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THE LIST OF BOOKS FROM THE APPROVED BOOKLIST FOR JSS III
YR2022/2023 ACADEMIC SESSION
LITERATURE IN ENGLISH STUDIES

Most times, English language teachers get confused and are not sure on how to verify the recommended Literature texts, I heard of a scenario where the English teacher got fired for using the wrong Literature text to prepared the students for their BECE exam because it turns up that the students failed woefully.

To avoid this, as an English Language Teacher you need to verify from the right source and stay updated to know the exact Literature texts that are recommended especially for JSS3 students.

Kindly note that Junior WAEC Literature texts are not the same nationwide apart from students preparing for NECO exam. For instance, Lagos state recommended texts for Literature are quite different from what you have in Ogun state, Anambra and so on. You need to find out what's recommended in your state. As for me I work in Lagos State, so I would be sharing with you the YR2022/2023 Literature booklist for JSS3

Students would be tested on the three genres of Literature; Drama, Prose and Poetry, therefore adequate prepping is required.

FIRST TERM
DRAMA
THE SHADOW OF MAN by JOHN NWABUEZE
WHO CARES by YEKINI KOLAWOLE

PROSE
THE MARTYRS OF MOTHERLAND by I.A AKINYEMI MOSES
SUDDEN DISAPPEARANCE OKPALA MICHAEL

POETRY

POETRY FOR AFRICA - 3 by ANN BERRY
A TRIBUTE TO THE AFRICAN CHILD by R.O MOMOH


SECOND TERM
DRAMA
TIME AND TIDE by FEMI ADEDINA

PROSE
A NEW DAWN by SAM ADEWOYE

ALICE'S ADEVENTURE IN WONDERLAND by LEWIS CARROLL

POETRY
THE COMMUNIQUE by FEMI ADEDINA

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SAMPLE OF JSS2 ENGLISH STUDIES LESSON PLAN
WEEK: 1 DATE: CLASS: JSS 2______
SUBJECT: ENGLISH STUDIES_______________________
LESSON TITLE: _Revision of Diphthongs
SUBTITLE (IF ANY):
PERIOD: 1 DURATION: 40 Minutes___________________
LEARNING OBJECTIVES: By the end of the lesson, the students should be able to; _
i. review last term's examination;
ii. describe diphthongs;
iii. produce diphthongs;
iv. read words and sentences with diphthongs correctly.
KEY VOCABULARY WORDS: diphthongs, vowel, sound etc
RESOURCES & MATERIALS: NOSEC Book 2, New Concept English for Junior Secondary Schools Book 2 by F. Ademola et al., charts
BUILDING BACKROUND/CONNECTION TO PRIOR KNOWLEDGE: The students are familiar with vowel sounds.
CONTENT
TOPIC: DIPHTHONGS
CONTENT:
Diphthong is a Greek word which means “double sound”. The articulation of diphthongs involves a glide from one vowel quality to the other. A diphthong is therefore a vowel which changes its quality in the process of its articulation.
/ei/ e.g. gate, cake, take, place, date, gauge etc.
/əᴜ/ e.g. home, go, owl, own, etc
/ai/ e.g. buy, five, rice, write, kite, fry, price etc.
/au/ e.g. how, cloud, out, house, blouse, browse etc.
/ oi / e.g. boy, joy, toy, oil, toil coin, boil etc .
/ iə / e.g. here, ear, idea, fear, beer ,rear etc.
/ eə / e.g. air, their, where, hair, fair etc
/ᴜә/ e.g. during, pure, sure, tour…

STRATEGIES & ACTIVITIES
Teacher’s Activities:
The teacher presents the lesson through the following activities:
Activity 1: The teacher revises the previous topic.
Activity 2: The teacher introduces the new topic.
Activity 3: The teacher explains the topic and gives relevant examples
Activity 4: The teacher welcomes students’ examples and contribution.

Students’ Activities:
Activity 1: Students, a class, take part in quiz and discuss past questions.
Activity 2: Each small group brainstorms on diphthongs.
Activity 3: Students pair up to listen to speech models, repeat sounds and create dialogues.
Activity 4: The whole class reads tongue twisters.

ASSESSMENT (EVALUATION):
i. review last term's examination;
ii. describe diphthongs;
iii. produce diphthongs;
iv. read words and sentences with diphthongs correctly.
WRAP UP (CONCLUSION)
The teacher wraps up and concludes the lesson using web summary method and correct any mistake observed during the assessment.
ASSIGNMENT:
Indicate the diphthong used in the following words
e.g. Eye - /ai/
i. coat –
ii. spy –
iii. point -
iv. tape -
v. tour –
HOD/VP’S COMMENTS & ENDORSEMENT:


JSS2 ENGLISH STUDIES LESSON PLAN
WEEK: 1 DATE: CLASS: JSS 2______
SUBJECT: ENGLISH STUDIES_______________________
LESSON TITLE: _Reported Speech
SUBTITLE (IF ANY):
PERIOD: 2 DURATION: 40 Minutes___________________
LEARNING OBJECTIVES: By the end of the lesson, the students should be able to; _
i)describe reported speech(statements)
(ii)change from free speech to direct speech and indirect speech(statement);
(iii)change from indirect speech to direct speech(statement).

KEY VOCABULARY WORDS: speech, reported, statement etc
RESOURCES & MATERIALS: NOSEC Book 2, New Concept English for Junior Secondary Schools Book 2 by F. Ademola et al., charts
BUILDING BACKROUND/CONNECTION TO PRIOR KNOWLEDGE: The students are familiar with reported speech.
CONTENT
Whenever you report what someone has said you do not use the exact words of the original speaker.
Example: Bukola said that she was very happy about my success.

Examples of the main changes in tense:
Direct Speech Reported Speech
Simple Present
He said: “I am happy” Simple Past
He said that he was happy
Present Progressive
He said: “I‘m looking for my apple” Past Progressive
He said that he was looking for his apple
Simple Past
He said: “I worked as UAC last year” Past Perfect Simple
He said that he had worked at UAC the previous year.
Present Perfect
He said: ” I‘ve lived here for a long time “ Past Perfect
He said that he had lived there for a long time
Past Perfect
He said: “They had finished the work when I arrived“ Past Perfect
He said that they had finished the work when he had arrived“
Past Progressive
He said: “I was playing chess when the accident occurred“ Past Perfect Progressive
He said that he had been playing chess when the accident had occurred
Present Perfect Progressive
He said:”I have been watching movie for two hours.” Past Perfect Progressive
He said that he had been watching movie for two hours
Past Perfect Progressive
He said: “I had been reading a newspaper when the light went off“ Past Perfect Progressive
He said that he had been reading a newspaper when the light had gone off
Future Simple (will+verb)
He said: “I will open the door.” Conditional (would+verb)
He said that he would open the door.
Conditional (would+verb)
He said: “I would buy Camry Muscle if I were rich” Conditional (would+verb)
He said that he would buy Camry Muscle if he had been rich”


STRATEGIES & ACTIVITIES
Teacher’s Activities:
The teacher presents the lesson through the following activities:
Activity 1: The teacher revises the previous topic.
Activity 2: The teacher introduces the new topic.
Activity 3: The teacher explains the topic and gives relevant examples
Activity 4: The teacher welcomes students’ examples and contribution.

Students’ Activities:
Activity 1: Students, as a class, discuss direct and indirect speech in statements.
Activity 2: Students, in small groups, look for examples of free/direct/ indirect statements from the recommended Literature texts.
Activity 3: The first group writes the statements in tree speech; the second group writes the statements in direct speech; and the third group writes the statements in indirect speech.
Activity 4: Students copy the note.


ASSESSMENT (EVALUATION):
i)describe reported speech(statements)
(ii)change from free speech to direct speech and indirect speech(statement);
(iii)change from indirect speech to direct speech(statement).

WRAP UP (CONCLUSION)
The teacher wraps up and concludes the lesson using web summary method and correct any mistake observed during the assessment.
ASSIGNMENT:
Change the sentences into indirect speech.
1. My brother said, “Nigeria got freedom in 1960”
2. Our teacher said, “Yakubu built the museum”.
3. I love watching films, “Amaka said to me”
4. “I prefer hot coffee” my friend said.
5. My father said, “Honesty is the best policy”
HOD/VP’S COMMENTS & ENDORSEMENT:


if you would love to get the soft copy of your lesson plan, kindly reach out ot me via WhatsApp. check phone no below.

JSS2 ENGLISH STUDIES LESSON PLAN
WEEK: 1 DATE: CLASS: JSS 2______
SUBJECT: ENGLISH STUDIES_______________________
LESSON TITLE: _Revision of Diphthongs
SUBTITLE (IF ANY):
PERIOD: 1 DURATION: 40 Minutes___________________
LEARNING OBJECTIVES: By the end of the lesson, the students should be able to; _
i. review last term's examination;
ii. describe diphthongs;
iii. produce diphthongs;
iv. read words and sentences with diphthongs correctly.
KEY VOCABULARY WORDS: diphthongs, vowel, sound etc
RESOURCES & MATERIALS: NOSEC Book 2, New Concept English for Junior Secondary Schools Book 2 by F. Ademola et al., charts
BUILDING BACKROUND/CONNECTION TO PRIOR KNOWLEDGE: The students are familiar with vowel sounds.
CONTENT
TOPIC: DIPHTHONGS
CONTENT:
Diphthong is a Greek word which means “double sound”. The articulation of diphthongs involves a glide from one vowel quality to the other. A diphthong is therefore a vowel which changes its quality in the process of its articulation.
/ei/ e.g. gate, cake, take, place, date, gauge etc.
/əᴜ/ e.g. home, go, owl, own, etc
/ai/ e.g. buy, five, rice, write, kite, fry, price etc.
/au/ e.g. how, cloud, out, house, blouse, browse etc.
/ oi / e.g. boy, joy, toy, oil, toil coin, boil etc .
/ iə / e.g. here, ear, idea, fear, beer ,rear etc.
/ eə / e.g. air, their, where, hair, fair etc
/ᴜә/ e.g. during, pure, sure, tour…

STRATEGIES & ACTIVITIES
Teacher’s Activities:
The teacher presents the lesson through the following activities:
Activity 1: The teacher revises the previous topic.
Activity 2: The teacher introduces the new topic.
Activity 3: The teacher explains the topic and gives relevant examples
Activity 4: The teacher welcomes students’ examples and contribution.

Students’ Activities:
Activity 1: Students, a class, take part in quiz and discuss past questions.
Activity 2: Each small group brainstorms on diphthongs.
Activity 3: Students pair up to listen to speech models, repeat sounds and create dialogues.
Activity 4: The whole class reads tongue twisters.

ASSESSMENT (EVALUATION):
i. review last term's examination;
ii. describe diphthongs;
iii. produce diphthongs;
iv. read words and sentences with diphthongs correctly.
WRAP UP (CONCLUSION)
The teacher wraps up and concludes the lesson using web summary method and correct any mistake observed during the assessment.
ASSIGNMENT:
Indicate the diphthong used in the following words
e.g. Eye - /ai/
i. coat –
ii. spy –
iii. point -
iv. tape -
v. tour –
HOD/VP’S COMMENTS & ENDORSEMENT:


JSS2 ENGLISH STUDIES LESSON PLAN
WEEK: 1 DATE: CLASS: JSS 2______
SUBJECT: ENGLISH STUDIES_______________________
LESSON TITLE: _Reported Speech
SUBTITLE (IF ANY):
PERIOD: 2 DURATION: 40 Minutes___________________
LEARNING OBJECTIVES: By the end of the lesson, the students should be able to; _
i)describe reported speech(statements)
(ii)change from free speech to direct speech and indirect speech(statement);
(iii)change from indirect speech to direct speech(statement).

