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| WK | LSN | TOPIC | SUB-TOPIC | OBJECTIVES | T/L ACTIVITIES | T/L AIDS | REFERENCE | REMARKS |
|---|---|---|---|---|---|---|---|---|
| 2 | 1 |
UNIT 16
LISTENING AND SPEAKING |
Role Playing
|
By the end of the
lesson, the learner
should be able to:
-Define role playing as a communication technique -Demonstrate effective interview preparation and questioning techniques -Apply courteous and professional interview conduct -Evaluate interview performance through peer feedback |
-Q/A session on previous knowledge of interviews
-Group discussion on choosing interviewees and preparation requirements -Teacher demonstration of effective interview opening and closing -Partner role play practice with reporter-mayor scenario -Class evaluation and feedback on interview performances |
-Chalkboard
-Interview scenario cards -Sample interview scripts -Notebooks and pens for props -Evaluation forms |
KLB Secondary English Form 3, Pages 148-149
|
|
| 2 | 2-3 |
LISTENING AND SPEAKING
READING |
Role Playing
Study Skills: Reading Newspapers and Magazines |
By the end of the
lesson, the learner
should be able to:
-Define role playing as a communication technique -Demonstrate effective interview preparation and questioning techniques -Apply courteous and professional interview conduct -Evaluate interview performance through peer feedback -Describe the importance of reading newspapers and magazines for current information -Identify key sections and features of newspaper layout -Apply scanning and skimming techniques for effective reading -Practice critical reading skills for editorial evaluation |
-Q/A session on previous knowledge of interviews
-Group discussion on choosing interviewees and preparation requirements -Teacher demonstration of effective interview opening and closing -Partner role play practice with reporter-mayor scenario -Class evaluation and feedback on interview performances -Review of previous lesson through Q/A -Analysis of newspaper structure including headlines, front page, and sections -Guided practice in scanning for names, dates, and specific facts -Demonstration of skimming technique for main ideas -Critical reading exercise analyzing editorial opinions and evidence |
-Chalkboard
-Interview scenario cards -Sample interview scripts -Notebooks and pens for props -Evaluation forms -Current newspapers and magazines -Reading technique charts -Highlighters -Analysis worksheets -Chalkboard |
KLB Secondary English Form 3, Pages 148-149
KLB Secondary English Form 3, Pages 149-150 |
|
| 2 | 4 |
READING
|
Study Skills: Reading Newspapers and Magazines
|
By the end of the
lesson, the learner
should be able to:
-Describe the importance of reading newspapers and magazines for current information -Identify key sections and features of newspaper layout -Apply scanning and skimming techniques for effective reading -Practice critical reading skills for editorial evaluation |
-Review of previous lesson through Q/A
-Analysis of newspaper structure including headlines, front page, and sections -Guided practice in scanning for names, dates, and specific facts -Demonstration of skimming technique for main ideas -Critical reading exercise analyzing editorial opinions and evidence |
-Current newspapers and magazines
-Reading technique charts -Highlighters -Analysis worksheets -Chalkboard |
KLB Secondary English Form 3, Pages 149-150
|
|
| 2 | 5 |
COMPREHENSION
|
Diet in HIV and AIDS Management
|
By the end of the
lesson, the learner
should be able to:
-Explain the relationship between malnutrition and HIV/AIDS progression -Analyze the effects of HIV on nutrient absorption and dietary needs -Identify appropriate foods and exercise for HIV/AIDS patients -Evaluate common dietary misconceptions for HIV patients |
-Pre-reading discussion on malnutrition effects on health
-Silent reading of "Diet in HIV and AIDS Management" passage -Guided answering of comprehension questions in groups -Class discussion on balanced diet components for HIV patients -Vocabulary exercise replacing words with synonyms |
-Comprehension passage
-Question sheets -English dictionary -Balanced diet charts -Chalkboard |
KLB Secondary English Form 3, Pages 150-152
|
|
| 2 | 6 |
COMPREHENSION
|
Diet in HIV and AIDS Management
|
By the end of the
lesson, the learner
should be able to:
-Explain the relationship between malnutrition and HIV/AIDS progression -Analyze the effects of HIV on nutrient absorption and dietary needs -Identify appropriate foods and exercise for HIV/AIDS patients -Evaluate common dietary misconceptions for HIV patients |
-Pre-reading discussion on malnutrition effects on health
-Silent reading of "Diet in HIV and AIDS Management" passage -Guided answering of comprehension questions in groups -Class discussion on balanced diet components for HIV patients -Vocabulary exercise replacing words with synonyms |
-Comprehension passage
-Question sheets -English dictionary -Balanced diet charts -Chalkboard |
KLB Secondary English Form 3, Pages 150-152
|
|
| 2 | 7 |
GRAMMAR
|
Adjective Phrases
|
By the end of the
lesson, the learner
should be able to:
-Define adjective phrases and their structural components -Identify single-word and multi-word adjective phrases in sentences -Apply correct placement of adverbs of degree (very, too, so, enough) -Use adjective phrases effectively in descriptive writing |
-Warm-up activity describing people using detailed adjective phrases
-Systematic teaching of adjective phrase structure with examples -Analysis of adverb placement before and after adjectives -Practice exercises identifying and creating adjective phrases -Letter rewriting exercise replacing adjective phrases with synonyms |
-Pictures for description activity
-Grammar worksheets -Word cards showing degree adverbs -Sample letter for rewriting -Chalkboard |
KLB Secondary English Form 3, Pages 152-154
|
|
| 2 | 8 |
WRITING
|
Notification of Meetings
|
By the end of the
lesson, the learner
should be able to:
-Define the purpose and importance of formal meeting notifications -Identify essential components of meeting notices (title, date, time, venue, agenda) -Apply correct formal format for different types of meetings -Create effective and clear meeting notifications with proper agenda items |
-Analysis of sample meeting notification formats
-Teaching of formal notice structure and required components -Comparison of internal and external meeting notice formats -Guided practice using provided templates and examples -Individual composition of meeting notification for school club election |
-Sample meeting notices
-Meeting notification templates -Writing materials -Examples of AGM and regular meeting agendas -Chalkboard |
KLB Secondary English Form 3, Pages 154-155
|
|
| 3 | 1 |
Intensive Reading
|
FATHERS OF NATIONS by Paul B Vitta
|
By the end of the
lesson, the learner
should be able to:
Read the text Discuss he background of the novel Discuss the character traits, themes and style in the novel Write notes based on the novel |
Reading set text
Discussion |
Sample context and essay questions and answers
|
FATHERS OF NATIONS by Paul B Vitta
|
|
| 3 | 2-3 |
Intensive Reading
|
FATHERS OF NATIONS by Paul B Vitta
