CAMS Lesson Planning Sheet

SUBJECT: ENGLISH LANGUAGE DATE: 26th Feb - 1st March 2024

TEACHER: Ms. NEINDIWE MMASA GRADE: Year 8

MAIN COMPETENCE: KEY CONCEPT/ TOPICS:

Choosing precise vocabulary Writing to explain and describe.

SPECIFIC COMPETENCE: ESSENTIAL QUESTIONS:

 Identify and retrieve a range of key 1. Audience: Who is your audience?

information in a text or in spoken What level of vocabulary is appropriate
language. for them? Are they experts in the field,
or do they require simpler language?
2. Purpose: What is the purpose of your
communication? Are you informing,
persuading, entertaining, or something
else? The purpose will dictate the tone
and level of formality of your
vocabulary.
3. Context: What is the context of your
communication? Consider the setting,
medium, and cultural background of
your audience. Tailor your vocabulary
to fit the context appropriately.
4. Clarity: Will your chosen vocabulary
be easily understood by your audience?
Avoid jargon, ambiguous terms, or
overly complex language that may
confuse your readers or listeners.
5. Precision: Is the vocabulary you've
chosen specific and accurate? Can it
convey your intended meaning without
ambiguity? Aim for words that
precisely capture your ideas.
6. Connotation: What connotations do
your chosen words carry? Are they
positive, negative, or neutral? Consider
how these connotations might
influence your audience's perception of
your message.
 7. Impact: How does your vocabulary
impact the tone and style of your
communication? Does it evoke the
desired emotional response or convey
the intended message effectively?
8. Variety: Have you varied your
vocabulary to maintain reader interest
and avoid repetition? Using synonyms
and alternative phrases can keep your
writing fresh and engaging.
9. Relevance: Are the words you've
chosen relevant to your topic and
audience? Avoid unnecessary
complexity or verbosity that detracts
from your main message.
10. Revision: Finally, before finalizing
your vocabulary choices, consider
revising and editing your text to ensure
clarity, coherence, and precision. Strive
for clarity without sacrificing
sophistication, and aim to strike the
right balance between precision and
accessibility.

FORMATIVE ASSESSMENT: SUMMATIVE ASSESSMENT:

 Groupwork: Activity 1&2 pg 191  End of Unit Test

 Pair work: Skills Boost pg 192  End of Term 2 Exam
 Classwork: Activity 3 pg 192
 Assessment: Activity 4 pg 193
 Homework: Workbook pg 180–204
 Section Quiz

LESSON PLAN STEPS: TTW+VERB / TSW+VERB TIME ALLOCATION:

SEQUENCE OF EVENTS IN A TOPIC:

TTW: INTRODUCTION:
• Provide students with thesauruses or display an online 5 minutes
 thesaurus.
• Model how to use a thesaurus by looking up a familiar word
such as ‘small’, and discussing its synonyms, including the
word ‘short’. Ensure students’ understanding of the term
‘synonym’.
• Display the sentence ‘I live in a small house.’
• Ask: Would ‘short’ be an appropriate synonym for ‘small’ in
this sentence? Why is that?
• Emphasize the importance of using a thesaurus only to
suggest, not determine, vocabulary choices.
• Demonstrate replacing ‘small’ in the example sentence with
each synonym and discuss the effect of each one.

TSW:
 Repeat the activity using the sentence ‘I live in a big
house’, considering synonyms for ‘big’.
 Write sentences to explore how appropriate the different
synonyms are.
TTW:
 Take feedback.

. DEVELOPMENT OF
TTW: NEW KNOWLEDGE:
• Read through the Skills Boost activity. 30 minutes
• Ask students to complete the Skills Boost activity, warning
against using unfamiliar vocabulary.
• Read through Activity 3. Ask students to follow the steps
given in the Skills Boost activity to complete it.
• Take feedback, discussing the reasons for students’ choices.

TSW:
 Complete the Skills Boost activity as a whole class or in
supported groups, ensuring understanding before students
tackle Activity 3
 Read through Activity 4.
 Complete question 1.
 Complete questions 2–4, and to begin question 5. Point
out that they should focus on planning their text, and on
writing its first paragraph.
 Complete Activity 4, question 6 by underlining three to
five words in their writing that they feel could be
improved.
 Note two or three synonyms that could replace each word
they have underlined, and then to tick the one option they
feel is most effective.
 REINFORCEMENT
TTW: DIRECT
 Recognise and validate any effective vocabulary choices. INSTRUCTION:
 Challenge students to review every word in their writing 10 minutes
and identify as many alternatives as possible.
TSW:
 Consider revising other vocabulary in the given
paragraphs.

TTW:
 Take feedback.

 Point students towards the activities on pp. 180–204 of

the Workbook as their H/W.

MATERIAL AND RESOURCES: ASSIGNMENT:

Day Work provided
Vocabulary: Monday Groupwork: Activity 1&2
pg 191
 Synonyms Tuesday Pair work: Skills Boost pg
 Homophones 192
 Antonyms Wednesday Classwork: Activity 3 pg
 Acronyms 192
 Homonyms Thursday Assessment: Activity 4 pg
 Semantics 193
 Clarity Friday Homework: Workbook pg
 Precision 180–204
 Context
 Connotation
 variety

DIFFERENTIATION STRATEGIES:
MATERIALS:
  Pearson Inspire English International - After-School Program
Year 8 - Academic Probation
Age 11-14 - Scaffolded Instruction
Student Book and Workbook

Teachers Evaluation of Teaching Outcomes: