LESSON PLAN
SCHOOL : ENGLISH JUNIOR SCHOOL DATE:8/1/2025
SUBJECT /LEARNING AREA: ENGLISH TIME: 8:20 -9:00
YEAR: 2025 GRADE: 9
TERM: 1 ROLL: 40
TEACHERS DETAILS: NAME TCHR. PATIENCE TSC NO. 111111
GENDER: FEMALE
STRAND: LISTENING AND SPEAKING
SUB –STRANDS: ORAL LITERATURE; SHORT FORMS
Lesson learning outcomes
By the end of the lesson the learner should be able to: -
I)Define riddles, tongue twisters and proverbs(knowledge)
ii) Perform a riddles, tongue twisters and proverbs.(skill)
iii) Enjoy using short forms in day-to-day conversations.
K.I.Q Why are riddles, proverbs and tongue twisters important?
What do you think riddles are?
LEARNING RESOURCES
1.Resource person
2. Learner’s books
3. digital devices(clip)
4. Flip charts
ORGANISATION OF LEARNING: learning will take place in actual classroom and learners will work
individually, in pairs and in small groups
INTRODUCTION
The learner responds to the following questions:
What do you think riddles are?
What do you think short forms are?
LESSON DEVELOPMENT
Step 1: Collect riddles proverbs and tongue twisters from books, the internet in groups of three.
The core competency of collaboration and communication is demonstrated as learners work in
groups.
Step 2: Riddling games; in small group’s learners are guides to play a fun riddling game where
one learner presents a riddle for the others to guess. The core competency of self-efficacy will
be developed when the learners will be presenting the riddles for the others to guess. PCI of
effective communication will be impacted.
Step 3 Group presentation
Each group presents their findings to the class, sharing their definitions.
Extended activity:
Riddle challenge. Invite learners to create their own riddles or tongue twisters then share them
with the class.
Conclusion
Summarize the key points in the lesson, reinforcing the importance of riddles, tongue twisters
and proverbs.
Teachers’ reflection
