encourage students to think of contexts where these euphemisms might be used.

Step 3: Listening Activity

- Play an audio interview or read a scripted interview that uses euphemisms.
- Students will listen and jot down any euphemistic language they hear, discussing its impact on
communication afterward.

Step 4: Practical Application

- In small groups, have students create simple conversations that use euphemistic language.
- Ask them to record their conversations using digital devices. Each group will present their
recordings to the class.

Conclusion (5 minutes):
- Summarize the key points covered in the lesson, highlighting what a euphemism is and why it
matters in polite conversation.
- Conduct a brief interactive quiz with questions related to euphemisms to reinforce learning.
- Preview the next session's topics, which may revolve around effective communication
strategies.

Extended Activities:
 - Ask students to research and present on how euphemism varies across different cultures or
languages.
- Create a euphemism-themed poster or digital presentation, showcasing their favorite
euphemisms and their meanings—display these in the classroom or school hallway.
- Write a short narrative or dialogue that incorporates at least five different euphemisms.

Teacher Self-Evaluation:

SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 9 ENGLISH

WEEK 1: LESSON 2
Strand: Listening and Speaking
Sub Strand: Polite Language

Specific Learning Outcomes:

- By the end of the lesson, learners should be able to:
1.Conduct a debate while adhering to the conventions of polite language.
2. Acknowledge the importance of politeness in communication.

Key Inquiry Question:

- How can we show good citizenship regarding road safety?

Learning Resources:
- English Learner's Books
- Debate rules handouts (optional)

Organisation of Learning:

Introduction (5 minutes):
- Review the Previous Lesson: Begin by briefly discussing what was covered in the last lesson.
Encourage students to share their thoughts on effective communication.
- Discuss Key Concepts: Have learners read a relevant excerpt from their English Learner's Books
that emphasizes polite language. Facilitate a brief discussion to ensure comprehension and
engagement with the content.

Lesson Development (30 minutes):

Step 1: Introduction to Debate Rules

- Explain the structure of a debate, highlighting the importance of using polite language. Discuss
the purpose of debating and how it encourages respectful exchange of ideas. Use examples to
illustrate points.

Step 2: Group Activity - Create Debate Rules

- Organize the class into small groups (3-4 students).
- Task each group with creating a set of rules for conducting a polite debate. Encourage them to
think about language, tone, and respect for differing opinions.
- After groups have completed their lists, ask each group to share their rules with the class.

Step 3: Conduct Group Debates

- Assign each group a debate topic related to road safety, such as "Passengers can avert road
crashes."
- Give groups time to prepare their arguments. Remind them to utilize the rules they created
regarding polite language during the debate.
- Each group will then conduct their debate within their small groups, ensuring they practice
polite discourse.

Step 4: Reflection on Debates

- After the debates, reconvene and discuss as a class.
- Ask students to reflect on how using polite language impacted their discussions and the overall
effectiveness of their communication.

Conclusion (5 minutes):
- Summary of Key Points: Recap the importance of polite language and what was learned during
the debate exercise.
- Interactive Activity: Conduct a quick "Polite Language Challenge" where students have 30
seconds to come up with polite responses to hypothetical situations.
- Preview Next Lesson: Briefly introduce the upcoming topics and pose questions for students to
think about during the next session (e.g., “What are some other aspects of effective
communication?”).

Extended Activities:
- Writing Assignment: Have students write a short reflective essay on a recent experience where
they used polite language and its impact.
- Role Play: Assign students to work in pairs or small groups to role-play various scenarios (e.g.,
asking for help, resolving conflicts) using polite language.
- Research Project: Encourage students to research different cultures’ views on politeness and
present their findings to the class.
 Teacher Self-Evaluation:

SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 9 ENGLISH

WEEK 1: LESSON 3
Strand: Reading
Sub Strand: Independent Reading - Grade Appropriate Text

Specific Learning Outcomes:

- By the end of the lesson, learners should be able to:
1. Select reading materials from digital or non-digital sources.
2.Read grade-appropriate materials for lifelong learning.
3.Create a reading log for monitoring reading activities.
4.Recommend to peers suitable fiction and non-fiction materials to read.

Key Inquiry Question:

- Why is it important to read different types of materials?

Learning Resources:
- Learner's Textbook
- Library
- Digital devices (computers, tablets)
- Online fiction and non-fiction texts

Organisation of Learning:

Introduction (5 minutes):
- Begin by reviewing the previous lesson on reading strategies. Discuss briefly how these
strategies help in understanding different texts.
- Introduce the day's key inquiry question, prompting students to consider the importance of
diverse reading materials.

Lesson Development (30 minutes):

Step 1: Identifying Reading Materials

- In pairs, students will browse through the library and their digital devices to identify different
genres of reading materials (fiction, non-fiction, poetry, articles, etc.).
- Each pair will compile a list of at least five different reading materials they feel are appealing
and suitable for their peers.

Step 2: Skimming and Scanning

- Students select one text from their list and practice skimming (reading for the main idea) and
scanning (looking for specific details).
- After skimming, each student will write down the main idea of their selected text.
- After scanning, they will note at least three interesting details they found.

Step 3: Maintaining a Reading Log

- Introduce the concept of a reading log.
- Students will start a reading log where they can record their chosen materials, main ideas,
details, and their reactions or reflections on what they read. Familiarize students with different
ways to maintain a log (digital vs. paper).

Step 4: Peer Recommendations

- In small groups, students will share their reading log entries and recommend at least one
fiction and one non-fiction text to their peers based on their readings.
- Emphasize the importance of sharing personal recommendations and how it can motivate
others to read.

Conclusion (5 minutes):
- Summarize the key points of identifying various reading materials, skimming/scanning, and the
importance of creating a reading log.
- Conduct a quick interactive activity, such as a "recommendation circle," where each student
shares one new material they've discovered.
- Prepare learners for the next session by giving a brief preview of our upcoming exploration
into different reading techniques or genres.

Extended Activities:
- Create a digital project (maybe through a platform like Padlet or Google Slides) where students
can compile their reading logs and recommendations for a class display.
- Organize a reading challenge where students aim to read a specific number of texts (e.g., three
fiction and three non-fiction selections) within a month and share their insights in a future class.
 Teacher Self-Evaluation:

SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 9 ENGLISH

WEEK 1: LESSON 4
Strand: Grammar in Use
Sub Strand: Gender Neutral Language

Specific Learning Outcomes

- By the end of the lesson, learners should be able to:
1.State the meaning of gender-biased words and phrases.
2.Identify gender-biased words and phrases in oral and written texts.
3. Create posters showing gender-neutral words and phrases.
4. Acknowledge the importance of using gender-sensitive language in communication.
Key Inquiry Questions:
- How can one avoid gender bias in communication?
- Which words demonstrate gender sensitivity in communication?

Learning Resources:
- Learner's Textbook
- Charts
- Lesson notes
- Teacher's Guide
- Digital devices
- Video clips
- English songs

Organisation of Learning:
Introduction (5 minutes):
- Review the previous lesson on language use and its impact.
- Guide learners to read and discuss relevant content from the learning resources, emphasizing
the understanding of gender bias and its implications.

Lesson Development (30 minutes):

Step 1: Understanding Gender Bias

- In pairs, have learners brainstorm and define what gender-biased words and phrases are.
- Facilitate a class discussion to share their definitions and ensure clarity on the term.

Step 2: Listening and Recognition

- Play selected English songs that have gender-biased language.
- Ask learners to listen carefully and note any gender-biased terms they hear.
- Discuss as a class the words they identified and suggest gender-neutral alternatives.

Step 3: Text Analysis

- Distribute excerpts from a poem or story that includes gender-biased language.
- In small groups, learners will read and identify gender-biased words and suggest gender-
neutral replacements.

Step 4: Creative Application

- Collaborate in groups to create charts or posters that illustrate gender-neutral words and
phrases.
- Encourage learners to use visual elements creatively and think about how they can share their
work via social media or on the school notice board.

Conclusion (5 minutes):
- Summarize key points discussed during the lesson, reiterating the importance of using gender-
neutral language.
- Conduct a brief interactive activity: ask students to share one gender-neutral word or phrase
they learned today and encourage them to think of situations where this language could be
beneficial.
- Preview the next session's topic, which will explore deeper implications of language and
identity.

Extended Activities:
- Writing Assignment: Learners can write a short story or personal essay that consciously uses
gender-neutral language.
- Research Project: Encourage students to research and present on the history of gender-neutral
language and its evolution in society.
 - Class Debate: Host a classroom debate on the importance of language in shaping societal
perceptions of gender, allowing students to express their views while using gender-sensitive
language in their arguments.

Teacher Self-Evaluation:

SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 9 ENGLISH

WEEK 1: LESSON 5
Strand: Grammar in Use
Sub Strand: Gender Neutral Language

Specific Learning Outcomes:

- By the end of the lesson, learners should be able to:
1. Use gender-neutral words and phrases in sentences.
2.Acknowledge the importance of gender sensitivity in communication.

Key Inquiry Question(s):

- What is the importance of gender sensitivity in communication?
Learning Resources:
- Learner's Textbooks
- Charts
- Digital devices
- Crossword puzzles
- Lesson notes
- Teacher's Guide

Organisation of Learning:

Introduction (5 minutes):
- Review the previous lesson: Briefly recap the last topic covered related to language usage.
- Discuss relevant content: Engage learners in reading a part of the textbook that introduces
gender-neutral language concepts. Facilitate a discussion around the key inquiry question about
the importance of gender sensitivity.

Lesson Development (30 minutes):

Step 1: Identifying Gender Bias

- In pairs, learners identify and underline gender-biased words in a provided poem or short
story excerpt.
- Discuss as a class why these words can be problematic and how they affect understanding and
inclusivity.

Step 2: Replacing Gender-Biased Words

- Using their texts, students replace the biased words with gender-neutral alternatives.
- Share revised sentences with the class, discussing the different options available for each
biased term.
Step 3: Creating Sentences
- Individually, learners create their own sentences using the gender-neutral words and phrases
they have learned.
- Encourage learners to think critically about how language shapes perceptions of gender.

Step 4: Crossword Puzzle Activity

- In groups, learners complete a crossword puzzle that features clues related to gender-neutral
vocabulary.
- This interactive activity allows students to reinforce their understanding through a fun and
engaging medium.

Conclusion (5 minutes):
- Summarize key points: Recap the importance of using gender-neutral language and the
activities completed during the lesson.
- Interactive activity: Conduct a quick quiz or an open floor for questions that allows students to
share what they’ve learned about gender sensitivity.
- Preview next session: Introduce the topic of the next lesson, giving students something to
ponder about the role of language in shaping our views.

Extended Activities:
- Personal Reflection Journal: Ask students to write a short reflection on why gender-neutral
language is essential and how it can impact their daily communication.
- Research Project: Students can research and present on historical or current issues related to
gender bias in language, examining the evolution of language sensitivity over time.
- Creative Writing: Challenge students to write a short story or poem that exclusively uses
gender-neutral language and conveys an important message about inclusivity.

Teacher Self-Evaluation:
SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 9 ENGLISH

WEEK 2: LESSON 1
Strand: Intensive Reading: Play
Sub Strand: Structure and Setting of Class Reader

Specific Learning Outcomes:

-By the end of the lesson, learners should be able to:
1. Identify the structure and setting of a play.
2.Describe the structure and setting of a play.
3.Acknowledge the importance of structure and setting of a play.

Key Inquiry Question(s):

- What are the features of a Play?

Learning Resources:
- Class Readers - Play
- Learner's Textbook
- Digital devices
- Lesson notes

Organisation of Learning:

Introduction (5 minutes):
- Review the previous lesson by engaging students with a short quiz on the basic elements of
drama.
- Guide learners to read a brief excerpt from the class reader that highlights key concepts of
structure and setting in a play. Discuss their initial thoughts and comprehension.

Lesson Development (30 minutes):

Step 1: Introduction to the Concept of a Play

- Engage students in a discussion to explain what a play is, including its features (dialogue,
conflict, characters, and themes).
- Ask students to brainstorm examples of plays they've encountered, discussing what makes
them memorable.

Step 2: Identifying Structure in a Play

- In pairs, learners will study a specific play excerpt provided in the class reader.
- They will create a graphic organizer to identify the structure (exposition, rising action, climax,
falling action, resolution).
- Encourage them to highlight key passages that illustrate these elements.

Step 3: Exploring the Setting

- As a class, discuss the importance of setting in a play.
- Students will outline the time and location of the action in the chosen play, emphasizing how
these elements influence the story and characters.
- Utilize digital devices to watch a short video clip that visually represents different settings in
plays.

Step 4: Sharing Findings and Discussion

- Learners will share their graphic organizers and insights with another pair or small group.
- Facilitate a whole class discussion on the significance of both structure and setting in
understanding a play, encouraging students to provide examples from the text.

Conclusion (5 minutes):
- Summarize the key points discussed: features of a play, the importance of structure and
setting, and how they affect the overall narrative.
- Conduct a brief interactive activity, like a "Think-Pair-Share" where students reflect on one new
thing they learned and share it with a partner.
- Prepare for the next session by previewing upcoming topics on character analysis or thematic
exploration, prompting students to think about how the setting influences character
development.

Extended Activities:
- Creative Assignment: Write a short scene from a play, ensuring to include clear examples of
structure (the five elements) and a detailed description of the setting.
- Research Project: Investigate a famous playwright and their most notable work, focusing on
how the structure and setting contribute to the themes presented.
- Performance: In small groups, act out a scene from a play, highlighting how the setting
influences the characters' actions and emotions.

Teacher Self-Evaluation:
SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 9 ENGLISH

WEEK 2: LESSON 2
Strand: Intensive Reading: Play
Sub Strand: Play: Structure and Setting of Class Reader

Specific Learning Outcomes:

- By the end of the lesson, the learner should be able to:
1. Analyze the acts and scenes of a Play for literary appreciation.
2. Recognize the role of literary appreciation in critical thinking.

Key Inquiry Question(s):

- Why is it necessary to know when and where the actions in a Play took place?

Learning Resources:
- Class readers (Play)
- Digital devices
- Learner's Textbook
Organisation of Learning:

Introduction (5 minutes):
- Review the previous lesson by asking students to recall key points discussed about elements of
plays.
- Engage learners in a brief discussion regarding their thoughts on why understanding the
setting and structure can impact the interpretation of a play.

Lesson Development (30 minutes):

Step 1: Group Analysis

- Divide students into small groups or pairs. Provide each group with a selected play excerpt to
read aloud.
- Instruct students to identify the acts and scenes and discuss their significance. Have them
consider how the structure affects the story being told.

Step 2: Discussion of Actions

- Have each group discuss the main actions that take place in their assigned act/scene.
- Students should consider questions like: What are the motivations of the characters? What
conflicts arise? How does the setting influence these actions?

Step 3: Role Play

- Each group will choose a key scene from their analysis and role-play it. Encourage creativity
and emphasis on conveying the emotions and motivations of the characters.

Step 4: Summary Writing

- Ask groups to summarize their scene in written form, focusing on the main actions, characters,
and settings.
- Groups will share their summaries with the class for peer feedback and discussion.
Conclusion (5 minutes):
- Summarize the key points learned during the lesson, reiterating the importance of structure
and setting in understanding a play.
- Conduct a brief interactive activity, such as a quick quiz or a short reflective question for
students to answer, reinforcing what they learned.
- Preview the next session by introducing the concept of character analysis and what aspects
will be covered.

Extended Activities:
- Creative Journal Entry: Students could write a journal entry from the perspective of their
favorite character from the play, reflecting on their motivations and thoughts about the events
happening in the scene.
- Setting Creation Project: As a longer-term project, students could create their own play setting
using digital tools or physical models and present it along with a short description of how the
setting influences the narrative.
- Literature Circle: Form literature circles where groups choose a play to read over time, focusing
on different elements (like characterization, themes, and settings) for discussion during each
meeting.

Teacher Self-Evaluation:
SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 9 ENGLISH

WEEK 2: LESSON 3
Strand: Writing
Sub Strand: Legibility and Neatness

Specific Learning Outcomes:

- By the end of the lesson, learners should be able to:
1. Distinguish between tidy and untidy pieces of writing.
2. Identify sections of a piece of writing that require breaking of words and indentation.
3. Indent paragraphs when writing a composition.
4. Appreciate the importance of legibility and neatness in written communication.

Key Inquiry Questions:

- Why is it important to write legibly?
- Why do we indent paragraphs?

