First Term

SCRIPTED
LESSONS
2024/2025 ACADEMIC SESSION

ENGLISH
LANGUAGE
SS 2 WEEK 2
 ENGLISH LANGUAGE SS2
1ST TERM WEEK 2
PERIOD 1
Subject English Language
Theme Vocabulary Development
Topic Words associated with the internal
human body systems and functions
Class Level SS 2
Lesson Duration 40 minutes (period 1)
Instructional/Learning Objectives Students should be able to discuss
Functions of heart, lungs, kidney,
spleen, liver, etc
Instructional Resources/Materials Marker/Chalkboard, Marker/Chalk.
Textbooks. Learners note
Pictures and images of the internal
human body systems
Whiteboard and markers
Teacher Preparation for the lesson This lesson requires that you make the
resources beforehand.
Get Pictures and images of the systems
from the school's Biology Laboratory
Teaching Method Participatory and Interactive
Peer group
Buzz group
Class discussion
Small group work
Cooperative learning
Presentation
Learners report
Lesson Time Teacher’s Students Activity Core Skills
Procedure Activity
Step 1; 3mins 1. ask the Provide varied Critical thinking
Identification students to responses. Communication
of prior mention more
ideas/previous internal human (Turn & Talk)
knowledge body systems
2. to turn and
discuss with their
seatmates.
3. calls on four
learners to
explain the
functions the
internal body
human system
discussed
above.
Step 2: 10mins Leads to 1. listen Critical thinking
Main Lesson students to attentively Communication
mention some 2. Discuss the
internal human functions of the
body systems heart, lungs,
2. Guide kidney, spleen
students to and liver
explain the
functions of (Turn & Talk)
heart lungs
kidney spleen
and liver
Step 3: 10mins Share the class 1. list the various Collaboration
Application: into sizeable types of Communication
In-class groups and give environment Creativity and
exercises them the 2. give the Imagination
features of each
 pictures and group on the
images to: chart
1. Identify them 3. each group
2. Explain their present their
functions work
3. select a scribe
for each group Class Captain
who will make helps to circulate
presentation for the pictures and
their group work images to the
10mins 4. give different groups.
immediate Learners’ copy
feedback the lesson
5. copy the note summary into
summary on the their notebooks
board. (cheers)
Step 4: 4mins Ask the students 1. provide varied
Evaluation the following responses
questions: 2. discuss the
1. List some internal human
internal human body systems
body systems
Step 5: 3mins Ask students to
Assignment list five internal
human body
systems and
their functions

BOARD SUMMARY
Functions of the heart, lungs, kidneys, spleen, and liver:
1. Heart
- Pumps Blood The heart circulates blood throughout the body, supplying oxygen
and nutrients while removing waste products.
 - Maintains Blood Pressure. It helps regulate blood pressure by adjusting the force
and rate of contractions.
2. Lungs
- Gas Exchange: The primary function is to exchange oxygen and carbon dioxide
between the blood and the air. Oxygen is absorbed into the bloodstream, while
carbon dioxide is expelled from the body.
- Regulation of Blood pH: By controlling the levels of carbon dioxide in the blood,
the lungs help maintain the acid-base balance of the body.
3. Kidneys
- Filter Blood. They filter waste products and excess substances from the blood to
form urine.
- Regulate Fluid and Electrolyte Balance**: Kidneys maintain the balance of fluids
and electrolytes (e.g., sodium, potassium) in the body.
- Produce Hormones They produce hormones like erythropoietin, which stimulates
red blood cell production, and renin, which regulates blood pressure.
4. Spleen
Immune Function. It helps filter and remove old or damaged red blood cells and
pathogens from the blood.
- Blood Storage The spleen stores blood and releases it as needed, particularly
during times of hemorrhage or increased demand.
- Production of Blood Cells: In fetal life and under certain conditions, the spleen
can produce red and white blood cells.
5. Liver
- Metabolism: The liver plays a central role in metabolizing carbohydrates, proteins,
and fats, and it converts excess glucose into glycogen for storage.
- Detoxification. It detoxifies harmful substances, including drugs and alcohol.
- Bile Production: The liver produces bile, which helps in the digestion and
absorption of fats.
- Synthesis of Plasma Proteins: It synthesizes important proteins such as albumin
and clotting factors.
These organs work together to maintain homeostasis and support overall health.
WEEK 2 PERIOD 2
Subject English Language

Theme Literacy skills: reading for

comprehension
Topic Reading for main gist
Class Level SS 2
Lesson Duration 40 minutes
Instructional/Learning Objectives Explain literacy skills - Reading for main
gist.
Instructional Resources/Materials Marker/Chalkboard, Marker/Chalk.
Textbooks. Learners note
Teacher Preparation for the lesson This lesson requires that you make the
resources beforehand.
Get an appropriate passage to
be read by learners to deduce
the main gist.
Teaching Method Participatory and Interactive
Peer group
Buzz group
Class discussion
Small group work
Cooperative learning
Presentation
Learners report

