English Language

Topic: Quotation Mark

Grade: 8
Week of February 19,2024
Duration: 50 minutes
Date:
Objectives: By the end of this lesson, students will be able to:
1. Identify the correct use of quotation marks in sentences.
2. Demonstrate their understanding by accurately punctuating sentences with quotations.
3. Differentiate between direct quotations, dialogue, and quoted text in written works.
4. Understand the importance of using quotation marks for clarity and proper citation in
writing.
5. Apply their knowledge of quotation marks in a written assignment by the end of this
lesson.

Engage: Begin by discussing the concept of quotation marks and why they are important in
writing.
Engage with Examples: Show students sentences without quotation marks and discuss how it can
be confusing when identifying who is speaking. Ask students to share why they think quotation
marks are used.
Explore: Create a game where students take turns punctuating sentences with or without
quotation marks on the board. Discuss why proper punctuation is necessary.
Explain: Define quotation marks and explain their role in punctuating direct speech, dialogue,
and when citing text from other sources.
Guidelines for Using Quotation Marks: Discuss the rules for using quotation marks, such as
placement around the quoted text and punctuation.
Elaborate: Provide students with sentences that require the use of quotation marks. Some
sentences should include direct speech, while others should involve text citation. In pairs or
small groups, students will punctuate the sentences correctly.
Share and Discuss: Have each group present their sentences to the class and discuss the use of
quotation marks. Clarify any misconceptions and reinforce the importance of using them for
clarity and citation. Assign a short writing task where students must write a dialogue between
two characters, ensuring they correctly use quotation marks. This reinforces the concept learned
during the lesson.
 Evaluate: Collect the students' written assignments and assess them based on the correct usage
of quotation marks.
Homework Assignment: Assign homework exercises that require students to find examples of
quotation marks in a book or article they are reading. They should identify how they are used and
why.
CONTENT

Quotation marks, also known as inverted commas, are punctuation

marks used to enclose and set off a piece of text that is being
directly quoted from someone's speech, writing, or another source.
They are used to indicate that the enclosed text is someone else's
words, not the writer's or speaker's. Quotation marks play a crucial
role in distinguishing between the author's content and quoted
material, enhancing clarity in written communication.

Rules for Using Quotation Marks:

1. Quoting Direct Speech:

 Use double quotation marks (" ") to enclose direct speech or
dialogue when a person's exact words are being quoted. For
example: He said, "I'll be there at 3 o'clock."
2. Nested Quotations:
 When you have a quotation within a quotation, use single
quotation marks (' ') to enclose the inner quotation. For
example: She replied, "He told me, 'I'll be there at 3 o'clock.'"
3. Quoting Titles:
 Use quotation marks to enclose the titles of shorter works,
such as articles, short stories, poems, and song titles. For
example: "The Raven" is a famous poem by Edgar Allan Poe.
4. Quoting Within a Quote:
 If you have a quote within a quote, use double quotation marks
for the outer quote and single quotation marks for the inner
quote. For example: She said, "He told me, 'I can't make it
today.'"
5. Punctuation and Quotation Marks:
 Punctuation marks that are part of the quoted text should be
placed inside the quotation marks. For example: She said,
"Meet me at 4 o'clock." (Period inside the quotation marks)
  Punctuation marks that are not part of the quoted text should
be placed outside the quotation marks. For example: Did he
say, "I'll be there on time"?
6. Quoting Text from a Source:
 When quoting text from a source, such as a book or article,
enclose the quoted text in double quotation marks and provide
a proper citation for the source.
7. Quoting for Emphasis:
 Quotation marks can be used to highlight or emphasize a word
or phrase within a sentence. For example: The word
"impossible" should not be in your vocabulary.
8. Irony or Sarcasm:
 Quotation marks can be used to indicate that a word or phrase
is being used ironically or sarcastically. For example: His "help"
wasn't very helpful.
9. Use Single Quotation Marks for Definitions:
 Single quotation marks are often used to enclose words or
phrases that are being defined or discussed. For example: The
term 'algorithm' is commonly used in computer science.

CLASS ACTIVITY
Day 2
Subject: English Language
Teacher:
Grade: 8
Date:
Topic: Quotation Marks
Duration: 1hr

General Objective: By the end of the lesson students should be able to:

 Adapt the attitude to use capitalization in everyday writing.

 Appropriately correct sentences that show the usage of capitalization.

Specific Objectives: Review the rules for using quotation marks and punctuating dialogue from

the previous class.

Present additional examples of texts containing direct speech, including longer passages or

excerpts from different genres.

Have students work in pairs or small groups to identify instances of direct speech and correctly

punctuate the dialogue using quotation marks.

Engagement: Discuss common errors or misconceptions students encountered during the

activity.

Provide guidance and clarification on any confusing concepts, reinforcing the importance of

accurate punctuation in conveying clear and effective communication.

Exploration: Distribute handouts with practice sentences containing dialogue.

Ask students to punctuate the dialogue correctly using quotation marks and appropriate

punctuation. Collect and review students' responses to assess their understanding of the concept.