Learning Resources:
- Digital devices (for research)
- Learner's Textbook
- Lesson notes
- Teacher's Guide

Organisation of Learning:

Introduction (5 minutes):
- Review the previous lesson with a quick discussion.
- Guide learners to read selected content from the learning resources that highlight legibility
and neatness, focusing on the key concepts.

Lesson Development (30 minutes):

Step 1: Tidy vs. Untidy Writing

- In small groups, students will examine examples of tidy and untidy writing samples.
- Each group will discuss and identify characteristics of both types and present their findings to
the class.

Step 2: Word Breaking and Indentation

- Provide learners with a short paragraph that requires word breaking at the end of a line and
appropriate indentation.
- In pairs, students will practice breaking words and indenting the paragraph correctly.
- Discuss why and when to break words and indent paragraphs.

Step 3: Note-Taking and Rewriting

- Play an audio or oral presentation on the importance of neat handwriting.
- Instruct students to take notes during the presentation and then rewrite them using neat and
legible handwriting, ensuring to indent the paragraphs correctly.
Step 4: Self-Assessment and Research
- Have students assess their own handwriting based on legibility and neatness using a provided
rubric.
- Assign students to research the advantages of neat and legible handwriting, using either digital
means or printed materials available in the classroom. They should prepare to share their
findings.

Conclusion (5 minutes):
- Summarize the key points learned during the lesson: the characteristics of tidy vs. untidy
writing, the importance of indentation, and the value of legibility.
- Conduct an interactive quiz where students can share their thoughts on the inquiry questions
raised at the beginning of the lesson.
- Prepare learners for the next lesson by previewing upcoming topics related to writing
techniques.

Extended Activities:
- Ask students to keep a handwriting journal for one week, focusing on legibility and neatness,
where they will write a brief daily entry on any topic of their choice.
- Have learners create a poster that highlights tips for maintaining legibility and neatness in
writing, which can be displayed in the classroom.

Teacher Self-Evaluation:
SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 9 ENGLISH

WEEK 2: LESSON 4
Strand: Writing
Sub Strand: Legibility and Neatness

Specific Learning Outcomes:

- By the end of the lesson, the learners should be able to:
1. Identify the techniques of improving legibility in writing.
2.Create a neat and legible text on the importance of reporting risky behavior by road users.
3.Acknowledge the techniques of improving legibility in writing.

Key Inquiry Question(s):

- How can one improve his or her legibility in writing?

Learning Resources:
- Digital texts
- Learner's Textbook
- Lesson notes

Organisation of Learning:
Introduction (5 minutes):
- Briefly review the previous lesson’s key takeaways.
- Introduce today’s focus on legibility and neatness in writing and the importance of effective
communication regarding risky behavior by road users.
- Engage learners in a brief discussion on their previous experiences with legibility in various
writing tasks.

Lesson Development (30 minutes):

Step 1: Discuss Legibility Techniques

- Introduce and explain key techniques to improve legibility (e.g., proper spacing, appropriate
font size, indenting paragraphs, using clear handwriting).
- Use examples from the digital texts and textbook to illustrate these techniques.

Step 2: Writing Exercise

- Instruct learners to individually write a neat and legible paragraph on the importance of
reporting risky behavior by road users.
- Remind them to apply the legibility techniques discussed (such as proper indenting and
breaking sections).

Step 3: Peer Review

- Organize learners into pairs or small groups to exchange their written paragraphs.
- Instruct them to provide constructive feedback on each other's writing focusing on legibility
and neatness.

Step 4: Group Discussion on Legibility Techniques

- Bring the class back together to discuss the feedback received.
- Encourage groups to identify and share the legibility techniques they utilized and the
importance of these in professional writing.
Conclusion (5 minutes):
- Summarize the key points discussed regarding legibility and its impact on communication.
- Conduct a brief interactive activity (e.g., a quiz or brainstorming session) to reinforce the
legibility techniques covered.
- Prepare learners for the next session by introducing future topics or posing questions for their
consideration.

Extended Activities:
- Legibility Challenge: Have learners write a short story or an essay focusing on legibility,
incorporating the techniques discussed. They can submit their work for an informal classroom
contest based on neatness.
- Create a Poster: Task students with designing a poster that illustrates the importance of
reporting risky behaviors on the road, ensuring the text is legible and well organized.

Teacher Self-Evaluation:
SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 9 ENGLISH

WEEK 2: LESSON 5
Strand: Theme: Science Fiction
Sub Strand: Oral Literature: Short Forms

Specific Learning Outcomes:

- By the end of the lesson, learners should be able to:
1.Identify the characteristics of riddles, tongue twisters, and proverbs.
2.Explain the functions of these short forms.
3. Search the internet for information on features and functions of these forms.
4.Appreciate the importance of short forms in fostering fluency in communication.

Key Inquiry Question(s):

- Why are riddles, proverbs, and tongue twisters important?

Learning Resources:
- Digital devices (tablets/laptops)
- Lesson notes
- Learner's textbook
- Resource person (guest speaker or librarian)

Organisation of Learning:

Introduction (5 minutes):
- Start with a brief review of the previous lesson on themes in science fiction literature.
- Introduce today's topic by highlighting the significance of oral literature and short forms in
communication.
- Engage learners by asking them to share any riddles, proverbs, or tongue twisters they know.

Lesson Development (30 minutes):

Step 1: Explanation and Examples

- Explain the characteristics of riddles (playful, require solving), tongue twisters (challenging
pronunciation), and proverbs (short, wise sayings).
- Provide examples of each type on the board:
- Riddle: "What has keys but can't open locks?" (Answer: A piano)
- Tongue Twister: "She sells seashells by the seashore."
- Proverb: "Actions speak louder than words."

Step 2: Group Research

- Divide learners into small groups and assign each group to explore one of the three categories:
riddles, tongue twisters, or proverbs.
- Using digital devices, learners will search for definitions, characteristics, and functions of their
assigned category.
- Each group should take notes to present their findings later.

Step 3: Group Presentation

- Each group presents their findings to the class, sharing their definitions, characteristics, and
examples.
- Encourage questions from peers to foster interaction and deepen understanding.

Step 4: Crossword Puzzle Activity

- Distribute crossword puzzles that incorporate terms and examples discussed in class.
- As learners work on the puzzles, circulate to assist and encourage collaboration.
 Conclusion (5 minutes):
- Summarize the key points covered in the lesson, reinforcing the importance of riddles, tongue
twisters, and proverbs.
- Conduct a brief interactive activity where students recall examples from today’s lesson and
discuss their significance.
- Preview the next session’s topic on the role of oral literature in cultural expression,
encouraging students to think about various cultural proverbs and their meanings.

Extended Activities:
- Riddle Challenge: Invite students to create their own riddles or tongue twisters, then share
them with the class.
- Proverb Creation: Task students with creating a new proverb that reflects a lesson or truth
they've learned this year, and explain its meaning.
- Digital Presentation: Assign students to work in pairs to create a presentation or a short video
showcasing their researched category (riddles, tongue twisters, or proverbs) and its significance
in communication.

Teacher Self-Evaluation:

SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

 GRADE 9 ENGLISH

WEEK 3: LESSON 1
Strand: Listening and Speaking
Sub Strand: Oral Literature: Short Forms

Specific Learning Outcomes:

- By the end of the lesson, learners should be able to:
1. Collect riddles, proverbs, and tongue twisters from various sources including books, the
internet, and the community.
2. Perform riddles, proverbs, and tongue twisters effectively.
3. Enjoy the process of performing and sharing these oral literature forms.

Key Inquiry Question(s):

- How do we perform riddles, proverbs, and tongue twisters?

Learning Resources:
- Resource person (e.g., a local storyteller or elder)
- Digital devices (tablets/laptops)
- Resource books (anthologies of riddles, proverbs, and tongue twisters)
- Learner's Textbook
- Lesson notes

Organization of Learning:

Introduction (5 minutes):
- Review the previous lesson: Briefly recapitulate previous content on oral literature and its
significance.
- Guided Reading/Discussion: Have learners read selected relevant content about riddles,
proverbs, and tongue twisters from resource materials to understand the key concepts.

Lesson Development (30 minutes):

Step 1: Collecting Oral Literature

- Activity: In groups of four, learners will use digital devices and resource books to collect at least
three riddles, proverbs, and tongue twisters from various sources (internet, books, and
potentially asking family/community members).
- Outcome: Each group will compile their findings in a shared document or piece of paper.

Step 2: Riddling Games

- Activity: Groups will play a fun riddling game where one member presents a riddle for the
others to guess. This will encourage engagement and listening skills.
- Outcome: Groups will rotate, ensuring every member has a chance to perform and answer.

Step 3: Performance preparation

Activity : Groups will discuss as a team the different ways to perform riddles, proverbs, and
tongue twisters effectively. Consideration will be given to tone, tempo, and audience
engagement.
- Outcome: Each group notes down performance tips which will be used in presentations.

Step 4: Presentation
- Activity: Groups will present their collected riddles, proverbs, or tongue twisters to the class.
Following the presentations, they will create a visual display to showcase their compilations on
charts or a notice board.
- Outcome: The classroom will transform into a mini-exhibit showcasing the rich oral tradition.

Conclusion (5 minutes):
- Summary:
 - Recap the key points on collecting and performing oral literature forms.
- Highlight the enjoyment and cultural significance of riddles, proverbs, and tongue twisters.
- Interactive Activity: Conduct a “quick-fire” session where students can share one fun fact
about a riddle or proverb they learned today.
- Preview next lesson: Introduce the upcoming topic, which may involve deeper analysis of one
selected riddle or proverb, encouraging learners to think critically about its meaning and
context.

Extended Activities:
- Research Project: Assign learners to find a local proverb or tongue twister from their culture
and present its significance in the next lesson.
- Performance Video: Encourage students to record themselves performing their favorite riddle
or tongue twister and share it with the class online.

Teacher Self-Evaluation:

SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 9 ENGLISH

WEEK 3: LESSON 2
Strand: Reading
Sub Strand: Intensive Reading: Simple Poems

Specific Learning Outcomes:

- By the end of the lesson, learners should be able to:
1. Identify the basic aspects of style such as repetition and rhyme in a poem.
2.Describe the functions of rhyme and repetition in a poem.
3.Appreciate the role of repetition and rhyme in a poem.

Key Inquiry Question(s):

- Why do we repeat some sounds, words, and lines in a poem?

Learning Resources:
- Simple Poems (provided handouts or digital format)
- Digital devices
- "Daughter of Nature" poem excerpt
- Learner's Textbook

Organisation of Learning:

Introduction (5 minutes):
- Review the previous lesson focusing on the elements of poetry such as imagery and structure.
- Guide learners to read a selected short excerpt from "Daughter of Nature" and discuss key
themes, ensuring they grasp the overall tone and message of the poem.
Lesson Development (30 minutes):

Step 1: Recitation and Identification

- Activity: In pairs, learners will select a simple poem from the provided resources.
- Task: Each pair will take turns reciting the poem aloud, paying attention to rhythm and
intonation.
- Goal: Identify any instances of repetition and rhyme while reading.

Step 2: Group Discussion

- Activity: As a whole class, engage in discussions guided by questions such as:
- What words or lines are repeated in your poem?
- How does repetition affect the meaning or feel of the poem?
- Goal: Learners describe how repetition and rhyme contribute to the poem’s effectiveness.

Step 3: Analyzing Functions

- Activity: In small groups, learners will discuss specific examples of how repetition and rhyme
operate within their poems.
- Task: Each group will create a chart listing at least three functions of repetition and three
functions of rhyme they observed in their selected poems.
- Goal: Encourage learners to relate their analysis back to the way these techniques can impact
a poem's overall message.

Step 4: Connection to Real Life

- Activity: Individually, learners will write a short personal reflection on how they have
experienced repetition in song lyrics, speeches, or other poems.
- Goal: This step will promote the intersection between poetry and real life, encouraging
students to appreciate how these elements resonate beyond textbook examples.

Conclusion (5 minutes):
- Summary: Recap the key points from the lesson—specifically focusing on the roles of rhyme
and repetition in enhancing the poetic experience.
- Interactive Activity: Conduct a quick quiz using digital devices, asking students to identify
examples of rhyme and repetition from a new poem they haven't studied yet.
 - Preview Next Session: Introduce the idea that next class will focus on imagery in poetry and
how it complements rhyme and repetition.

Extended Activities:
- Creative Assignment: Ask students to write a short poem (8 to 12 lines) incorporating both
repetition and rhyme. They can either choose a theme from their own lives or a topic they feel
passionate about.
- Poem Presentation: Students can work in groups to create a visual presentation of their
poems, including song connections or multimedia elements.
- Reflection Journal: Encourage students to keep a poetry journal where they reflect on
differences in styles between various poets and how repetition and rhyme are used within
different contexts.

Teacher Self-Evaluation:

SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 9 ENGLISH

WEEK 3: LESSON 3
Strand: Grammar in Use
Sub Strand: Nouns and Quantifiers
Specific Learning Outcomes:
- By the end of the lesson, the learner should be able to:
1.Define the term quantifiers.
2. Identify quantifiers used with count nouns, non-count nouns, or both categories.
3. Use different quantifiers in sentences.
4.Acknowledge the importance of quantifiers in oral and written communication.

Key Inquiry Question(s):

- Why is it important to express the quantity of something correctly?

Learning Resources:
- Learner's Textbook
- Lesson notes
- Digital devices
- Teacher's Guide
- Charts

Organisation of Learning:

Introduction (5 minutes):
- Quickly review the previous lesson on nouns.
- Engage learners in a discussion about what they already know regarding expressing quantities
and introduce the term "quantifiers." Highlight its importance in communication.

Lesson Development (30 minutes):

Step 1: Definition of Quantifiers
- Guide learners to explore the definition of quantifiers using the textbook and digital devices.
- Ask students to list some examples of quantifiers (e.g., some, many, few, much, little).

Step 2: Exploring Count and Non-Count Nouns

- Teach the difference between count nouns (e.g., apples, books) and non-count nouns (e.g.,
water, information).
- Provide examples of quantifiers that can be used with each category. (e.g., “many” with count
nouns, “much” with non-count nouns).

Step 3: Sentence Creation

- In groups, have students create sentences using a mix of quantifiers for both count and non-
count nouns. Encourage creativity and explanation of their choices.
- Each group shares one or two sentences with the class.

Step 4: Chart Preparation

- Learners collaborate to prepare charts that categorize quantifiers used with count nouns, non-
count nouns, and those that fit both.
- Display these charts in the classroom for reference.

Conclusion (5 minutes):
- Summarize the key points: definitions of quantifiers, their categories, and the importance of
accurate quantity expression.
- Conduct a quick interactive quiz where students can raise hands to respond with examples of
quantifiers for items indicated by the teacher (e.g., "What quantifier can we use for 'water'?").
- Preview the next session's topic on adjectives and how they describe nouns, encouraging
students to think about how they can enhance their writing.

Extended Activities:
 - Homework Assignment: Write a short descriptive paragraph (5-7 sentences) about their
favorite food using at least five different quantifiers correctly.
- Group Project: Create a poster or digital presentation on the different types of quantifiers,
including visual examples, to display in the classroom.
- Peer Teaching: Pair students up to teach each other about quantifiers, encouraging discussion
about the use of language and its significance.

Teacher Self-Evaluation:

SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 9 ENGLISH

WEEK 3: LESSON 4
Strand: Grammar in Use
Sub Strand: Nouns and Quantifiers
Specific Learning Outcomes:
- By the end of the lesson, learners should be able to:
1. Differentiate between count and non-count nouns.
2. Identify and categorize count and non-count nouns in oral and written texts.
3. Construct sentences using count and non-count nouns.
4. Acknowledge count and non-count nouns in texts.

Key Inquiry Question:

- How do count nouns differ from non-count nouns?

Learning Resources:
- Learner's Textbook
- Teacher's Guide
- Charts (displaying examples of count and non-count nouns)
- Digital devices (for reading and interactive activities)

Organization of Learning:

Introduction (5 minutes):
- Review the previous lesson focusing on nouns in general.
- Guide learners to read and discuss relevant content from their textbooks regarding count and
non-count nouns.

Lesson Development (30 minutes):

Step 1: Differentiating Count and Non-Count Nouns

- Begin by defining count nouns (things that can be counted, e.g., apples, books) and non-count
nouns (things that cannot be counted, e.g., water, rice).
- Ask learners to give examples from their surroundings or personal experiences.
- Have a brief discussion on the implications of using quantifiers with each type.

Step 2: Identification Exercise

- Distribute a short passage (could be a paragraph from their textbook or a handout) for
learners to read in pairs.
- Instruct learners to underline or highlight the count nouns and circle the non-count nouns.
- After reading, ask pairs to share their findings with the class, engaging in a discussion of their
choices.