KEY VOCABULARY WORDS: speech, reported, statement etc
RESOURCES & MATERIALS: NOSEC Book 2, New Concept English for Junior Secondary Schools Book 2 by F. Ademola et al., charts
BUILDING BACKROUND/CONNECTION TO PRIOR KNOWLEDGE: The students are familiar with reported speech.
CONTENT
Whenever you report what someone has said you do not use the exact words of the original speaker.
Example: Bukola said that she was very happy about my success.

Examples of the main changes in tense:
Direct Speech Reported Speech
Simple Present
He said: “I am happy” Simple Past
He said that he was happy
Present Progressive
He said: “I‘m looking for my apple” Past Progressive
He said that he was looking for his apple
Simple Past
He said: “I worked as UAC last year” Past Perfect Simple
He said that he had worked at UAC the previous year.
Present Perfect
He said: ” I‘ve lived here for a long time “ Past Perfect
He said that he had lived there for a long time
Past Perfect
He said: “They had finished the work when I arrived“ Past Perfect
He said that they had finished the work when he had arrived“
Past Progressive
He said: “I was playing chess when the accident occurred“ Past Perfect Progressive
He said that he had been playing chess when the accident had occurred
Present Perfect Progressive
He said:”I have been watching movie for two hours.” Past Perfect Progressive
He said that he had been watching movie for two hours
Past Perfect Progressive
He said: “I had been reading a newspaper when the light went off“ Past Perfect Progressive
He said that he had been reading a newspaper when the light had gone off
Future Simple (will+verb)
He said: “I will open the door.” Conditional (would+verb)
He said that he would open the door.
Conditional (would+verb)
He said: “I would buy Camry Muscle if I were rich” Conditional (would+verb)
He said that he would buy Camry Muscle if he had been rich”


STRATEGIES & ACTIVITIES
Teacher’s Activities:
The teacher presents the lesson through the following activities:
Activity 1: The teacher revises the previous topic.
Activity 2: The teacher introduces the new topic.
Activity 3: The teacher explains the topic and gives relevant examples
Activity 4: The teacher welcomes students’ examples and contribution.

Students’ Activities:
Activity 1: Students, as a class, discuss direct and indirect speech in statements.
Activity 2: Students, in small groups, look for examples of free/direct/ indirect statements from the recommended Literature texts.
Activity 3: The first group writes the statements in tree speech; the second group writes the statements in direct speech; and the third group writes the statements in indirect speech.
Activity 4: Students copy the note.


ASSESSMENT (EVALUATION):
i)describe reported speech(statements)
(ii)change from free speech to direct speech and indirect speech(statement);
(iii)change from indirect speech to direct speech(statement).

WRAP UP (CONCLUSION)
The teacher wraps up and concludes the lesson using web summary method and correct any mistake observed during the assessment.
ASSIGNMENT:
Change the sentences into indirect speech.
1. My brother said, “Nigeria got freedom in 1960”
2. Our teacher said, “Yakubu built the museum”.
3. I love watching films, “Amaka said to me”
4. “I prefer hot coffee” my friend said.
5. My father said, “Honesty is the best policy”
HOD/VP’S COMMENTS & ENDORSEMENT:


If you would love to get a soft copy of lesson plan, reach out to me via WhatsApp. check the no below for contact

SAMPLE OF JSS2 ENGLISH STUDIES LESSON PLAN
WEEK: 1 DATE: CLASS: JSS 2______
SUBJECT: ENGLISH STUDIES_______________________
LESSON TITLE: _Revision of Diphthongs
SUBTITLE (IF ANY):
PERIOD: 1 DURATION: 40 Minutes___________________
LEARNING OBJECTIVES: By the end of the lesson, the students should be able to; _
i. review last term's examination;
ii. describe diphthongs;
iii. produce diphthongs;
iv. read words and sentences with diphthongs correctly.
KEY VOCABULARY WORDS: diphthongs, vowel, sound etc
RESOURCES & MATERIALS: NOSEC Book 2, New Concept English for Junior Secondary Schools Book 2 by F. Ademola et al., charts
BUILDING BACKROUND/CONNECTION TO PRIOR KNOWLEDGE: The students are familiar with vowel sounds.
CONTENT
TOPIC: DIPHTHONGS
CONTENT:
Diphthong is a Greek word which means “double sound”. The articulation of diphthongs involves a glide from one vowel quality to the other. A diphthong is therefore a vowel which changes its quality in the process of its articulation.
/ei/ e.g. gate, cake, take, place, date, gauge etc.
/əᴜ/ e.g. home, go, owl, own, etc
/ai/ e.g. buy, five, rice, write, kite, fry, price etc.
/au/ e.g. how, cloud, out, house, blouse, browse etc.
/ oi / e.g. boy, joy, toy, oil, toil coin, boil etc .
/ iə / e.g. here, ear, idea, fear, beer ,rear etc.
/ eə / e.g. air, their, where, hair, fair etc
/ᴜә/ e.g. during, pure, sure, tour…

STRATEGIES & ACTIVITIES
Teacher’s Activities:
The teacher presents the lesson through the following activities:
Activity 1: The teacher revises the previous topic.
Activity 2: The teacher introduces the new topic.
Activity 3: The teacher explains the topic and gives relevant examples
Activity 4: The teacher welcomes students’ examples and contribution.

Students’ Activities:
Activity 1: Students, a class, take part in quiz and discuss past questions.
Activity 2: Each small group brainstorms on diphthongs.
Activity 3: Students pair up to listen to speech models, repeat sounds and create dialogues.
Activity 4: The whole class reads tongue twisters.

ASSESSMENT (EVALUATION):
i. review last term's examination;
ii. describe diphthongs;
iii. produce diphthongs;
iv. read words and sentences with diphthongs correctly.
WRAP UP (CONCLUSION)
The teacher wraps up and concludes the lesson using web summary method and correct any mistake observed during the assessment.
ASSIGNMENT:
Indicate the diphthong used in the following words
e.g. Eye - /ai/
i. coat –
ii. spy –
iii. point -
iv. tape -
v. tour –
HOD/VP’S COMMENTS & ENDORSEMENT:


JSS2 ENGLISH STUDIES LESSON PLAN
WEEK: 1 DATE: CLASS: JSS 2______
SUBJECT: ENGLISH STUDIES_______________________
LESSON TITLE: _Reported Speech
SUBTITLE (IF ANY):
PERIOD: 2 DURATION: 40 Minutes___________________
LEARNING OBJECTIVES: By the end of the lesson, the students should be able to; _
i)describe reported speech(statements)
(ii)change from free speech to direct speech and indirect speech(statement);
(iii)change from indirect speech to direct speech(statement).

KEY VOCABULARY WORDS: speech, reported, statement etc

RESOURCES & MATERIALS: NOSEC Book 2, New Concept English for Junior Secondary Schools Book 2 by F. Ademola et al., charts

BUILDING BACKROUND/CONNECTION TO PRIOR KNOWLEDGE: The students are familiar with reported speech.
CONTENT
Whenever you report what someone has said you do not use the exact words of the original speaker.
Example: Bukola said that she was very happy about my success.

Examples of the main changes in tense:
Direct Speech Reported Speech
Simple Present
He said: “I am happy” Simple Past
He said that he was happy
Present Progressive
He said: “I‘m looking for my apple” Past Progressive
He said that he was looking for his apple
Simple Past
He said: “I worked as UAC last year” Past Perfect Simple
He said that he had worked at UAC the previous year.
Present Perfect
He said: ” I‘ve lived here for a long time “ Past Perfect
He said that he had lived there for a long time
Past Perfect
He said: “They had finished the work when I arrived“ Past Perfect
He said that they had finished the work when he had arrived“
Past Progressive
He said: “I was playing chess when the accident occurred“ Past Perfect Progressive
He said that he had been playing chess when the accident had occurred
Present Perfect Progressive
He said:”I have been watching movie for two hours.” Past Perfect Progressive
He said that he had been watching movie for two hours
Past Perfect Progressive
He said: “I had been reading a newspaper when the light went off“ Past Perfect Progressive
He said that he had been reading a newspaper when the light had gone off
Future Simple (will+verb)
He said: “I will open the door.” Conditional (would+verb)
He said that he would open the door.
Conditional (would+verb)
He said: “I would buy Camry Muscle if I were rich” Conditional (would+verb)
He said that he would buy Camry Muscle if he had been rich”


STRATEGIES & ACTIVITIES
Teacher’s Activities:
The teacher presents the lesson through the following activities:
Activity 1: The teacher revises the previous topic.
Activity 2: The teacher introduces the new topic.
Activity 3: The teacher explains the topic and gives relevant examples
Activity 4: The teacher welcomes students’ examples and contribution.

Students’ Activities:
Activity 1: Students, as a class, discuss direct and indirect speech in statements.
Activity 2: Students, in small groups, look for examples of free/direct/ indirect statements from the recommended Literature texts.
Activity 3: The first group writes the statements in tree speech; the second group writes the statements in direct speech; and the third group writes the statements in indirect speech.
Activity 4: Students copy the note.


ASSESSMENT (EVALUATION):
i)describe reported speech(statements)
(ii)change from free speech to direct speech and indirect speech(statement);
(iii)change from indirect speech to direct speech(statement).

WRAP UP (CONCLUSION)
The teacher wraps up and concludes the lesson using web summary method and correct any mistake observed during the assessment.

ASSIGNMENT:
Change the sentences into indirect speech.
1. My brother said, “Nigeria got freedom in 1960”
2. Our teacher said, “Yakubu built the museum”.
3. I love watching films, “Amaka said to me”
4. “I prefer hot coffee” my friend said.
5. My father said, “Honesty is the best policy”

HOD/VP’S COMMENTS & ENDORSEMENT:


if you would love to get a soft copy of your lesson plan or Note, kindly chat me via WhatsApp

SAMPLE OF SECOND TERM'S LESSON PLAN

JSS2 ENGLISH STUDIES LESSON PLAN
WEEK: 1 DATE: CLASS: JSS 2______
SUBJECT: ENGLISH STUDIES_______________________
LESSON TITLE: _Revision of Diphthongs
SUBTITLE (IF ANY):
PERIOD: 1 DURATION: 40 Minutes___________________
LEARNING OBJECTIVES: By the end of the lesson, the students should be able to; _
i. review last term's examination;
ii. describe diphthongs;
iii. produce diphthongs;
iv. read words and sentences with diphthongs correctly.
KEY VOCABULARY WORDS: diphthongs, vowel, sound etc
RESOURCES & MATERIALS: NOSEC Book 2, New Concept English for Junior Secondary Schools Book 2 by F. Ademola et al., charts
BUILDING BACKROUND/CONNECTION TO PRIOR KNOWLEDGE: The students are familiar with vowel sounds.
CONTENT
TOPIC: DIPHTHONGS
CONTENT:
Diphthong is a Greek word which means “double sound”. The articulation of diphthongs involves a glide from one vowel quality to the other. A diphthong is therefore a vowel which changes its quality in the process of its articulation.
/ei/ e.g. gate, cake, take, place, date, gauge etc.
/əᴜ/ e.g. home, go, owl, own, etc
/ai/ e.g. buy, five, rice, write, kite, fry, price etc.
/au/ e.g. how, cloud, out, house, blouse, browse etc.
/ oi / e.g. boy, joy, toy, oil, toil coin, boil etc .
/ iə / e.g. here, ear, idea, fear, beer ,rear etc.
/ eə / e.g. air, their, where, hair, fair etc
/ᴜә/ e.g. during, pure, sure, tour…

STRATEGIES & ACTIVITIES
Teacher’s Activities:
The teacher presents the lesson through the following activities:
Activity 1: The teacher revises the previous topic.
Activity 2: The teacher introduces the new topic.
Activity 3: The teacher explains the topic and gives relevant examples
Activity 4: The teacher welcomes students’ examples and contribution.