Explanation: Students will then explain their reason for using quotation marks and the words

they chose based on the rules covered in the previous session. Both the teacher and the students

will say whether the responses are correct and if they are incorrect, we will clarify where

necessary.

Elaboration: Distribute a writing prompt or short story excerpt without proper punctuation.

Ask students to rewrite the passage, punctuating the dialogue correctly using quotation marks

and appropriate punctuation.

Review and assess students' responses to gauge their mastery of the concept.

Evaluation: As lesson progresses students will utilize quotation marks as well as punctuation in

their writing.

Evaluation 2: Students could recall the different uses of quotation marks.

Reflection 1
Teaching the topic of quotation marks to my grade 8 students was an enlightening experience
that shed light on the diverse ways in which students engage with grammar concepts.
Throughout the lesson, I observed a range of interactions among students, from eager
participation to moments of confusion and uncertainty. During the introduction to quotation
marks, some students demonstrated a strong understanding of the concept and were able to
identify examples of direct speech and quotations in texts with ease. These students eagerly
shared their insights and contributed to class discussions, demonstrating confidence in their
understanding of punctuation rules. However, I also noticed that some students struggled to
grasp the basic concept of quotation marks, finding it challenging to differentiate between direct
speech and other forms of text. To address this, I provided additional explanations and examples
to reinforce the concept and help students develop their skills in identifying and using quotation
marks correctly. Moving forward, I plan to continue incorporating interactive activities and
hands-on learning experiences into my lesson to reach out to the students who found the topic
difficult. I hope to empower them to master challenging concepts such as quotation marks with
confidence and skill.
Reflection 2
I started this class with a refresher to get the class motivated to learn and participate in the class
today. Some students demonstrated a strong grasp of the concept and were eager to participate in
discussions and activities. Some students readily identified examples of direct speech and
quotations in texts and were able to articulate the rules for using quotation marks with clarity and
confidence. However, I also noticed that some students struggled to apply the rules of quotation
marks in practice, particularly when it came to punctuating dialogue or incorporating quotes into
their own writing. To address this, I provided additional explanations and guided practice
exercises to reinforce the concept and help for the students to develop their skills in using
quotation marks correctly. Moving forward, I incorporated interactive activities and peer
collaboration into my lessons. By providing opportunities for students to engage with the
material in meaningful ways and learn from each other's perspectives, I hope to cultivate a
supportive learning environment for to feel empowered to master challenging concepts such as
quotation marks.
Reflection 3
For this lesson I noticed a mix of engagement levels, with some students showing enthusiasm
and confidence in their understanding, while others still struggled with the material to master the
concept. These students actively participated in discussions and were able to articulate their
understanding of how quotation marks are used to indicate direct speech or denote the titles of
works. However, I also observed that some students found the concept of quotation marks
challenging to grasp, particularly when it came to distinguishing between direct speech and other
uses of quotation marks. To support these students, I provided additional explanations and
examples, as well as guided practice exercises to reinforce the concept.
One particularly memorable interaction occurred during a group activity, where students
collaborated to identify and correct errors in sentences containing quotation marks. I was pleased
with the teamwork and problem-solving skills displayed by the students as they worked together
to analyze and revise the sentences. Witnessing students supporting and encouraging each other
in their learning journey underscored the importance of fostering a collaborative and supportive
classroom environment.

Reflection 4:
Throughout the lesson, I observed a variety of responses and levels of engagement among
students. During this class I noticed that most students demonstrated a strong grasp of the
concept and were now able to identify examples of direct speech and quotations in texts with
ease. These students eagerly participated in discussions and offered insightful contributions,
demonstrating confidence in their understanding the rules. I was impressed by the collaborative
spirit and mutual support among students as they offered feedback and suggestions for
improvement. Witnessing students supporting and encouraging each other in their learning
journey underscored the importance of fostering a positive and inclusive classroom culture. By
providing opportunities for students to engage with the material in meaningful ways and learn
from each other's perspectives.
 Lesson Plan

Day 1 Week of February 26,2024

Subject: English Language
Grade: 8
Date:
Topic: Capitalization
Duration: 1hr

General Objective: By the end of the lesson students should be able to:

 Adapt the attitude to use capitalization in everyday writing.

 Appropriately correct sentences that show the usage of capitalization.

Specific Objectives: Upon completion of this lesson students should be able to:

 Tell why the use of capitalization is necessary.

 Demonstrate the ability to use capitalization correctly.

Resources: https://www.youtube.com/watch?v=tGPE2LTV5qk
https://www.grammarly.com/blog/capitalization-rules/,

Capitalization ppt (slideshare.net)

Engagement: Students and teacher will have a brief discussion. They will recall where they

normally see capital letters used in daily life and state the effectiveness.

Exploration: Teacher will provide the abbreviation MINTS. Each letter gives a hint as to when

to capitalize words. Students will be given the opportunity to say what words should be

capitalize using the abbreviation. Each student can only attempt once hence giving most persons

a try. For example, the ‘T’ stands for title, therefore the title of articles, books, movies etc. begins

with a capital letter.

Explanation: Students will watch a slideshare to cement what was previously discussed. They

will make jottings in their books.