Step 3: Matching Exercise

- Provide learners with a list of common quantifiers (e.g., many, few, much, little).
- In groups, learners will match these quantifiers with lists of count and non-count nouns from
the previous activities.
- Encourage them to explain why each quantifier fits with the corresponding noun type.

Step 4: Sentence Creation and Gap-Filling Activity

- Distribute a few incomplete sentences where students need to fill in the gaps using
appropriate quantifiers based on the count or non-count nouns provided.
- Allow time for discussion after the exercise where learners can share their sentences with the
class.
Conclusion (5 minutes):
- Summarize the key points of the lesson: differentiation of count and non-count nouns and
their corresponding quantifiers.
- Conduct an interactive quiz or a quick game to reinforce the concepts learned, such as “Noun
Classification Challenge,” where students might compete to identify and categorize nouns
correctly.
- Preview the next lesson by hinting at how nouns fit into larger sentence structures and
encourage them to think about different sentence types or contexts for their use.
 Extended Activities:
- Noun Hunt: Have students find examples of count and non-count nouns in a book or online
article, then create a poster illustrating their findings.
- Group Project: In small groups, learners can create a short skit or dialogue that incorporates
both count and non-count nouns, to be presented to the class.
- Journal Entry: Ask students to write a reflective journal entry containing both types of nouns
describing their week or a favorite activity.

Teacher Self-Evaluation:

SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 9 ENGLISH

WEEK 3: LESSON 5
Strand: Reading
Sub Strand: Intensive Reading: Plot (Class Reader)

Specific Learning Outcomes:

- By the end of the lesson, learners will be able to:
1. Identify the key events in a play.
2.Describe the sequence of events in a play.
3.Relate the events in a play to real-life experiences.
4.Acknowledge the importance of a plot in a literary work.

Key Inquiry Question:

How do we know the key events in a play?

Learning Resources:
- Class Readers - Play
- Digital devices
- Learner's Textbook
- Lesson notes
- Teacher's guide

Organisation of Learning:

Introduction (5 minutes):
- Review the previous lesson by briefly discussing what was covered about literary elements.
- Guide learners to read and discuss related content from the learning resources, emphasizing
the understanding of key concepts related to plot.

Lesson Development (30 minutes):

Step 1: Reading the Play

- In groups or pairs, learners read designated sections of the play. Encourage them to highlight
or take notes on events they deem significant.

Step 2: Identifying Key Events

- After reading, groups discuss and identify the key events in the play. They list these events and
choose a spokesperson to present their findings.

Step 3: Creating a Summary

- Each group will create a summary of the key events identified. They will share their summaries
with the class, allowing for questions and clarification.

Step 4: Making Connections & Role Play

- To reinforce understanding, have groups draw connections between the events in the play and
real-life experiences. Select a short scene for groups to role-play, allowing them to embody the
characters and understand motivations.

Conclusion (5 minutes):
- Summarize the key points discussed during the lesson and highlight the learning objectives
achieved.
- Conduct a brief interactive activity, such as a quick quiz or a discussion question relating to the
plot elements.
- Prepare learners for the next session by introducing the next topics or posing thought-
provoking questions for them to consider.

Extended Activities:
- Character Diary Entries: Students can write diary entries from the perspective of different
characters in the play, reflecting their thoughts and feelings about the key events.
- Modern Adaptation: Ask students to adapt a scene from the play into a modern-day context,
either in writing or through performance.
- Plot Mapping: Learners can create a visual plot map that outlines the key events in the play,
illustrating how they lead to the climax and resolution.
- Research Project: Students can research the historical context of the play and present how the
events relate to actual historical events.
 Teacher Self-Evaluation:

SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 9 ENGLISH

WEEK 4: LESSON 1
Strand: Writing
Sub Strand: Mechanics of Writing: Punctuation

Specific Learning Outcomes:

- By the end of the lesson, learners should be able to:
1. Identify double quotation marks and brackets in a text.
2. Discuss the uses of double quotation marks and brackets in a text.
3. Use double quotation marks and brackets in written texts.
4.Appreciate the role of double quotation marks and brackets in written texts.

Key Inquiry Question(s):

- Why is it important to use punctuation marks correctly?
- How do we use double quotation marks and brackets in writing?

Learning Resources:
- Learner's Textbook
- Digital devices
- Posters
- Charts
- Lesson notes

Organisation of Learning:

Introduction (5 minutes):
- Activity: Review the previous lesson on basic punctuation marks.
- Discussion: Engage students in a quick discussion about what they remember, guiding them to
focus on the importance of punctuation.
- Insight: Introduce the day’s focus: double quotation marks and brackets.

Lesson Development (30 minutes):

Step 1: Identification
- Group Activity: Divide students into small groups. Provide them with copies of a short text
containing various punctuation marks, including double quotation marks and brackets.
- Task: Ask students to circle or highlight all instances of double quotation marks and brackets in
the text.
- Discussion: Groups share their findings.

Step 2: Usage Discussion

- Guided Discussion: Facilitate a class discussion about the identified punctuation marks. Probe
with questions:
- What do double quotation marks indicate?
- When do we typically use brackets?
- Examples: Provide additional examples for clarity and ensure students understand the contexts
in which these punctuation marks are used.

Step 3: Sentence Creation

- Individual Task: Ask students to create two sentences of their own: one that includes double
quotation marks and another that uses brackets.
- Peer Sharing: Pair up students to read their sentences to each other, discussing the correct
usage of punctuation.

Step 4: Poster Creation

- Group Activity: Each group will create a poster outlining the rules for using double quotation
marks and brackets. They should include definitions, examples, and visuals.
- Presentation: Groups will briefly present their posters to the class, promoting peer learning.

Conclusion (5 minutes):
- Summary: Recap the importance and functions of double quotation marks and brackets
discussed in class.
- Interactive Activity: Conduct a quick quiz using digital devices, where students identify and
correct sentences that misuse these punctuations.
- Preview: Brief students on what to expect in the next session regarding more complex
punctuation topics.

Extended Activities:
 - Writing Assignment: Encourage students to write a short story or dialogue, ensuring they
correctly use double quotation marks and brackets.
- Research Project: Assign students to look for quotes from famous speeches or literature, using
quotation marks correctly while presenting their findings.
- Peer Review: Organize a peer review session where students exchange written work and check
for punctuation accuracy, particularly focusing on quotation marks and brackets.

Teacher Self-Evaluation:

SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 9 ENGLISH

WEEK 4: LESSON 2
Strand: THEME: Environmental Conservation - Listening and Speaking
Sub Strand: Listening Comprehension

Specific Learning Outcomes:

- By the end of the lesson, learners should be able to:
1. Identify the main idea and specific details from an argumentative text.
2.Listen for the main and specific details in an argumentative text.
3. Acknowledge the need for comprehension in communication.

Key Inquiry Questions:

- How do the specific details in a text enhance comprehension?
- Why is it important to listen attentively?

Learning Resources:
- Digital devices (tablets or computers)
- News bulletins
- Recorded debates and interviews
- Teacher's Guide
- Lesson notes
- Learner's Textbook

Organisation of Learning:

Introduction (5 minutes):
- Begin by reviewing the previous lesson’s content on argument structure.
- Prompt learners to discuss their thoughts on the importance of details in understanding an
argument in a text.

Lesson Development (30 minutes):

Step 1: Listening to a Passage

- The teacher reads a selected argumentative passage related to environmental conservation to
the class.
- Students listen attentively, focusing on the content and the delivery of the argument.

Step 2: Identifying Specific Details

- In small groups, learners discuss the passage, identifying specific details such as names,
locations, events, and times mentioned.
- Each group shares their findings with the class, fostering a collaborative learning environment.

Step 3: Determining the Main Idea

- Individually, students write down what they believe to be the main idea of the passage.
- They then share their main ideas with a partner, discussing any differences in interpretation.

Step 4: Analyzing Digital Resources

- Using digital devices, students listen to a news bulletin or watch a recorded debate or
interview related to environmental issues.
- They are tasked with identifying the main idea and specific details in this new text, reinforcing
their listening comprehension skills.

Conclusion (5 minutes):
- Summarize key points from the lesson: identifying main ideas and understanding specific
details.
- Conduct a brief interactive activity: ask students to share one new detail they learned and why
they think it is significant.
- Preview upcoming topics related to environmental conservation, prompting students to think
critically about questions to consider.

Extended Activities:
- Research Project: Encourage students to select a specific environmental issue to research.
They will create a presentation that identifies the main argument, supporting details, and
proposed solutions.
- Listening Journal: Have students maintain a listening journal over a week where they record
details from various media (podcasts, news reports) related to environmental issues, assessing
the main ideas presented.
- Debate Preparation: Organize a classroom debate where students research and prepare
arguments for and against an environmental topic, deepening their understanding of listening
comprehension through the preparation and response process.
 Teacher Self-Evaluation:

SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 9 ENGLISH

WEEK 4: LESSON 3
Strand: Listening and Speaking
Sub Strand: Listening Comprehension

Specific Learning Outcomes:

- By the end of the lesson, the learner should be able to:
1.Listen to a passage and identify unfamiliar words.
2. Infer meaning of unfamiliar words.
3.Answer questions based on the passage.
4.Acknowledge the need for listening attentively.

Key Inquiry Question(s):

- Why is it important to listen attentively?
Learning Resources:
- Teacher's Guide
- Digital devices
- News bulletin
- Recorded interviews or debate
- Learner's Textbook

Organisation of Learning:

Introduction (5 minutes):
- Review the previous lesson by asking students to share what they remember about listening
skills.
- Guide learners in a brief discussion of attentiveness, engaging them with questions about their
experiences with effective listening.

Lesson Development (30 minutes):

Step 1:
- Group Listening Activity: The teacher reads a selected passage aloud while students listen
attentively. As they listen, they are to jot down any unfamiliar words they encounter.

Step 2:
- Listen to Additional Resources: Play a news bulletin or recorded debate. Students again
identify unfamiliar words. After the listening session, discuss as a class which words were
unfamiliar and why.

Step 3:
- Inferring Meaning: In their groups, students will discuss the unfamiliar words they identified.
They will work together to infer meanings based on context. Each group will share one word
and their inferred meaning with the class.

Step 4:
- Comprehension Questions: After the discussions, the teacher will pose comprehension
questions related to both the passage and the news bulletin. Students will individually answer
the questions, demonstrating their understanding and attentiveness from the listening
exercises.

Conclusion (5 minutes):
- Summarize the key points discussed during the lesson, emphasizing the importance of
identifying unfamiliar words and understanding them through context.
- Conduct a brief interactive quiz where students can raise their hands to answer what they
learned about listening attentively.
- Preview upcoming topics on speaking skills and the importance of effective communication
strategies.

Extended Activities:
- Vocabulary Journal: Encourage students to maintain a vocabulary journal where they can
regularly add unfamiliar words, their inferred meanings, and sentences using those words.
- Listening Log: Students can keep a log of different listening experiences outside of class (e.g.,
listening to podcasts, debates, or news) and share their thoughts on which words were
unfamiliar and how they interpreted them.
- Class Debate: Organize a class debate on a relevant topic, prompting students to practice
attentive listening and effective speaking in a structured format.

Teacher Self-Evaluation:
SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 9 ENGLISH

WEEK 4: LESSON 4
Strand: Reading
Sub Strand: Reading for Information and Meaning

Specific Learning Outcomes:

- By the end of the lesson, the learner should be able to:
1. Read a grade-appropriate text.
2. Identify the characters, events, and places in the text.
3. Summarize the events in the text.
4. Make connections between the events in the text and real-life situations.

Key Inquiry Question(s):

- How do we derive information from a given text?

Learning Resources:
- Learner's Textbook
- Grade Appropriate Texts
- Digital Devices

Organisation of Learning:

Introduction (5 minutes):
- Begin by reviewing the previous lesson on the importance of understanding characters and
setting in a narrative.
- Ask students to summarize what they learned last time and how it relates to interpreting
information in a text.
- Introduce the new text they will be reading today, highlighting key themes.

Lesson Development (30 minutes):

Step 1: Individual Reading

- Distribute the grade-appropriate text to each student. Allow students to silently read the text
while highlighting key characters, events, and places.

Step 2: Group Discussion

- Form small groups (3-4 learners each) to discuss the characters, events, and places they
identified.
- Encourage students to share their thoughts on how these elements might relate to their lives
or societies.

Step 3: Summarizing Events

- After the group discussion, ask each group to summarize the main events of the text in 3-4
sentences.
- Each group should designate a spokesperson to share their summary with the class.
Step 4: Textual Connections
- Facilitate a class discussion where students make connections between the text and real-life
situations.
- Prompt students with questions: "Have you ever experienced something similar?" or "How
does this event reflect real life?"

Conclusion (5 minutes):
- Recap the key points discussed during the lesson, emphasizing the importance of identifying
and summarizing characters and events.
- Conduct a brief interactive activity: Have students partner up and share one new thing they
learned about interpreting texts.
- Briefly preview the next lesson, focusing on comparative analysis of different texts to deepen
their understanding of themes and characters.

Extended Activities:
- Creative Response: Students can write a diary entry from the perspective of one of the
characters, exploring their thoughts and feelings after a significant event in the text.
- Research Project: Assign students to research a real-life event that relates to the text. They will
prepare a short presentation on their findings and discuss how it connects to the narrative.
- Book Club: Encourage students to choose another grade-appropriate text of their choice and
prepare a short summary and personal reflections to share in a future class discussion.

Teacher Self-Evaluation:
SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 9 ENGLISH

WEEK 4: LESSON 5
Strand: Reading
Sub Strand: Reading for Information and Meaning

Specific Learning Outcomes:

- By the end of the lesson, the learner should be able to:
1. Read a grade-appropriate text and identify new phrases and words.
2. Infer the meaning of words, phrases, and sentences from the context.
3. Construct sentences using the new words and phrases.
4. Value the need to comprehend the information in written texts.

Key Inquiry Question:

- Why is it important to find the meaning of new words and phrases?

Learning Resources:
- Grade-appropriate texts
- Learner's textbook
- Dictionaries
- Crossword puzzles

Organization of Learning:

Introduction (5 minutes):
- Review the previous lesson's key concepts about understanding vocabulary and context in
reading.
- Lead a brief discussion on the importance of learning new words. Ask students: “Can anyone
share a new word they learned recently?”

Lesson Development (30 minutes):

Step 1: Reading the Text

- In pairs, learners will read a grade-appropriate passage from the textbook.
- As they read, they should underline or highlight any new words or phrases they come across.

Step 2: Inferring Meaning

- Once they have read the text, learners will discuss in pairs the meaning of the new words and
phrases they found.
- Encourage them to infer meanings based on the surrounding context in the text, promoting
critical thinking.

Step 3: Using the Dictionary

- After discussing, learners will use dictionaries to look up the definitions of the new words and
phrases.
- They should write down these definitions along with the sentences they inferred.

Step 4: Sentence Construction and Crossword Activity

- Each learner will construct their own sentences using the new words and phrases they have
learned.
- Finally, they will complete a crossword puzzle that incorporates these new words, reinforcing
their understanding and usage.

Conclusion (5 minutes):
- Summarize the key points of the lesson: the importance of understanding vocabulary and
context, and the methods used to discover the meaning of new words.
- Conduct a brief interactive quiz or game to reinforce the new vocabulary learned during the
lesson.
- Preview the next session, which will focus on how to summarize information from readings.

Extended Activities:
- Vocabulary Journal: Students can keep a weekly journal where they add new words, their
meanings, and sentences using those words.
- Word Mapping: Create a visual word map for each new word that includes synonyms,
antonyms, and example sentences.
- Reading Exploration: Encourage students to find a grade-appropriate article or short story
outside of class, identify new vocabulary, and present their findings in the next lesson.

Teacher Self-Evaluation:
SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 9 ENGLISH

WEEK 5: LESSON 1
Strand: Grammar in Use
Sub Strand: Modal Auxiliaries

Specific Learning Outcomes:

- By the end of the lesson, learners should be able to:
1. Identify modal auxiliaries in texts.
2.Discuss the functions of the modal auxiliaries.
3.Search the internet for information on the modal auxiliaries.
4.Value the importance of using modal auxiliaries in communication.

Key Inquiry Question(s):

- Which words do we use to express requests, permission, ability, and obligation?