|
By the end of the
lesson, the learner
should be able to:
Read the text Discuss he background of the novel Discuss the character traits, themes and style in the novel Write notes based on the novel |
Reading set text
Discussion |
Sample context and essay questions and answers
|
FATHERS OF NATIONS by Paul B Vitta
|
|
| 3 | 4 |
UNIT 17
LISTENING AND SPEAKING |
Retelling an Aetiological Story
|
By the end of the
lesson, the learner
should be able to:
-Define aetiological narratives and their characteristics -Analyze voice variation techniques in story delivery -Apply effective retelling strategies using gestures and expressions -Evaluate narrative performance through peer assessment |
-Group reading of "Why the Cheeks of the Cheetah are Stained with Tears"
-Discussion on voice usage, tone variation, and delivery techniques -Practice retelling story without text using personal attributes -Peer evaluation of storytelling effectiveness and improvement suggestions |
-Aetiological story text
-Voice technique charts -Evaluation forms -Audio recordings (if available) -Performance area |
KLB Secondary English Form 3, Pages 156-157
|
|
| 3 | 5 |
LISTENING AND SPEAKING
|
Retelling an Aetiological Story
|
By the end of the
lesson, the learner
should be able to:
-Define aetiological narratives and their characteristics -Analyze voice variation techniques in story delivery -Apply effective retelling strategies using gestures and expressions -Evaluate narrative performance through peer assessment |
-Group reading of "Why the Cheeks of the Cheetah are Stained with Tears"
-Discussion on voice usage, tone variation, and delivery techniques -Practice retelling story without text using personal attributes -Peer evaluation of storytelling effectiveness and improvement suggestions |
-Aetiological story text
-Voice technique charts -Evaluation forms -Audio recordings (if available) -Performance area |
KLB Secondary English Form 3, Pages 156-157
|
|
| 3 | 6 |
READING
|
Study Skills: Note-making in Preparation for Summary Writing
|
By the end of the
lesson, the learner
should be able to:
-Explain the purpose and process of effective note-making -Apply systematic note-making techniques using bullets and numbering -Identify main ideas and supporting details in complex texts -Create organized notes for summary writing preparation |
-Review of previous lesson through Q/A session
-Teaching of note-making strategies and formatting techniques -Guided practice with "Ecological, Economic and Social Value of Forests" passage -Exercise in converting notes to paragraph form using transitional words |
-Sample texts for note-making
-Note-making templates -Highlighters and markers -Chalkboard -Practice worksheets |
KLB Secondary English Form 3, Pages 157-159
|
|
| 3 | 7 |
READING
|
Study Skills: Note-making in Preparation for Summary Writing
|
By the end of the
lesson, the learner
should be able to:
-Explain the purpose and process of effective note-making -Apply systematic note-making techniques using bullets and numbering -Identify main ideas and supporting details in complex texts -Create organized notes for summary writing preparation |
-Review of previous lesson through Q/A session
-Teaching of note-making strategies and formatting techniques -Guided practice with "Ecological, Economic and Social Value of Forests" passage -Exercise in converting notes to paragraph form using transitional words |
-Sample texts for note-making
-Note-making templates -Highlighters and markers -Chalkboard -Practice worksheets |
KLB Secondary English Form 3, Pages 157-159
|
|
| 3 | 8 |
COMPREHENSION
|
Akoko's Quest for Justice
|
By the end of the
lesson, the learner
should be able to:
-Analyze character development and motivation in literary texts -Examine themes of gender roles and justice in traditional society -Identify and interpret figures of speech in narrative contexts -Evaluate the author's attitude toward women's status in society |
-Pre-reading discussion on women's treatment in traditional communities
-Silent reading of "Akoko's Quest for Justice" excerpt -Guided analysis of Akoko's character traits and circumstances -Group discussion on gender themes and literary devices used |
-Comprehension passage
-Character analysis charts -Question sheets -Dictionary -Discussion guides |
KLB Secondary English Form 3, Pages 159-161
|
|
| 4 | 1 |
GRAMMAR
|
Conditional Clauses
|
By the end of the
lesson, the learner
should be able to:
-Define conditional clauses and their functions in communication -Distinguish between real and unreal conditional situations -Apply various conditional conjunctions (if, unless, provided that, as long as) -Use appropriate tense forms in conditional constructions |
-Role-play activity using conditional statements in campaign promises
-Systematic teaching of real vs unreal conditions with examples -Practice exercises converting between different conditional forms -Sentence completion activities using various conditional conjunctions |
-Campaign scenario cards
-Grammar worksheets -Conditional clause charts -Exercise books -Chalkboard |
KLB Secondary English Form 3, Pages 161-163
|
|
| 4 | 2-3 |
GRAMMAR
|
Conditional Clauses
|
By the end of the
lesson, the learner
should be able to:
-Define conditional clauses and their functions in communication -Distinguish between real and unreal conditional situations -Apply various conditional conjunctions (if, unless, provided that, as long as) -Use appropriate tense forms in conditional constructions |
-Role-play activity using conditional statements in campaign promises
-Systematic teaching of real vs unreal conditions with examples -Practice exercises converting between different conditional forms -Sentence completion activities using various conditional conjunctions |
-Campaign scenario cards
-Grammar worksheets -Conditional clause charts -Exercise books -Chalkboard |
KLB Secondary English Form 3, Pages 161-163
|
|
| 4 | 4 |
WRITING
|
Writing a Creative Story
|
By the end of the
lesson, the learner
should be able to:
-Explain the essential elements of creative story writing -Apply pre-writing planning techniques for character and plot development -Create engaging conflicts and believable character interactions -Demonstrate effective use of setting, point of view, and narrative structure |
-Analysis of creative story elements and planning strategies
-Guided practice in character creation and conflict development -Individual story planning using provided frameworks -Writing practice on given titles with peer review sessions |
-Story planning templates
-Character development sheets -Sample creative stories -Writing materials -Peer review forms |
KLB Secondary English Form 3, Pages 163-165
|
|
| 4 | 5 |
WRITING
|
Writing a Creative Story
|
By the end of the
lesson, the learner
should be able to:
-Explain the essential elements of creative story writing -Apply pre-writing planning techniques for character and plot development -Create engaging conflicts and believable character interactions -Demonstrate effective use of setting, point of view, and narrative structure |
-Analysis of creative story elements and planning strategies
-Guided practice in character creation and conflict development -Individual story planning using provided frameworks -Writing practice on given titles with peer review sessions |
-Story planning templates
-Character development sheets -Sample creative stories -Writing materials -Peer review forms |
KLB Secondary English Form 3, Pages 163-165
|
|
| 4 | 6 |
Intensive Reading
|
FATHERS OF NATIONS by Paul B Vitta
|
By the end of the
lesson, the learner
should be able to:
Read the text Discuss he background of the novel Discuss the character traits, themes and style in the novel Write notes based on the novel |
Reading set text
Discussion |
Sample context and essay questions and answers
|
FATHERS OF NATIONS by Paul B Vitta
|
|
| 4 | 7 |
UNIT 18
LISTENING AND SPEAKING |
Retelling a Dilemma Story
|
By the end of the
lesson, the learner
should be able to:
-Define dilemma stories and their moral significance -Apply interpretive reading techniques with appropriate pauses and intonation -Demonstrate effective retelling using personal expression and voice variation -Evaluate the overall significance and moral lessons of dilemma narratives |
-Group discussion on dilemma situations and moral choices
-Interpretive reading of "Midecha's Choice" with attention to delivery -Practice retelling dilemma stories emphasizing moral conflicts -Class discussion on significance of dilemma stories in moral education |
-Dilemma story texts
-Reading technique guides -Moral discussion prompts -Performance evaluation sheets -Chalkboard |
KLB Secondary English Form 3, Pages 165-167
|
|
| 4 | 8 |
LISTENING AND SPEAKING
|
Retelling a Dilemma Story
|
By the end of the
lesson, the learner
should be able to:
-Define dilemma stories and their moral significance -Apply interpretive reading techniques with appropriate pauses and intonation -Demonstrate effective retelling using personal expression and voice variation -Evaluate the overall significance and moral lessons of dilemma narratives |
-Group discussion on dilemma situations and moral choices
-Interpretive reading of "Midecha's Choice" with attention to delivery -Practice retelling dilemma stories emphasizing moral conflicts -Class discussion on significance of dilemma stories in moral education |
-Dilemma story texts
-Reading technique guides -Moral discussion prompts -Performance evaluation sheets -Chalkboard |
KLB Secondary English Form 3, Pages 165-167
|
|
| 5 | 1 |
READING
|
Study Skills: Summary
|
By the end of the
lesson, the learner
should be able to:
-Distinguish between note-making and continuous paragraph summary writing -Apply précis writing techniques to condense texts effectively -Identify thesis statements and topic sentences in paragraphs -Create coherent summaries using original wording and transitional expressions |
-Review of note-making vs summary writing differences
-Analysis of sample summary demonstrating effective condensation techniques -Guided practice summarizing "Career Development" passage -Individual summary writing exercise with peer comparison |
-Sample summary texts
-Summary writing guidelines -Practice passages -Comparison charts -Writing materials |
KLB Secondary English Form 3, Pages 167-169
|
|
| 5 | 2-3 |
READING
COMPREHENSION |
Study Skills: Summary
The Technology of Iris Scans |
By the end of the
lesson, the learner
should be able to:
-Distinguish between note-making and continuous paragraph summary writing -Apply précis writing techniques to condense texts effectively -Identify thesis statements and topic sentences in paragraphs -Create coherent summaries using original wording and transitional expressions -Analyze scientific and technological texts for main ideas -Evaluate arguments about security technology and its limitations -Examine the relationship between technology and privacy concerns -Interpret technical vocabulary in context |
-Review of note-making vs summary writing differences
-Analysis of sample summary demonstrating effective condensation techniques -Guided practice summarizing "Career Development" passage -Individual summary writing exercise with peer comparison -Pre-reading discussion on biometric technology and security measures -Silent reading of "The Technology of Iris Scans" passage -Analysis of John Daugman's perspective on iris scanning technology -Group discussion on technology vs privacy debate |
-Sample summary texts
-Summary writing guidelines -Practice passages -Comparison charts -Writing materials -Comprehension passage -Technical vocabulary lists -Question sheets -Discussion guides -Dictionary |
KLB Secondary English Form 3, Pages 167-169
KLB Secondary English Form 3, Pages 169-171 |
|
| 5 | 4 |
COMPREHENSION
|
The Technology of Iris Scans
|
By the end of the
lesson, the learner
should be able to:
-Analyze scientific and technological texts for main ideas -Evaluate arguments about security technology and its limitations -Examine the relationship between technology and privacy concerns -Interpret technical vocabulary in context |
-Pre-reading discussion on biometric technology and security measures
-Silent reading of "The Technology of Iris Scans" passage -Analysis of John Daugman's perspective on iris scanning technology -Group discussion on technology vs privacy debate |
-Comprehension passage
-Technical vocabulary lists -Question sheets -Discussion guides -Dictionary |
KLB Secondary English Form 3, Pages 169-171
|
|
| 5 | 5 |
GRAMMAR
|
Adjectival Clauses
|
By the end of the
lesson, the learner
should be able to:
-Define adjectival clauses and their function as noun modifiers -Identify relative pronouns and their appropriate usage -Distinguish between essential and optional relative pronouns -Apply adjectival clauses effectively in sentence construction |
-Group identification of words modified by adjectival clauses
-Systematic teaching of relative pronouns (who, whose, which, that) -Practice exercises joining sentences with relative pronouns -Gap-filling activities using appropriate adjectival clauses |
-Sentence analysis worksheets
-Relative pronoun charts -Grammar exercise books -Example sentences -Chalkboard |
KLB Secondary English Form 3, Pages 171-172
|
|
| 5 | 6 |
GRAMMAR
|
Adjectival Clauses
|
By the end of the
lesson, the learner
should be able to:
-Define adjectival clauses and their function as noun modifiers -Identify relative pronouns and their appropriate usage -Distinguish between essential and optional relative pronouns -Apply adjectival clauses effectively in sentence construction |
-Group identification of words modified by adjectival clauses
-Systematic teaching of relative pronouns (who, whose, which, that) -Practice exercises joining sentences with relative pronouns -Gap-filling activities using appropriate adjectival clauses |
-Sentence analysis worksheets
-Relative pronoun charts -Grammar exercise books -Example sentences -Chalkboard |
KLB Secondary English Form 3, Pages 171-172
|
|
| 5 | 7 |
WRITING
|
The Agenda of a Meeting
|
By the end of the
lesson, the learner
should be able to:
-Explain the purpose and structure of formal meeting agendas -Identify the three main parts of meeting proceedings -Apply correct agenda formatting for different meeting types -Create well-organized agendas following conventional patterns |