Lesson Time Teacher’s Activity Students Activity Core Skills

Procedure
Step 1; 3mins Engages the 1. Listen to teacher's Critical
Identification students in group explanation. thinking
of prior discussion on 2. discuss how to get Communication
ideas/previous reading for main central idea from a skill
knowledge gist given passage
1. Guide the 3. Read the given
students to read a passage in New
passage to read Concept English 2 and
2. call on two discuss the central idea
learners to identify
the main idea in (Turn & Talk)
the passage read
and write them on
the board.
 Step 2: 10mins Critical
Main Lesson thinking
Communi
(Turn & Talk) cation
Step 4: 4mins Asks the students 1. provide varied
Evaluation the following response
questions:
I. What is reading
for main gist?
ii. State three
importance of
reading for main
gist
Step 5: 3mins 1. Read a given
Assignment passage in New
Concept English
Book 2 and answer
the questions that
follows.

BOARD SUMMARY
READING FOR MAIN GIST
Reading for the main gist involves focusing on the central idea or overall meaning of
a text rather than getting caught up in details. Here’s how to do it effectively:
1. Skim the Text - Quickly glance over headings, subheadings, and any highlighted
or bolded terms. This gives you a general sense of the structure and key points.
2. Identify Key Sentences-: Look for topic sentences in paragraphs, which often
contain the main ideas. Summarize these sentences to capture the gist.
3. Ignore Details- Focus on understanding the main argument or narrative rather
than memorizing facts, dates, or figures.
4. Contextual Clues-: Use introductory and concluding sections to understand the
overall purpose and summary of the text.
5. Summarize-: After reading, articulate the central idea or main argument in your
own words to ensure you grasped the essential meaning.
This approach helps in grasping the core message efficiently, especially when time
is limited or when you need a quick overview.

WEEK 2 PERIOD 3
Subject English Language
Theme Grammar
Topic Noun phrase
Class Level SS 2
Lesson Duration 40 minutes (period 3)
Instructional/Learning a. Students will develop grammar skills and ability to
Objectives identify noun phrases and functions in a sentences
Instructional Marker/Chalkboard, Marker/Chalk. Textbooks. Learners
Resources/Materials note
Charts showing noun phrases
Teacher Preparation for This lesson requires that you make the resources
the lesson beforehand on noun phrases
Teaching Method Participatory and Interactive
Peer group
Buzz group
Class discussion
Small group work
 Cooperative learning
Presentation
Learners report
Lesson Time Teacher’s Students Activity Core Skills
Procedure Activity
Step 1; 3mins Ask students to 1. Listen to Critical thinking
Identification of explain noun teacher's Communication skill
prior phrase based on explanation.
ideas/previous previous 2. Engage actively
knowledge knowledge in the group task
1. Divide the
class into two
groups to (Turn & Talk)
discuss noun
phrases and
their functions
2. Assign a
scribe for each
group to make
presentations

Step 2: 10mins Critical thinking

Main Lesson (Turn & Talk) Communication
 Step 4: 4mins Asks the 1. Participate in the Critical thinking
Evaluation students the group discussion Communication
following 2. Listen attentively
questions: to the teacher's
1 what is a noun explanation
phrase?
2. Mention the
functions of noun
phrase

Step 5: 3mins 1. Make five

Assignment sentences with
noun phrase and
state the
functions

BOARD SUMMARY
NOUN PHRASE
A noun phrase can function as either as a subject complement or as an object
complement in a sentence. Here’s a brief explanation with examples:

1. Noun Phrase as Subject complement:

- This type of noun phrase provides more information about the subject. It typically
follows a linking verb.
- Example- "The winner is a talented musician."
- In this sentence, "a talented musician" is a noun phrase that complements the
subject "The winner," giving more information about it.
2. Noun Phrase as an object complement:
- This noun phrase provides additional information about the object of the
sentence. It usually follows verbs like "consider," "find," or "make."
- Example: "She found the movie a bit confusing.
- Here, "a bit confusing" is a noun phrase that complements the object "the
movie," describing how it was perceived.
In both cases, the noun phrase enhances the meaning of the subject or object,
offering a more complete understanding of the sentence.