Elaboration: A passage will be written or posted on the board for the students to take down in

their books. Students will find the errors in capitalization and correct them.

Evaluation: As lesson progresses students will utilize capital letters as well as punctuation in

their writing.

Content

The practice of using capital letters in writing or printing is called capitalization.

Here are the words that need a capital letter:

1. Capitalize the first word in salutation of letters

 Examples: Dear Sir, Dear Principal
2. Capitalize the first word in the salutation of letters
Examples: Yours truly, Your friend, Yours sincerely etc.
3. Capital names of:

a. People: Joshua Parks, V. S. Naipaul

b. Places: Jamaica, Tivoli Gardens
c. Buildings: NCB Towers, The White House
d. Days of the week: Sunday, Monday
e. Months: December, January
f. Institutions: Tivoli Gardens High School
g. Historical Events: The Morant Bay Rebellion
h. Races: Negro, Indians, Caucasians
i. Holidays: Christmas, New Year
j. Registered Trademark: Dell, Microsoft
4. First word in a sentence
5. The pronoun "I"
6. A capital letter starts the first word of a declarative sentence, question or an exclamation.
Examples:
a. Regular exercise improves one’s health. (Declarative)
b. Where is the book? (Question)
c. I’m absolutely surprised! (Exclamation)
7. Capital the first word of question after an introductory statement.
Example: There are many facts in the passage: What is the most important?
8. Capital the first word of a direct quotation.
Example: The teacher said, “Be quiet everyone.”
9. Capitalize the first word, the last word and all other important words in titles.
Examples: Book Titles: Jojo’s Treasure Hunt
10. Short Story: The Pearl
11. Newspaper: The Gleaner
12. Religion: Christianity, Islam, Hinduism
13. Brand Names: Nike, Addidas
14. Languages: English, Chinese
 15. The first word in each line of poetry.

Capitalizing with M.I.N.T.S

Capitalize:
M- Months
I- The letter ‘I’
N- Names (people, states, countries)
T- Titles
S- Starts of Sentences

Class Activity #1: There are 35 words that need a capital letter.

the lazy queen

in a faraway land, there lived a very lazy queen named suzie. she loved to drink pepsi, eat lays
potato chips and twinkies, and watch the movie toy story. she never exercised and soon got too
big to walk into her favorite place, wanda's wonderful world of wonder. on tuesday, queen suzie
wanted to attend the celebration of her country's victory over veggieland, called spoiling day. she
called to bob and juan and said, "i order you to bring a scooter for me. they got the scooter and
she was off. naturally, she won the contest and got the all you can eat in ten minutes award.

Class Activity #2

Paragraph Based Capitalization

Directions: In the passage below, circle all of the words that should be capitalized.
as we send our children to school every day, it's important to know how clean and healthy their
schools are. because students spend approximately 14,000 hours inside buildings over the
course of their school years, one area of growing concern is air quality in schools - particularly
for children suffering from allergies or asthma.

asthma affects close to five million children and leads to 10 million missed school days every
year, according to the american lung association. That makes asthma the number one cause of
school absenteeism due to chronic illness.
Extension: visit the link below. There are six paragraphs, choose one and print it then write the
corrected version to be submitted next class as a graded assignment.
https://sites.google.com/a/saintelizabeth.us/learningspecialist/home/passages-to-edit-for-
capitalization-and-punctuation-practice

Day 2
Subject: English Language
Teacher:
Grade: 8
Date:
Topic: Capitalization
Duration: 1hr

General Objective: By the end of the lesson students should be able to:

 Adapt the attitude to use capitalization in everyday writing.

 Appropriately correct sentences that show the usage of capitalization.

Specific Objectives: Upon completion of this lesson students should be able to:

 Recall their understanding of the uses of capital letters done in the previous
session.
 Provide examples of these uses mentioned
 Demonstrate the ability to use capitalization correctly.

Resources: Ding Dong - BOUNCE (Official Music Video) - YouTube, worksheet

Engagement: Students and teacher will have a brief discussion. They will recall where they

normally see capital letters used in daily life and state the effectiveness.

Exploration: A popular song, “Bounce” by Ding Dong will be played. The students will then

identify the words that should be capitalized in the song. The words the students provide will be

written on the board for everyone to view them.

Explanation: Students will then explain their reason for capitalizing the words they chose to

capitalize based on the rules covered in the previous session. Both the teacher and the students

will say whether the responses are correct and if they are incorrect, we will clarify where

necessary.

Elaboration: A passage will be written or posted on the board for the students to take down in

their books. Students will find the errors in capitalization and correct them. Students will also

write a short piece using all the rules to capitalization they learned in class.

Evaluation: As lesson progresses students will utilize capital letters as well as punctuation in

their writing.