-Discussion on meeting organization and agenda importance
-Analysis of sample agendas for regular and AGM meetings -Teaching of preliminary, substantive, and AOB agenda sections -Practice creating agenda for specified meeting scenarios |
-Sample meeting agendas
-Agenda templates -Meeting scenario cards -Writing materials -Format guidelines |
KLB Secondary English Form 3, Pages 172-174
|
|
| 5 | 8 |
WRITING
|
The Agenda of a Meeting
|
By the end of the
lesson, the learner
should be able to:
-Explain the purpose and structure of formal meeting agendas -Identify the three main parts of meeting proceedings -Apply correct agenda formatting for different meeting types -Create well-organized agendas following conventional patterns |
-Discussion on meeting organization and agenda importance
-Analysis of sample agendas for regular and AGM meetings -Teaching of preliminary, substantive, and AOB agenda sections -Practice creating agenda for specified meeting scenarios |
-Sample meeting agendas
-Agenda templates -Meeting scenario cards -Writing materials -Format guidelines |
KLB Secondary English Form 3, Pages 172-174
|
|
| 6 | 1 |
Intensive Reading
|
FATHERS OF NATIONS by Paul B Vitta
|
By the end of the
lesson, the learner
should be able to:
Read the text Discuss he background of the novel Discuss the character traits, themes and style in the novel Write notes based on the novel |
Reading set text
Discussion |
Sample context and essay questions and answers
|
FATHERS OF NATIONS by Paul B Vitta
|
|
| 6 | 2-3 |
Intensive Reading
|
FATHERS OF NATIONS by Paul B Vitta
|
By the end of the
lesson, the learner
should be able to:
Read the text Discuss he background of the novel Discuss the character traits, themes and style in the novel Write notes based on the novel |
Reading set text
Discussion |
Sample context and essay questions and answers
|
FATHERS OF NATIONS by Paul B Vitta
|
|
| 6 | 4 |
Intensive Reading
|
FATHERS OF NATIONS by Paul B Vitta
|
By the end of the
lesson, the learner
should be able to:
Read the text Discuss he background of the novel Discuss the character traits, themes and style in the novel Write notes based on the novel |
Reading set text
Discussion |
Sample context and essay questions and answers
|
FATHERS OF NATIONS by Paul B Vitta
|
|
| 6 | 5 |
UNIT 19
LISTENING AND SPEAKING |
Speeches: Using Your Voice Effectively
|
By the end of the
lesson, the learner
should be able to:
-Identify techniques for effective voice usage in public speaking -Apply proper breathing, volume, and articulation in speech delivery -Demonstrate appropriate pace, pitch, and tone variation -Practice delivering speeches with confidence and clarity |
-Tongue twister practice for articulation improvement
-Analysis of effective voice techniques and speech delivery principles -Practice reading Mutesa's speech with voice variation and emphasis -Peer evaluation of speech delivery effectiveness |
-Tongue twisters
-Sample speeches -Voice technique charts -Audio examples (if available) -Evaluation forms |
KLB Secondary English Form 3, Pages 174-176
|
|
| 6 | 6 |
LISTENING AND SPEAKING
|
Speeches: Using Your Voice Effectively
|
By the end of the
lesson, the learner
should be able to:
-Identify techniques for effective voice usage in public speaking -Apply proper breathing, volume, and articulation in speech delivery -Demonstrate appropriate pace, pitch, and tone variation -Practice delivering speeches with confidence and clarity |
-Tongue twister practice for articulation improvement
-Analysis of effective voice techniques and speech delivery principles -Practice reading Mutesa's speech with voice variation and emphasis -Peer evaluation of speech delivery effectiveness |
-Tongue twisters
-Sample speeches -Voice technique charts -Audio examples (if available) -Evaluation forms |
KLB Secondary English Form 3, Pages 174-176
|
|
| 6 | 7 |
LISTENING AND SPEAKING
|
Speeches: Using Your Voice Effectively
|
By the end of the
lesson, the learner
should be able to:
-Identify techniques for effective voice usage in public speaking -Apply proper breathing, volume, and articulation in speech delivery -Demonstrate appropriate pace, pitch, and tone variation -Practice delivering speeches with confidence and clarity |
-Tongue twister practice for articulation improvement
-Analysis of effective voice techniques and speech delivery principles -Practice reading Mutesa's speech with voice variation and emphasis -Peer evaluation of speech delivery effectiveness |
-Tongue twisters
-Sample speeches -Voice technique charts -Audio examples (if available) -Evaluation forms |
KLB Secondary English Form 3, Pages 174-176
|
|
| 6 | 8 |
READING
|
Study Skills: How to Write a Book Review
|
By the end of the
lesson, the learner
should be able to:
-Explain the purpose and structure of effective book reviews -Identify essential components of book review format -Apply critical evaluation techniques for literary analysis -Create persuasive reviews that inform and recommend |
-Analysis of book review components and target audience
-Study of sample book review for "The River and the Source" -Discussion of introduction, body, and conclusion elements -Practice writing review outline for familiar novel or play |
-Sample book reviews
-Review writing templates -Book evaluation criteria -Writing guidelines -Sample books |
KLB Secondary English Form 3, Pages 176-177
|
|
| 7 | 1 |
COMPREHENSION
|
Medical Innovations
|
By the end of the
lesson, the learner
should be able to:
-Analyze scientific texts about genetic engineering and cloning -Evaluate arguments for and against medical technological advances -Examine ethical considerations in medical innovation -Interpret complex scientific vocabulary and concepts |
-Pre-reading discussion on cloning and genetic engineering concepts
-Silent reading of "Medical Innovations" passage -Analysis of benefits and controversies surrounding cloning technology -Group discussion on medical ethics and future implications |
-Comprehension passage
-Scientific vocabulary guides -Question sheets -Ethics discussion prompts -Dictionary |
KLB Secondary English Form 3, Pages 177-179
|
|
| 7 | 2-3 |
COMPREHENSION
|
Medical Innovations
|
By the end of the
lesson, the learner
should be able to:
-Analyze scientific texts about genetic engineering and cloning -Evaluate arguments for and against medical technological advances -Examine ethical considerations in medical innovation -Interpret complex scientific vocabulary and concepts |
-Pre-reading discussion on cloning and genetic engineering concepts
-Silent reading of "Medical Innovations" passage -Analysis of benefits and controversies surrounding cloning technology -Group discussion on medical ethics and future implications |
-Comprehension passage
-Scientific vocabulary guides -Question sheets -Ethics discussion prompts -Dictionary |
KLB Secondary English Form 3, Pages 177-179
|
|
| 7 | 4 |
COMPREHENSION
|
Medical Innovations
|
By the end of the
lesson, the learner
should be able to:
-Analyze scientific texts about genetic engineering and cloning -Evaluate arguments for and against medical technological advances -Examine ethical considerations in medical innovation -Interpret complex scientific vocabulary and concepts |