Learning Resources:
- Learner's Textbook
- Lesson Notes
- Digital Devices
- Charts
- Teacher's Guide

Organisation of Learning:

Introduction (5 minutes):
- Review the Previous Lesson: Recap the key points from the previous class, focusing on the
basics of verb forms and their usage in sentences.
- Engage Learners: Pose questions to the class about their prior knowledge of modal verbs.
Guide students to read and discuss relevant content from their learning resources, particularly
focusing on what modal auxiliaries convey.

Lesson Development (30 minutes):

Step 1: Identifying Modal Auxiliaries

- Activity: In pairs, learners will study provided sentences from their textbooks. They will
highlight or list the modal auxiliaries used in those sentences.
- Modal Auxiliaries to Identify: may, might, will, shall, would, should, can, could.

Step 2: Listening and Reading

- Activity: Play a song or provide a short poem that includes several modal auxiliaries.
- Task: Students will listen/read along and write down any modal auxiliaries they hear or see.
Discuss as a class which modal auxiliaries were identified and their context in the song/poem.

Step 3: Research Functions of Modal Auxiliaries

- Activity: Using digital devices, learners will search for explanations of the functions of each
modal auxiliary (e.g., expressing ability, permission, request, obligation).
- Discussion: Facilitate a brief class discussion where students share their findings on the specific
functions of modal auxiliaries.
Step 4: Group Discussion
- Activity: In small groups, students will discuss the importance of using modal auxiliaries in
communication. They can consider questions like: "How does using modal auxiliaries change the
meaning of sentences?"
- Conclusion of Step: Groups will share one point to reinforce understanding.

Conclusion (5 minutes):
- Summarize Key Points: Recap what modal auxiliaries are, their different functions, and their
importance in communication.
- Interactive Activity: Conduct a quick quiz or game where students identify modal auxiliaries
from sentences provided by the teacher, allowing for immediate feedback.
- Preview Next Session: Give learners a hint about upcoming topics (e.g., further exploration of
verb tenses or introduction to conditional sentences).

Extended Activities:
- Creative Writing: Ask students to write a short story or dialogue that incorporates at least five
different modal auxiliaries, highlighting their functions.
- Group Project: Have students create a poster or digital presentation on the different modal
auxiliaries, their functions, and examples of usage.
- Peer Teaching: Pair students to teach each other about a specific modal auxiliary and its use,
enhancing collaboration and understanding.

Teacher Self-Evaluation:
SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 9 ENGLISH

WEEK 5: LESSON 2
Strand: Grammar in Use
Sub Strand: Modal Auxiliaries

Specific Learning Outcomes:

- By the end of the lesson, the learner should be able to:
1.Use modal auxiliaries in sentences to express different moods.
2. Value the importance of using modal auxiliaries in communication.

Key Inquiry Question(s):

- What is the importance of using modal auxiliaries in communication?

Learning Resources:
- Learner's Textbook
- Digital devices
- Teacher's Guide

Organisation of Learning:

Introduction (5 minutes):
- Review the Previous Lesson: Begin by asking students to recall what they learned about verbs
in the last lesson, focusing on how they express actions.
- Discussion: Prompt a discussion around modal auxiliaries by asking students what they think
they are and why they might be important in communication. Facilitate this conversation to
identify the key concepts.

Lesson Development (30 minutes):

Step 1: Introduction to Modal Auxiliaries

- Present a brief explanation of what modal auxiliaries are (e.g., can, could, may, might, must,
shall, should, will, would).
- Illustrate how each modal auxiliary can express permission, requests, ability, and obligation
with example sentences (e.g., “Can I go to the party?” vs. “You must finish your homework.”).

Step 2: Sentence Construction

- Students will work in pairs to create sentences for each category (permission, requests, ability,
obligation) using the modal auxiliaries discussed.
- Encourage them to be creative and think about real-life scenarios where these modals may
apply.

Step 3: Dialogue Creation

- In small groups, students will collaborate to write a short dialogue that utilizes a range of
modal auxiliaries appropriate for a given context (e.g., planning a weekend trip).
- Each group will choose a scenario that they find interesting and relevant.

Step 4: Gap-Filling Exercise

- Provide a worksheet with sentences where students must fill in the blanks with the correct
modal auxiliary.
- This exercise will assess their understanding of when to use each modal auxiliary based on the
context.
Conclusion (5 minutes):
- Summarize Key Points: Recap the different modal auxiliaries discussed and their functions.
Emphasize the importance of using them effectively in communication.
- Interactive Activity: Conduct a quick quiz where students raise their hands if they think the
sentence shows the correct use of a modal auxiliary or not.
- Preview: Briefly discuss what topics will be covered in the next lesson, such as “Tenses” or
“Conditionals,” and pose a question for students to ponder at home related to modal auxiliaries.

Extended Activities:
- Creative Writing Assignment: Have students write a short story or dialogue that includes at
least five different modal auxiliaries. This will allow them to practice using modals in context.
- Role Play Activity: Organize a role play where students must negotiate using modal auxiliaries
to make requests or express obligations. They can work in pairs or small groups to recreate
scenarios that might happen in real life.

Teacher Self-Evaluation:
SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 9 ENGLISH

WEEK 5: LESSON 3
Strand: Reading
Sub Strand: Poems: Structure

Specific Learning Outcomes:

- By the end of the lesson, learners should be able to:
1. Describe the structure of a poem.
2. Analyze the use of personification in poems.
3. Appreciate the reading of poetry for enjoyment.

Key Inquiry Question:

- Why are non-living things or animals made to behave like human beings in poems or stories?

Learning Resources:
- Selected Poems
- Learner's Textbook
- Lesson Notes
- Teacher's Guide

Organisation of Learning:
Introduction (5 minutes):
- Begin with a brief review of the previous lesson on literary devices and their importance in
poetry.
- Introduce the topic of structure in poetry, focusing on the key concepts of lines, stanzas, and
personification.
- Ask students to share their previous experiences with reading poetry and any poetry styles
they remember.

Lesson Development (30 minutes):

Step 1: Recitation and Structural Description

- In pairs, students choose a short poem from the provided learning resources.
- They begin by reciting the poem out loud to each other.
- After recitation, they describe the structural elements of the poem, including the number of
stanzas and lines.

Step 2: Identifying Line Length

- Students analyze their chosen poem further by identifying short and long lines.
- They discuss how the line lengths contribute to the overall mood or rhythm of the poem.
- Groups share their findings with the class.

Step 3: Exploring Personification

- Students collaborate to identify instances of personification within the poem they selected.
- Each group notes down examples, discussing how the poet uses personification to enhance
meaning or emotions.
- They prepare to present their findings.

Step 4: Class Discussion on Personification

- Each group presents one example of personification from their poem and explains its
significance.
- Facilitate a class discussion about the effectiveness of personification and why poets might use
this device, linking back to the key inquiry question.
Conclusion (5 minutes):
- Summarize the key points discussed, reinforcing what students learned about the structure of
poems and the role of personification.
- Conduct a brief interactive activity, such as a "poem of the day" where students can volunteer
to share a favorite line from a poem and relate it to the day’s lesson.
- Preview the next lesson about different poetic styles and how they affect the reader's
experience, prompting students to consider what styles they might explore.

Extended Activities:
- Creative Writing: Encourage students to write their own poem utilizing both varied line lengths
and personification.
- Poetry Analysis Essay: Assign an essay where students analyze a poem not covered in class,
focusing specifically on its structure and use of personification.
- Poetry Reading: Host a poetry reading day where students can bring in their favorite poems
and share them with the class, discussing their structure and any personification present.

Teacher Self-Evaluation:
SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 9 ENGLISH

WEEK 5: LESSON 4
Strand: Reading
Sub Strand: Poems: Structure

Specific Learning Outcomes:

- By the end of the lesson, learners should be able to:
1. Identify and infer the meaning of new words from the context of a poem.
2. Create a poem based on a topic of interest.
3. Demonstrate creativity in composing a poem on a chosen topic.

Key Inquiry Question:

- What should we consider when creating or composing a poem?

Learning Resources:
- Learner's Textbook
- Digital devices for research and poem sharing
- Charts for brainstorming and structuring ideas

Organization of Learning:

Introduction (5 minutes):
- Begin the lesson by reviewing the previous lesson on poetry and its elements.
- Engage students in a discussion about their favorite poems, prompting them to share what
made those poems resonate with them.
- Introduce the key inquiry question to frame today's lesson.
Lesson Development (30 minutes):

Step 1: Reading and Vocabulary Identification

- Split students into pairs or small groups.
- Provide selected poems for each group to read.
- Instruct students to underline or highlight any new words they encounter. Discuss these words
as a group, encouraging students to infer meanings from the context of the poem.

Step 2: Inferencing Meanings

- Facilitate a class discussion on the inferred meanings of the new words they identified.
- Ask groups to share one or two words that were challenging and the context clues that helped
them infer the meanings.

Step 3: Topic Selection and Research

- Guide students to identify their topics of interest for their poems.
- Provide digital devices for students to conduct quick research about their selected topics.
- Encourage each group to brainstorm ideas that can be translated into poetic themes or
messages.

Step 4: Poem Composition and Peer Review

- Ask students to draft a poem based on their research and themes.
- Once completed, have them swap poems with a peer for feedback. Encourage the use of
constructive criticism to enhance each other's work.
- Prompt students to make revisions based on the feedback they receive.

Conclusion (5 minutes):
- Summarize the key points discussed in the lesson, including the process of identifying new
words, inferring meanings, and composing original poetry.
- Conduct a quick interactive activity where students can share one line from their poem with
the class, fostering a sense of community and creativity.
- Preview the next session focusing on the elements of poetic devices and their effects on
meaning.

Extended Activities:
- Poetry Anthology Project: Students can compile their poems along with illustrations related to
their topics and create a class anthology.
- Poetry Reading Event: Organize a school-wide event where students can perform their poems
in front of an audience, allowing them to practice public speaking and enhance their
confidence.
- Exploration of Different Poetic Forms: Challenge students to write poems in various forms
(e.g., haiku, sonnet, free verse) exploring how structure affects expression.

Teacher Self-Evaluation:
SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 9 ENGLISH

WEEK 5: LESSON 5
Strand: Writing
Sub Strand: Structure of a Paragraph

Specific Learning Outcomes:

- By the end of the lesson, the learner should be able to:
1.Outline the four characteristics of a well-formed paragraph.
2. Discuss the steps for paragraph writing.
3.Prepare a chart showing the steps for paragraph writing.
4.Acknowledge the steps for paragraph writing.

Key Inquiry Question:

- Why is it important to organize ideas in your paragraphs coherently?

Learning Resources:
- Newspaper articles
- Textbooks
- Online articles
- Learner's Textbook
- Digital devices
- Charts

Organisation of Learning:
Introduction (5 minutes):
- Review the previous lesson by asking students to give examples of paragraphs they have
encountered.
- Guide learners to read and discuss relevant content from the learning resources, focusing on
identifying key components of a well-structured paragraph.

Lesson Development (30 minutes):

Step 1: Identifying Paragraph Components

- In pairs, students will read provided excerpts from newspaper articles.
- Each pair will identify the topic sentence, supporting sentences, and clincher sentence in their
chosen excerpt.
- Teacher will circulate to assist and facilitate discussions.

Step 2: Outlining Characteristics of a Well-Formed Paragraph

- Each pair will list four characteristics of a well-formed paragraph (Unity, Coherence,
Development, and Completeness).
- Share these characteristics with the class and create a combined list on the board.

Step 3: Discussing the Steps for Paragraph Writing

- Guide the learners to brainstorm the steps for writing a strong paragraph.
- As a class, agree on the following typical steps:
1. Choose a topic.
2. Create a topic sentence.
3. Add supporting details.
4. Write a clincher sentence.
- Teacher documents responses for a reference chart.
 Step 4: Preparing a Chart
- Students will form small groups and prepare a visual chart displaying the steps for paragraph
writing.
- Charts can be created using paper or digital devices and should be colorful and easy to
understand.

Conclusion (5 minutes):
- Summarize key points learned about the structure of paragraphs, including their
characteristics and steps in writing.
- Conduct a brief interactive activity such as a "Think-Pair-Share" where students share one
thing they learned about paragraphs with their partner.
- Preview the next session's focus on developing supporting details and ensuring coherence in
paragraphs.

Extended Activities:
- Write a Paragraph: Assign students to write their own paragraph using the discussed structure.
Encourage them to choose a topic of personal interest.
- Peer Review: After drafting their paragraphs, students will exchange papers and provide
feedback based on the characteristics of a well-formed paragraph.
- Online Research: Have students find a paragraph from an online article that they believe is
well-structured and be prepared to discuss why in the next lesson.

Teacher Self-Evaluation:

SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

 GRADE 9 ENGLISH

WEEK 6: LESSON 1
Strand: Writing
Sub Strand: Structure of a Paragraph

Specific Learning Outcomes:

- By the end of the lesson, the learner should be able to:
1.Create a paragraph that is well developed, coherent, and unified.
2.Acknowledge the need for concise paragraphs in written communication.

Key Inquiry Question(s):

- How can you ensure that your paragraphs are well formed?

Learning Resources:
- Teacher's Guide
- Examples of written paragraphs
- Digital devices (tablets, computers)

Organisation of Learning:

Introduction (5 minutes):
- Review the previous lesson on writing techniques.
- Guide learners in a brief discussion about what makes a paragraph effective, referencing
examples from the learning resources and emphasizing coherence and unity.

Lesson Development (30 minutes):

Step 1: Identify a Topic
- Activity: In pairs, ask students to brainstorm and select a topic of interest that they would like
to write about. Encourage them to think about hobbies, sports, or current events.
- Goal: To choose engaging and specific topics that will allow for the development of a focused
paragraph.

Step 2: Write a Coherent Paragraph

- Activity: Using their chosen topic, students will draft a paragraph that includes a clear topic
sentence, supporting details, and a concluding sentence. They should focus on making their
thoughts clear and ensuring the paragraph flows well.
- Goal: To create a unified and coherent paragraph with well-developed ideas.

Step 3: Peer Review

- Activity: Students will exchange their paragraphs with another pair and provide constructive
feedback. They should look for coherence, unity, and whether the paragraph effectively
communicates the main idea.
- Goal: To practice giving and receiving feedback and to understand different perspectives on
paragraph structure.

Step 4: Revise and Share

- Activity: Based on peer feedback, students will revise their paragraphs. After revisions, a few
volunteers can read their paragraphs aloud to the class for further discussion on clarity and
coherence.
- Goal: To improve writing skills through revision and to reinforce the concept of a well-formed
paragraph.

Conclusion (5 minutes):
- Summarize the key points discussed, including what makes paragraphs coherent and unified
and the importance of concise writing.
- Conduct a brief interactive activity (e.g., a “paragraph polish” game where students collectively
enhance a poorly written paragraph).
 - Preview the next session on more advanced paragraph structures or argumentative writing.

Extended Activities:
- Journal Entries: Encourage students to keep a weekly journal where they practice writing
coherent paragraphs on different topics of their choice.
- Paragraph Challenges: Set up a paragraph writing challenge where students have to
incorporate certain vocabulary words or themes into a well-structured paragraph.
- Peer Teaching: Have students pair up and teach each other about what they learned regarding
paragraph structure, enhancing their understanding through teaching.

Teacher Self-Evaluation:

SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

 GRADE 9 ENGLISH

WEEK 6: LESSON 2
Strand: Listening and Speaking
Sub- strand: Selective Listening

Specific Learning Outcomes:

- By the end of the lesson, learners should be able to:
1. Select required information from a listening text.
2.Make judgments on the message in the listening text.
3.Advocate the need for selective listening in various contexts.

Key Inquiry Questions:

- Why should we listen attentively?
- How can we ensure we pick out relevant details from a text?

Learning Resources:
- Digital devices
- Audio and video clips of news bulletins
- Learner's textbook
- Teacher's Guide

Organisation of Learning:

Introduction (5 minutes):
- Review the previous lesson by asking learners to recall key points discussed.
- Introduce the topic of selective listening by guiding learners to read and discuss relevant
content from the learning resources. Emphasize the importance of understanding key concepts
related to listening.
Lesson Development (30 minutes):

Step 1: Listening Activity

- In pairs, learners will listen to an audio clip of a news bulletin.
- As they listen, they will take notes on the key events and details, focusing on filtering out the
irrelevant information.

Step 2: Information Selection

- After listening, each pair will compile a list of the most important details from the news
bulletin, including facts like dates and events.
- Encourage learners to discuss why they consider certain details important and others not.

Step 3: Sharing Opinions

- Class will reconvene; each pair will share their lists and discuss what they like or dislike about
the news bulletin.
- Encourage critical thinking by asking them to justify their opinions based on the information
selected.