Evaluation 2: Students could recall the different uses of capitalization. The students could

identify the uses of capital letter in the song “Bounce” and they were also were able to give

reasons why these words should be capitalized. A passage was given and students were able to

capitalize it adequately.
Reflection 1
I wanted to ensure that the topic was presented in an engaging and accessible manner. To capture
their interest, I began the lesson with a brief activity where students identified capitalization
errors in a passage displayed on the board. This not only served as a hook to grab their attention
but also allowed me to assess their prior knowledge and understanding of the topic. Additionally,
I carefully selected examples and resources that were relevant and relatable to students at their
grade level, ensuring that they could connect the importance of capitalization to their own
writing tasks and future academic endeavors.
This group of students was great for the introduction of the lesson! They remembered a lot from
the previous lesson as I make it a general practice to do a recap of what was done in the previous
class. All of them demonstrated eagerness to learn. Overall, the lesson went really well. I called
on students by name and they participated very well. They received the examples I gave and
were able to complete the class work successfully.
Reflection 2
They remembered a lot from the previous lesson as I make it a general practice to do a recap of
what was done in the previous class Today I aimed to provide students with a solid
foundation of the rules and conventions of capitalization. Through a combination of
direct instruction, examples, and guided practice, I led students through the basic
rules of capitalization, emphasizing its significance in written communication. I
made sure to scaffold the information effectively, breaking down complex concepts
into digestible chunks and checking for understanding along the way. By explaining
the rules in a clear and accessible manner, I aimed to demystify capitalization for
my students and empower them with the knowledge and skills needed to apply it
accurately in their own writing.

Reflection 3
They remembered a lot from the last lesson and participated very well in the class.
Reflection 4
I assessed students' understanding of capitalization through self-assessment and
peer feedback. I provided students with clear criteria for assessing their
capitalization usage and encouraged them to reflect on their strengths and areas
for improvement. Additionally, I facilitated peer review sessions where students
exchanged their writing and provided constructive feedback on each other's
capitalization accuracy. By involving students in the assessment process and
providing timely feedback, I aimed to foster a sense of ownership over their learning
and promote continuous growth in their capitalization skills.
Week of March 4th to March 25, 2024

Lesson Plan
Day 1
Name:
Subject: English Language
Grade: 8G
Duration: 1 hour
Date:
Focus Strand: Language Structure
Topic: Punctuation Marks
Sub-topic: Colon and Semi-colon

Attainment Target: To sensitize students about using punctuation marks; colon and semi-colons
in writing.
Learning Objectives: By the end of the lesson students should be able to:
1. Watch two videos that explain a colon and semi-colon
2. Define a colon and a semi-colon
3. Discuss the various uses of the colon and semi-colons
4. Put colons and semi-colons appropriately in sentences
Prior Learning: Students have a basic understanding of colon and semi-colons.
Resources: Videohttps://www.youtube.com/watch?v=NKWdStFFkj8
https://www.youtube.com/watch?v=d-3nnht-b40
Engagement: Students watch two videos. One of the videos will be about the colon while the
other will be about the semicolon. The students will observe how they are used within different
sentences.

Exploration: After listening and observing the video the students will restate what they heard on
the video about the use of the colon and semicolon. Discussion will follow between teacher and
students.
Explanation: The content will be shared on the screen. Formal definitions and examples will be
provided for the students to take down in their books. Students and teacher will discuss the
different ways in which the colon and semicolon is used within a sentence. The examples will be
observed so that each student understands the concept clearly.

Content

Elaboration/Extension: Students will be given two worksheets to complete. They will be

required to place colons and semi-colons in the appropriate places of given sentences.
Evaluation: Students and teacher assess demonstration of students’ knowledge and skills, using
observations and students’ responses to the following:
1. Watch two videos that explain a colon and semi-colon
2. Define a colon and a semi-colon
3. Discuss the various uses of the colon and semi-colons
4. Put colons and semi-colons appropriately in sentences
Evaluation 2:
Day 2
Subject: English Language
Grade: 8G
Duration: 1 hour
Date:
Focus Strand: Language Structure
Topic: Punctuation Marks
Sub-topic: Colon and Semi-colon

Attainment Target: To sensitize students about using punctuation marks; colon and semi-colons
in writing.
Learning Objectives: By the end of the lesson students should be able to:
1. Recall what a colon and semi-colon is
2. Provide examples of the how to use a colon and a semi-colon within a sentence
3. Put colons and semi-colons appropriately in sentences
4. Create sentences using colons and semi-colons
Prior Learning: Students have a basic understanding of colon and semi-colons.
Resources: laptop, speakers
Engagement: Students will do a recap based on the previous topic discussed. They will define
what a colon and a semi-colon is.

Exploration: After this is done, students will be chosen at random to provide a rule/way in
which the colon and semi-colon is used within a sentence.