-Pre-reading discussion on cloning and genetic engineering concepts
-Silent reading of "Medical Innovations" passage -Analysis of benefits and controversies surrounding cloning technology -Group discussion on medical ethics and future implications |
-Comprehension passage
-Scientific vocabulary guides -Question sheets -Ethics discussion prompts -Dictionary |
KLB Secondary English Form 3, Pages 177-179
|
|
| 7 | 5 |
COMPREHENSION
|
Medical Innovations
|
By the end of the
lesson, the learner
should be able to:
-Analyze scientific texts about genetic engineering and cloning -Evaluate arguments for and against medical technological advances -Examine ethical considerations in medical innovation -Interpret complex scientific vocabulary and concepts |
-Pre-reading discussion on cloning and genetic engineering concepts
-Silent reading of "Medical Innovations" passage -Analysis of benefits and controversies surrounding cloning technology -Group discussion on medical ethics and future implications |
-Comprehension passage
-Scientific vocabulary guides -Question sheets -Ethics discussion prompts -Dictionary |
KLB Secondary English Form 3, Pages 177-179
|
|
| 7 | 6 |
COMPREHENSION
|
Medical Innovations
|
By the end of the
lesson, the learner
should be able to:
-Analyze scientific texts about genetic engineering and cloning -Evaluate arguments for and against medical technological advances -Examine ethical considerations in medical innovation -Interpret complex scientific vocabulary and concepts |
-Pre-reading discussion on cloning and genetic engineering concepts
-Silent reading of "Medical Innovations" passage -Analysis of benefits and controversies surrounding cloning technology -Group discussion on medical ethics and future implications |
-Comprehension passage
-Scientific vocabulary guides -Question sheets -Ethics discussion prompts -Dictionary |
KLB Secondary English Form 3, Pages 177-179
|
|
| 7 | 7 |
COMPREHENSION
|
Medical Innovations
|
By the end of the
lesson, the learner
should be able to:
-Analyze scientific texts about genetic engineering and cloning -Evaluate arguments for and against medical technological advances -Examine ethical considerations in medical innovation -Interpret complex scientific vocabulary and concepts |
-Pre-reading discussion on cloning and genetic engineering concepts
-Silent reading of "Medical Innovations" passage -Analysis of benefits and controversies surrounding cloning technology -Group discussion on medical ethics and future implications |
-Comprehension passage
-Scientific vocabulary guides -Question sheets -Ethics discussion prompts -Dictionary |
KLB Secondary English Form 3, Pages 177-179
|
|
| 7 | 8 |
GRAMMAR
|
Noun Clauses
|
By the end of the
lesson, the learner
should be able to:
-Define noun clauses and their functions in sentence structure -Identify noun clauses as subjects and objects in sentences -Apply appropriate introductory words (what, that, whoever, whatever) -Use noun clauses effectively in complex sentence construction |
-Conversational practice using noun clauses as subjects and objects
-Systematic teaching of noun clause structure and functions -Analysis of introductory words and their specific uses -Practice exercises identifying and creating noun clauses |
-Conversation practice cards
-Grammar worksheets -Noun clause examples -Sentence construction exercises -Chalkboard |
KLB Secondary English Form 3, Pages 179-180
|
|
| 8 | 1 |
WRITING
|
Writing Minutes
|
By the end of the
lesson, the learner
should be able to:
-Explain the purpose and legal importance of meeting minutes -Identify essential components of formal minute structure -Apply correct minute formatting and numbering systems -Create accurate records of meeting proceedings and decisions |
-Analysis of minute-taking purposes and legal significance
-Study of sample minutes structure and formatting conventions -Practice using shorthand techniques for efficient recording -Individual composition of minutes using provided agenda |
-Sample meeting minutes
-Minute-taking templates -Shorthand guides -Meeting scenario descriptions -Writing materials |
KLB Secondary English Form 3, Pages 180-184
|
|
| 8 | 2-3 |
WRITING
|
Writing Minutes
|
By the end of the
lesson, the learner
should be able to:
-Explain the purpose and legal importance of meeting minutes -Identify essential components of formal minute structure -Apply correct minute formatting and numbering systems -Create accurate records of meeting proceedings and decisions |
-Analysis of minute-taking purposes and legal significance
-Study of sample minutes structure and formatting conventions -Practice using shorthand techniques for efficient recording -Individual composition of minutes using provided agenda |
-Sample meeting minutes
-Minute-taking templates -Shorthand guides -Meeting scenario descriptions -Writing materials |
KLB Secondary English Form 3, Pages 180-184
|
|
| 8 | 4 |
WRITING
|
Writing Minutes
|
By the end of the
lesson, the learner
should be able to:
-Explain the purpose and legal importance of meeting minutes -Identify essential components of formal minute structure -Apply correct minute formatting and numbering systems -Create accurate records of meeting proceedings and decisions |
-Analysis of minute-taking purposes and legal significance
-Study of sample minutes structure and formatting conventions -Practice using shorthand techniques for efficient recording -Individual composition of minutes using provided agenda |
-Sample meeting minutes
-Minute-taking templates -Shorthand guides -Meeting scenario descriptions -Writing materials |
KLB Secondary English Form 3, Pages 180-184
|
|
| 8 | 5 |
WRITING
|
Writing Minutes
|
By the end of the
lesson, the learner
should be able to:
-Explain the purpose and legal importance of meeting minutes -Identify essential components of formal minute structure -Apply correct minute formatting and numbering systems -Create accurate records of meeting proceedings and decisions |
-Analysis of minute-taking purposes and legal significance
-Study of sample minutes structure and formatting conventions -Practice using shorthand techniques for efficient recording -Individual composition of minutes using provided agenda |
-Sample meeting minutes
-Minute-taking templates -Shorthand guides -Meeting scenario descriptions -Writing materials |
KLB Secondary English Form 3, Pages 180-184
|
|
| 8 | 6 |
WRITING
|
Writing Minutes
|
By the end of the
lesson, the learner
should be able to:
-Explain the purpose and legal importance of meeting minutes -Identify essential components of formal minute structure -Apply correct minute formatting and numbering systems -Create accurate records of meeting proceedings and decisions |
-Analysis of minute-taking purposes and legal significance
-Study of sample minutes structure and formatting conventions -Practice using shorthand techniques for efficient recording -Individual composition of minutes using provided agenda |
-Sample meeting minutes
-Minute-taking templates -Shorthand guides -Meeting scenario descriptions -Writing materials |
KLB Secondary English Form 3, Pages 180-184
|
|
| 8 | 7 |
Intensive Reading
|
FATHERS OF NATIONS by Paul B Vitta