Students’ Activities:
Activity 1: Students, a class, take part in quiz and discuss past questions.
Activity 2: Each small group brainstorms on diphthongs.
Activity 3: Students pair up to listen to speech models, repeat sounds and create dialogues.
Activity 4: The whole class reads tongue twisters.

ASSESSMENT (EVALUATION):
i. review last term's examination;
ii. describe diphthongs;
iii. produce diphthongs;
iv. read words and sentences with diphthongs correctly.
WRAP UP (CONCLUSION)
The teacher wraps up and concludes the lesson using web summary method and correct any mistake observed during the assessment.
ASSIGNMENT:
Indicate the diphthong used in the following words
e.g. Eye - /ai/
i. coat –
ii. spy –
iii. point -
iv. tape -
v. tour –
HOD/VP’S COMMENTS & ENDORSEMENT:


JSS2 ENGLISH STUDIES LESSON PLAN
WEEK: 1 DATE: CLASS: JSS 2______
SUBJECT: ENGLISH STUDIES_______________________
LESSON TITLE: _Reported Speech
SUBTITLE (IF ANY):
PERIOD: 2 DURATION: 40 Minutes___________________
LEARNING OBJECTIVES: By the end of the lesson, the students should be able to; _
i)describe reported speech(statements)
(ii)change from free speech to direct speech and indirect speech(statement);
(iii)change from indirect speech to direct speech(statement).

KEY VOCABULARY WORDS: speech, reported, statement etc
RESOURCES & MATERIALS: NOSEC Book 2, New Concept English for Junior Secondary Schools Book 2 by F. Ademola et al., charts
BUILDING BACKROUND/CONNECTION TO PRIOR KNOWLEDGE: The students are familiar with reported speech.
CONTENT
Whenever you report what someone has said you do not use the exact words of the original speaker.
Example: Bukola said that she was very happy about my success.

Examples of the main changes in tense:
Direct Speech Reported Speech
Simple Present
He said: “I am happy” Simple Past
He said that he was happy
Present Progressive
He said: “I‘m looking for my apple” Past Progressive
He said that he was looking for his apple
Simple Past
He said: “I worked as UAC last year” Past Perfect Simple
He said that he had worked at UAC the previous year.
Present Perfect
He said: ” I‘ve lived here for a long time “ Past Perfect
He said that he had lived there for a long time
Past Perfect
He said: “They had finished the work when I arrived“ Past Perfect
He said that they had finished the work when he had arrived“
Past Progressive
He said: “I was playing chess when the accident occurred“ Past Perfect Progressive
He said that he had been playing chess when the accident had occurred
Present Perfect Progressive
He said:”I have been watching movie for two hours.” Past Perfect Progressive
He said that he had been watching movie for two hours
Past Perfect Progressive
He said: “I had been reading a newspaper when the light went off“ Past Perfect Progressive
He said that he had been reading a newspaper when the light had gone off
Future Simple (will+verb)
He said: “I will open the door.” Conditional (would+verb)
He said that he would open the door.
Conditional (would+verb)
He said: “I would buy Camry Muscle if I were rich” Conditional (would+verb)
He said that he would buy Camry Muscle if he had been rich”


STRATEGIES & ACTIVITIES
Teacher’s Activities:
The teacher presents the lesson through the following activities:
Activity 1: The teacher revises the previous topic.
Activity 2: The teacher introduces the new topic.
Activity 3: The teacher explains the topic and gives relevant examples
Activity 4: The teacher welcomes students’ examples and contribution.

Students’ Activities:
Activity 1: Students, as a class, discuss direct and indirect speech in statements.
Activity 2: Students, in small groups, look for examples of free/direct/ indirect statements from the recommended Literature texts.
Activity 3: The first group writes the statements in tree speech; the second group writes the statements in direct speech; and the third group writes the statements in indirect speech.
Activity 4: Students copy the note.


ASSESSMENT (EVALUATION):
i)describe reported speech(statements)
(ii)change from free speech to direct speech and indirect speech(statement);
(iii)change from indirect speech to direct speech(statement).

WRAP UP (CONCLUSION)
The teacher wraps up and concludes the lesson using web summary method and correct any mistake observed during the assessment.
ASSIGNMENT:
Change the sentences into indirect speech.
1. My brother said, “Nigeria got freedom in 1960”
2. Our teacher said, “Yakubu built the museum”.
3. I love watching films, “Amaka said to me”
4. “I prefer hot coffee” my friend said.
5. My father said, “Honesty is the best policy”
HOD/VP’S COMMENTS & ENDORSEMENT:


If you would like to get the soft copy of lesson plan, kindly reach out to me via WhatsApp

JSS2 ENGLISH STUDIES LESSON PLAN
WEEK: 1 DATE: CLASS: JSS 2______
SUBJECT: ENGLISH STUDIES_______________________
LESSON TITLE: _Revision of Diphthongs
SUBTITLE (IF ANY):
PERIOD: 1 DURATION: 40 Minutes___________________
LEARNING OBJECTIVES: By the end of the lesson, the students should be able to; _
i. review last term's examination;
ii. describe diphthongs;
iii. produce diphthongs;
iv. read words and sentences with diphthongs correctly.
KEY VOCABULARY WORDS: diphthongs, vowel, sound etc
RESOURCES & MATERIALS: NOSEC Book 2, New Concept English for Junior Secondary Schools Book 2 by F. Ademola et al., charts
BUILDING BACKROUND/CONNECTION TO PRIOR KNOWLEDGE: The students are familiar with vowel sounds.
CONTENT
TOPIC: DIPHTHONGS
CONTENT:
Diphthong is a Greek word which means “double sound”. The articulation of diphthongs involves a glide from one vowel quality to the other. A diphthong is therefore a vowel which changes its quality in the process of its articulation.
/ei/ e.g. gate, cake, take, place, date, gauge etc.
/əᴜ/ e.g. home, go, owl, own, etc
/ai/ e.g. buy, five, rice, write, kite, fry, price etc.
/au/ e.g. how, cloud, out, house, blouse, browse etc.
/ oi / e.g. boy, joy, toy, oil, toil coin, boil etc .
/ iə / e.g. here, ear, idea, fear, beer ,rear etc.
/ eə / e.g. air, their, where, hair, fair etc
/ᴜә/ e.g. during, pure, sure, tour…

STRATEGIES & ACTIVITIES
Teacher’s Activities:
The teacher presents the lesson through the following activities:
Activity 1: The teacher revises the previous topic.
Activity 2: The teacher introduces the new topic.
Activity 3: The teacher explains the topic and gives relevant examples
Activity 4: The teacher welcomes students’ examples and contribution.

Students’ Activities:
Activity 1: Students, a class, take part in quiz and discuss past questions.
Activity 2: Each small group brainstorms on diphthongs.
Activity 3: Students pair up to listen to speech models, repeat sounds and create dialogues.
Activity 4: The whole class reads tongue twisters.

ASSESSMENT (EVALUATION):
i. review last term's examination;
ii. describe diphthongs;
iii. produce diphthongs;
iv. read words and sentences with diphthongs correctly.
WRAP UP (CONCLUSION)
The teacher wraps up and concludes the lesson using web summary method and correct any mistake observed during the assessment.
ASSIGNMENT:
Indicate the diphthong used in the following words
e.g. Eye - /ai/
i. coat –
ii. spy –
iii. point -
iv. tape -
v. tour –
HOD/VP’S COMMENTS & ENDORSEMENT:


JSS2 ENGLISH STUDIES LESSON PLAN
WEEK: 1 DATE: CLASS: JSS 2______
SUBJECT: ENGLISH STUDIES_______________________
LESSON TITLE: _Reported Speech
SUBTITLE (IF ANY):
PERIOD: 2 DURATION: 40 Minutes___________________
LEARNING OBJECTIVES: By the end of the lesson, the students should be able to; _
i)describe reported speech(statements)
(ii)change from free speech to direct speech and indirect speech(statement);
(iii)change from indirect speech to direct speech(statement).

KEY VOCABULARY WORDS: speech, reported, statement etc
RESOURCES & MATERIALS: NOSEC Book 2, New Concept English for Junior Secondary Schools Book 2 by F. Ademola et al., charts
BUILDING BACKROUND/CONNECTION TO PRIOR KNOWLEDGE: The students are familiar with reported speech.
CONTENT
Whenever you report what someone has said you do not use the exact words of the original speaker.
Example: Bukola said that she was very happy about my success.

Examples of the main changes in tense:
Direct Speech Reported Speech
Simple Present
He said: “I am happy” Simple Past
He said that he was happy
Present Progressive
He said: “I‘m looking for my apple” Past Progressive
He said that he was looking for his apple
Simple Past
He said: “I worked as UAC last year” Past Perfect Simple
He said that he had worked at UAC the previous year.
Present Perfect
He said: ” I‘ve lived here for a long time “ Past Perfect
He said that he had lived there for a long time
Past Perfect
He said: “They had finished the work when I arrived“ Past Perfect
He said that they had finished the work when he had arrived“
Past Progressive
He said: “I was playing chess when the accident occurred“ Past Perfect Progressive
He said that he had been playing chess when the accident had occurred
Present Perfect Progressive
He said:”I have been watching movie for two hours.” Past Perfect Progressive
He said that he had been watching movie for two hours
Past Perfect Progressive
He said: “I had been reading a newspaper when the light went off“ Past Perfect Progressive
He said that he had been reading a newspaper when the light had gone off
Future Simple (will+verb)
He said: “I will open the door.” Conditional (would+verb)
He said that he would open the door.
Conditional (would+verb)
He said: “I would buy Camry Muscle if I were rich” Conditional (would+verb)
He said that he would buy Camry Muscle if he had been rich”


STRATEGIES & ACTIVITIES
Teacher’s Activities:
The teacher presents the lesson through the following activities:
Activity 1: The teacher revises the previous topic.
Activity 2: The teacher introduces the new topic.
Activity 3: The teacher explains the topic and gives relevant examples
Activity 4: The teacher welcomes students’ examples and contribution.

Students’ Activities:
Activity 1: Students, as a class, discuss direct and indirect speech in statements.
Activity 2: Students, in small groups, look for examples of free/direct/ indirect statements from the recommended Literature texts.
Activity 3: The first group writes the statements in tree speech; the second group writes the statements in direct speech; and the third group writes the statements in indirect speech.
Activity 4: Students copy the note.


ASSESSMENT (EVALUATION):
i)describe reported speech(statements)
(ii)change from free speech to direct speech and indirect speech(statement);
(iii)change from indirect speech to direct speech(statement).