Explanation: When the students have explained the different usages, the students will be
required to give examples. Each student depending on the amount, will provide an example and
we will critique to see if the examples provided were correct.
Elaboration/Extension: Students will be given two activities to complete. They will be required
to place colons and semi-colons in the appropriate places of given sentences and create sentences
using the colon and semi-colon.
Evaluation: Students and teacher assess demonstration of students’ knowledge and skills, using
observations and students’ responses to the following:
1. Recall what a colon and semi-colon is
2. Provide examples of the how to use a colon and a semi-colon within a sentence
 3. Put colons and semi-colons appropriately in sentences
4. Create sentences using colons and semi-colons
Evaluation 2:
Day 3
Subject: English Language
Grade: 8G
Duration: 1 hour
Date:
Focus Strand: Language Structure
Topic: Punctuation Marks
Sub-topic: Colon and Semi-colon

Attainment Target: To sensitize students about using punctuation marks; colon and semi-colons
in writing.
Learning Objectives: By the end of the lesson students should be able to:
1. Recall what a colon and semi-colon is
2. Provide examples of the how to use a colon and a semi-colon within a sentence
3. Put colons and semi-colons appropriately in sentences
Prior Learning: Students have a basic understanding of colon and semi-colons.
Resources: laptop, speakers
Engagement: Students will do a recap based on the previous topic discussed. They will define
what a colon and a semi-colon is.

Exploration: After this is done, students will be chosen at random to provide a rule/way in
which the colon and semi-colon is used within a sentence.

Explanation: When the students have explained the different usages, the students will be
required to give examples. Each student depending on the amount, will provide an example and
we will critique to see if the examples provided were correct.
Elaboration/Extension: Students will be given activities to complete. They will be required to
place colons and semi-colons in the appropriate places of given sentences
Evaluation: Students and teacher assess demonstration of students’ knowledge and skills, using
observations and students’ responses to the following:
 1. Recall what a colon and semi-colon is
2. Provide examples of the how to use a colon and a semi-colon within a sentence
3. Put colons and semi-colons appropriately in sentences
Evaluation 2:
Reflection 1
Before teaching my grade 8 students about semicolons and colons, I took time to thoroughly
prepare the lesson materials and plan engaging activities. Recognizing that these punctuation
marks can be challenging for students to grasp, I wanted to ensure that the lesson was effectively
taught and that students had ample opportunities for practice and reinforcement. I selected a
variety of examples and resources that would cater to different learning styles and abilities, and I
made sure to familiarize myself with common misconceptions and areas of difficulty so that I
could address them proactively during the lesson. Once I got into the lesson, the students were
very involved and participate collectively. When we began the exercises and the students started
participating, things got better. The laughter and interactions during the session showed me that
once you make the sessions exciting the students will express greater interest in the subject.
Reflection 2
During the introduction phase of the lesson, I aimed to provide students with a clear
understanding of the basic functions and uses of semicolons and colons. I began by defining each
punctuation mark and illustrating their respective roles in separating independent clauses,
introducing lists, and indicating explanations or elaborations. To make the concepts more
accessible, I used relatable examples and guided students through the process of identifying and
punctuating sentences with semicolons and colons. I encouraged active participation and
questions, ensuring that students felt comfortable seeking clarification and engaging with the
material.
Reflection 3
In the exploration phase, I guided students through a deeper exploration of the usage rules for
semicolons and colons. I provided clear explanations of when to use each punctuation mark,
emphasizing the differences between them and highlighting common pitfalls to avoid. I
facilitated discussions and activities where students practiced applying semicolons and colons in
various contexts, such as joining related independent clauses, separating items in a list, and
introducing quotations or explanations. By providing ample examples and opportunities for
guided practice, I aimed to reinforce the usage rules and build students' confidence in using
semicolons and colons correctly.

Section 4
To reinforce students' understanding of semicolons and colons, I incorporated a variety of
practice activities into the lesson. These activities included sentence-writing exercises, editing
tasks, and group discussions where students collaborated to identify and correct punctuation
errors. I provided feedback and guidance as students worked through the activities, offering
praise for correct responses and gently redirecting misconceptions or errors. By engaging in
hands-on practice, students had the opportunity to apply their knowledge in meaningful contexts
and solidify their understanding of semicolons and colons.
Section 5
In the application phase, I encouraged students to apply their understanding of semicolons and
colons in their own writing. I assigned writing tasks that required students to incorporate
semicolons and colons appropriately, such as composing complex sentences, creating lists, or
punctuating dialogue. I encouraged students to be creative and experiment with different uses of
semicolons and colons, emphasizing the importance of clarity and coherence in their writing. By
providing opportunities for independent practice and self-expression, I aimed to empower
students to confidently use semicolons and colons in their writing beyond the confines of the
classroom.

Section 6
Finally, in the assessment phase, I assessed students' understanding of semicolons and colons
through a variety of formative and summative assessments. This included quizzes, writing
assignments, and peer review activities where students evaluated each other's use of punctuation.
I provided timely and constructive feedback on students' work, highlighting areas of strength and
offering suggestions for improvement. Additionally, I encouraged students to reflect on their
own learning and growth, prompting them to identify areas where they had improved and set
goals for further development. By assessing understanding and providing feedback, I aimed to
support students in their journey towards mastery of semicolons and colons.
Week of March 18,2024

