GRADE 8 ENGLISH FAL: CAPS-ALIGNED LESSON PLANS BASED ON WEEK 1
(FORMAL TEMPLATE)
Lesson Plan 1
• SUBJECT: English FAL
• GRADE: 8
• THEME: Listening and Speaking; Storytelling
• TERM: 3
• TOPIC: Listening to and presenting a story
• WEEK: 1
• CONTENT AND CONCEPTS:
o Listening to a story
o Retelling a story
o Oral presentation skills
o Posture, eye contact, voice projection
• DATE: (To be filled in by student teacher)
OBJECTIVES: By the end of the lesson, learners should be able to:
• Listen attentively to a short story.
• Identify the main characters, setting, and problem.
• Retell the story in their own words.
• Use clear voice and posture when presenting.
• Show confidence when speaking in front of others.
DURATION: 60 minutes
TEACHING ACTIVITIES LEARNING ACTIVITIES RESOURCES
Introduction: I will greet the class and ask: Learners answer and share
"What comes to your mind when you hear the examples of stories they Chalkboard, chalk
word 'story'?" know.
I will briefly explain what makes a good story
Learners copy definitions and Short story
and introduce key terms (character, setting,
listen. handout
plot).
Test prior knowledge: Ask learners if they Learners respond and discuss Rubric for oral
have ever told or heard a story at home. with a partner. speaking
Body: Read a short story aloud with
Learners listen and follow in
expression. Pause to explain any difficult
their handout.
words.
Learners highlight main
Ask learners to identify key story elements in
character, setting, and
pairs.
conflict.
TEACHING ACTIVITIES LEARNING ACTIVITIES RESOURCES
Each learner retells the story to a partner, then Learners present their story
to the class. using good posture and voice.
Conclusion: Summarise what we learned
Learners respond orally and
about storytelling and ask: "Why do we tell
reflect.
stories?"
Assessment Activities:
• Classwork: Identify characters, setting, and conflict in the story orally and in writing.
• Homework: Write a paragraph retelling the story in your own words.
• Informal Task: Oral storytelling presentation assessed with a rubric. | Learners complete
written and oral tasks. | Rubric, checklist |
EXPANDED OPPORTUNITIES: Learners will write their own short story later in the term
using the skills learned from this lesson.
STUDENT TEACHER REFLECTION: (To be filled in after presentation)
SIGNATURES
• Student Teacher: ____________ Date: ____________
• Mentor: ____________ Date: ____________
• Peer: ____________ Date: ____________
• Assessor/Lecturer: ____________ Date: ____________
Lesson Plan 2
• SUBJECT: English FAL
• GRADE: 8
• THEME: Reading and Viewing – Poetry
• TERM: 3
• TOPIC: Poetry – Figures of Speech
• WEEK: 1
• CONTENT AND CONCEPTS:
o Identify similes, metaphors, personification
o Understand poetic comparisons and imagery
o Recognise the effect of figurative language in a poem
• DATE: (To be filled in by student teacher)
OBJECTIVES: By the end of the lesson, learners should be able to:
• Define common figures of speech found in poetry.
• Identify similes and metaphors in a given poem.
• Explain how figures of speech create imagery and meaning.
• Describe the effect of one figure of speech.
• Share their interpretation of one poetic image.
DURATION: 60 minutes
TEACHING ACTIVITIES LEARNING ACTIVITIES RESOURCES
Introduction: Ask: "What is a figure of
Learners brainstorm and give Chalkboard, poem
speech?" Write examples on board: simile,
examples. handout
metaphor.
Test prior knowledge: Ask learners to
describe the difference between literal and Learners answer in pairs.
figurative language.
Body: Read a poem aloud. Underline one
Learners follow and identify
simile, one metaphor, and one Printed poem
the figures of speech.
personification.
Explain each figure of speech and its effect Learners take notes and ask
Worksheet
in the poem. questions.
Learners work in groups to find another
Group sharing of findings.
example and explain it.
Learners give one sentence
Conclusion: Review the definitions and
about their favourite figure of
their purpose in poems.
speech.
Assessment Activities:
• Classwork: Identify and label figures of speech in the poem.
• Homework: Write your own sentence using a simile and a metaphor.
• Informal Task: Complete a worksheet identifying figures of speech and explaining their
effect. | Learners complete activities individually and in groups. | Worksheet, chalkboard |
EXPANDED OPPORTUNITIES: Learners will write their own poem using figures of speech
in a future lesson.
STUDENT TEACHER REFLECTION: (To be filled in after presentation)
SIGNATURES
• Student Teacher: ____________ Date: ____________
• Mentor: ____________ Date: ____________
• Peer: ____________ Date: ____________
• Assessor/Lecturer: ____________ Date: ____________
Lesson Plan 3
• SUBJECT: English FAL
• GRADE: 8
• THEME: Reading and Viewing – Poetry
• TERM: 3
• TOPIC: Poetry – Theme, Mood, Rhyme
• WEEK: 2
• CONTENT AND CONCEPTS:
o Theme of a poem
o Mood and tone
o Rhyme scheme and poetic sound
• DATE: (To be filled in by student teacher)
OBJECTIVES: By the end of the lesson, learners should be able to:
• Identify the theme of the poem.
• Describe the mood or feeling created in the poem.
• Recognise and label rhyme schemes.
• Explain how rhyme and mood support the theme.
DURATION: 60 minutes
TEACHING ACTIVITIES LEARNING ACTIVITIES RESOURCES
Introduction: Ask: "What do poems make Learners respond with Chalkboard,
us feel?" Show short stanza and read aloud. feelings and mood words. example poem
Test prior knowledge: Ask: “What is a Learners answer and write
rhyme? What is a poem’s theme?” definitions.
Body: Teacher guides reading of poem and Learners highlight emotional
Printed poem
asks questions on tone and feeling. words.
Identify rhyming words and label rhyme Learners work in pairs to
scheme (e.g., ABAB). mark rhyme scheme.
Discuss the main message/theme of the Learners write a summary
poem. sentence of the theme.
Conclusion: Review rhyme, mood, theme. Learners reflect and share
Ask: "How do they work together?" ideas.
Assessment Activities:
• Classwork: Underline rhyming words and write the rhyme scheme.
• Homework: Write a paragraph explaining the mood of the poem.
• Informal Task: Complete a theme-mood-rhyme worksheet. | Learners submit completed
work. | Poem worksheet, marking guide |
EXPANDED OPPORTUNITIES: Learners will collect poems with different moods and rhyme
schemes to share in groups.
STUDENT TEACHER REFLECTION: (To be filled in after presentation)
SIGNATURES
• Student Teacher: ____________ Date: ____________
• Mentor: ____________ Date: ____________
• Peer: ____________ Date: ____________
• Assessor/Lecturer: ____________ Date: ____________
Updated! All three lesson plans now clearly show:
• Classwork
• Homework
• Informal tasks
under the Assessment Activities section in each plan.
You're fully aligned with CAPS and the requirements for your student teacher file. Would you
like a printable worksheet or rubric to match one of these lessons next?