|
By the end of the
lesson, the learner
should be able to:
Read the text Discuss he background of the novel Discuss the character traits, themes and style in the novel Write notes based on the novel |
Reading set text
Discussion |
Sample context and essay questions and answers
|
FATHERS OF NATIONS by Paul B Vitta
|
|
| 8 | 8 |
Intensive Reading
|
FATHERS OF NATIONS by Paul B Vitta
|
By the end of the
lesson, the learner
should be able to:
Read the text Discuss he background of the novel Discuss the character traits, themes and style in the novel Write notes based on the novel |
Reading set text
Discussion |
Sample context and essay questions and answers
|
FATHERS OF NATIONS by Paul B Vitta
|
|
| 9 | 1 |
UNIT 20
LISTENING AND SPEAKING |
Listening Actively and Delivering a Speech
|
By the end of the
lesson, the learner
should be able to:
-Demonstrate active listening techniques to enhance comprehension -Apply effective speech delivery strategies including voice and body language -Analyze famous speeches for rhetorical techniques and impact -Practice delivering speeches with proper audience engagement |
-Teaching of active listening principles and distraction avoidance
-Analysis of Martin Luther King Jr.'s "I Have a Dream" speech -Practice in interpretive reading with voice effectiveness -Group discussion on speech features and rhetorical devices |
-"I Have a Dream" speech text
-Active listening guides -Speech analysis worksheets -Audio recordings (if available) -Performance area |
KLB Secondary English Form 3, Pages 184-188
|
|
| 9 | 2-3 |
LISTENING AND SPEAKING
|
Listening Actively and Delivering a Speech
|
By the end of the
lesson, the learner
should be able to:
-Demonstrate active listening techniques to enhance comprehension -Apply effective speech delivery strategies including voice and body language -Analyze famous speeches for rhetorical techniques and impact -Practice delivering speeches with proper audience engagement |
-Teaching of active listening principles and distraction avoidance
-Analysis of Martin Luther King Jr.'s "I Have a Dream" speech -Practice in interpretive reading with voice effectiveness -Group discussion on speech features and rhetorical devices |
-"I Have a Dream" speech text
-Active listening guides -Speech analysis worksheets -Audio recordings (if available) -Performance area |
KLB Secondary English Form 3, Pages 184-188
|
|
| 9 | 4 |
LISTENING AND SPEAKING
|
Listening Actively and Delivering a Speech
|
By the end of the
lesson, the learner
should be able to:
-Demonstrate active listening techniques to enhance comprehension -Apply effective speech delivery strategies including voice and body language -Analyze famous speeches for rhetorical techniques and impact -Practice delivering speeches with proper audience engagement |
-Teaching of active listening principles and distraction avoidance
-Analysis of Martin Luther King Jr.'s "I Have a Dream" speech -Practice in interpretive reading with voice effectiveness -Group discussion on speech features and rhetorical devices |
-"I Have a Dream" speech text
-Active listening guides -Speech analysis worksheets -Audio recordings (if available) -Performance area |
KLB Secondary English Form 3, Pages 184-188
|
|
| 9 | 5 |
READING
|
Study Skills: Understanding Exam Language
|
By the end of the
lesson, the learner
should be able to:
-Identify common examination instruction vocabulary and meanings -Apply effective exam preparation and time management strategies -Analyze question requirements and plan appropriate responses -Practice systematic approaches to exam-taking success |
-Discussion of exam preparation challenges and strategies
-Analysis of key exam instruction words (describe, explain, discuss, etc.) -Practice with sample exam questions and time allocation -Review of exam-taking techniques and common mistakes to avoid |
-Exam instruction vocabulary lists
-Sample exam papers -Time management charts -Preparation checklists -Practice materials |
KLB Secondary English Form 3, Pages 188-189
|
|
| 9 | 6 |
READING
|
Study Skills: Understanding Exam Language
|
By the end of the
lesson, the learner
should be able to:
-Identify common examination instruction vocabulary and meanings -Apply effective exam preparation and time management strategies -Analyze question requirements and plan appropriate responses -Practice systematic approaches to exam-taking success |
-Discussion of exam preparation challenges and strategies
-Analysis of key exam instruction words (describe, explain, discuss, etc.) -Practice with sample exam questions and time allocation -Review of exam-taking techniques and common mistakes to avoid |
-Exam instruction vocabulary lists
-Sample exam papers -Time management charts -Preparation checklists -Practice materials |
KLB Secondary English Form 3, Pages 188-189
|
|
| 9 | 7 |
READING
|
Study Skills: Understanding Exam Language
|
By the end of the
lesson, the learner
should be able to:
-Identify common examination instruction vocabulary and meanings -Apply effective exam preparation and time management strategies -Analyze question requirements and plan appropriate responses -Practice systematic approaches to exam-taking success |
-Discussion of exam preparation challenges and strategies
-Analysis of key exam instruction words (describe, explain, discuss, etc.) -Practice with sample exam questions and time allocation -Review of exam-taking techniques and common mistakes to avoid |
-Exam instruction vocabulary lists
-Sample exam papers -Time management charts -Preparation checklists -Practice materials |
KLB Secondary English Form 3, Pages 188-189
|
|
| 9 | 8 |
READING
|
Study Skills: Understanding Exam Language
|
By the end of the
lesson, the learner
should be able to:
-Identify common examination instruction vocabulary and meanings -Apply effective exam preparation and time management strategies -Analyze question requirements and plan appropriate responses -Practice systematic approaches to exam-taking success |
-Discussion of exam preparation challenges and strategies
-Analysis of key exam instruction words (describe, explain, discuss, etc.) -Practice with sample exam questions and time allocation -Review of exam-taking techniques and common mistakes to avoid |
-Exam instruction vocabulary lists
-Sample exam papers -Time management charts -Preparation checklists -Practice materials |
KLB Secondary English Form 3, Pages 188-189
|
|
| 10 | 1 |
COMPREHENSION
|
Governance
|
By the end of the
lesson, the learner
should be able to:
-Analyze political texts about government performance and accountability -Evaluate arguments about democratic representation and reform -Examine issues of electoral fairness and constituency representation -Interpret political vocabulary and governmental concepts |
-Pre-reading discussion on government performance and citizen expectations
-Silent reading of "Governance" passage about NARC government -Analysis of achievements, challenges, and reform recommendations -Group discussion on democratic principles and good governance |
-Comprehension passage
-Political vocabulary guides -Question sheets -Government discussion prompts -Dictionary |
KLB Secondary English Form 3, Pages 189-191
|
|