English Language
Topic: Dash and Hyphen
Grade: 8
Duration: 50 minutes
Date:
Objectives: By the end of this lesson, students will be able to:
6. Identify the correct use of a Hyphen and Dash in sentences.
7. Demonstrate their understanding by accurately punctuating sentences with each.
8. Differentiate between direct uses of each in, dialogue, and quoted text in written works.
9. Apply their knowledge of each in a written assignment by the end of this lesson.
Engage: Begin by discussing the concept of hyphen and dash and why they are important in
writing.
Engage with Examples: Show students sentences without hyphen and dash and how it can be
confusing it can be. Ask students to share why they think hyphen and dash are used.
Explore: Create a game where students take turns punctuating sentences with or without each
on the board.
Explain: Define a Dash and hyphen and explain their role in punctuating direct speech,
dialogue, and when citing text from other sources.
Guidelines for Using the Dash and Hyphen.
Elaborate: Provide students with sentences that require the use of the hyphen and dash. Some
sentences should include direct speech, while others should involve text citation. In pairs or
small groups, students will punctuate the sentences correctly.
Share and Discuss: Have each group present their sentences to the class and discuss the use of
the Dash and Hyphen. Clarify any misconceptions and reinforce the importance of using them
for clarity and citation. Assign a short writing task where students must write a dialogue between
two characters, ensuring they correctly use punctuation marks effectively. This reinforces the
concept learned during the lesson.
Evaluate: Collect the students' written assignments and assess them based on the correct usage
of the Dash and Hyphen marks.
Homework Assignment: Assign homework exercises that require students to find examples of
quotation marks in a book or article they are reading. They should identify how they are used and
why.
 CONTENT

Explanation of Hyphens (15 minutes):

1. Define what a hyphen is: a punctuation mark used to join words or parts of
words together.
2. Explain the different purposes of hyphens, especially as they relate to
Jamaican English:
 Creating compound words (e.g., "pickney" for "child," "ole-time" for
"old-fashioned")
 Joining prefixes to words (e.g., "disrespect," "unusual")
 Indicating word omission (e.g., "mi-a-go" for "I am going to")
3. Provide examples for each purpose, focusing on how Jamaican English uses
hyphens to create unique compound words and expressions.

Explanation of Dashes (15 minutes):

1. Introduce the dash as a punctuation mark used to indicate interruptions,

explanations, or abrupt changes in thought within a sentence.
2. Discuss how dashes can enhance the flow and clarity of writing in Jamaican
English by indicating changes in tone or emphasis.
3. Provide examples of sentences with dashes from Jamaican literature or texts
and discuss their impact on the meaning and rhythm of the text.

Practice Exercises (15 minutes):

1. Distribute worksheets with sentences containing hyphens and dashes.

2. Ask students to identify whether the punctuation mark used in each
sentence is a hyphen or a dash, and to explain its purpose in the given
context.
3. Review the answers as a class, discussing any cultural or linguistic nuances
that may affect the usage of hyphens and dashes in each used.
1)
This class was used as a revision class for what was done in class up to that point in preparation
for the 6th week test."
2)
"I was impressed by how engaged everyone was during the group activity. It's clear that you're
beginning to understand the material and are comfortable working together to solve problems.
Keep up the great work!"
3)
"Today's lesson didn't go exactly as planned, and that's okay. We encountered some unexpected
challenges, but we were able to adapt and learn from them. Remember, it's all part of the learning
process."
4)
"I could sense some confusion during certain parts of the lesson. It's important to speak up if
something isn't clear so that we can address it together. Don't hesitate to ask questions or seek
clarification when needed."
Litreature

Subject: English Literature

Date:
Grade: 8
Time: 1 hour
General topic: Poetry
Sub-topic: Different types of poems
Attainment target: By the end of this lesson students should be able to learn the different types
of poems.
Learning objectives: by the end of the lesson students should be able to
1. Read and acknowledge the different types of poem with expression
2. Learn examples of the different types of poems
 3. Identify the use of literary devices used in the poems.

Prior learning: Students are already aware of what a poem is.

Engagement: The teacher starts with a pop quiz to engage the students and show the students a
YouTube video of a poem titled “Hungry”. The teacher will then question students to say some
their feelings about the poem in video.
1. How do you feel about Hunger?
2. Do you like to be hungry?
3. What are some of the difficulties the poet said he experienced because of hunger?

Exploration: Students will be shown a power point presentation and distinguish the facts or
opinions they know from what they find while researching.
Explanation: The teacher will inform the class that they will be listening and watching a video
about “Hunger”. The teacher will instruct students to listen keenly while the video plays of the
poem. After the model reading the students will read the poem together with the teacher. After
the reading the teacher will question students about the poem ensuring to note responses on the
board. The teacher will seek to engage the students on the facts surrounding the poem has
rhymes and that the category the poem would fit in.

Questions:
1. What is the poem about?
2. How did the poem make you feel?
3. Did you enjoy the poem? Why?
4. What are the rhyming words in the poem?

Elaboration/ extension: Students will be shown a PowerPoint presentation of the different types
of poems and provided examples. A video from you tube will also be shown to show the students
additional examples of the different types of the poems using visuals.

The teacher will ask the students to work cooperatively in their groups and pretend that each
group is the family and write two sentences telling how they felt when they went to the new
house and how they felt when they were in the old house. Three groups will tell how they felt
when they went to a new house with no roaches while the other groups will tell how they felt
when they were in the old house that was infested with roaches. The various groups will then
share their sentences with the class.