Step 4: Answering Questions

- Provide specific questions regarding the news bulletin (e.g., “What was the main event
reported?” “What are the key dates mentioned?”).
- Have learners answer these questions to reinforce their understanding of selective listening
and information recognition.

Conclusion (5 minutes):
- Summarize key points and learning objectives achieved during the lesson. Highlight the
importance of listening attentively and selecting relevant information.
- Conduct a brief interactive activity where learners can ask each other questions based on the
news bulletin to reinforce understanding of selective listening.
 - Prepare learners for the next session by previewing upcoming topics or posing questions for
them to consider, such as the role of bias in media.

Extended Activities:
- Group Project: Assign groups to create their own news bulletins. Each group must select
relevant information from a topic of interest and present it to the class while practicing selective
listening.
- Listening Journal: Encourage learners to keep a journal where they note down what they
listened to each week, selecting key information and reflecting on its relevance and impact.
- Debate: Organize a debate on a current news topic where students must selectively listen to
opposing viewpoints and extract key arguments for their side.

Teacher Self-Evaluation:

SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 9 ENGLISH

WEEK 6: LESSON 3
Strand: Reading
Sub Strand: Intensive Reading
Specific Learning Outcomes:
- By the end of the lesson, learners should be able to:
1.Predict events in a reading text.
2. Outline the key events in a text.
3.Answer direct and inferential questions for comprehension.
4. Relate the characters, events, and places in the text to real life.
5. Appreciate the importance of intensive reading in lifelong learning.

Key Inquiry Question:

- How are characters and events in a text related to real life?

Learning Resources:
- Learner's Textbook
- Teacher's Guide
- Comprehension Passages

Organisation of Learning:

Introduction (5 minutes):
- Review the previous lesson by asking students about the reading strategies discussed.
- Guide learners to read and briefly discuss relevant content from the learning resources,
emphasizing key concepts related to predicting events in texts.

Lesson Development (30 minutes):

Step 1: Predictions
- Distribute a chosen story or text.
- Have learners read the title and observe any illustrations.
- In pairs, they will brainstorm and write down predictions about the story's outcome.
- Invite a few pairs to share their predictions with the class.

Step 2: Key Events

- In their pairs or small groups, learners will read a section of the text.
- They will outline the key events in the text by identifying the main actions that drive the story
forward.
- Each group will present their outlined events to the class to create a shared understanding.

Step 3: Real-Life Connections

- Ask learners to think about how the characters and events in the text relate to real-life
situations.
- Facilitate a class discussion on these connections, allowing learners to share personal
experiences or observations.

Step 4: Comprehension Questions

- Provide a comprehension passage focused on consumer laws and policies.
- Direct learners to answer specific direct and inferential questions related to the passage.
- Discuss the answers as a class, addressing any misunderstandings.

Conclusion (5 minutes):
- Summarize the key points discussed in the lesson, reiterating the learning objectives achieved.
- Conduct a brief interactive activity, such as a quick quiz or a ‘think-pair-share’ session, to
reinforce main topics.
- Preview the next session by introducing upcoming topics or posing questions for learners to
consider at home.
 Extended Activities:
- Have learners write a personal narrative connecting a character from the text to an experience
in their own life.
- Organize a group project where learners research real-life consumer laws and create a
presentation linking them to the text discussed.
- Implement a reading journal where students can document predictions, key events, and
connections to real life as they read various texts throughout the term.

Teacher Self- Evaluation:

SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 9 ENGLISH

WEEK 6: LESSON 4
Strand: Reading
Sub Strand: Intensive Reading

Specific Learning Outcomes:

- By the end of the lesson, learners should be able to:
1. Identify new words and phrases using contextual clues.
2.Infer the meaning of new words and phrases using contextual clues.
3.Make notes from the passage on consumer laws and policies.
4.Acknowledge the importance of note-taking as a reading skill.

Key Inquiry Question:

- Why is note-taking an important reading skill?

Learning Resources:
- Learner's textbook
- Dictionaries
- Teacher's Guide

Organisation of Learning:

Introduction (5 minutes):
- Begin with a brief review of the previous lesson.
- Ask students about any new vocabulary they encountered last week and how they used
contextual clues to determine meanings.
- Highlight the importance of being able to understand new terms as part of reading
comprehension.

Lesson Development (30 minutes):

Step 1: Identifying New Vocabulary

- Distribute a comprehension passage focused on consumer laws and policies.
- In groups or pairs, have students read the passage and underline or highlight any new words
or phrases.
- Encourage them to think about how these words might relate to the context of the passage.

Step 2: Inferring Meaning

- Next, ask groups to discuss their highlighted words and use the surrounding text to infer their
meanings.
- Provide some probing questions, like: "What does the sentence surrounding this word
suggest?" "Does the word seem positive, negative, or neutral?"
- Have groups share their inferences with the class.

Step 3: Note-Taking Practice

- Instruct students to make individual notes based on their understanding of the passage,
focusing on main ideas, new vocabulary, and any important supporting details.
- Emphasize clarity and organization in their notes; suggest headings and bullet points as
effective strategies.

Step 4: Summary Writing

- After taking notes, ask students to write a brief summary of the passage, using their notes as a
guide.
- Highlight that summarizing helps consolidate understanding and retains important
information.

Conclusion (5 minutes):
- Summarize the key points discussed in the lesson: the importance of identifying new
vocabulary, using contextual clues, effective note-taking, and summarizing.
- Engage students with an interactive activity, such as a quick quiz or ask them to share one new
word they learned and its inferred meaning.
- Provide a preview of the next lesson, which will focus on more advanced note-taking strategies
or a deeper dive into consumer laws.

Extended Activities:
 - Vocabulary Journal: Encourage students to keep a vocabulary journal where they write down
new words, their meanings, and example sentences in a real-world context.
- Word Wall Creation: As a class project, create a word wall featuring new vocabulary from
various lessons, allowing students to revisit and reinforce their learning throughout the school
year.
- Research Project: Assign students to research a specific consumer law or policy, prepare a
presentation, and include a section on new vocabulary they encounter during their research
process.

Teacher Self-Evaluation:

SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 9 ENGLISH

WEEK 6: LESSON 5
Strand: Grammar in Use
Sub Strand: Present and Past Perfect Aspect

Specific Learning Outcomes:

- By the end of the lesson, learners should be able to:
1. State the meaning of the present perfect aspect in sentences.
2. Identify the present perfect aspect in texts.
3. Use the present perfect aspect in sentences.
4.Appreciate the importance of using tenses in sentences.

Key Inquiry Question:

- Why should we use tenses correctly in sentences?

Learning Resources:
- Learner's Textbook
- Digital devices
- Internet
- Charts
- Teacher's Guide
- Lesson notes

Organisation of Learning:

Introduction (5 minutes):
- Review the previous lesson on verb tenses.
- Guide learners to read and discuss relevant content on the present perfect aspect from their
textbooks. Focus on how this tense is formed and its usage.

Lesson Development (30 minutes):

Step 1: Understanding the Present Perfect Aspect

- Introduce the present perfect aspect by explaining its meaning. Write an example sentence on
the board, such as, "I have lived in this city for five years." Discuss how this tense connects the
past and the present.
Step 2: Group Exploration
- In pairs or small groups, learners use digital devices to search for five sentences that utilize the
present perfect aspect. They should note down the sentences and be ready to share them with
the class.

Step 3: Text Identification

- Distribute short texts or paragraphs containing various tenses. Learners read through the texts
and underline all instances of the present perfect aspect they find. Have a brief discussion about
their findings.

Step 4: Sentence Construction Exercise

- Individually, learners are tasked with creating their own sentences using the present perfect
aspect. They should use different subjects (I, you, he, she, we, they) and verbs to demonstrate
their understanding. Volunteers can share their sentences with the class.

Conclusion (5 minutes):
- Summarize key points of the lesson by highlighting the meaning, formation, and importance of
the present perfect aspect.
- Conduct a brief interactive activity: Ask learners to come up with sentences using both the
present perfect and simple past aspects, and discuss the differences.
- Preview the next session, hinting at the topic of the past perfect tense and encouraging
learners to think about how past events may relate to their present experiences.

Extended Activities:
- Writing Assignment: Ask students to write a short paragraph about their lives using at least
five sentences in the present perfect aspect.
- Present Perfect Gallery: Create a classroom display where learners can write sentences about
their personal experiences in the present perfect form, allowing everyone to walk around and
read others’ experiences.
 - Tense Bingo: Create bingo cards with different tense structures. As you call out the sentences,
students must identify the tense, providing a fun way to reinforce their learning.

Teacher Self-Evaluation:

SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 9 ENGLISH

WEEK 7: LESSON 1
Strand: Grammar in Use
Sub Strand: Present and Past Perfect Aspect

Specific Learning Outcomes:

- By the end of the lesson, learners should be able to:
1. State the meaning of the past perfect aspect in sentences.
2. Identify the past perfect form in sentences.
3. Use the past perfect aspect in sentences.
4. Appreciate the importance of using tenses in sentences.

Key Inquiry Question:

- How do we show that an action is complete?

Learning Resources:
- Learner's Textbook
- Digital devices (for internet research)
- Lesson notes
- Charts (for visual aid)

Organisation of Learning:

Introduction (5 minutes):
- Start by reviewing the previous lesson on verb tenses, asking students about what they
remember.
- Introduce today's topic, the past perfect aspect, and identify connections with the previous
lesson.
- Facilitate a brief discussion using examples from the textbook to highlight the importance of
using tenses correctly.

Lesson Development (30 minutes):

Step 1: Understanding the Past Perfect Aspect

- Explain the definition of the past perfect aspect: It shows that an action was completed before
another action in the past.
- Provide examples, such as: “She had finished her homework before dinner.”
- Ask students to share anything they understand about how this structure indicates
completion.

Step 2: Finding Examples

- In pairs, students will use digital devices to search for 3-5 examples of sentences that utilize
the past perfect form.
- Each pair will note down their examples to share with the class, ensuring they underline the
past perfect forms in each sentence.

Step 3: Identifying the Past Perfect Form

- As a class, review selected examples found by pairs. Ask students to underline the past perfect
verbs on the board and identify the structure (had + past participle).
- Discuss why these forms are important in showing the completion of actions.

Step 4: Constructing Sentences

- Guide students to construct their own sentences using the past perfect aspect. Give them a
prompt, such as, “Before I went to bed...”
- Students share their sentences with the class, discussing any differences in sentence structure
and meaning.
Conclusion (5 minutes):
- Summarize key points regarding the past perfect aspect and its importance in expressing
completed actions.
- Conduct a quick interactive activity such as a sentence completion game where students must
choose the correct form from multiple options.
- Preview the next session, which will focus on the future perfect aspect, encouraging students
to think about how tenses will combine in different scenarios.

Extended Activities:
 - Encourage students to write a short narrative using both past and past perfect verb forms to
illustrate how timelines change within a story.
- Suggest pairing students to create a charades game where one student acts out a past perfect
scenario while the other guesses the sentence by framing it properly.

Teacher Self-Evaluation:

SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 9 ENGLISH

WEEK 7: LESSON 2
Strand: Intensive Reading
Sub Strand: Play: Identification of Characters

Specific Learning Outcomes:

- By the end of the lesson, learners should be able to:
1. Identify the characters in a play.
2.Use appropriate adjectives to describe the characters.
3. Role play various characters in class.
4.Value the need to describe people and situations appropriately.

Key Inquiry Question:

- How can one tell the qualities of a character in a play?

Learning Resources:
- Class Reader (play selection)
- Lesson notes
- Teacher's guide
- Digital devices

Organization of Learning:

Introduction (5 minutes):
- Begin by reviewing the previous lesson on the elements of a play (e.g., plot, setting, themes).
- Ask students questions to assess their understanding and connect to today's topic.
- Introduce the key inquiry question: "How can one tell the qualities of a character in a play?"

Lesson Development (30 minutes):

Step 1: Reading the Play

- Divide students into small groups or pairs.
- Assign a specific section of the play for each group to read. Encourage them to pay close
attention to character interactions and descriptions.

Step 2: Listing Characters

- After the reading, ask each group to list the characters from their section of the play and
describe their roles. For example, who are the protagonists, antagonists, and supporting
characters?

Step 3: Using Adjectives to Describe Characters

- Each group should work on identifying and suggesting adjectives that best describe the
characters they listed (e.g., brave, cunning, humorous). Students can also draw illustrations or
symbols to represent their character's traits.

Step 4: Role Playing

- Groups must select one character to role play, showing key personality traits through actions
and dialogue. They should explain why that character acts as they do, considering motivations
and context within the play.

Conclusion (5 minutes):
- Summarize the key points: character identification, descriptive language, and role-play.
- Reinforce the importance of understanding characters to appreciate the overall narrative and
themes of a play.
- Conduct a brief interactive activity—such as a rapid-fire adjective round—encouraging
students to describe a character they've read about without naming them.
- Provide a brief preview of the upcoming topics, such as exploring themes and conflicts in
plays, and encourage students to think about their favorite characters for next class discussions.

Extended Activities:
- Character Journals: Have students choose a character from the play and write a journal entry
from that character's perspective reflecting on key events in the play.

- Character Mapping: Students create a visual map of the characters, connecting them with lines
to show relationships and key descriptors, enhancing their understanding of character
dynamics.
 - Creative Writing: Assign students to write a short monologue or dialogue for one character,
exploring their motivations further and how they would react to an alternate scenario within
the play.

Teacher Self-Evaluation:

SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 9 ENGLISH

WEEK 7: LESSON 3
Strand: Intensive Reading
Sub Strand: Play: Identification of Characters

Specific Learning Outcomes:

- By the end of the lesson, learners should be able to:
1.Identify the actions of the characters in the Play.
2.Describe the actions of the characters using appropriate adverbs.
3.Relate the characters in the Play to people in real life.
4. Value the need to describe people and situations appropriately.

Key Inquiry Question:

- How does describing the actions of characters aid our understanding of a Play?

Learning Resources:
- Class Reader - Selected Play
- Digital devices

Organisation of Learning:

Introduction (5 minutes):
- Review the previous lesson's content on character identification and the importance of actions
in a play.
- Guide learners to engage with a brief passage of the selected play, discussing what they notice
about the characters' actions.
Lesson Development (30 minutes):

Step 1: Character Action Identification

- In pairs, learners will skim through the selected play to identify actions taken by key
characters.
- As a class, compile a list of identified actions on the board, ensuring everyone contributes.

Step 2: Describing Actions with Adverbs

- Once actions are listed, learners will work in small groups to describe these actions using
appropriate adverbs (e.g., "runs quickly," "whispers softly").
- Groups will share their descriptions with the class, allowing for discussion on how adverbs
change the meaning.
Step 3: Relating Characters to Real Life
- Individually, each learner will choose one character from the play and write down ways that
character reminds them of someone they know in real life.
- Share insights in small pairs, discussing similarities in actions or traits.

Step 4: Essay Writing

- Learners will choose their favorite character from the play and write a short essay (3-5
paragraphs) elaborating on the character's actions and how these resonate with real-life
situations.
- Encourage creativity and personal connection to character analysis.

Conclusion (5 minutes):
- Summarize key points about character actions, the importance of descriptive language, and
relating characters to real life.
- Conduct a brief interactive activity where learners share one new thing they learned to
reinforce understanding.
- Preview the next session's focus on conflict resolution in the play and encourage learners to
think about conflicts related to their chosen characters.

Extended Activities:
- Character Journals: Have students keep a character journal where they reflect on the
development of their favorite character throughout the play, including actions, motivations, and
relationships with others.
- Role Play: In groups, students perform a short scene from the play, focusing on embodying
their character's actions and using adverbs to enhance their performance.
- Adverb Scavenger Hunt: Create a list of adverbs related to emotions and actions. Students will
find examples in the play or in their environment and present them as a class discussion.
 Teacher Self-Evaluation:

SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 9 ENGLISH

WEEK 7: LESSON 4
Strand: Writing
Sub Strand: Narrative and Descriptive Paragraphs

Specific Learning Outcomes:

- By the end of the lesson, learners should be able to:
1. Outline the characteristics of a narrative paragraph.
2. Write narrative paragraphs using the first and second person.
3.Value the need for well-formed paragraphs in written communication.

Key Inquiry Question(s):

- How can we make a narrative composition interesting?