| 10 | 2-3 |
COMPREHENSION
|
Governance
|
By the end of the
lesson, the learner
should be able to:
-Analyze political texts about government performance and accountability -Evaluate arguments about democratic representation and reform -Examine issues of electoral fairness and constituency representation -Interpret political vocabulary and governmental concepts |
-Pre-reading discussion on government performance and citizen expectations
-Silent reading of "Governance" passage about NARC government -Analysis of achievements, challenges, and reform recommendations -Group discussion on democratic principles and good governance |
-Comprehension passage
-Political vocabulary guides -Question sheets -Government discussion prompts -Dictionary |
KLB Secondary English Form 3, Pages 189-191
|
|
| 10 | 4 |
GRAMMAR
|
Compound-Complex Sentences
|
By the end of the
lesson, the learner
should be able to:
-Define compound-complex sentences and their structural components -Identify coordinating and subordinating conjunctions in complex structures -Apply appropriate conjunction usage in sentence combination -Create sophisticated sentences using multiple clause types |
-Review of simple, compound, and complex sentence structures
-Analysis of compound-complex sentence examples and components -Practice identifying coordinating and subordinating conjunctions -Sentence construction exercises combining multiple clause types |
-Sentence structure charts
-Grammar worksheets -Conjunction reference guides -Practice exercises -Chalkboard |
KLB Secondary English Form 3, Pages 191-193
|
|
| 10 | 5 |
GRAMMAR
|
Compound-Complex Sentences
|
By the end of the
lesson, the learner
should be able to:
-Define compound-complex sentences and their structural components -Identify coordinating and subordinating conjunctions in complex structures -Apply appropriate conjunction usage in sentence combination -Create sophisticated sentences using multiple clause types |
-Review of simple, compound, and complex sentence structures
-Analysis of compound-complex sentence examples and components -Practice identifying coordinating and subordinating conjunctions -Sentence construction exercises combining multiple clause types |
-Sentence structure charts
-Grammar worksheets -Conjunction reference guides -Practice exercises -Chalkboard |
KLB Secondary English Form 3, Pages 191-193
|
|
| 10 | 6 |
GRAMMAR
|
Compound-Complex Sentences
|
By the end of the
lesson, the learner
should be able to:
-Define compound-complex sentences and their structural components -Identify coordinating and subordinating conjunctions in complex structures -Apply appropriate conjunction usage in sentence combination -Create sophisticated sentences using multiple clause types |
-Review of simple, compound, and complex sentence structures
-Analysis of compound-complex sentence examples and components -Practice identifying coordinating and subordinating conjunctions -Sentence construction exercises combining multiple clause types |
-Sentence structure charts
-Grammar worksheets -Conjunction reference guides -Practice exercises -Chalkboard |
KLB Secondary English Form 3, Pages 191-193
|
|
| 10 | 7 |
GRAMMAR
|
Compound-Complex Sentences
|
By the end of the
lesson, the learner
should be able to:
-Define compound-complex sentences and their structural components -Identify coordinating and subordinating conjunctions in complex structures -Apply appropriate conjunction usage in sentence combination -Create sophisticated sentences using multiple clause types |
-Review of simple, compound, and complex sentence structures
-Analysis of compound-complex sentence examples and components -Practice identifying coordinating and subordinating conjunctions -Sentence construction exercises combining multiple clause types |
-Sentence structure charts
-Grammar worksheets -Conjunction reference guides -Practice exercises -Chalkboard |
KLB Secondary English Form 3, Pages 191-193
|
|
| 10 | 8 |
WRITING
|
The Argumentative Essay
|
By the end of the
lesson, the learner
should be able to:
-Explain the structure and purpose of argumentative essay writing -Apply persuasive techniques balancing emotional appeal and logical reasoning -Organize arguments effectively from least to most important -Create compelling conclusions that reinforce the central argument |
-Group practice arguing controversial topics using persuasive techniques
-Analysis of argumentative essay structure (introduction, body, conclusion) -Discussion of emotional vs logical appeals and their appropriate use -Individual essay writing on provided proposition with peer review |
-Controversial topic cards
-Argumentative essay samples -Persuasion technique guides -Essay planning templates -Writing materials |
KLB Secondary English Form 3, Pages 193-195
|
|
| 11 | 1 |
Intensive Reading
|
FATHERS OF NATIONS by Paul B Vitta
|
By the end of the
lesson, the learner
should be able to:
Read the text Discuss he background of the novel Discuss the character traits, themes and style in the novel Write notes based on the novel |
Reading set text
Discussion |
Sample context and essay questions and answers
|
FATHERS OF NATIONS by Paul B Vitta
|
|
| 11 | 2-3 |
Intensive Reading
|
FATHERS OF NATIONS by Paul B Vitta
|
By the end of the
lesson, the learner
should be able to:
Read the text Discuss he background of the novel Discuss the character traits, themes and style in the novel Write notes based on the novel |
Reading set text
Discussion |
Sample context and essay questions and answers
|
FATHERS OF NATIONS by Paul B Vitta
|
|
| 11 | 4 |
Intensive Reading
|
FATHERS OF NATIONS by Paul B Vitta
|
By the end of the
lesson, the learner
should be able to:
Read the text Discuss he background of the novel Discuss the character traits, themes and style in the novel Write notes based on the novel |
Reading set text
Discussion |
Sample context and essay questions and answers
|
FATHERS OF NATIONS by Paul B Vitta
|
|
| 11 | 5 |
Intensive Reading
|
FATHERS OF NATIONS by Paul B Vitta
|
By the end of the
lesson, the learner
should be able to:
Read the text Discuss he background of the novel Discuss the character traits, themes and style in the novel Write notes based on the novel |
Reading set text
Discussion |
Sample context and essay questions and answers
|
FATHERS OF NATIONS by Paul B Vitta
|
|
| 11 | 6 |
UNIT 21
LISTENING AND SPEAKING |
Non-verbal Cues in Speaking
|
By the end of the
lesson, the learner
should be able to:
-Identify various non-verbal communication signals in listening and speaking -Demonstrate effective listening posture and facial expressions -Apply appropriate eye contact and body language in communication -Evaluate the impact of non-verbal cues on message effectiveness |
-Group discussion on scenarios involving poor listening behaviors
-Analysis of effective vs ineffective non-verbal listening cues -Practice sessions demonstrating proper sitting position and attention signals -Role-play exercises showing restlessness vs attentive listening behaviors |
-Scenario cards for role-play
-Non-verbal cue charts -Mirrors for self-observation -Evaluation checklists -Chalkboard |
KLB Secondary English Form 3, Pages 195
|
|
| 11 | 7 |
LISTENING AND SPEAKING
|