WRAP UP (CONCLUSION)
The teacher wraps up and concludes the lesson using web summary method and correct any mistake observed during the assessment.
ASSIGNMENT:
Change the sentences into indirect speech.
1. My brother said, “Nigeria got freedom in 1960”
2. Our teacher said, “Yakubu built the museum”.
3. I love watching films, “Amaka said to me”
4. “I prefer hot coffee” my friend said.
5. My father said, “Honesty is the best policy”
HOD/VP’S COMMENTS & ENDORSEMENT:


If you would love to get a soft copy of lesson plan, kindly chat me up via WhatsApp

JSS2 ENGLISH STUDIES LESSON PLAN
WEEK: 1 DATE: CLASS: JSS 2______
SUBJECT: ENGLISH STUDIES_______________________
LESSON TITLE: _Revision of Diphthongs
SUBTITLE (IF ANY):
PERIOD: 1 DURATION: 40 Minutes___________________
LEARNING OBJECTIVES: By the end of the lesson, the students should be able to; _
i. review last term's examination;
ii. describe diphthongs;
iii. produce diphthongs;
iv. read words and sentences with diphthongs correctly.
KEY VOCABULARY WORDS: diphthongs, vowel, sound etc
RESOURCES & MATERIALS: NOSEC Book 2, New Concept English for Junior Secondary Schools Book 2 by F. Ademola et al., charts
BUILDING BACKROUND/CONNECTION TO PRIOR KNOWLEDGE: The students are familiar with vowel sounds.
CONTENT
TOPIC: DIPHTHONGS
CONTENT:
Diphthong is a Greek word which means “double sound”. The articulation of diphthongs involves a glide from one vowel quality to the other. A diphthong is therefore a vowel which changes its quality in the process of its articulation.
/ei/ e.g. gate, cake, take, place, date, gauge etc.
/əᴜ/ e.g. home, go, owl, own, etc
/ai/ e.g. buy, five, rice, write, kite, fry, price etc.
/au/ e.g. how, cloud, out, house, blouse, browse etc.
/ oi / e.g. boy, joy, toy, oil, toil coin, boil etc .
/ iə / e.g. here, ear, idea, fear, beer ,rear etc.
/ eə / e.g. air, their, where, hair, fair etc
/ᴜә/ e.g. during, pure, sure, tour…

STRATEGIES & ACTIVITIES
Teacher’s Activities:
The teacher presents the lesson through the following activities:
Activity 1: The teacher revises the previous topic.
Activity 2: The teacher introduces the new topic.
Activity 3: The teacher explains the topic and gives relevant examples
Activity 4: The teacher welcomes students’ examples and contribution.

Students’ Activities:
Activity 1: Students, a class, take part in quiz and discuss past questions.
Activity 2: Each small group brainstorms on diphthongs.
Activity 3: Students pair up to listen to speech models, repeat sounds and create dialogues.
Activity 4: The whole class reads tongue twisters.

ASSESSMENT (EVALUATION):
i. review last term's examination;
ii. describe diphthongs;
iii. produce diphthongs;
iv. read words and sentences with diphthongs correctly.
WRAP UP (CONCLUSION)
The teacher wraps up and concludes the lesson using web summary method and correct any mistake observed during the assessment.
ASSIGNMENT:
Indicate the diphthong used in the following words
e.g. Eye - /ai/
i. coat –
ii. spy –
iii. point -
iv. tape -
v. tour –
HOD/VP’S COMMENTS & ENDORSEMENT:


JSS2 ENGLISH STUDIES LESSON PLAN
WEEK: 1 DATE: CLASS: JSS 2______
SUBJECT: ENGLISH STUDIES_______________________
LESSON TITLE: _Reported Speech
SUBTITLE (IF ANY):
PERIOD: 2 DURATION: 40 Minutes___________________
LEARNING OBJECTIVES: By the end of the lesson, the students should be able to; _
i)describe reported speech(statements)
(ii)change from free speech to direct speech and indirect speech(statement);
(iii)change from indirect speech to direct speech(statement).

KEY VOCABULARY WORDS: speech, reported, statement etc
RESOURCES & MATERIALS: NOSEC Book 2, New Concept English for Junior Secondary Schools Book 2 by F. Ademola et al., charts
BUILDING BACKROUND/CONNECTION TO PRIOR KNOWLEDGE: The students are familiar with reported speech.
CONTENT
Whenever you report what someone has said you do not use the exact words of the original speaker.
Example: Bukola said that she was very happy about my success.

Examples of the main changes in tense:
Direct Speech Reported Speech
Simple Present
He said: “I am happy” Simple Past
He said that he was happy
Present Progressive
He said: “I‘m looking for my apple” Past Progressive
He said that he was looking for his apple
Simple Past
He said: “I worked as UAC last year” Past Perfect Simple
He said that he had worked at UAC the previous year.
Present Perfect
He said: ” I‘ve lived here for a long time “ Past Perfect
He said that he had lived there for a long time
Past Perfect
He said: “They had finished the work when I arrived“ Past Perfect
He said that they had finished the work when he had arrived“
Past Progressive
He said: “I was playing chess when the accident occurred“ Past Perfect Progressive
He said that he had been playing chess when the accident had occurred
Present Perfect Progressive
He said:”I have been watching movie for two hours.” Past Perfect Progressive
He said that he had been watching movie for two hours
Past Perfect Progressive
He said: “I had been reading a newspaper when the light went off“ Past Perfect Progressive
He said that he had been reading a newspaper when the light had gone off
Future Simple (will+verb)
He said: “I will open the door.” Conditional (would+verb)
He said that he would open the door.
Conditional (would+verb)
He said: “I would buy Camry Muscle if I were rich” Conditional (would+verb)
He said that he would buy Camry Muscle if he had been rich”


STRATEGIES & ACTIVITIES
Teacher’s Activities:
The teacher presents the lesson through the following activities:
Activity 1: The teacher revises the previous topic.
Activity 2: The teacher introduces the new topic.
Activity 3: The teacher explains the topic and gives relevant examples
Activity 4: The teacher welcomes students’ examples and contribution.

Students’ Activities:
Activity 1: Students, as a class, discuss direct and indirect speech in statements.
Activity 2: Students, in small groups, look for examples of free/direct/ indirect statements from the recommended Literature texts.
Activity 3: The first group writes the statements in tree speech; the second group writes the statements in direct speech; and the third group writes the statements in indirect speech.
Activity 4: Students copy the note.


ASSESSMENT (EVALUATION):
i)describe reported speech(statements)
(ii)change from free speech to direct speech and indirect speech(statement);
(iii)change from indirect speech to direct speech(statement).

WRAP UP (CONCLUSION)
The teacher wraps up and concludes the lesson using web summary method and correct any mistake observed during the assessment.
ASSIGNMENT:
Change the sentences into indirect speech.
1. My brother said, “Nigeria got freedom in 1960”
2. Our teacher said, “Yakubu built the museum”.
3. I love watching films, “Amaka said to me”
4. “I prefer hot coffee” my friend said.
5. My father said, “Honesty is the best policy”
HOD/VP’S COMMENTS & ENDORSEMENT:


If you would like to get a soft copy, kindly chat me up via WhatsApp

JSS2 ENGLISH STUDIES LESSON PLAN
WEEK: 1 DATE: CLASS: JSS 2______
SUBJECT: ENGLISH STUDIES_______________________
LESSON TITLE: _Revision of Diphthongs
SUBTITLE (IF ANY):
PERIOD: 1 DURATION: 40 Minutes___________________
LEARNING OBJECTIVES: By the end of the lesson, the students should be able to; _
i. review last term's examination;
ii. describe diphthongs;
iii. produce diphthongs;
iv. read words and sentences with diphthongs correctly.
KEY VOCABULARY WORDS: diphthongs, vowel, sound etc
RESOURCES & MATERIALS: NOSEC Book 2, New Concept English for Junior Secondary Schools Book 2 by F. Ademola et al., charts
BUILDING BACKROUND/CONNECTION TO PRIOR KNOWLEDGE: The students are familiar with vowel sounds.
CONTENT
TOPIC: DIPHTHONGS
CONTENT:
Diphthong is a Greek word which means “double sound”. The articulation of diphthongs involves a glide from one vowel quality to the other. A diphthong is therefore a vowel which changes its quality in the process of its articulation.
/ei/ e.g. gate, cake, take, place, date, gauge etc.
/əᴜ/ e.g. home, go, owl, own, etc
/ai/ e.g. buy, five, rice, write, kite, fry, price etc.
/au/ e.g. how, cloud, out, house, blouse, browse etc.
/ oi / e.g. boy, joy, toy, oil, toil coin, boil etc .
/ iə / e.g. here, ear, idea, fear, beer ,rear etc.
/ eə / e.g. air, their, where, hair, fair etc
/ᴜә/ e.g. during, pure, sure, tour…

STRATEGIES & ACTIVITIES
Teacher’s Activities:
The teacher presents the lesson through the following activities:
Activity 1: The teacher revises the previous topic.
Activity 2: The teacher introduces the new topic.
Activity 3: The teacher explains the topic and gives relevant examples
Activity 4: The teacher welcomes students’ examples and contribution.

Students’ Activities:
Activity 1: Students, a class, take part in quiz and discuss past questions.
Activity 2: Each small group brainstorms on diphthongs.
Activity 3: Students pair up to listen to speech models, repeat sounds and create dialogues.
Activity 4: The whole class reads tongue twisters.

ASSESSMENT (EVALUATION):
i. review last term's examination;
ii. describe diphthongs;
iii. produce diphthongs;
iv. read words and sentences with diphthongs correctly.
WRAP UP (CONCLUSION)
The teacher wraps up and concludes the lesson using web summary method and correct any mistake observed during the assessment.
ASSIGNMENT:
Indicate the diphthong used in the following words
e.g. Eye - /ai/
i. coat –
ii. spy –
iii. point -
iv. tape -
v. tour –
HOD/VP’S COMMENTS & ENDORSEMENT:


JSS2 ENGLISH STUDIES LESSON PLAN
WEEK: 1 DATE: CLASS: JSS 2______
SUBJECT: ENGLISH STUDIES_______________________
LESSON TITLE: _Reported Speech
SUBTITLE (IF ANY):
PERIOD: 2 DURATION: 40 Minutes___________________
LEARNING OBJECTIVES: By the end of the lesson, the students should be able to; _
i)describe reported speech(statements)
(ii)change from free speech to direct speech and indirect speech(statement);
(iii)change from indirect speech to direct speech(statement).

KEY VOCABULARY WORDS: speech, reported, statement etc
RESOURCES & MATERIALS: NOSEC Book 2, New Concept English for Junior Secondary Schools Book 2 by F. Ademola et al., charts
BUILDING BACKROUND/CONNECTION TO PRIOR KNOWLEDGE: The students are familiar with reported speech.
CONTENT
Whenever you report what someone has said you do not use the exact words of the original speaker.
Example: Bukola said that she was very happy about my success.

Examples of the main changes in tense:
Direct Speech Reported Speech
Simple Present
He said: “I am happy” Simple Past
He said that he was happy
Present Progressive
He said: “I‘m looking for my apple” Past Progressive
He said that he was looking for his apple
Simple Past
He said: “I worked as UAC last year” Past Perfect Simple
He said that he had worked at UAC the previous year.
Present Perfect
He said: ” I‘ve lived here for a long time “ Past Perfect
He said that he had lived there for a long time
Past Perfect
He said: “They had finished the work when I arrived“ Past Perfect
He said that they had finished the work when he had arrived“
Past Progressive
He said: “I was playing chess when the accident occurred“ Past Perfect Progressive
He said that he had been playing chess when the accident had occurred
Present Perfect Progressive
He said:”I have been watching movie for two hours.” Past Perfect Progressive
He said that he had been watching movie for two hours
Past Perfect Progressive
He said: “I had been reading a newspaper when the light went off“ Past Perfect Progressive
He said that he had been reading a newspaper when the light had gone off
Future Simple (will+verb)
He said: “I will open the door.” Conditional (would+verb)
He said that he would open the door.
Conditional (would+verb)
He said: “I would buy Camry Muscle if I were rich” Conditional (would+verb)
He said that he would buy Camry Muscle if he had been rich”


STRATEGIES & ACTIVITIES
Teacher’s Activities:
The teacher presents the lesson through the following activities:
Activity 1: The teacher revises the previous topic.
Activity 2: The teacher introduces the new topic.
Activity 3: The teacher explains the topic and gives relevant examples
Activity 4: The teacher welcomes students’ examples and contribution.

