ENGLISH RATIONALIZED
GRADE 8 LESSON PLANS
VOLUME 1
A SAMPLE PDF COMPRISING PART OF THE NAMED
CBC RATIONALIZED LESSON PLANS©
FOR COMPLETE PRESCHOOL, PRIMARY
& JSS, LESSON PLANS CONTACT
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WEEK 1: LESSON 1
SCHOOL LEVEL LEARNING AREA DATE TIME ROLL
GRADE 8 ENGLISH
Strand: THEME; HUMAN RIGHTS
Sub Strand: Polite Language; Telephone Etiquette
Specific Learning Outcomes:
By the end of the lesson, learners should be able to:
- Identify polite words and phrases in telephone conversations.
- Conduct a telephone conversation using polite words and expressions.
- Acknowledge the significance of etiquette in telephone conversations.
Key Inquiry Question(s):
- Why should one be polite when speaking over the telephone?
- How do we ensure politeness in a telephone conversation?
Core competencies Values PCIs
• Communication • Respect Social cohesion
• Digital literacy
Learning Resources:
- Skills in English, pages 1-3
- Digital devices
- Recorded telephone conversations
Organisation of Learning
Introduction (5 minutes)
1. Review the Previous Lesson: Begin the lesson by asking students to share a few polite phrases
they might use in everyday conversation.
2. Discussion of Key Concepts: Guide learners to read and discuss polite language concepts from
the learning resources, emphasizing its importance in enhancing communication and fostering
respect.
Lesson Development (30 minutes)
Step 1: Listening Activity
- Activity: Play a recorded telephone conversation that demonstrates polite language.
- Task: In pairs, learners listen attentively and jot down any polite words or phrases they hear
(e.g., "Could you please," "Thank you for your time," etc.).
Step 2: Group Discussion
- Discussion: Ask pairs to share their findings with the class. Compile a list of polite phrases on
the board.
- Focus: Encourage students to discuss the significance of each phrase and when it might be
appropriate to use them.
Step 3: Role Play
- Activity: In groups of three, learners will create a short role-play script for a telephone
conversation that revolves around discussing human rights issues.
- Task: They must incorporate at least five polite phrases from the list previously compiled.
Groups will practice and prepare to present their dialogues.
Step 4: Telephone Messages
- Activity: Using a caller card template, learners will practice leaving and taking telephone
messages in pairs.
- Focus: Emphasize the need for polite language when delivering messages (e.g., “I’m sorry,
but...,” “Could you please let them know…”).
Conclusion (5 minutes)
1. Summarize Key Points: Recap the polite words and phrases learned, and discuss why these are
essential in professional and personal communication.
2. Interactive Activity: Conduct a quick quiz where students must match phrases to their polite
counterparts or enact polite vs. impolite scenarios with the class.
3. Preparation for Next Session: Provide a teaser about the next lesson, which will delve deeper
into conflict resolution through communication. Encourage students to think about other
scenarios where politeness is important.
Extended Activities:
- Activity 1: Create a “Polite Language Guide” as a class project, where each student contributes
one polite phrase with an example scenario of its use.
- Activity 2: Invite learners to conduct an interview with a family member over the phone,
focusing on using polite language. They can summarize their experience in a short paragraph.
Teacher Self-Evaluation:
WEEK 1: LESSON 2
SCHOOL LEVEL LEARNING AREA DATE TIME ROLL
GRADE 8 ENGLISH
Strand: Reading
Sub Strand: Extensive Reading; Independent Reading
Specific Learning Outcomes:
By the end of the lesson, learners should be able to:
- Identify print and non-print texts that are interesting to read.
- Read a range of texts for information from books or the internet.
- Appreciate the importance of independent reading.
Key Inquiry Question(s):
- Why should one read widely?
- What should one consider when selecting reading material?
Core competencies Values PCIs
• Self-efficacy • Responsibility Decision-making
• Learning to
learn
Learning Resources:
- Skills in English pg 3-6
- Dictionaries
- Newspapers
- Digital texts
- Storybooks
Organisation of Learning:
Introduction (5 minutes)
- Review the previous lesson by asking students to share what they learned about reading
strategies.
- Introduce new content by guiding learners to read a selected excerpt from the learning
resources, discussing its relevance and connecting it to the importance of independent reading.
Lesson Development (30 minutes)
Step 1: Skimming for Main Ideas (10 minutes)
- Have students select a print or digital text of their choice (from the provided resources).
- Individually, learners will skim the text to identify the main idea. They will write a short
summary (1-2 sentences) of what they believe the main idea is.
Step 2: Scanning for Vocabulary (10 minutes)
- In pairs, students will scan the same text for unfamiliar words. Each student will identify 3-5
unknown vocabulary words and write them down.
- Encourage discussion about why these words might be important in understanding the text.
Step 3: Dictionary Use (5 minutes)
- Using dictionaries (print or digital), each pair will look up the meanings of the unfamiliar
words they listed.
- After finding definitions, they will create a sentence using each new word in the context of
human rights.
Step 4: Sharing and Constructing Sentences (5 minutes)
- Students will take turns sharing their sentences with their pair or small group, providing each
other with feedback on usage and context.
- Discuss how these vocabulary work enriches their understanding of the texts they read while
highlighting the importance of continually expanding their vocabulary through independent
reading.
Conclusion (5 minutes)
- Summarize the key points, reinforcing the value of identifying interesting texts, understanding
vocabulary, and how independent reading contributes to overall literacy.
- Conduct a brief interactive activity, such as a "Vocabulary Match Game," where students match
vocabulary words with their definitions to cement understanding.
- Preview the next session by asking students to think about their favorite books or articles and
what makes them appealing for discussion.
Extended Activities:
- Reading Journal: Encourage students to keep a weekly reading journal where they can reflect
on their independent readings, explore new vocabulary, and summarize main ideas.
- Independent Reading Project: Have students select a book to read independently and create a
presentation or report on their findings, focusing on themes, vocabulary, and their personal
response to the text.
FOR COMPLETE CBC & JSS GRADES 1-9 AND
PRESCHOOL:
~NOTES
~SCHEMES OF WORK
~LESSON PLANS
~ASSESSMENT BOOKS
~TOPICAL REVISON
~TERMLY SET EXAMS
~PROFFESSIONAL DOCUMENTS
~KPSEA PREDICTIONS
~KPSEA MOCKS
~KPSEA PAST PAPERS
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