Learning Resources:
- Digital devices
- Lesson notes
- Teacher's Guide
- Learner's Textbook

Organisation of Learning:

Introduction (5 minutes):
- Review the previous lesson on paragraph writing.
- Guide learners to read and discuss relevant content from the learning resources, focusing on
the characteristics of a narrative paragraph.
Lesson Development (30 minutes):

Step 1: Understanding Narrative Paragraphs

- In pairs, learners will discuss the meaning of a narrative paragraph.
- They will share their thoughts and provide definitions, creating a class definition on the board.

Step 2: Research and Analysis

- Groups of three will search for examples of narrative paragraphs using digital devices or
printed materials.
- Each group will present one example to the class and discuss its qualities, focusing on
elements like character development and storytelling techniques.

Step 3: Characteristics of Narrative Paragraphs

- As a class, outline the key characteristics of a narrative paragraph (e.g., a clear beginning,
middle, and end, use of first or second person, engaging descriptions).

Step 4: Writing Exercise

- Individually, learners create their own narrative paragraph, incorporating first and second-
person perspectives.
- After writing, they will pair up to share their paragraphs and provide constructive feedback to
each other.

Conclusion (5 minutes):
- Summarize the key points discussed: characteristics of a narrative paragraph and the
importance of well-formed paragraphs.
- Conduct a brief interactive activity (e.g., a quick quiz or a "What Makes It Work?" discussion)
to reinforce the main topics.
- Preview upcoming topics by asking learners to think about a story they want to share in the
next class.

Extended Activities:
- Ask learners to keep a narrative journal for a week, writing a short narrative paragraph each
day based on their experiences.
- Encourage students to create a digital storytelling project using their narrative paragraphs,
incorporating images, audio, or video to enhance their stories.
- Organize a "Storytelling Day" where students can read their narrative paragraphs aloud to the
class or in small groups, developing their oral presentation skills.

Teacher Self-Evaluation:
SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 9 ENGLISH

WEEK 7: LESSON 5
Strand: Writing
Sub Strand: Narrative and Descriptive Paragraphs

Specific Learning Outcomes:

- By the end of the lesson, learners should be able to:
1. State the meaning of descriptive paragraphs.
2. Outline the features of a descriptive paragraph.
3. Write descriptive paragraphs using the first and second person.
4. Value the need for well-formed paragraphs in written communication.
Key Inquiry Questions:
- How can we ensure unity in a paragraph?
- What is a descriptive paragraph?
- What are the features of a descriptive paragraph?

Learning Resources:
- Digital devices
- Samples of descriptive paragraphs
- Learner's Textbook

Organisation of Learning:

Introduction (5 minutes):
- Briefly review the previous lesson on narrative writing.
- Guide learners to read and discuss relevant content from the learning resources, focusing on
the definition and importance of descriptive paragraphs.

Lesson Development (30 minutes):

Step 1: Understanding Descriptive Paragraphs

- Activity: In pairs, learners discuss the meaning of descriptive paragraphs. Use guiding
questions:
- What do you think makes a paragraph descriptive?
- How do descriptive paragraphs differ from other types of paragraphs?
- Outcome: Students share their thoughts, leading to a class definition of a descriptive
paragraph.

Step 2: Identifying Features

- Activity: Each group will search for examples of descriptive paragraphs online or in the
textbook. Students will note down features such as:
- Use of sensory details (sight, sound, smell, taste, touch)
- Vivid language
- Organization and coherence
- Outcome: Groups present their findings, encapsulating the features noted. Class highlights the
common elements.

Step 3: Writing Descriptive Paragraphs

- Activity: Individuals or pairs will create their own descriptive paragraph focusing on one object,
place, or person, ensuring they appeal to at least three senses. Students are encouraged to use
first and second person perspectives.
- Outcome: Students draft their paragraphs and prepare for peer review.

Step 4: Peer Review and Revision

- Activity: Learners exchange their paragraphs with peers for feedback. They will focus on clarity,
coherence, and sensory detail as they provide constructive criticism.
- Outcome: Students revise their paragraphs based on peer feedback.

Conclusion (5 minutes):
- Summarize key points: definition, features, and writing of descriptive paragraphs.
- Conduct a quick interactive activity, such as a 'sensory detail' brainstorming session where
students shout out sensory words related to a topic.
- Preview the next lesson’s focus on narrative writing to prepare learners for future activities.

Extended Activities:
- Activity: Have students create a scrapbook or digital portfolio featuring descriptive paragraphs
about their favorite places, experiences, or people. Each entry should utilize a different
perspective (first and second person).
 - Activity: Conduct a ‘Descriptive Writing Challenge’ where students must describe a scene using
only the five senses without naming the subject.

Teacher Self-Evaluation:

SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 9 ENGLISH

WEEK 9: LESSON 1
Strand: Theme: Relationships: Community. Listening and Speaking.
Sub Strand: Pronunciations.

Specific Learning Outcomes:

- By the end of the lesson, the learner should be able to:
1.Identify the semi-vowels /j/ and /w/ and diphthongs /ai/ and /ei/ in words.
2.Pronounce the semi-vowels /j/ and /w/ and diphthongs /ai/ and /ei/ in words for clarity.
3.Appreciate the importance of correct pronunciation in communication.

Key Inquiry Question(s):

- Why should we pronounce sounds accurately?
Learning Resources:
- Audio recordings
- Learner's textbook
- Teacher's Guide
- Digital devices

Organisation of Learning:

Introduction (5 minutes):
- Review the previous lesson by asking students about the importance of different sounds in
English.
- Guide learners to read and discuss relevant content from the learning resources, emphasizing
semi-vowels and diphthongs.

Lesson Development (30 minutes):

Step 1: Identifying Sounds

- Activity: In pairs, learners will receive a list of words.
- Task: They will identify and highlight the semi-vowels /j/ (as in "yes") and /w/ (as in "we").
- Instruction: Prompt them to check their lists against the audio recordings to ensure they are
correctly identifying the sounds.

Step 2: Recognizing Diphthongs

- Activity: In their groups, learners will listen to an audio text that contains various words.
- Task: They will jot down all the words that contain diphthongs /ai/ (as in "rain") and /ei/ (as in
"train").
- Instruction: Encourage students to share their findings and correct each other if they
misidentify a sound.
Step 3: Pronunciation Practice
- Activity: Guided practice where the teacher models pronunciation of selected words
containing the identified sounds.
- Task: Students will repeat after the teacher, focusing on clarity.
- Instruction: Use a digital device to record some students to offer feedback on their
pronunciation.

Step 4: Application
- Activity: Each student will choose four words from their lists that contain either semi-vowels or
diphthongs.
- Task: They will craft and present a short sentence using those words.
- Instruction: Remind students to pay attention to their pronunciation during their
presentations.

Conclusion (5 minutes):
- Summarize key points and learning objectives achieved during the lesson, focusing on
pronunciation and its importance in communication.
- Conduct a brief interactive activity (e.g., a quick round of “Sound Bingo” where students listen
for and identify the targeted sounds) to reinforce the main topics.
- Prepare learners for the next session by previewing upcoming topics or encouraging them to
consider questions such as, “What role does tone play in communication?”

Extended Activities:
- Create a "Pronunciation Journal" where students keep track of new words they learn with
semi-vowels and diphthongs, including their meanings and sentences.
- Organize a " pronunciation challenge" where students can record themselves reading a poem
or a passage, focusing on the pronunciation of semi-vowels and diphthongs. They can listen to
their recordings to self-assess or share with peers for feedback.
- Plan a small group discussion on how pronunciation can affect understanding in real-life
conversations, encouraging students to include examples or experiences.
 Teacher Self-Evaluation:

SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 9 ENGLISH

WEEK 9: LESSON 2
Strand: Listening and Speaking
Sub Strand: Pronunciation

Specific Learning Outcomes:

- By the end of the lesson, the learner should be able to:
1.Differentiate between content and function words for speech clarity.
2. Apply stress on content and function words appropriately for speech clarity.
3. Appreciate the importance of correct pronunciation in communication.

Key Inquiry Questions:

- How can the same word express different meanings?
- What is the difference between function and content words?

Learning Resources:
- Learner's Textbook
- Teacher's Guide
- Digital devices
- Lesson notes

Organisation of Learning:

Introduction (5 minutes):
- Review the previous lesson, focusing on key concepts in pronunciation.
- Guide learners to read and discuss relevant content from the textbook, highlighting the
definitions of content and function words, as well as the importance of pronunciation in
communication.

Lesson Development (30 minutes):

Step 1: Define Content and Function Words

- Introduce and explain the definitions of content words (nouns, main verbs, adjectives,
adverbs) and function words (prepositions, conjunctions, auxiliary verbs, articles).
- Have students work individually or in pairs to find and list examples of each type from their
textbooks.

Step 2: Identifying the Difference

- As a class, discuss the differences between content and function words.
- Encourage students to share their examples and clarify any misunderstandings.

Step 3: Demonstrating Stress in Speech

- Explain how stressing content words can change the meaning of a sentence.
- Provide sentences and model how to stress certain words.
- Have students practice in pairs, taking turns stressing different content words in sentences.
Step 4: Exploring Variations in Meaning
- Discuss how the same word can convey different meanings based on stress.
- Conduct a mini-activity where students say sentences with the same word that holds different
meanings based on which word is stressed, for example, "I didn’t say he stole the money."

Conclusion (5 minutes):
- Summarize key points discussed during the lesson: the definitions and importance of content
and function words, and how stress impacts meaning.
- Conduct a brief interactive activity, such as having students create their own sentences to
present, highlighting content and function words.
- Prepare learners for the next session with a preview: "Next time, we will explore the impact of
tone and intonation in effective communication."

Extended Activities:
- Have students listen to a short podcast or video clip and ask them to identify and write down
examples of content and function words, as well as any instances of word stress.
- Assign a reading passage and have students prepare a short presentation focusing on stressing
content words for clarity.
- Encourage students to practice with a partner, where they read dialogues emphasizing correct
pronunciation and stress.

Teacher Self-Evaluation:
SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 9 ENGLISH

WEEK 9: LESSON 3
Strand: Reading
Sub Strand: Reference Materials: Dictionary, Thesaurus, and Encyclopedia

Specific Learning Outcomes:

- By the end of the lesson, learners should be able to:
1. Outline various types of reference materials and their uses.
2. Use the dictionary, thesaurus, and subject-specific encyclopedia to check the meaning and
usage of words.
3. Acknowledge the value of reference materials in research.

Key Inquiry Question(s):

- Why do we use reference materials?
- What is the purpose of the reference materials?

Learning Resources:
- Dictionary
- Thesaurus
- Subject-Specific Encyclopedia
- Learner's Textbook
- Lesson Notes

Organization of Learning:

Introduction (5 minutes):
- Begin with a brief review of the previous lesson on vocabulary acquisition.
- Ask students guiding questions to elicit their prior knowledge about reference materials (e.g.,
"What types of reference materials do you know?" "When might you use a dictionary?").
- Highlight the importance of having accurate definitions and synonyms.

Lesson Development (30 minutes):

Step 1: Overview of Reference Materials

- Present a brief explanation of dictionaries, thesauruses, and encyclopedias.
- Dictionaries: Explain their function in defining words and providing pronunciation.
- Thesauruses: Discuss their use in finding synonyms and antonyms.
- Encyclopedias: Describe how they provide comprehensive information on a variety of subjects.
- Group discussion on when to use each type, recording ideas on the board.

Step 2: Group Research Activity

- Divide students into small groups and assign each a type of reference material.
- Instruct groups to search for information online, discussing the purpose and usefulness of their
assigned material.
- Each group should prepare to share findings with the class.

Step 3: Word Exploration in Texts

- Hand out a short passage from the textbook or a recent newspaper article.
- Ask students to read silently, highlighting or writing down unfamiliar words.
- Encourage them to think about the context of the words as they prepare for the next step.

Step 4: Hands-On Activity

- Using the dictionaries and thesauruses available, guide students to look up their highlighted
words.
- Have them find synonyms for selected words and create sentences using those synonyms.
- Allow a few minutes for students to share their sentences with the class.

Conclusion (5 minutes):
- Summarize the key points covered in the lesson, emphasizing the importance of each
reference material.
- Conduct an interactive Kahoot or quiz to reinforce the main topics learned today, focusing on
definitions and uses of reference materials.
- Preview the next lesson, which will focus on writing and citing sources in research,
encouraging students to consider how they can use reference materials in that process.

Extended Activities:
- Reference Material Scavenger Hunt: Create a worksheet with specific definitions or synonyms
for students to find in the dictionary or thesaurus. This can be done in pairs or small groups.
- Research Project: Assign a topic relevant to the curriculum where students will need to use
encyclopedias to gather information. They will present findings in the next class.

Teacher Self-Evaluation:
SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 9 ENGLISH

WEEK 9: LESSON 4
Strand: Reading
Sub Strand: Reference Materials: Dictionary, Thesaurus, and Encyclopedia

Specific Learning Outcomes:

- By the end of the lesson, learners should be able to:
1. Conduct research on a topic of interest using the dictionary, thesaurus, and encyclopedia.
2. Acknowledge the value of reference materials in research.

Key Inquiry Question(s):

- Why do we use reference materials?

Learning Resources:
- Subject-specific encyclopedia
- Learner's textbook
- Digital devices

Organisation of Learning:

Introduction (5 minutes):
- Begin the lesson by reviewing the previous session’s key points about different types of
reference materials.
- Ask students to share any experiences they had using these materials at home or during
school, guiding a brief discussion on their importance.

Lesson Development (30 minutes):

Step 1: Introduction to Reference Materials

- Briefly introduce the dictionary, thesaurus, and encyclopedia, explaining their specific
purposes.
- Discuss examples: how a dictionary provides definitions, a thesaurus offers
synonyms/antonyms, and an encyclopedia gives comprehensive information about various
topics.

Step 2: Group Research Activity

- Divide learners into small groups and assign each group a different contemporary issue they
can explore (e.g., climate change, technology in education).
- Instruct them to use the digital devices and the subject-specific encyclopedia to conduct
research on their assigned topic. Provide guidelines on what specific information they should
look for (definitions, synonyms, historical context, etc.).

Step 3: Documentation of Findings

- Have learners write down their findings in their notebooks. Encourage them to note down
important terms, definitions from the dictionary, and relevant synonyms from the thesaurus
that pertain to their topic.

Step 4: Sharing and Discussion

- Invite each group to present a summary of their research findings to the class. Encourage
students to engage in a brief discussion about their topics, asking questions to foster
understanding and critical thinking.
Conclusion (5 minutes):
- Summarize the key points discussed throughout the lesson, emphasizing the purpose and
importance of reference materials in conducting research.
- Conduct a brief interactive activity, such as a quiz or brainstorming session, where students
can shout out words they learned and their meanings or synonyms.
- Provide a preview of the next session's topic, asking students to consider how they can apply
their knowledge of reference materials to their upcoming research projects.

Extended Activities:
- Research Project: Assign students to select a topic of interest and conduct a detailed research
project using at least two different reference materials. They will create a presentation or poster
to share their findings with the class.
- Reference Material Hunt: Create a scavenger hunt where students must find specific
information or words using a dictionary, thesaurus, or encyclopedia. This can be done in the
library or online, reinforcing their investigative skills.

Teacher Self-Evaluation:
SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 9 ENGLISH

WEEK 9: LESSON 5
Strand: Grammar in Use
Sub Strand: Order of Adjectives

Specific Learning Outcomes:

- By the end of the lesson, learners should be able to:
1. Identify the various types of adjectives in texts.
2.Use digital devices to search for examples of various types of adjectives.
3.Appreciate the role of order of adjectives in communication for clarity.

Key Inquiry Question(s):

- How can we use words to create vivid pictures of a person or place?

Learning Resources:
- Learner's Textbook
- Teacher's Guide
- Digital devices
- Audio texts
- Lesson notes

Organisation of Learning:
Introduction (5 minutes):
- Review the previous lesson by asking students to share what they remember about adjectives.
- Guide learners to read and discuss relevant content from the learning resources, emphasizing
the importance of adjectives in creating clear imagery in communication.

Lesson Development (30 minutes):

Step 1: Group Discussion

- Divide the class into small groups.
- Instruct them to discuss and list the different types of adjectives (e.g., opinion, size, shape,
age, color, origin, material, purpose).
- Each group will share their findings with the whole class to create a comprehensive list on the
board.

Step 2: Audio Text Analysis

- Play a short audio text (a descriptive passage).
- Have students listen closely and jot down all the adjectives they hear.
- After listening, ask students to share their lists in pairs and combine them to identify any
adjectives they may have missed.

Step 3: Internet Research

- Using their digital devices, students will search for examples of various types of adjectives
online.
- Remind them to look for adjectives that fit into the categories discussed in Step 1.
- Each student will note down one example from each category.