Students’ Activities:
Activity 1: Students, as a class, discuss direct and indirect speech in statements.
Activity 2: Students, in small groups, look for examples of free/direct/ indirect statements from the recommended Literature texts.
Activity 3: The first group writes the statements in tree speech; the second group writes the statements in direct speech; and the third group writes the statements in indirect speech.
Activity 4: Students copy the note.


ASSESSMENT (EVALUATION):
i)describe reported speech(statements)
(ii)change from free speech to direct speech and indirect speech(statement);
(iii)change from indirect speech to direct speech(statement).

WRAP UP (CONCLUSION)
The teacher wraps up and concludes the lesson using web summary method and correct any mistake observed during the assessment.
ASSIGNMENT:
Change the sentences into indirect speech.
1. My brother said, “Nigeria got freedom in 1960”
2. Our teacher said, “Yakubu built the museum”.
3. I love watching films, “Amaka said to me”
4. “I prefer hot coffee” my friend said.
5. My father said, “Honesty is the best policy”
HOD/VP’S COMMENTS & ENDORSEMENT:


If you need the soft copy of lesson plan, chat me up via Whatsapp

SS1 SECOND TERM LITERATURE IN ENGLISH LESSON NOTE

1. Revision of last term’s work
Genres of Literature: Drama, Prose and Poetry
Figures of Speech
2. Introduction of African Prose
Alex Agyel – Agyiri: Unexpected Joy At Dawn (2018 Edition)
a. Textual and Authorial background.
b. Plot summary of either prose listed above
c. Setting and style of the prose
3. Meticulous study and analysis of Chapters Part I - Chapters 1 – 11 of Unexpected Joy At Dawn.
4. Meticulous study and analysis of Chapters 12 – 21 of Unexpected Joy At Dawn.
5. Meticulous study and analysis of PART II Chapters 1-8 of Unexpected Joy At Dawn.
6. Meticulous study and analysis of Chapters 9-16 Unexpected Joy At Dawn.
7. MID-TERM BREAK
8. Meticulous study and analysis of Chapters 17-23 of Unexpected Joy At Dawn
9. Characterisation, characters, roles, significance/ importance to the development of the plot of the text. Unexpected Joy at Dawn.
NOTE:
Roles played by each character in novel must be emphasized.
10. Themes, Style, Language / Diction and Narrative Techniques of Unexpected Joy at Dawn
i. Xenophobia
ii. Leadership failure
iii. Pan – Africanism
iv. Love
v. Religious intolerance / fundamentalism
11. Introduction to African Poems
‘Black Woman’ by Leopold Sedar Senghor
a. Themes and Content Analysis of Black Woman
b. Poetic Devices of ‘Black Woman’
12. Revision
13 Examination


WEEK 3
Meticulous study and analysis of Part I - Chapters 1 – 11 of Unexpected Joy At Dawn.

PART 1
CHAPTER 1
The novel opens on Monday morning in Accra, Ghana. The place is the room apartment of Mr. Nii Tackie- the Young Banker- as his wife would call him.
Massa, Nii’s wife bears her terminal sickness with admirable grace, courage and equanimity. She lies helplessly and motionless on the bed as he enters the room. Nii runs hand over her to feel her pulse, wondering in that instant whether the sickness has finally ended her life and whether the doctor's prediction that she has just a few days to live has come to pass. He blamed himself for hoping her condition would change. within the six months that the sickness had run, she according to Nii, was already looking Iike a grandmother at twenty-two.' Nii tries to recall fun moments in their life together to reassure and give himself some hope. Not long before, a friend had advised him to consult a faith healer.' Her unusual sickness has stolen his peace of mind. It was all ill luck that Massa and Nii could not point to any living relation. But they belonged to each other. Nii and Massa have been quite intimate and inseparable. Nii is indebted to the bank where he works. He owes the bank a good sum of money. He worries about stray bullet when he hears gunshots coming from the railway station in the course of his incessant nocturnal trips to the deep and open drain to dispose of Massa's excrement.
CHAPTER 2
This chapter takes the reader to Illere in Nigeria where Mama Orojo and others are doing their evangelism. She takes her time before jumping across a gutter by the road side to join her friend, Ibuk on the road. She jumps quickly, causing a small tear at the seam of her white garment uniform. The sight of an immigration officer reminded her of her past- her brother Nii in Ghana. She complains that people are not showing interest in what they preach except an elderly man (Tom Monday) who was expecting them. Mama Orojo and Ibuk are members of Amen Kristi – where initiates (converts) accepted Jesus first and kissed the cross next. 'The third duty of an initiate was to evangelize. Ibuk, at her initiation was nearly rejected because her front teeth bit the foot of the cross. The missionary work in llere was their Sixth since they joined the church. buk's husband had refused to join the Amen Kristi and vowed never to join any church younger than he. Mama narrated her ordeal back in Ghana to her friend: ...even more difficult to learn that we were unwanted in a country we had come to regard to be Our home. we were aliens, they said, andwe nad to regularize our stay (p.15). Mama Orojo mentioned in her story to lbuk,
We left behind a granny and a brother. He was then too young to face the uncertain future we were going to face; so we left him in the care of a family friend...But now want to go there, I mean to Ghana. By God's will, T'H bring them here." The chapter ended with Mama and her friend, Ibuk, taking their evangelism to the house of Tom Monday.

CHAPTER 3
Lagos, Nigeria the CBS news comes alive and the announcer is ordering all Aliens' and illegal immigrants to get out of the country. The law enforcement agencies (police, immigration service) have declared TOTAL WAR AGAINST WAYWARDNESS. According to them, 'Every alien should leave the country before 25th.' The Immigration Officer F. Paleo is faced with arduous task of moving over three million illegal immigrants out of the country. As part of the war against Waywardness' every corner of the city had been painted white. The scene switches to Ghana where Nii and his lover Massa are striving to recall the details of their first meeting. They are having a private cocktail party- only the two of them- enjoying Monday morning porridge that Linda provided the money for.


WhatsApp 09151942274 to get the complete Lesson Note for Second term for a token.

The unified Scheme of work is one of the statutory record a private or government school must have, without scheme of work, teaching and learning can't be effective.

So, what is scheme of work?
A scheme of work is a kind of plan that outlines all the learning to be covered over a given period of time, it usually covers first, second and third term lesson outlines.

Second Term Scheme of work for Primary 1
PRIMARY 1 SECOND TERM AGRICULTURE
WEEK 1 Gathering and Carrying Tools
WEEK 2 Uses of Gathering and Carrying Tools
WEEK 3 Maintenance of Gathering and Carrying Tools
WEEK 4 Maintenance of Cutting and Digging Tools
WEEK 5 Examples of Cutting and Digging Tools
WEEK 6 The Usefulness of Insect to Farmers
WEEK 7 MID- TERM BREAK
WEEK 8 Ornamental Crops and Its Types
WEEK 9 Importance of Ornamental Crops

PRIMARY 1 SECOND TERM SOCIAL STUDIES

WEEK 1 – Values that shows good morals
WEEK 2 – Values that shows what is wrong.
WEEK 3 – Rewards and punishment for good and bad morals.
WEEK 4 – Substance taking into the body.
WEEK 5 – Reason for taking substance.
WEEK 6 – Effect of taking substance into the body l
WEEK 7 – Effect of taking substance into the body ll
WEEK 8 – Causes and symptoms of overdose
WEEK 9 – Effect overdose
WEEK 10 – Solution to over eating or drinking

PRIMARY 1 SECOND TERM MATHEMATICS
WEEK 1- Revision of numbers (1-5)
WEEK 2 – Subtraction
WEEK 3 – Addition
WEEK 4 – Addition
WEEK 5 – Subtraction I
WEEK 6 – subtraction II
WEEK 7 – Open Sentence I
WEEK 8 – Open Sentence II
WEEK 9 – Money I
WEEK 10 – Money II

PRIMARY 1 SECOND TERM ICT
WEEK 1 – Speaker
WEEK 2 – Drawing of computer parts
WEEK 3 – Differences between a Computer and a Television.
WEEK 4 – Uses of computer in school.
WEEK 5 – Uses of computer at home
WEEK 6 – Uses of computer in the bank
WEEK 7 – Uses of Computer in Hospitals.
WEEK 8 – What computer cannot do?
WEEK 9 – Things produced with a computer.
WEEK 10 – People who use computer.
PRIMARY 1 Home Economics Second term

SCHEME OF WORK
WEEK 1- REVISION
WEEK 2- BODY GROOMING
WEEK 3 – CRAFT
WEEK 4 – CRAFT II
WEEK 5 – FOOD AND SIMPLE HEALTHY SNACKS
WEEK 6 – Fruit drink
WEEK 7 – MID-TERM BREAK
WEEK 8 - Home decoration
WEEK 9 - Types of toilets
WEEK 10 – Toilet hygiene

PRIMARY 1 CRS SECOND TERM
SCHEME OF WORK
WEEK 1- The birth of Jesus
WEEK 2- The visit of the wise men
WEEK 3 – Jesus was protected from danger
WEEK 4 – Jesus our friend
WEEK 5 – Jesus calls his disciples friend
WEEK 6 – Jesus feeds 5000 people
WEEK 7 – Jesus want us to make friends
WEEK 8 – obeying God
WEEK 9 – The death of Jesus
WEEK 10 – The resurrection of Jesus Christ

PRIMARY ONE CCA SECOND TERM
WEEK 1 – Children’s rhymes
WEEK 2 – Children’s rhymes II
WEEK 3 – Introduction to story telling
WEEK 4 – Introduction to storytelling. II
WEEK 5 – Introduction to storytelling III
WEEK 6 – Introduction to storytelling IV
WEEK 7 – Introduction to storytelling V
WEEK 8 – Introduction to storytelling VI
WEEK 9 – Role Play
WEEK 10- Role Play II

PRIMARY 1 SECOND TERM BASIC SCIENCE

SCHEME OF WORKS

WEEK 1- Air l

WEEK 2 – Air II

WEEK 3 – Water

WEEK 4 – Uses and importance of water.

WEEK 5 – Contamination of water.

WEEK 6 – Ways of preventing water contamination

WEEK 7 – Colour type

WEEK 8 – Road traffic light sign.