WEEK 2 PERIOD 4
Subject English Language
Theme Oracy skills: Spoken English
Topic Consonant Clusters
Class Level SS 2
Lesson Duration 40 minutes (period 4)
Instructional/Learning Objectives Students should be able to:
1. Explain what a complex sentence is
2. Identify the structure of complex
sentence
3. Construct complex sentences
Instructional Resources/Materials Marker/Chalkboard, Marker/Chalk.
Textbooks. Learners note and charts
Teacher Preparation for the lesson This lesson requires that you make
the resources beforehand.
 Prepare a chart showing consonant
Clusters
Teaching Method Participatory and Interactive
Peer group
Buzz group
Class discussion
Small group work
Cooperative learning
Presentation
Learners report
Lesson Time Teacher’s Students Activity Core Skills
Procedure Activity
Step 1; 3mins 1. Lead students 1. Listen to Critical thinking
Identification to share ideas teacher's Communication's
of prior on the topic explanation
ideas/previous based on
knowledge previous
knowledge of
consonant
Clusters

2. Ask students
to explain
consonant
Clusters
 Step 2: 10mins 1. Explains 1. Listen to Critical thinking
Main Lesson consonant teacher's Communication
Clusters explanation
2. Guides 2. Engage in
students to group task on
identify more examples
consonant of consonant
Clusters Clusters
(Turn & Talk)
Step 4: 4mins Asks the 1. provide varied
Evaluation students the response
following
questions:
1. Explain
consonant
Clusters
2. Identify
consonant
Clusters at the
initial word
position
Step 5: 3mins 1. List ten words
Assignment with consonant
Clusters at the
initial word
position

BOARD SUMMARY
CONSONANT CLUSTERS
Consonant clusters are groups of consonants that appear together in words without
any intervening vowels. Three-initial consonant clusters occur at the beginning of a
word and involve three consecutive consonants. Here are some examples of three-
initial consonant clusters in English:
1. "str:
- Street: /strit/
- Strength /strɛŋkθ/
2. "spr"
- Spray /spreɪ/
- Spring: /sprɪŋ/
3. "spl"
- Splendid: /ˈsplɛndɪd/
- Split: /splɪt/
These clusters are common in English and often occur in words derived from Latin or
Greek roots, as well as in words that have evolved to fit the phonological patterns of
the language.

WEEK 2 PERIOD 5
Subject English Language
Theme Literacy skills: Writing for communication
Topic Expository Essay
Class Level SS 2
Lesson Duration 40 minutes (period 5)
Instructional/Learning Objectives students should be able to:
* write standard Expository essay
* Observe experiment and write an
Expository Essay
* develop their writing skills

Instructional Resources/Materials Marker/Chalkboard, Marker/Chalk.

Textbooks. Learners note
Teacher Preparation for the lesson This lesson requires that you make the
resources beforehand.
Samples of Expository Essay
Teaching Method Participatory and Interactive
Peer group
Buzz group
Class discussion
Small group work
Cooperative learning
Presentation
Learners report

Lesson Time Teacher’s Students Activity Core Skills

Procedure Activity
Step 1; 3mins Asks students 1. Listen to Critical thinking
Identification to share their teacher's Communication skill
of prior knowledge on explanation
ideas/previou Expository 2. Identify features
s knowledge Essay of Expository
1. Leads Essay
students to
explain
Expository (Turn & Talk)
Essay

Step 2: 10mins Critical thinking

Main Lesson (Turn & Talk) Communication skill
 Step 4: 4mins Asks the 1. provide varied
Evaluation students the response
following
questions:
1. What is
Expository
Essay?
2. State the
features of
Expository
Essay
Step 5: 3mins 1. Observe an
Assignment experiment and
write an
Expository
Essay

BOARD SUMMARY
EXPOSITORY ESSAY (Ii)
1. Purpose
- To provide a balanced and objective explanation of a subject.
- To clarify complex concepts or processes.
2. Structure
- Introduction: Includes a thesis statement that outlines the main point or purpose
of the essay. It sets the context for the information that will follow.
- Body Paragraphs each paragraph should cover a specific aspect of the topic.
Start with a clear topic sentence, followed by evidence, examples, and explanations
that support the main point of the paragraph.
- Conclusion summarizes the key points discussed and restates the thesis in light
of the information presented. It should provide a final insight or wrap up the topic
comprehensively.
3. Clarity and Organization
 - Maintain a logical flow of information. Use transitions between paragraphs to
guide the reader through the essay.
- Ensure each paragraph is focused on a single idea related to the thesis.
4. Objective Tone
- Present information factually and avoid personal opinions or biases.
- Use evidence, data, and examples to support explanations.
5. Research and Evidence
- Utilize reliable sources to provide accurate and detailed information.
- Cite sources properly to enhance credibility and avoid plagiarism.
6. Revisions and Editing
- Review the essay for clarity, coherence, and consistency.
- Check for grammatical errors, spelling mistakes, and proper formatting.
By adhering to these elements, an expository essay effectively conveys information
and helps the reader gain a thorough understanding of the topic.