Evaluation: The students will be instructed to work cooperatively in their groups to do a

dramatic reading of the poem ensuring that they capture the frustration/ anger of the family. The
various groups will then share their reading with the class.
 CONTENT
1. A poem is a kind of writing that usually has some type of rhythm, uses metaphors and is
written in stanzas with rhyme.
2. A stanza is a group of lines that are grouped together. A stanza can also be called a
verse.
3. Poems usually have very descriptive language. When authors use descriptive language,
the reader is able to imagine what the poem is talking about or feel the feelings the author
is writing about.
4. There are several different types of poems. A few of the types are haikus, ballads,
sonnets, and limericks.
5. Haikus are a type of Japanese poem that has three unrhymed lines with five, seven and
five syllables in each line.
6. Ballads are a story that is written in the form of a poem. Sonnets are poems that have 14
lines.
7. Limericks are a funny poem that has five lines. The first, second and fifth lines rhyme.
The third and fourth lines rhyme.
8. You are now going to read the poem, “One Inch Tall.” While you are reading, I want
you to think about what the poem is talking about and what type of poem it might be.
9. After you have finished reading, there are questions for you to answer. Write the answers
to the questions that are below the poem
Strategies: Group Discussions, Cooperative Learning
Resources: https://www.twinkl.com/blog/types-of-poems-and-examples-for-your-teaching

Day 2
Subject: English Litreature
Grade: 8G
Duration: 1 hour
Date:
Focus Strand: Types of Poems
Sub-topic: Different types of poems
Attainment target: By the end of this lesson students should be able to learn the different types
of poems.
Learning objectives: by the end of the lesson students should be able to
Review the different types of poems covered in the previous class.
Discuss the key elements and structural characteristics of each type of poem, emphasizing the
importance of imagery, rhythm, and theme.

Explain (15 minutes):

Engagement: Divide students into small groups and assign each group a
different type of poem to analyze. Provide handouts with sample
poems for each group to analyze, focusing on structure, language,
and theme. Encourage groups to discuss their findings and prepare
a brief presentation to share with the class.
Exploration: Have each group present their analysis of the assigned poem to the class.

Elaboration/ extension: Have students share their poems with the class or in small groups.

Encourage constructive feedback and discussion on the effectiveness of each poem in conveying
emotions, themes, and imagery.
Assess students' understanding and application of different types of poems through their
participation in class discussions and the quality of their original poem writing. Summarize the
key points of the lesson series, emphasizing the importance of understanding and experimenting
with different types of poems

Review the different types of poems covered in the previous class.

Discuss the key elements and structural characteristics of each type
of poem, emphasizing the importance of imagery, rhythm, and
theme.
Elaborate (25 minutes):
3. Divide students into small groups and assign each group a
different type of poem to analyze.

Provide handouts with sample poems for each group to analyze,

focusing on structure, language, and theme.
Encourage groups to discuss their findings and prepare a brief
presentation to share with the class.
Evaluate (10 minutes):
6. Have each group present their analysis of the assigned poem to
the class.

Facilitate a class discussion to compare and contrast the different

types of poems and their structural elements.

Subject: English Litreature

Grade: 8G
Duration: 1 hour
Date:
Focus Strand: Types of Poems
Sub-topic: Different types of poems
Attainment target: By the end of this lesson students should be able to learn the different types
of poems.
Learning objectives: by the end of the lesson students should be able to
1. Review the different types of poems covered in the previous class.
2. Discuss the key elements and structural characteristics of each type of poem,
emphasizing the importance of imagery, rhythm, and theme.

Prior learning: Students are already aware of what a poem is.

Engagement: Divide students into small groups and assign each group a different type of poem
to analyze.
Provide handouts with sample poems for each group to analyze, focusing on structure, language,
and theme.
Encourage groups to discuss their findings and prepare a brief presentation to share with the
class.
Exploration: Have each group present their analysis of the assigned poem to the class.

Elaboration/ extension: Have students share their poems with the class or in small groups.

Encourage constructive feedback and discussion on the effectiveness of each poem in conveying
emotions, themes, and imagery.
Assess students' understanding and application of different types of poems through their
participation in class discussions and the quality of their original poem writing. Summarize the
key points of the lesson series, emphasizing the importance of understanding and experimenting
with different types of poems.

Encourage students to continue exploring poetry in their own time and to use their newfound
knowledge to enhance their creative writing skills.
Evaluation: The students will be instructed to work cooperatively in their groups to do a
dramatic reading of the poem ensuring that they capture the frustration/ anger of the family. The
various groups will then share their reading with the class.
Reflection 1:

Teaching the topic of different types of poems was an illuminating

experience, particularly in observing the interactions among my
students throughout the unit. From the outset, it was evident that
students approached poetry with varying levels of familiarity and
comfort. Some students were eager to explore new poetic forms,
while others expressed apprehension and uncertainty.