WEEK 9 – Function of road traffic signs

WEEK 10- Road markings and their colours.
PRIMARY 1 SECOND TERM CIVIC EDUCATION SCHEME
WEEK 1 Rules and regulations
WEEK 2 Do’s and don’ts that guide the social behaviour
WEEK 3 The gain of obeying rules and regulations
WEEK 4 Results of disobeying rules and regulations
WEEK 5 Rules and regulations for food and drug, administration Other laws
WEEK 6 The rules and regulations of the school
WEEK 7 Reward and punishment of the school
WEEK 8 The rules and regulations of parents
WEEK 9 Reward and punishments from parents
WEEK 10 REVISION
WEEK 11 EXAMINATION

PRIMARY 1 BASIC TECHNOLOGY 2ND TERM

SCHEME OF WORK

WEEK 1- USES OF SIMPLE MACHINE (BLENDER).
WEEK 2 – USES OF A WHEEL BARROW
WEEK 3 – USES OF HEAD PAN
WEEK 4 – USES OF BASKET.
WEEK 5 – USES OF HOE
WEEK 6 – USES OF MORTAL AND PESTLES.
WEEK 7 – USES OF SCISSORS.
WEEK 8 – THE USES OF PRESSING IRON.
WEEK 9 – THE SAFE USE OF SIMPLE MACHINE IN THE SCHOOL.
WEEK 10 – THE SAFE USE OF SIMPLE MACHINE IN THE HOME.

PRIMARY 1 SECOND TERM MUSIC


SCHEME OF WORK

WEEK 1-3 INTRODUCTION TO SINGING
WEEK 4-6 RECORDER
WEEK 7-9 MUSIC

Second Term Scheme of work for Primary 2
PRIMARY 2 Second Term Agriculture E-Lesson Note
WEEK 1 Revision of First Term Work
WEEK 2 Insect Pests: Meaning, Classification of Insects with Examples
WEEK 3 Insects: Usefulness of Farm Insects
WEEK 4 Insects: Usefulness of Harmful Insects
WEEK 5 Insects: Common Farm Insects in Our Environment
WEEK 6 Insects: Damages Caused By Harmful Insects
WEEK 7 Insects: Methods of Controlling Harmful Insects
WEEK 8 Insects: Methods of Controlling Harmful Insects II
WEEK 9 Insects: Exercising Care When Controlling Harmful Insects, I
WEEK 10 Insects: Exercising Care When Controlling Harmful Insects II

If you would like to get the complete scheme, you can contact us via WhatsApp


2021 New Unified Scheme of Work

SS1 SECOND TERM LITERATURE IN ENGLISH

SSS 1- SECOND TERM LITERATURE-IN-ENGLISH
WEEK TOPIC
1. Revision of last term’s work. Background study, the author’s biography, plot and setting of Wole Soyinka’s The Lion and the Jewel.
2. Subject matter, themes, characterization and characters in the text, The Lion and the Jewel
3. Literary devices, language and style of the author of the text, The Lion and the Jewel.
4. Introduction to the poem “The Journey of the Magi” by T.S Eliot. The author’s background, plot, subject matter.
5. Themes, poetic devices, language and style in the poem “The Journey of the Magi” by T.S Eliot.
6. The biography of Buchi Emecheta; the background study and the plot of the text- Second Class Citizen. The setting, subject matter and the themes of the text Faceless
7. MID-TERM BREAK
8. The characters, characterization, literary devices, language and style used in Second Class Citizen.
9. Introduction to the poem ‘Black Woman’ by Leopold Sedar Senghor: The author’s background, plot, subject matter, themes, poetic devices, language and style in the poem.
10. Revision
11. Examination


SS 2 SECOND TERM LITERATURE NOTE
1. Introduction to Unexpected Joy at Dawn by Alex Agyei-Agyiri.
2. The themes and styles.
3. Character Analysis
4. General Overview of the novel – Unexpected Joy at Dawn.
5. Introduction to Let Me Die Alone by John K. Kargbo
6. The themes and styles.
7. Introduction to Look Back in Anger by John Osborne.
8. Character Analysis.
9. Role Play: Let Me Die Alone and Look Back in Anger


LITERATURE-IN-ENGLISH SS3 SECOND TERM
WEEK 1- Revision of William Shakespeare: A Midsummer Night’s Dream
WEEK 2 - Revision of African Prose
a. Second Class Citizen – Buchi Emecheta
b. Unexpected Joy At Dawn – Alex Agyel- Agyiri
WEEK 3 - Revision of Non – African Prose
a. Invisible Man – Ralph Ellison
b. Wuthering Heights – Emilly Bronte
WEEK 4 - Revision of African Drama
• The Lion and the Jewel- Wole Soyinka
• Let Me Die Alone – John Kargbo
WEEK 5 - Revision of Non-African Drama
• Look Back in Anger - John Osborne
• Fences – August Wilson
WEEK 6 - Revision of Poems
• African Poem
• Non-African Poems
WEEK 7 - TEST
OPEN DAY
MID TERM BREAK
WEEK 8- 14 REVISION


SCHEME OF WORK
WEEK 1- STUDENTS’ READINESS ASSESSMENT TEST/LAST TERM’S WORK/RETAIL TRADE
WEEK 2- RETAIL TRADE (Small Scale)
WEEK 3- LARGE SCALE RETALING BUSINESS
WEEK 4- MODERN TRENDS IN RETALING
WEEK 5- WHOLESALE TRADE
WEEK 6- WHOLESALE TRADE (Contd)
WEEK 7- MID TERM BREAK
WEEK 8- FOREIGN TRADE
WEEK 9- FOREIGN TRADE (Contd)
WEEK 10- FOREIGN TRADE (Contd)
WEEK 11- REVISION
WEEK 12- EXAMINATION
WEEK 13- EXAMINATION

New Unified scheme of work available in Hard copies and PDF only.

For Nursery, Primary and Secondary.

In case you are in Lagos and you need someone to supply you good palm oil and at affordable wholesales price call 08108564715

FIRST TERM EXAMINATION QUESTIONS NOW AVAILABLE

Nursery 1, Nursery 2 & Kindergarten - 1,000 per term

Primary 1 - primary 6 is 2000 per term

JSS1-JSS3 is 2,000 per term

SS1 to SS3 is 2,000 per term

PRIMARY 1 BASIC TECHNOLOGY 2ND TERM E- NOTE

SCHEME OF WORK

WEEK 1- USES OF SIMPLE MACHINE (BLENDER).
WEEK 2 – USES OF A WHEEL BARROW
WEEK 3 – USES OF HEAD PAN
WEEK 4 – USES OF BASKET.
WEEK 5 – USES OF HOE
WEEK 6 – USES OF MORTAL AND PESTLES.
WEEK 7 – USES OF SCISSORS.
WEEK 8 – THE USES OF PRESSING IRON.
WEEK 9 – THE SAFE USE OF SIMPLE MACHINE IN THE SCHOOL.
WEEK 10 – THE SAFE USE OF SIMPLE MACHINE IN THE HOME.


PRY ONE 2nd term CIVIC E-NOTE

 Rules and regulations
 Do’s and don’ts that guide the social behaviour
 The gain of obeying rules and regulations
 Results of disobeying rules and regulations
 Rules and regulations for food and drug, administration
 Other laws
 The rules and regulations of the school
 Reward and punishment of the school
 The rules and regulations of parents
 Reward and punishments from parents
 REVISION
 EXAMINATION


PRIMARY ONE CCA SECOND TERM E-LESSON NOTE
WEEK 1 – Children’s rhymes
WEEK 2 – Children’s rhymes II
WEEK 3 – Introduction to story telling
WEEK 4 – Introduction to storytelling. II
WEEK 5 – Introduction to storytelling III
WEEK 6 – Introduction to storytelling IV
WEEK 7 – Introduction to storytelling V
WEEK 8 – Introduction to storytelling VI
WEEK 9 – Role Play
WEEK 10- Role Play II


PRY 1 Home Economics Second term E-notes

SCHEME OF WORK
WEEK 1- REVISION
WEEK 2- BODY GROOMING
WEEK 3 – CRAFT
WEEK 4 – CRAFT II
WEEK 5 – FOOD AND SIMPLE HEALTHY SNACKS
WEEK 6 – Fruit drink
WEEK 7 – MID-TERM BREAK
WEEK 8 - Home decoration
WEEK 9 - Types of toilet
WEEK 10 – Toilet hygiene

PRY 1 SECOND TERM ICT LESSON NOTE
WEEK 1 – Speaker
WEEK 2 – Drawing of computer parts
WEEK 3 – Differences between a Computer and a Television.
WEEK 4 – Uses of computer in school.
WEEK 5 – Uses of computer at home
WEEK 6 – Uses of computer in the bank
WEEK 7 – Uses of Computer in Hospitals.
WEEK 8 – What computer cannot do?
WEEK 9 – Things produced with a computer.
WEEK 10 – People who use computer.

JSS1 SECOND TERM MATHEMATICS LESSON NOTE
SCHEME OF WORK
WEEK 1 REVISION OF LAST WORK
WEEK 2 APPROXIMATION
WEEK 3 APPROXIMATION
WEEK 4 NUMBER BASE
WEEK 5 NUMBER BASE
WEEK 6 BASIC OPERATION
WEEK 7 REVIEW OF FIRST TERM
WEEK 8 BASIC OPERATION
WEEK 9 ALGEBRAIC PROCESS
WEEK 10 ALGEBRAIC PROCESS
WEEK 11 REVISION
WEEK 12 EXAMINATION



JSS1 SECOND TERM CIVIC EDUCATION NOTE
SCHEME OF WORK FOR 2ND TERM
WEEK TOPICS
1 Revision of last term work
2 Citizenship
3 Process of becoming a citizenship of a country
4 Right and Duties of Citizens.
5 Differences Between Rights And Duties Of Citizen
6 Importance Of citizens’ rights and duties
7-8 Types Of Human Rights
9 Consequences of non-performance of obligations
10 – 11 Revision
12 Examination



JSS1 SECOND TERM ICT E-NOTE
THE MONITOR
THE SYSTEM UNIT
THE KEYBOARD
COMPUTER ETHICS
WORD PROCESSING
DATA PROCESSING
FEATURES OF A COMPUTER


JSS1 SECOND TERM SECURITY EDUCATION
 Security Agents
 Duties of Security Agents
 Common Crimes
 Types of Common Crimes
 Characteristics of Criminal
 Security Education JSS1 Second Term Mid-Term Assessment
 Effects of Crime
 Public Order Crimes
 Crimes and punishment
 Characteristics of criminal behaviour
 Security Education JSS1 Second Term Final Assessment
 Causes of Crimes


TERM: SECOND TERM
SUBJECT: PHYSICAL AND HEALTH EDUCATION
CLASS: J.S.S 1

SCHEME OF WORK
WEEKS TOPICS
1. Revision of last term work
2. Definition of contact & non-contact sports examples of contact sports
3. Examples of non-contact sports
4. Benefits of contact and non-contact sports
5. Basic skills in contact & non-contact sports, Safety measures in contact and non-contact sports
6. Pathogens, diseases and their prevention
7 &8. Food & Nutrition
i. Meaning of food
ii. Different types of food
iii. Classes of food
9. Importance of food nutrients
10. Functions of various classes of food
11 & 12. Revision & Examination


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SUBJECT: CULTURAL AND CREATIVE ART
FIRST-TERM SCHEME OF WORK
CLASS: JSS1


WEEK TOPIC
1. DEFINITION OF CULTURAL AND CREATIVE ARTS
2. INTRODUCTION TO ART, TYPES AND BRANCHES
3. THEORY OF MUSIC
4. DEFINITION OF DRAMA AND THEATRE
5. TEAM WORK AND SENSE OF BELONGING
6. DANCE
7. PRINCIPLES AND ELEMENTS OF ART
8. RUDIMENTS AND THEORY OF MUSIC
9. FORMS/TYPES OF DRAMA
10. MOLD WITH PAPER MACHE
11 FUNDAMENTAL / ELEMENTS OF MUSIC

