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Download Secondary School Textbooks And Lesson Notes In PDF And Word Format. / Lesson Plan / Lesson Notes For Secondary School Teachers And Student JSS1-3 And SS1-3 (2) (3) (4)
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What Is The Difference Between Lesson Plan And Lesson Note? by toyem12(f): 8:25am On Sep 01, 2021 |
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: 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. Kindly WhatsApp +2349151942274 or [url][/url]https://mdteachersresources.com
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Re: What Is The Difference Between Lesson Plan And Lesson Note? by Thoughty14: 2:03am On Jun 20, 2022 |
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