Step 4: Crossword Puzzle

- Distribute a crossword puzzle that features clues related to various types of adjectives.
- Allow students to work in pairs to complete the puzzle, reinforcing their understanding of
adjective types.

Conclusion (5 minutes):
- Summarize key points covered, such as the different types of adjectives and their order in
sentences.
- Engage learners in an interactive quick-fire round where they shout out examples as you call
out the type of adjective.
- Preview the next session by posing a question, such as "How do adjectives affect the meaning
of sentences?"

Extended Activities:
- Adjective Collage: Have students create a visual collage using magazine cutouts or drawings
that represent their favorite place or person, labeling the various adjectives that describe them.
- Descriptive Paragraph Writing: Task students with writing a descriptive paragraph about a
favorite memory or an imaginary place, instructing them to use at least five different adjectives
that follow the correct order.
- Adjective Scavenger Hunt: Encourage students to go on a scavenger hunt where they identify
adjectives in their environment (e.g., at home or school) and capture images or write them
down.

Teacher Self-Evaluation:
SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 9 ENGLISH

WEEK 10: LESSON 1

Strand: Grammar in Use
Sub Strand: Order of Adjectives

Specific Learning Outcomes:

- By the end of the lesson, the learner should be able to:
1. Use the correct order of adjectives in oral and written texts.
2. Acknowledge the importance of order of adjectives in communication.

Key Inquiry Question:

- Why is it important to order adjectives correctly?

Learning Resources:
- Learner's Textbook
- Pictures, Posters, and Visuals
- Digital devices (e.g., computers or tablets)

Organisation of Learning:

Introduction (5 minutes):
- Begin by reviewing the previous lesson on adjectives.
- Engage learners in a discussion about what they remember, prompting them with questions
about the different types of adjectives.
- Introduce the key concept: the importance of ordering adjectives correctly in sentences for
clear communication.
Lesson Development (30 minutes):

Step 1: Group Brainstorming

- Divide learners into small groups and provide each group with a list of adjectives categorized
by type: opinion, size, shape, age, color, origin, material, and purpose.
- Ask each group to brainstorm and write down as many adjectives as they can for each
category.

Step 2: Sentence Construction

- Using the adjectives generated, each group will construct a set of sentences that follow the
correct order of adjectives (e.g., "I saw a beautiful large round old blue French ceramic vase").
- Encourage them to create both written and oral sentences, practicing saying them aloud to
enhance their understanding of rhythm and flow.

Step 3: Visual Sentence Creation

- Provide posters and visuals depicting various scenes (e.g., a bustling market, a serene park).
- Ask students to select a visual and describe it using a series of adjectives in the correct order,
either as a group or individually.

Step 4: Chain Storytelling Game

- Organize a "chain storytelling" game where each student takes turns adding a sentence to a
story about a character or place, making sure to use at least three adjectives in the correct
order.
- This activity encourages creativity and reinforces their understanding of proper adjective
placement in a fun and interactive way.
Conclusion (5 minutes):
- Summarize key points discussed in the lesson: the types of adjectives and their correct order.
- Conduct a brief interactive activity, such as a quiz or flashcard game, to reinforce the main
topics and to gauge students' understanding.
- Preview the next session by posing questions about how adjectives change meaning and
importance in descriptions.

Extended Activities:
- Adjective Scavenger Hunt: Assign students to find items around their home or school that fit
specific adjective criteria. They will take pictures and present their findings using complete
sentences that showcase adjective order.
- Adjective Journals: Encourage learners to keep a journal for a week where they describe their
daily experiences using adjectives. They must highlight and use at least five different adjective
orders in their entries.
- Creative Writing Assignment: Have students write a short descriptive story or poem using a
rich variety of adjectives in correct order, focusing on creating vivid imagery.

Teacher Self-Evaluation:
SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 9 ENGLISH

WEEK 10: LESSON 2

Strand: Reading
Sub Strand: Play: Style

Specific Learning Outcomes:

- By the end of the lesson, the learner should be able to:
1.Identify the features of style used in a play with examples.
2. Use digital resources to search for the meaning of the features of style used in a play.
3. Acknowledge the different features of style used in plays.

Key Inquiry Question(s):

- What makes a play interesting to read?

Learning Resources:
- Selected Play (class readers)
- Digital devices (tablets or computers)
- Lesson notes

Organisation of Learning:

Introduction (5 minutes):
- Begin with a brief review of the previous lesson on the basics of plays and their structure.
- Engage the learners by discussing what they found interesting about stories and plays.
Introduce the importance of style and how it affects reading experiences.

Lesson Development (30 minutes):

Step 1: Identifying Features of Style

- Divide students into small groups and provide each group with excerpts from a selected play.
- Instruct them to identify and list any stylistic features they notice, such as similes, metaphors,
dialogue, and stage directions.

Step 2: Oral Literature Features

- Discuss as a class the oral literature features present in the play, such as narration and
proverbs.
- Ask each group to present one feature they discovered and discuss why they think it's effective
in the play's style.

Step 3: Digital Exploration

- Guide students to use digital devices to research one of the stylistic features they identified.
They should find its definition, usage in literature, and any relevant examples.
- Allow time for students to share their findings with the class.

Step 4: Explicit Reading Practice

- Read a short passage from the selected play together as a class.
- Ask students to identify additional stylistic features in real-time, reinforcing concepts learned
earlier.

Conclusion (5 minutes):
- Summarize the key points discussed in class, emphasizing the importance of style in making
plays engaging and dynamic.
- Conduct a quick interactive activity, such as a "style scavenger hunt," where students shout
out different features they've learned as they see them in texts around the room.
- Preview the next session by hinting at discussions around character development and the role
of the playwright.
Extended Activities:
- Creative Writing Task: Encourage students to write a short scene from their original play that
incorporates at least three stylistic features identified during the lesson.
- Compare and Contrast: Have students select two plays and create a Venn diagram that
highlights the similarities and differences in their styles.
- Digital Presentation: In pairs, students can create a digital presentation or infographic that
outlines different features of style in plays, including definitions and examples.

Teacher Self-Evaluation:
SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 9 ENGLISH

WEEK 10: LESSON 3

Strand: Reading
Sub Strand: Play: Style

Specific Learning Outcomes:

- By the end of the lesson, learners should be able to:
1. Relate the stylistic features to the message in a play.
2.Role-play the actions of the characters in a play.
3.Value the role of varied styles in reinforcing the message in a play.

Key Inquiry Question(s):

- How do stylistic features enhance the message in a play?

Learning Resources:
- Play - Class Readers
- Digital devices (e.g., tablets or computers for research)

Organisation of Learning:

Introduction (5 minutes):
- Begin with a quick review of the previous lesson on the basics of drama and its elements.
- Discuss the importance of stylistic features in understanding the text.
- Guide learners in reading a selected excerpt from the class reader while focusing on identifying
stylistic features and the overarching message.

Lesson Development (30 minutes):

Step 1: Identifying Stylistic Features

- In pairs, learners will read specific scenes from the play and identify various stylistic elements
(e.g., language, tone, imagery, dialogue).
- Each pair will list at least three examples of these features and prepare to discuss their
significance.

Step 2: Connecting Style to Message

- Learners will then discuss how the identified stylistic features contribute to the overall
message or theme of the play.
- They will group their findings into three categories: how the style reflects the characters'
emotions, how it sets the tone, and how it conveys the central conflict.

Step 3: Role-Playing Characters

- In small groups, learners will choose a scene and assign roles. They will rehearse and perform
the scene, focusing on how the stylistic choices influence their portrayal of the characters.

Step 4: Summarizing Findings

- Finally, each group will present a brief summary of their findings regarding stylistic features
and their relation to the play's message. They should also explain how their role-played scene
highlighted these connections.

Conclusion (5 minutes):
- Summarize the key points discussed during the lesson, reiterating the connection between
style and message in a play.
- Conduct a quick interactive activity: Have students come up with one stylistic feature they
found effective and share how it impacted their understanding of the play.
- Preview the next session by asking students to think about how different playwrights use
unique styles and what message they might convey.
Extended Activities:
- Creative Extension: Have students write a short scene for their own play, deliberately using
specific stylistic features to convey a message. They can then perform these scenes in class.
- Research Assignment: Encourage students to research a famous playwright (e.g., Shakespeare,
Tennessee Williams) and present how their stylistic choices have affected the themes in their
works.
- Journaling: Instruct learners to maintain a journal where they reflect on stylistic elements they
encounter in their reading and how those elements influence their understanding of the texts.

Teacher Self-Evaluation:
SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 9 ENGLISH

WEEK 10: LESSON 4

Strand: Writing
Sub Strand: Letter of Application

Specific Learning Outcomes:

- By the end of the lesson, learners will be able to:
1. Identify the components of a letter of application.
2. Write a letter of application for placement at Senior School using all the components.
3. Advocate the need to adhere to the format of formal letter writing.

Key Inquiry Questions:

- Why do we write letters of application?
- How can one ensure a letter of application meets the expected standards?

Learning Resources:
- Samples of letters of application
- Digital devices (for accessing additional resources and submitting work)
- Learner’s Textbook
- Lesson notes

Organisation of Learning:

Introduction (5 minutes):
- Review the previous lesson by asking students what they learned about formal writing.
- Guide learners to read and discuss relevant content from the learning resources, highlighting
definitions and examples of letters of application.
- Initiate a short discussion on the significance of applying for placement in Senior School.

Lesson Development (30 minutes):

Step 1: Identifying Components

- In groups, provide learners with sample letters of application.
- Instruct groups to identify the key components of the letters (e.g., header, salutation,
introduction, body, closing, signature).
- Ask each group to share their findings with the class.

Step 2: Purpose Brainstorming

- Still in their groups, students will brainstorm why writing a letter of application is important.
- Prompt them with specific questions like: What is the goal of a letter of application? What
information should be communicated?
- Each group will present a summary of their ideas to the class.

Step 3: Writing Practice

- Students will individually write a letter of application for placement at Senior School, using the
components identified earlier.
- Encourage them to be clear and concise and to use formal language throughout.

Step 4: Peer Assessment

- Once completed, students will exchange their letters with a partner for peer assessment.
- They should use a simple checklist to provide constructive feedback based on the components
discussed.
Conclusion (5 minutes):
- Recap the key points covered in the lesson: components of a letter of application, its
importance, and adherence to format.
- Conduct a brief interactive activity – maybe a quick quiz or question game – to reinforce
understanding of the concepts discussed.
- Prepare learners for the next session by previewing the next topic: “Writing a Resume” and
students should consider what will be important to include.

Extended Activities:
- Research Task: Students can research different types of letters, including cover letters for jobs,
and compare them with letters of application.
- Mock Interview: Conduct a mock interview session where students can prepare and reflect on
what qualities they will showcase from their application letters.
- Peer Review Workshop: Organize a workshop for students to bring in their application letters
to share and offer constructive feedback in small groups, promoting collaborative learning.

Teacher Self-Evaluation:
SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 9 ENGLISH

WEEK 10: LESSON 5

Strand: Theme: Leisure Time
Sub Strand: Conversational Skills; Negotiation Skills

Specific Learning Outcomes:

- By the end of the lesson, the learner should be able to:
1. Identify words and phrases used during negotiations.
2. Use verbal and non-verbal cues during negotiations.
3.Acknowledge the importance of negotiation skills in communication.

Key Inquiry Question(s):

- Which words or expressions would you use when negotiating?
- How can one enhance their negotiation skills?

Learning Resources:
- Digital devices
- Video clips
- Learner's Textbook
- Teacher's Guide
- Lesson notes
- Charts

Organisation of Learning:
Introduction (5 minutes):
- Begin the lesson by reviewing key points from the previous session.
- Open a discussion related to negotiation, prompting students to share any past experiences
where they had to negotiate.
- Guide learners to read and discuss relevant content from their textbooks, emphasizing the key
concepts of negotiation.

Lesson Development (30 minutes):

Step 1: Watch a Negotiation Video

- Show a short video clip that depicts two parties engaged in a negotiation.
- After viewing, ask students to note key phrases and expressions they heard during the
negotiation.

Step 2: Identify Key Words and Phrases

- In pairs, learners will work together to list specific words and phrases that facilitate
negotiations, such as “I understand your position,” and “What would it take for us to agree?”
- Encourage students to include both persuasive language and agreed-upon terms.

Step 3: Explore Verbal and Non-Verbal Cues

- Discuss the importance of using verbal and non-verbal cues during negotiations, such as tone
of voice, eye contact, and body language.
- Guide students in practicing these cues in their pairs as they role-play negotiation scenarios.

Step 4: Perform a Conversational Poem

- Assign each group a scenario (e.g., negotiating for a car price, or bargaining at a market) and
have them create a brief conversational poem that illustrates a negotiation.
- Groups present their poems to the class, focusing on how they incorporate negotiation
language and cues.
Conclusion (5 minutes):
- Summarize the key points learned during the lesson, reinforcing the vocabulary and concepts
discussed.
- Conduct a brief interactive activity, such as a rapid-fire round where students must respond
with appropriate negotiation phrases to prompts provided by the teacher.
- Preview the next session's topic: exploring real-life negotiation strategies and the role of
culture in negotiation.

Extended Activities:
- Negotiation Journal: Students keep a journal for a week where they record any negotiation
experience they encounter, reflecting on the language they used or observed.
- Role-Playing Game: Organize a class activity where students role-play different negotiation
scenarios (e.g., negotiating contracts, prices) and provide peer feedback on each other’s
performance and language use.
- Research Project: Assign students to research a historical negotiation (like the Camp David
Accords) and present their findings, focusing on the negotiation styles and language used.

Teacher Self-Evaluation:
SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 9 ENGLISH

WEEK 11: LESSON 1

Strand: Reading
Sub Strand: Reading Fluency

Specific Learning Outcomes:

- By the end of the lesson, learners should be able to:
1.Outline ways of enhancing fluency in reading.
2.Discuss ways of enhancing fluency in reading.
3. Apply the different ways of enhancing fluency in reading.
4.Appreciate the ways of enhancing fluency in reading.

Key Inquiry Question:

- Why is reading a text fluently important?

Learning Resources:
- Learner's Textbook
- Digital Devices
- Lesson Notes
- Narratives
- Articles

Organisation of Learning:

Introduction (5 minutes):
- Review the previous lesson by asking students to share their key takeaways.
- Introduce the day's focus on reading fluency and discuss why fluency is an important skill for
comprehension and effective communication.

Lesson Development (30 minutes):

Step 1: Group Formation and Resource Gathering

- Divide the class into small groups of 4-5 students.
- Instruct each group to use digital devices to search for information on different ways to
enhance reading fluency.
- Provide guiding questions to help them focus their search, such as "What are techniques to
improve reading fluency?"

Step 2: Group Discussion

- After completing their research, ask groups to discuss their findings.
- Each group should identify at least three techniques for enhancing reading fluency, noting how
each technique could be applied in practice.

Step 3: Practical Application

- Direct groups to select a text from their learner's textbook or another resource.
- Have them preview the text, identifying any unfamiliar words and preparing to read it.
- Encourage them to practice skimming and scanning through the text as well as reading
portions aloud in turns, applying the identified fluency techniques.

Step 4: Sharing and Reflection

- Bring the class back together.
- Each group will share one strategy they discussed and practiced, along with their experiences
in applying it.
- Facilitate a discussion on the importance of fluency and how it impacts overall reading
comprehension.
Conclusion (5 minutes):
- Summarize the key points learned in the lesson regarding enhancing reading fluency.
- Conduct an interactive activity, such as a quick round of "Reading Relay," where students read
short passages aloud to demonstrate fluency.
- Prepare learners for the next session by teasing upcoming topics, such as in-depth techniques
for reading comprehension or exploring different genres of literature.

Extended Activities:
- Reading Log: Assign students to keep a reading log for a week, noting down any new
techniques they tried to enhance their fluency while reading different texts.
- Fluency Assessment: Students can record themselves reading a passage and then assess their
fluency based on rate, expression, and accuracy. They can reflect on their progress and share
their thoughts in class.
- Peer Teaching: Have students pair up and teach each other one of the techniques they learned
to enhance reading fluency, encouraging collaboration and mutual learning.

Teacher Self-Evaluation:
SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 9 ENGLISH

WEEK 11: LESSON 2

Strand: Reading
Sub Strand: Reading Fluency

Specific Learning Outcomes:

- By the end of the lesson, the learner should be able to:
1. Read a text at the right speed, accurately, and with expression for effective communication.
2.Acknowledge the role of reading fluently in extensive reading.