12-13 REVISION AND EXAMINATION




CIVIC EDUCATION
JSS1 FIRST Term
WEEK TOPIC
1 NATIONAL VALUES
- Meaning
- Types i.e universal values
- Level of manifestation and factors that promote good value
- Importance
2 IMPORTANCE OF VALUE AND FACTOR THAT PROMOTE VALUE SYSTEM

3 IMPORTANCE OF VALUE AND FACTOR THAT PROMOTE VALUE SYSTEM (CONTD)
-
4 Honesty
- Meaning
Attribute and Benefits
5 Dishonest :
Meaning and consequences
6 - NATIONAL VALUE 2
- (Cooperation ) meaning and attributes
7 - Factors that promote cooperation
8 - National value 3
- Self-reliance
9 - Self-reliance
- Importance
10 - Process of identifying one’s natural talents
11 - Revision
12 EXAMINATION



JSS1 BASIC TECH FIRST TERM E-NOTE
Understanding Technology
Safety Guidelines 1
Safety Guidelines II
Workshop Safety I
Workshop Safety II
Properties of Materials I
Properties of Materials II
Properties of Materials III



JSS1 FIRST TERM ICT E-NOTE
BASIC COMPUTER CONCEPT
TECHNOLOGY OF DIFFERENT INFORMATION AGE
HISTORY OF COMPUTER
GENERATION OF COMPUTER
DATA AND INFORMATION
CLASSIFICATION OF MEANS OF TRANSMITTING INFORMATION
INFORMATION TRANSMISSION
INFORMATION EVOLUTION AND COMMUNICATION
ICT APPLICATION IN EVERYDAY LIFE



JSS1 FIRST TERM PHE E-NOTE
 MEANING OF PHYSICAL EDUCATION
 PHYSICAL FITNESS AND BODY CONDITIONING PROGRAMMES
 CHARACTERISTICS OF A PHYSICALLY FIT PERSON
 EXERCISE TO DEVELOP STRENGTH, ENDURANCE AND FLEXIBILITY
 SAFETY PRECAUTIONS WHEN PERFORMING AN EXERCISE
 PERSONAL, SCHOOL AND COMMUNITY HEALTH
 MEANING OF SEWAGE AND REFUSE
 SOURCES OF WATER SUPPLY



JSS1 FIRST TERM SOCIAL STUDIES E-NOTES
MEANING, SCOPE AND HISTORY OF SOCIAL STUDIES
SOCIAL ENVIRONMENT
FAMILY AS THE BASIC UNIT OF SOCIETY
CULTURE AND SOCIAL VALUES (1)
CULTURE AND SOCIAL VALUES II
SOCIALIZATION
FRIENDSHIP
BEHAVIOUR THAT ENHANCES FRIENDSHIP
COMMON CRIMES



C R S JS 1
First term Scheme of Work
1. Sovereignty of God
2. Creation story
3. The creation of man i.e. why God created human beings.
4. Man’s power in creation
5. Marriage ,meaning & types
6. Marriage , functions, responsibility, how to prevent STD, HIV/Aids etc
7. Midterm Break
8. Disobedience, biblical account of first human disobedience. Consequences of Adam & Eve disobedience Gen 3:14-69
9. Call to repentance
10. Revision
11. Examination.



JSS1 FIRST TERM HOME ECONOMICS E-NOTE

SCHEME OF WORK
WEEKS TOPICS
1 Introduction to home economics; definition/meaning of home economics, areas of home economics, relationship of home economics to other subjects.
2 Home economics and National Development; career opportunities in home economics, requirements for career in home economics, importance of home economics
3 The human body: structure and parts of the hair and eye, function of the hair and eyes, care and grooming of the hair and eyes
4 The human body: structure and parts of the nose and ear, functions of the nose and ear, care and grooming of the nose and ear
5 The human body: structure and parts of the skin, functions of the skin, care of the skin
6 The human body: Teeth, Hands and Feet, functions of the Teeth, Hands and Feet, care of the Teeth, Hands and Feet
7 Good Posture and exercise; definition/meaning, importance, rule or guidelines for maintaining good posture and exercising the body.
8 Healthy feeding and eating practices
9 Healthy feeding and eating practices; effects of unhealthy feeding practices and eating habits, food additives
10 Healthy feeding and eating practices; food contaminants, drug abuse, effects of drug abuse on the body.
11 Fatigue, rest and sleep; meaning of rest and sleep, causes and effects of fatigue, prevention of fatigue, importance of rest and sleep
12 & 13 Revision and Examination.


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What is the difference between Lesson note and Lesson plan?

You are probably reading this because you want to know the difference between a lesson note and lesson plan.

A lot of people don't know the difference between lesson plan and lesson notes.

Here is a simple and straightforward explanation of the lesson plan.

Lesson plan is one of the most important records to be kept by the class teacher. It contains an outline of what is to be achieved taught in the classroom. In fact there is nothing more important in the scope of the duty of a classroom teacher than a well-planned comprehensive lesson.

A well-planned lesson include the following;

Name of the classroom teacher

The class level and size

The average age of the students

The subject

The objectives

Instructional/reference materials

Content

Presentation

Evaluation

Assignment

A well-prepared lesson plan is evidence of adequate preparation of the teachers.

Now let us talk about lesson note

Lesson note is the detailed and comprehensive content given to the students by the teacher, it is the teacher's copy of the note given to the students.

For examples if you are a Biology teacher, if you are to teach your students Habitat, you should give them note on that topic after you might

have explained the content, this would help the students to read up on their own and it would also serve as reference for them when they are

preparing for the examination.

SAMPLES OF SECONDARY SCHOOL LESSON PLAN

SS1 3RD TERM YORUBA LANGUAGE LESSON PLAN
WEEK: 1 DATE: CLASS: SS1_______
SUBJECT: Yoruba Language
LESSON TITLE: Ede Isori Oro
SUBTITLE (IF ANY): Oro oruko
PERIOD: 2 DURATION: 40 Minutes____
LEARNING OBJECTIVES: Ni opin idanilekoo awon akekoo yoo le:
i. Salaye oriki oro oruko
i. So awon orişi oro-oruko ti o wa
ii. Salaye awon iseti oro oruko maa n se ninu gbolohun (oluwa, abo, ati eyan)

KEY VOCABULARY WORDS: oriki, oro, oruko, gbolohun abbl

RESOURCES & MATERIALS: Imo Ede, Asa Ati Litireso Yoruba fun Ile-Eko Sekondiri Agba SS1; Saati alagbeka ti ati ya, eka igi si to n se ati han isori oro.

BUILDING BACKGROUND/CONNECTION TO PRIOR KNOWLEDGE: Awọn ọmọ ile-iwe mọ nipa oro oruko.

CONTENT:
ORI ORO: ISORI –ORO (ORO- ORUKO)
Ise ti oro Kan ba n se ninu gbolohun ni a le fi pin in si isori oro ti o ye ninu gbolohun. Isori oro Yoruba ni wonyii;
i. Oro oruko(noun)
ii. Oro ise(verb)
iii. Oro aropo oruko(pronoun)
iv. Oro aropo oruko afarajoruko(prominal )
v. Oro atokun(prepositional noun)
vi. Oro eyan/apejuwe (adjective)
vii. Oro asopo(conjuction)


ORO ORUKO
Oro oruko ni oro ti o le da duro ni ipo oluwa, abo ati eyan ninu gbolohun




STRATEGIES & ACTIVITIES
Activity 1: Awon akekoo daruko orişirişi oro tió leda duro gege bi apeere oro-oruko ninu gbolohun.

Activity 2: Oluko ko awon oro naá soju patako ikowe.

Activity 3: Awon akekoo pin awon oro si orisii işori oro-oruko bi oro-oruko aşeeka, alaişeeka, aridimu, airidimu abbl.

Activity 4: Awon akękoo şalaye ise ti oro oruko n şe ninu gbolohun
Activity 5: Awon akękoo şe akosilę koko işę sinu we won.



ASSESSMENT (EVALUATION):
i. Salaye oriki oro oruko
i. So awon orişi oro-oruko ti o wa
ii. Salaye awon iseti oro oruko maa n se ninu gbolohun (oluwa, abo, ati eyan)

WRAP UP (CONCLUSION)
Olùkọ́ náà parí nípa ṣíṣe àkópọ̀ ẹ̀kọ́ náà


ASSIGNMENT:
i. Salaye oriki oro oruko
i. So awon orişi oro-oruko ti o wa
ii. Salaye awon iseti oro oruko maa n se ninu gbolohun (oluwa, abo, ati eyan)
HOD/VP’S COMMENTS & ENDORSEMENT:




SSS 1 LITERATURE LESSON PLAN
WEEK: THREE DATE: CLASS: SSS 1_________________
SUBJECT: LITERATURE ______________________________________________________
LESSON TITLE: John Kargbo :Let Me Die Alone__ ___________
SUBTITLE (IF ANY): Comprehensive treatment of Act I
PERIOD: 1 & 2 DURATION: 80 Minutes___________________
LEARNING OBJECTIVES: By the end of the lesson, the students should be able to; _
1. read the text
2. identify some literary terms used in the text

KEY VOCABULARY WORDS: Africa, Drama, play etc.
RESOURCES & MATERIALS: Round Up Literature in English Senior school Book 1.
WEB RESOURCES: file:///C:/Users/NEW/Downloads/_book_edcoll_9789401209892_B9789401209892-s005-preview%20(3).pdf
https://olist.ng/books-games/Let-Me-Die-Alone-by-John-Kolosa-Kargbo-32806199754753.htmlpp
BUILDING BACKROUND/CONNECTION TO PRIOR KNOWLEDGE: The students are familiar Africa Drama.
CONTENT
Reading and Analysis of Act I
Act one scene one
Madam Yoko reminds Gbanya of the promise to pass the chiefdom over to her
The play opens in Gbanya’s bedroom, in the room, there are various fighting paraphernalia such as spears, machetes, and raffia skirts hung on the walls. Gbanya enters pulling his wife Yoko along and she insists that she cannot leave her girls who are seen dancing. “Your girls need you, but your husband needs you now. Of what better use is a woman to a man” (2) Gbanya snaps at her. Suddenly, a knock is heard at the door, behold, a guard enters to announce to Gbanya that a messenger has just arrived and he says the Governor will be here tomorrow. Gbanya begins to panic because the Governor has never visited them. He, therefore, attributes the purpose of his coming to something that has to do with the boys he hired out to John Caulker to fight against his brother. Now he’s troubled because of the dream he had also in the previous night when the Governor came to humiliate him in the eyes of his people. Gbanya therefore vows to welcome him warmly, “I will present him with the greatest of gifts. He will see the most dazzling and gracious of Sande dancers Mende land can boast of, the richest wine and the biggest cattle. Let my murderer know my power before he Snuffs out my life” (3)


STRATEGIES & ACTIVITIES
Students’ Activities:
Activity 1: Learners, as a class read and summarise the text
Activity 2: Learners in small groups identify some literary terms used in the text.
Activity 3: Learners as a class discuss Let me die alone.
ASSESSMENT (EVALUATIN):
1. read the text
2. identify some literary terms used in the text

WRAP UP (CONCLUSION)
The teacher wraps up and concludes the lesson using web summary method and correct any mistake observed during the assessment.
ASSIGNMENT:
1. Read the text
2. Identify some literary terms used in the Act
HOD/VP’S COMMENTS & ENDORSEMENT:


JSS1 3RD TERM MATHEMATICS LESSON PLAN
WEEK: 2 DATE: CLASS: JSS 1
SUBJECT: MATHEMATICS
LESSON TITLE: Simple Equation
SUBTITLE (IF ANY):
• Use of balance scale or sea-saw to demonstrate principle of equality
• Solution of simple equation
• Translation of real world problems into simple equations and vice versa
• Quantitative reasoning
PERIOD: 1 & 2 DURATION: 80 Minutes
LEARNING OBJECTIVES: At the end of the lesson, the students should be able to;
i. Use balance scale or sea-saw to illustrate the equality principle.
ii. Solve real life problems on simple equations.
iii. Translate word problems into simple equations.
KEY VOCABULARY WORDS: equation, balance scale, etc.
RESOURCES & MATERIALS: New General Mathematics for Junior Secondary Schools 1; First term question paper, chart showing simple equations.

BUILDING BACKROUND/CONNECTION TO PRIOR KNOWLEDGE: The Students are familiar with equation.
CONTENT:
SIMPLE EQUATION:
This expression 3 x p= 18 is an algebraic sentence. It means three times an unknown numbers is equal to eighteen.
To translate the following equations into words;
5x + 7 = 37. It means if 7 is added to five times a number, the result is 37
11 = 3x – 1. It means 11 is equal to 3 times a certain number minus one.
If a number is added to 8 to give a result of 31;
To write this word sentence in the form of a mathematical sentence, we represent the unknown number by a letter and translate. Hence, we have mathematical sentence:
8 + x = 31
USE OF BALANCE SCALE OR SEA-SAW TO DEMONSTRATE PRINCIPLE OF EQUALITY:
This will enable Algebraic thinking
The purpose of showing equality

STRATEGIES & ACTIVITIES
Teacher’s Activities:
The teacher presents the lesson through the following activities:
Activity 1: The teacher revises the previous topic.
Activity 2: The teacher introduces the new topic.
Activity 3: The teacher explains the topic and gives relevant examples
Activity 4: The teacher welcomes Students’ examples and contribution.

Students’ Activities:
Activity 1: The Students in a group use a sea-saw to illustrate the principle of equality.
Activity 2: The Students in a group to make simple sentences that can be translated into simple equations.
Activity 3: The Students ask questions for clarity.
Activity 4: The Students are to demonstrate the activity with a role play to write the simple equations.

ASSESSMENT (EVALUATION):
Write mathematical expression to represent the following:
• Eight more than a number results in five less than twice the same number
• The result of taking 3 from the product of x and 4 is the same as taking 7 from 5 times x
Translate the following into sentences:
• 3a + 4 = 46
• 3a + 1


WRAP UP (CONCLUSION)
The teacher wraps up and concludes the lesson using web summary method and correct any mistake observed during the assessment.
ASSIGNMENT:
Solve the following equation
1. 6m + 2 = 20 + 5m
2. 4c – 8 = 10 – 5c
3. 5x +5 = 35+ 2x
4. 56 +7y = 5y + 16
HOD/VP’S COMMENTS & ENDORSEMENT:





JSS 1 ENGLISH STUDIES LESSON PLAN
WEEK: ONE DATE: CLASS: JSS 1______
SUBJECT: ENGLISH STUDIES_____________________________________
LESSON TITLE: Speech Work
SUBTITLE (IF ANY): Diphthong
PERIOD: 1 DURATION: 40 Minutes___________________
LEARNING OBJECTIVES: By the end of the lesson, the students should be able to; _
i. Discuss diphthongs
ii. Identify words that have diphthongs
iii. Pronounce words that have diphthong appropriately.
KEY VOCABULARY WORDS: diphthong, sound, phonetics, vowel etc.
RESOURCES & MATERIALS: NOSEC, New English Project Book 1, charts, flash cards, pronouncing dictionary by Daniel Jones
BUILDING BACKROUND/CONNECTION TO PRIOR KNOWLEDGE: The students are familiar with diphthong.
CONTENT
Identification of Diphthongs in words
THE PRIMARY DIPHTHONGS
There are eight primary diphthongs in the English language, according to and. They are:
• /eɪ/ as in day, pay, say, lay
• /aɪ/ as in sky, buy, cry, tie
• /ɔɪ/ as in boy, toy, coy or the first syllable of soya
• /ɪə/ as in beer, pier, hear
• /eə/ as in bear, pair, and hair
• /ʊə/ as in tour, poor or the first syllable of tourist
• /əʊ/ as in oh, no, so, or phone
/aʊ/ as in all the words of “How now
STRATEGIES & ACTIVITIES
Students’ Activities:
Activity 1: Students, as a class watch video on speech sounds (diphthongs) and identify the words that have diphthongs.
Activity 2: Students, in pairs write ten examples of words that have diphthongs and share with others for a critique
Activity 3: Every student in the class attempts the pronunciation of words that have diphthongs.


ASSESSMENT (EVALUATION):
i. Write out the diphthongs
ii. Construct two meaningful sentence each for the diphthongs.
WRAP UP (CONCLUSION)
The teacher wraps up and concludes the lesson using web summary method and correct any mistake observed during the assessment.
ASSIGNMENT:
1. List the consonant with examples
HOD/VP’S COMMENTS & ENDORSEMENT:

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The lesson note covers first, second, and third term scheme of work based on NERDC/UBE curriculum which is suitable for all schools in Nigeria. Each topic is explained in detail with adequate evaluation.

E-Notes for E-Learning
Junior class 1-3
Agricultural science
Basic technology
Business studies
Basic science
Civic Education
C.C.A
Computer
English studies
C.R.S
Home economics
French
Mathematics
Music
PHE
Social studies
Yoruba
Security Education
SS1-SS3
Commercial class
Mathematics
English language
Financial Acct
Commerce
Economics
Government
Book keeping
Biology
Civic Education
Computer
Food & Nutrition
French
Yoruba
Agric Science
Art class
Mathematics
English language
CRS
Government
Civic Education
Literature in English
Agricultural science
Biology
Data processing
Economics
Food and nutrition
French
Yoruba
Computer



Science class
Mathematics
English language
Physics
Chemistry
Biology
Technical Drawing
Agricultural science
Animal Husbandry
Civic Education
Data processing
Further Mathematics
Food and nutrition
French
Geography
Yoruba
Computer





Science class
Mathematics
English language
Physics
Chemistry
Biology
Technical Drawing
Agricultural science
Animal Husbandry
Civic Education
Data processing
Further Mathematics
Food and nutrition
French
Geography
Yoruba
Computer

What is the difference between Lesson note and Lesson plan?

You are probably reading this because you want to know the difference between a lesson note and lesson plan.

A lot of people don't know the difference between lesson plan and lesson notes.

Here is a simple and straightforward explanation of the lesson plan.

Lesson plan is one of the most important records to be kept by the class teacher. It contains an outline of what is to be achieved taught in the classroom. In fact there is nothing more important in the scope of the duty of a classroom teacher than a well-planned comprehensive lesson.

A well-planned lesson include the following;

Name of the classroom teacher

The class level and size

The average age of the students

The subject

The objectives

Instructional/reference materials

Content

Presentation

Evaluation

Assignment

A well-prepared lesson plan is evidence of adequate preparation of the teachers.

Now let us talk about lesson note

Lesson note is the detailed and comprehensive content given to the students by the teacher, it is the teacher's copy of the note given to the students.

For examples if you are a Biology teacher, if you are to teach your students Habitat, you should give them note on that topic after you might

have explained the content, this would help the students to read up on their own and it would also serve as reference for them when they are

preparing for the examination.


Both lesson notes and lesson plans are essential tools for teachers.

LET US DO IT FOR YOU.
Do you want us to help you write your lesson plan or note? we have experts that can design your lesson note/plan for you the exact way you want it. I bet you would love it.

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Teaching job could be very tough and time consuming if you are not a smart teacher.

Now think of it, 90 percentage of teacher can nearly survive if they live on their salary which means most teachers you see looking good has other sources of income.

But how would you cope especially if you live in a mega city?

School work is very demanding both private and public school, going teach the subject is not the challenge here since most of us are superb teachers.

The point is your HOD will always be on your neck to submit lesson note, lesson plan and examination questions, you bearly have time for other things. Seminars and meetings are not left out and you must mark students' notes and assignments.

The last resort is to write your note and other records after school hours and probably weekend, no time for extra source of income.


MD Teachers Resources has taken it upon herself to ensure teachers meet up with deadlines and still have time for other things that could help them generate more money.

Here is the deal, what if you tell us exactly what you want as a teacher and we prepare the softcopy for you, wouldn't that be amazing ☺️

We have expert teachers and content planners whose job is to make life easier for teachers and school owners.

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Request for the revised and updated version of primary1-6 E-notes

Mathematics
English
Basic Science
Basic Technology
Civic Education
CRS
CCA
Home Economics
Agriculture
Social Studies
Yoruba
ICT

MDTR Lesson note and Lesson plan is still very much available.

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You can download the soft copy scheme of work available for Primary - Secondary for free

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Welcome to #1 Educational resources hub where teachers buy and sell. At MD Teachers' Resources, we provide teaching materials such as lesson note/plan and worksheet for teachers

We create CBT for schools

We organize online seminars and workshop for Teachers

We organize online tutorials for JSS3 and SS3

Request for the revised and updated version of primary1-6 E-notes

Mathematics
English
Basic Science
Basic Technology
Civic Education
CRS
CCA
Home Economics
Agriculture
Social Studies
Yoruba
ICT


All secondary school subjects and examinations questions are also available.

MDTR Lesson note/Lesson plan is still very much available.

09151942274

JSS1 SECOND TERM HISTORY LESSON NOTE
WEEK 1- Meaning of History, Sources, and Importance of History
WEEK 2 &3 Historical Sites in Nigeria: Ile-Ife
WEEK 4 - Historical Sites in Nigeria: Igbo, Ukwu, Nok, Benin
WEEK 5 & 6 Major centralized states in pre-colonial Nigeria.
WEEK 7 MIDTERM TEST
WEEK 8 Major Centralized States in Pre-colonial Nigeria.
WEEK 9 Historical Sites in Nigeria
WEEK 10 Revision
WEEK 11 Examination

JSS2 HISTORY SECOND TERM LESSON NOTE
WEEK 1&2: The Benin Empire
WEEK 3: Relationships between people from different centres of civilization in pre-colonial Nigeria
WEEK 4&5: Ghana Empire
WEEK 6&7 Mali Empire
WEEK 8&9 Songhai Empire
WEEK 10 National Economy
WEEK 11 Revision
WEEK 12 Examination
JSS3 SECOND TERM HISTORY LESSON NOTE
SCHEME OF WORK
WEEK 1 REVISION
WEEK 2 EARLY EUROPEAN CONTACT WITH NIGERIA
WEEK 3 EARLY EUROPEAN CONTACT WITH NIGERIA
WEEK 4 EARLY EUROPEAN CONTACT WITH NIGERIA
WEEK 5 BRITISH COLONIZATION OF NIGERIA
WEEK 6 BRITISH COLONIZATION OF NIGERIA
WEEK 7 THE EVOLUTION OF NIGERIA STATE
WEEK 8 AMALGAMATION OF NIGERIA
WEEK 9 & 10 INDEPENDENCE
WEEK 11 REVISION
WEEK 12 EXAMINATION
Do you want the complete lesson note?

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It’s no news that all department might likely have to write CBT due to COVID 19, whichever the case might be, it’s crucial that you’re fully prepared.


We normally advise that students should treat the past question, this will help them familiarize themselves will likely questions, 90% of students who prepare with our past question gain admission into the prestigious University of Lagos.

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