Non-verbal Cues in Speaking
|
By the end of the
lesson, the learner
should be able to:
-Identify various non-verbal communication signals in listening and speaking -Demonstrate effective listening posture and facial expressions -Apply appropriate eye contact and body language in communication -Evaluate the impact of non-verbal cues on message effectiveness |
-Group discussion on scenarios involving poor listening behaviors
-Analysis of effective vs ineffective non-verbal listening cues -Practice sessions demonstrating proper sitting position and attention signals -Role-play exercises showing restlessness vs attentive listening behaviors |
-Scenario cards for role-play
-Non-verbal cue charts -Mirrors for self-observation -Evaluation checklists -Chalkboard |
KLB Secondary English Form 3, Pages 195
|
|
| 11 | 8 |
READING
|
Study Skills: Time Management in Exams
|
By the end of the
lesson, the learner
should be able to:
-Explain the importance of effective time management during examinations -Apply systematic time allocation strategies based on question weighting -Demonstrate proper exam preparation and execution techniques -Practice time distribution for planning, writing, and proofreading |
-Review of previous lesson through Q/A on study habits
-Analysis of sample exam paper with time allocation practice -Discussion of question weighting and equal vs unequal mark distribution -Guided practice in dividing exam time according to question requirements |
-Sample exam papers
-Time management charts -Calculators for time division -Stopwatches or timers -Planning templates |
KLB Secondary English Form 3, Pages 195-197
|
|
| 12 | 1 |
COMPREHENSION
|
Yes, Sir, I'm Fine
|
By the end of the
lesson, the learner
should be able to:
-Analyze themes of social inequality and economic disparity in poetry -Interpret irony and sarcasm in literary texts -Examine the relationship between political power and economic exploitation -Evaluate the poet's attitude toward corruption and social injustice |
-Pre-reading discussion on economic inequality and political relationships
-Silent reading and analysis of "Yes, Sir, I'm Fine" poem -Group discussion on irony, tone, and the persona's attitude -Analysis of vocabulary and expressions showing economic contrast |
-Poetry text
-Literary analysis guides -Question sheets -Vocabulary lists -Dictionary |
KLB Secondary English Form 3, Pages 197-199
|
|
| 12 | 2-3 |
COMPREHENSION
GRAMMAR |
Yes, Sir, I'm Fine
Direct and Indirect Speech |
By the end of the
lesson, the learner
should be able to:
-Analyze themes of social inequality and economic disparity in poetry -Interpret irony and sarcasm in literary texts -Examine the relationship between political power and economic exploitation -Evaluate the poet's attitude toward corruption and social injustice -Define direct and indirect speech and their appropriate usage -Apply correct punctuation rules for direct speech quotations -Convert between direct and indirect speech using appropriate tense changes -Use reporting verbs and time/place reference changes accurately |
-Pre-reading discussion on economic inequality and political relationships
-Silent reading and analysis of "Yes, Sir, I'm Fine" poem -Group discussion on irony, tone, and the persona's attitude -Analysis of vocabulary and expressions showing economic contrast -Partner practice giving and reporting personal information -Systematic teaching of direct speech punctuation and quotation marks -Analysis of tense changes, pronoun shifts, and time reference modifications -Practice exercises converting between direct and indirect speech forms |
-Poetry text
-Literary analysis guides -Question sheets -Vocabulary lists -Dictionary -Personal information practice cards -Punctuation reference charts -Grammar worksheets -Conversion exercise sheets -Chalkboard |
KLB Secondary English Form 3, Pages 197-199
KLB Secondary English Form 3, Pages 199-203 |
|
| 12 | 4 |
GRAMMAR
|
Direct and Indirect Speech
|
By the end of the
lesson, the learner
should be able to:
-Define direct and indirect speech and their appropriate usage -Apply correct punctuation rules for direct speech quotations -Convert between direct and indirect speech using appropriate tense changes -Use reporting verbs and time/place reference changes accurately |
-Partner practice giving and reporting personal information
-Systematic teaching of direct speech punctuation and quotation marks -Analysis of tense changes, pronoun shifts, and time reference modifications -Practice exercises converting between direct and indirect speech forms |
-Personal information practice cards
-Punctuation reference charts -Grammar worksheets -Conversion exercise sheets -Chalkboard |
KLB Secondary English Form 3, Pages 199-203
|
|
| 12 | 5 |
WRITING
|
Writing a Play
|
By the end of the
lesson, the learner
should be able to:
-Explain the essential elements of play writing and dramatic structure -Distinguish between stage directions and dialogue in script format -Apply proper formatting conventions for dramatic texts -Create engaging dramatic scenes with realistic character interactions |
-Analysis of play excerpt from "Aminata" showing stage directions and dialogue
-Discussion of play vs story differences and performance considerations -Study of stage direction formatting and character development techniques -Individual practice writing short dramatic scenes with proper formatting |
-Play excerpt samples
-Stage direction examples -Character development guides -Script formatting templates -Writing materials |
KLB Secondary English Form 3, Pages 203-205
|
|
| 12 | 6 |
WRITING
|
Writing a Play
|
By the end of the
lesson, the learner
should be able to:
-Explain the essential elements of play writing and dramatic structure -Distinguish between stage directions and dialogue in script format -Apply proper formatting conventions for dramatic texts -Create engaging dramatic scenes with realistic character interactions |
-Analysis of play excerpt from "Aminata" showing stage directions and dialogue
-Discussion of play vs story differences and performance considerations -Study of stage direction formatting and character development techniques -Individual practice writing short dramatic scenes with proper formatting |
-Play excerpt samples
-Stage direction examples -Character development guides -Script formatting templates -Writing materials |
KLB Secondary English Form 3, Pages 203-205
|
|
| 12 | 7 |
Intensive Reading
|
FATHERS OF NATIONS by Paul B Vitta
|
By the end of the
lesson, the learner
should be able to:
Read the text Discuss he background of the novel Discuss the character traits, themes and style in the novel Write notes based on the novel |
Reading set text
Discussion |
Sample context and essay questions and answers
|
FATHERS OF NATIONS by Paul B Vitta
|
|
| 12 | 8 |
Intensive Reading
|
FATHERS OF NATIONS by Paul B Vitta
|
By the end of the
lesson, the learner
should be able to:
Read the text Discuss he background of the novel Discuss the character traits, themes and style in the novel Write notes based on the novel |
Reading set text
Discussion |
Sample context and essay questions and answers
|
FATHERS OF NATIONS by Paul B Vitta
|
Your Name Comes Here