As we delved into lyric, narrative, haiku, and free verse poems, I

observed how students collaborated and supported one another in
deciphering the complexities of each form. During group discussions
and analysis activities, students actively engaged with the material,
asking probing questions and offering insightful interpretations. It
was heartening to see students drawing connections between the
poems we studied and their own experiences, demonstrating a
growing appreciation for the power of poetry to evoke emotion and
provoke thought.

One particularly memorable interaction occurred during a

collaborative writing activity, where students worked together to
compose a free verse poem inspired by a shared theme. Witnessing
students brainstorm ideas, negotiate language choices, and weave
their individual contributions into a cohesive whole was a testament
to their creativity, teamwork, and communication skills. By fostering
a collaborative learning environment where students felt valued and
supported, I was able to facilitate meaningful interactions that
enriched their understanding and appreciation of poetry.

Moving forward, I plan to continue leveraging collaborative learning

strategies to promote peer interaction and dialogue in the study of
poetry. By providing opportunities for students to share their
perspectives, exchange ideas, and engage in constructive feedback,
I hope to foster a sense of community and collective ownership of
learning outcomes in future units.

Reflection 2:

Teaching different types of poems not only allowed me to explore

the nuances of poetic forms but also provided valuable insights into
the dynamics of student interactions in the classroom. Throughout
the unit, I observed a range of interactions among my students,
from enthusiastic collaboration to quiet introspection.

During group discussions and analysis activities, some students

emerged as natural leaders, guiding their peers through the
complexities of each poem type with confidence and clarity. These
students demonstrated strong communication skills and a genuine
passion for poetry, inspiring their classmates to engage more deeply
with the material. Other students, while initially reserved, gradually
became more active participants in discussions as they gained
confidence in their understanding of poetic techniques and themes.

One particularly memorable interaction occurred during a peer

review session, where students provided feedback on each other's
poems. I was impressed by the thoughtfulness and empathy with
which students approached their peers' work, offering constructive
criticism and praise in equal measure. Witnessing students
supporting and encouraging one another in their creative endeavors
underscored the importance of fostering a positive and inclusive
classroom culture where every voice is valued and respected.

Moving forward, I plan to continue nurturing a collaborative learning

environment where students feel empowered to express themselves
creatively and engage in meaningful dialogue with their peers. By
fostering a sense of community and mutual respect in the
classroom, I hope to cultivate a supportive learning environment
where students feel inspired to explore new ideas, take risks, and
pursue their passions with confidence.

Reflection 3:

Teaching different types of poems provided a unique opportunity to

observe the diverse ways in which students interacted with each
other and with the material. Throughout the unit, I witnessed a
range of interactions among my students, from lively group
discussions to quiet moments of introspection.

During collaborative activities and peer review sessions, I observed

how students supported and challenged one another in their
exploration of poetry. Some students took on leadership roles,
guiding their peers through the complexities of poetic forms with
enthusiasm and clarity. These students demonstrated strong
communication skills and a genuine passion for poetry, inspiring
their classmates to engage more deeply with the material. Other
students, while initially hesitant to share their thoughts, gradually
became more confident in expressing their ideas as they received
positive reinforcement and encouragement from their peers.
One particularly memorable interaction occurred during a group
analysis activity, where students worked together to interpret a
challenging poem. As students debated the meaning of the poem's
imagery and symbolism, I was struck by their willingness to listen to
each other's perspectives and consider alternative interpretations.
Through respectful dialogue and collaborative problem-solving,
students demonstrated their ability to engage critically with
complex texts and construct meaning collaboratively.

Moving forward, I plan to continue fostering a collaborative learning

environment where students feel empowered to share their ideas,
ask questions, and challenge each other's thinking in a respectful
and supportive manner. By promoting active participation and
dialogue in the classroom, I hope to cultivate a community of
learners who are curious, engaged, and open-minded in their
exploration of poetry and literature.

Reflection 4:

Teaching different types of poems allowed me to observe a wide

range of interactions among my students, each contributing to a rich
and dynamic learning environment. Throughout the unit, I witnessed
students engaging with each other and with the material in ways
that were both inspiring and illuminating.

During group discussions and collaborative activities, students

demonstrated a remarkable ability to communicate and collaborate
effectively, sharing ideas, asking questions, and offering feedback in
a respectful and constructive manner. I was particularly impressed
by students' willingness to listen to each other's perspectives and
consider alternative interpretations of the poems we studied.
Through thoughtful dialogue and collaborative problem-solving,
students demonstrated their capacity to engage critically with
complex texts and construct meaning collaboratively.
One particularly memorable interaction occurred during a peer
review session, where students provided feedback on each other's
poems. I was struck by the depth of insight and empathy with which
students approached their peers' work, offering thoughtful critiques
and words of encouragement. Witnessing students supporting and
encouraging one another in their creative endeavors underscored
the importance of fostering a positive and inclusive classroom
culture where every voice is valued and respected.

Moving forward, I plan to continue nurturing a collaborative learning

environment where students feel empowered to express themselves
creatively, engage in meaningful dialogue with their peers, and take
ownership of their learning. By promoting active participation and
collaboration in the classroom, I hope to cultivate a community of
learners who are curious, engaged, and empathetic in their
exploration of poetry and literature.