Key Inquiry Question(s):

- How can one read a text fluently?

Learning Resources:
- Selected Texts
- Flashcards
- Digital devices (tablets or computers)
- Stopwatches
- Learner's Textbook

Organisation of Learning:

Introduction (5 minutes):
- Begin the lesson with a brief review of the previous session focused on reading techniques.
- Ask students to share one thing they learned previously about reading fluency.
- Guide learners to read and discuss selected content from flashcards or digital devices that
highlights the importance of reading fluently.

Lesson Development (30 minutes):

Step 1: Identifying the Text

- Introduce the selected text on safe passenger practices.
- Discuss the text's main ideas with the class and clarify any vocabulary or concepts that may be
challenging.

Step 2: Setting Reading Goals

- In pairs, learners decide on a specific passage from the text to focus on (approximately 2-3
paragraphs).
- Encourage them to set a reading rate goal (e.g., reading a specified number of words per
minute) and agree on how many times each person will read the text.

Step 3: Timed Repeated Reading

- Using stopwatches, learners take turns reading their selected passage aloud to their partner
while timing themselves.
- After each reading, they discuss their speed and accuracy, helping each other with
pronunciation and expression.

Step 4: Reflection and Goal Adjustment

- After completing the timed readings, learners compare their initial goals with their actual
reading rates.
- As a group, discuss strategies for improving fluency and the importance of practice. Ask
students to reflect on what methods worked best for them.

Conclusion (5 minutes):
 - Summarize key concepts discussed, emphasizing the importance of fluency in reading and
effective communication.
- Conduct a brief interactive activity, such as a "Fluency Challenge," where students read a line
from the text with expression to their peers.
- Preview the next lesson, which will delve deeper into comprehension strategies and discuss
what makes a text engaging and informative.

Extended Activities:
- Have students create and record a short video of themselves reading a new text of their
choice. They should focus on expression and pacing, then present it to the class for feedback.
- Encourage learners to track their reading goals over the next week using a reading log, noting
their practice sessions and progress in fluency.

Teacher Self-Evaluation:

SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

 GRADE 9 ENGLISH

WEEK 11: LESSON 3

Strand: Grammar in Use
Sub Strand: Comparison of Adverbs

Specific Learning Outcomes:

- By the end of the lesson, learners should be able to:
1.Use positive, comparative, and superlative degrees of adverbs in sentences.
2.Appreciate the importance of the correct usage of adverbs.

Key Inquiry Question(s):

- Which words are used to make comparisons?

Learning Resources:
- Learner's Textbook
- Digital Devices
- Charts with Comparative and Superlative Degrees of Adverbs
- Lesson Notes

Organization of Learning:

Introduction (5 minutes):
- Review the previous lesson on adverbs and their functions. Ask students to recall what they
learned.
- Guide learners to read and discuss relevant content from the learning resources, emphasizing
the understanding of the key concepts associated with comparison.
Lesson Development (30 minutes):
Step 1: Introduction to Comparison of Adverbs
- Explain the three degrees of adverbs: positive, comparative, and superlative.
- Provide examples:
- Positive: “He runs quickly.”
- Comparative: “He runs more quickly than she does.”
- Superlative: “He runs the most quickly of all.”
- Highlight the formation rules for each type.

Step 2: Group Work – Constructing Sentences

- Organize students into small groups and give them a set of adverbs.
- Ask each group to create sentences using each degree of comparison for their assigned
adverbs.
- Encourage them to think creatively and come up with unique sentences.

Step 3: Peer Sharing and Feedback

- Have groups share their constructed sentences with the class.
- Facilitate a peer assessment session where students provide constructive feedback on each
other’s sentences and correct any misuse of adverbs.

Step 4: Individual Practice

- Distribute a short worksheet that contains a few sentences with missing adverbs.
- Ask students to fill in the blanks using the correct form of the adverb in positive, comparative,
or superlative degrees.
- Collect worksheets for review.

Conclusion (5 minutes):
- Summarize key points, including the definitions and examples of the three degrees of adverbs.
 - Conduct a brief interactive quiz using a digital device to reinforce the main topics learned.
- Preview the next session’s topic, posing questions such as “How do adverbs affect the meaning
of sentences?”

Extended Activities:
- Adverb Exploration Project: Ask students to find a news article or story and identify at least
five adverbs in different degrees. They should then write a brief summary discussing how the
use of these adverbs impacts the writing.
- Comparison Game: Create an adverb comparison game where students take turns picking an
adverb from a basket and must use it in positive, comparative, and superlative sentences. This
can be done in teams to encourage collaboration.

Teacher Self-Evaluation:

SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

 GRADE 9 ENGLISH

WEEK 11: LESSON 4

Strand: Grammar in Use
Sub Strand: Comparison of Adverbs

Specific Learning Outcomes:

- By the end of the lesson, the learner should be able to:
1. Identify the degrees of comparison in adverbs.
2. Discuss the rules of comparison of adverbs.
3. Search the internet for information on rules of comparison of adverbs.
4. Acknowledge the rules for comparison of adverbs.

Key Inquiry Questions:

- How do we compare things?
- Which rules for comparison of adverbs should one follow?

Learning Resources:
- Learner's textbook
- Charts
- Teacher's guide
- Digital devices

Organisation of Learning:

Introduction (5 minutes):
- Review the previous lesson on adverbs.
- Ask learners to share what they know about comparing adverbs.
- Guide learners to read and discuss relevant content from the learning resources, highlighting
the degrees of comparison.

Lesson Development (30 minutes):

Step 1: Identifying Degrees of Comparison

- In groups, learners identify examples of positive, comparative, and superlative degrees of
adverbs (e.g., quickly, more quickly, most quickly).
- Each group lists their examples on chart paper and shares them with the class.

Step 2: Researching Rules

- Learners use digital devices to search for the rules governing the comparison of adverbs.
- They should focus on when to use comparative and superlative forms.
- Each group summarizes their findings and prepares to present them.

Step 3: Discussing Rules

- Groups present their summaries of the rules they found.
- Discuss these rules as a class, correcting any misconceptions and confirming accurate
information.

Step 4: Application through Practice

- Provide a passage featuring various adverbs.
- In pairs, learners categorize the adverbs into positive, comparative, and superlative.
- Correct sentences containing errors in the comparison of adverbs together as a class.

Conclusion (5 minutes):
- Summarize the key points: the degrees of comparison and rules discussed.
 - Conduct a quick quiz or interactive game to reinforce understanding, e.g., a Kahoot quiz on
identifying degrees of comparison.
- Prepare learners for the next session by previewing upcoming topics such as "Using Adverbs in
Writing."

Extended Activities:
- Creative Writing Task: Ask learners to write a short story or a descriptive paragraph using a
variety of adverbs in positive, comparative, and superlative forms.
- Adverb Comparison Poster: Learners create a visually engaging poster that displays different
adverbs and their degrees of comparison, using examples from popular culture or sports.
- Adverb Comparison Game: In pairs, learners create flashcards with sentences missing adverbs
and challenge each other to fill in the blanks using the correct degree of comparison.

Teacher Self-Evaluation:

SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

 GRADE 9 ENGLISH

WEEK 11: LESSON 5

Strand: Reading
Sub Strand: Intensive Reading: Play

Specific Learning Outcomes:

- By the end of the lesson, the learner should be able to:
1. Identify the themes in a play or a section of a play.
2. Analyze the themes in a play.
3. Appreciate the role of literary appreciation in the development of critical thinking skills.

Key Inquiry Question(s):

- What are some of the issues authors write about?

Learning Resources:
- Selected Play (e.g., "Romeo and Juliet" or an appropriate contemporary play)
- Digital devices (if applicable)
- Learner's Textbook
- Lesson notes

Organisation of Learning:

Introduction (5 minutes):
- Review the previous lesson, focusing on any prior knowledge related to literary devices and
themes in literature.
- Briefly introduce the selected play and its significance in literature, engaging students in a
discussion about what they already know regarding themes in plays.
Lesson Development (30 minutes):

Step 1: Reading Excerpts

- Divide the class into small groups.
- Assign each group a specific excerpt from the selected play to read.

Step 2: Identifying Themes

- After reading, each group will work together to identify the main themes present in their
assigned excerpt.
- Encourage students to think critically about the messages, conflicts, and character dynamics
that reveal these themes.

Step 3: Group Discussion

- Groups will discuss their findings with each other, collaboratively refining their thoughts and
understanding of the themes.
- Encourage students to ask questions and challenge each other's thinking to enhance their
comprehension.

Step 4: Presentation
- Each group will present their identified themes to the class, providing examples from the text
to support their conclusions.
- After each presentation, allow for a brief Q&A session where classmates can ask questions or
share their ideas related to the themes presented.

Conclusion (5 minutes):
- Summarize the key themes discussed during the lesson and how they reflect broader social
issues or human experiences.
- Conduct a brief interactive activity, such as a class poll or a theme-matching game, to reinforce
the main topics covered.
 - Preview the next session by discussing upcoming topics related to character analysis or plot
development, encouraging students to think about what defines a well-crafted character in
literature.

Extended Activities:
- Creative Response: Students can write a short scene or dialogue that incorporates one of the
themes identified in class, encouraging them to apply their understanding creatively.
- Theme Journal: Have students keep a theme journal where they record and reflect on themes
they encounter in different literary works throughout the term.
- Debate: Organize a class debate on the relevance of the themes identified in today's play to
current societal issues, fostering critical thinking and public speaking skills.

Teacher Self-Evaluation:

SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 9 ENGLISH

WEEK 12: LESSON 1

Strand: Reading
Sub Strand: Intensive Reading: Play

Specific Learning Outcomes:

- By the end of the lesson, the learner should be able to:
1. Relate the themes in a Play to real life.
2. Role play some of the scenes in a Play.
3. Appreciate the role of literary appreciation in the development of critical thinking skills.

Key Inquiry Question(s):

- How are literary texts different from factual ones?

Learning Resources:
- Digital devices (tablets, laptops)
- Sections of the Play (printed or digital excerpts)

Organisation of Learning:

Introduction (5 minutes):
- Review the Previous Lesson: Ask students to recall key takeaways from the last discussion on
literary analysis.
- Discussion of Key Concepts: Briefly introduce the themes of the Play that will be addressed in
today’s lesson. Have students discuss how they relate to real-life situations.

Lesson Development (30 minutes):

Step 1: Group Formation

- Divide the class into small groups or pairs. Provide each group with a different section of the
Play to analyze.

Step 2: Theme Identification

- In their groups, have students read and discuss their assigned section, focusing on identifying
the central themes. Encourage them to think about parallels they can draw to their own lives or
current events.

Step 3: Role-Playing Preparation

- Assign each group a specific scene to role-play based on the themes they identified. Students
should discuss their characters, motivations, and how they might depict the scene. Encourage
creativity in interpretation.

Step 4: Role-Plays & Video Recording

- Groups perform their role-plays for the class while other groups record these performances
using digital devices. Each group can take turns to present, fostering an atmosphere of
engagement and collaboration.

Conclusion (5 minutes):
- Summarize Key Points: Recap the themes discussed, how they relate to real-life situations, and
the importance of literary appreciation in enhancing critical thinking skills.
- Interactive Activity: Have a quick quiz or discussion prompt (e.g., “What was a surprising
theme you identified, and why is it relevant today?”).
- Preview Next Session: Introduce upcoming topics, such as exploring character development or
analyzing the author's perspective in different literary forms.

Extended Activities:
- Writing Assignment: Have students write a reflective essay on their own lives in relation to one
of the themes discussed.
 - Creative Project: Encourage students to create a digital presentation using images, video clips,
and text to analyze their assigned section of the Play, focusing on themes and real-life
connections.

Teacher Self-Evaluation:

SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 9 ENGLISH

WEEK 12: LESSON 2

Strand: Writing
Sub Strand: Mechanics of Writing: Spelling

Specific Learning Outcomes:

- By the end of the lesson, the learner should be able to:
1. Differentiate between homonyms and homophones.
2. Recognize homonyms and homophones in written texts.
3. Spell commonly misspelt words for writing fluency.
4. Value the importance of correct spelling in written communication.

Key Inquiry Questions:

- What is the difference between homophones and homonyms?
- Why are some words commonly misspelt?

Learning Resources:
- Digital devices
- Charts
- Learner's textbook
- Lesson notes

Organisation of Learning:

Introduction (5 minutes):
- Review the previous lesson on the basics of spelling and its importance in communication.
- Guide learners to read and discuss relevant content from their learning resources, focusing on
homonyms and homophones.
Lesson Development (30 minutes):

Step 1: Define and Differentiate

- In pairs, learners research the definitions of homonyms and homophones using digital devices
and textbooks.
- They should note the differences and be ready to share insights with the class.

Step 2: Identifying Examples

- Working in small groups, learners receive a text excerpt containing multiple homonyms and
homophones.
- They must identify and highlight these words, discussing their meanings with their peers.

Step 3: Commonly Misspelt Words

- Groups conduct a quick internet search to compile a list of commonly misspelt homophones
and homonyms, discussing why these words are often confused or miswritten.

Step 4: Practice and Application

- Using the identified words, learners will then practice spelling by quizzing each other in pairs.
- Each pair will construct sentences using at least three homophones and three homonyms,
showcasing their correct use in context.

Conclusion (5 minutes):
- Summarize key points:
- The definitions and differences between homophones and homonyms.
- The importance of correct spelling in written communication.
- Conduct a brief interactive activity, such as a spelling bee with some of the identified words to
reinforce learning.
- Preview the next session, hinting at how to improve overall writing skills, and pose questions
for students to consider, such as the impact of incorrect spelling on reader comprehension.
 Extended Activities:
1. Creative Writing Assignment:
- Write a short story or poem using a set number of homophones and homonyms,
demonstrating their correct usage in context.

2. Word Wall:
- Create a word wall in the classroom where students can add homophones and homonyms
they come across in their reading, along with definitions and sentences.

3. Personal Spelling Journal:

- Maintain a spelling journal where students note commonly misspelt words they encounter
throughout the week and practice them through writing exercises.

Teacher Self-Evaluation:

SCHOOL LEVEL LEARNING AREA DATE TIME ROLL

GRADE 9 ENGLISH

WEEK 12: LESSON 3

Strand: Writing
Sub Strand: Mechanics of Writing: Spelling
Specific Learning Outcomes:
- By the end of the lesson, learners should be able to:
1. Differentiate between double consonants and double vowels in written texts.
2. Identify double consonants and double vowels in written texts.
3.Spell commonly misspelled words with double consonants and vowels for writing fluency.
4. Value the importance of correct spelling in written communication.

Key Inquiry Question:

- Why is it important to spell words correctly?

Learning Resources:
- Teacher's notes
- Learner's textbook
- Teacher's Guide
- Digital devices

Organization of Learning:

Introduction (5 minutes):
- Review the previous lesson focusing on spelling basics.
- Briefly discuss with learners why spelling is important in communication and introduce the key
concepts of double consonants and double vowels.

Lesson Development (30 minutes):

Step 1: Understanding Double Consonants vs. Double Vowels

- Students work in pairs to research and discuss the definitions of double consonants (e.g.,
"book," "letter") and double vowels (e.g., "tree," "sweet").
- Teacher circulates to provide clarification and support.

Step 2: Word Identification

- Each pair will create a list of 5 words that contain double consonants and 5 words with double
vowels.
- Groups share their lists with the class, and the teacher will write examples on the board while
correcting any inaccuracies.

Step 3: Dictation Activity

- Conduct a dictation of a selection of words that contain double consonants and double vowels.
- Students will write the words in their notebooks to enhance their spelling skills.

Step 4: Spelling Games

- Engage students in a quick spelling game. For example, use a "word relay" where one student
runs to the board to spell a word with double consonants or vowels.
- Alternatively, employ digital devices for an online quiz or spelling app relevant to the lesson.

Conclusion (5 minutes):
- Summarize key points: definitions and examples of double consonants and vowels, the
importance of correct spelling.
- Conduct a brief interactive quiz using a tool like Kahoot! to reinforce the main topics.
- Briefly preview the next session’s topic: exploring common spelling rules and exceptions.

Extended Activities:
- Homework Assignment: Have students choose 10 commonly misspelled words and create a
poster that includes each word, its definition, and a sentence using the word correctly.
- Peer Review: In the next class, students can exchange their posters and provide constructive
feedback on spelling and sentence usage.
- Creative Writing: Assign a short story that requires the use of at least five words with double
consonants and five with double vowels, focusing on correct spelling.

Teacher Self-Evaluation: