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| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 2 |
HYGIENE
Grammar in Use |
Verbs and Tense
|
By the end of the
lesson, the learner
should be able to:
- Identify regular and irregular verbs in sentences - Use regular and irregular verbs to construct sentences using the past, present, and future tenses - Appreciate the correct use of verbs and tenses for effective communication |
The learner is guided to:
- Search online for information on verbs and tenses - Listen to texts on verbs and tenses - Identify verbs with similar endings from passages - Identify the tenses of verbs in sentences - Construct sentences using verbs in correct tenses |
Why is it important to use correct tenses in communication?
|
Head Start English Learner's Book pg. 52
Digital devices Reference materials Texts on hygiene |
Written exercises
Oral questions
Observation
Language game assessment
|
|
| 1 | 3 |
Grammar in Use
|
Verbs and Tense
|
By the end of the
lesson, the learner
should be able to:
- Identify regular and irregular verbs in sentences - Use regular and irregular verbs to construct sentences using the past, present, and future tenses - Appreciate the correct use of verbs and tenses for effective communication |
The learner is guided to:
- Search online for information on verbs and tenses - Listen to texts on verbs and tenses - Identify verbs with similar endings from passages - Identify the tenses of verbs in sentences - Construct sentences using verbs in correct tenses |
Why is it important to use correct tenses in communication?
|
Head Start English Learner's Book pg. 52
Digital devices Reference materials Texts on hygiene |
Written exercises
Oral questions
Observation
Language game assessment
|
|
| 1 | 4 |
Grammar in Use
|
Verbs and Tense
|
By the end of the
lesson, the learner
should be able to:
- Identify regular and irregular verbs in sentences - Use regular and irregular verbs to construct sentences using the past, present, and future tenses - Appreciate the correct use of verbs and tenses for effective communication |
The learner is guided to:
- Participate in language games on tenses - Engage in conversations using verbs in various tenses - Review peers' use of tense in conversations - Give feedback on correct use of tense - Discuss importance of using correct tense |
How can we improve our use of tenses in daily communication?
|
Head Start English Learner's Book pg. 54
Digital devices Language games Flash cards |
Conversation assessment
Peer feedback
Written exercises
Language games
|
|
| 1 | 5 |
Reading
|
Intensive Reading: Poetry
|
By the end of the
lesson, the learner
should be able to:
- Explain the structure of poems - Analyse the structure of varied simple poems - Read short poems addressing varied societal issues |
The learner is guided to:
- Source poems from books and online resources - Brainstorm on parts of a poem - Read short poems on personal hygiene and health issues - Analyze how poems are broken into stanzas and lines - Study varied poems and present structures |
Why do people write poems?
|
Head Start English Learner's Book pg. 55
Poetry books Digital devices Poems on hygiene |
Observation
Oral questions
Written analysis
Graphic organizers
|
|
| 2 | 1 |
Reading
|
Intensive Reading: Poetry
|
By the end of the
lesson, the learner
should be able to:
- Explain the structure of poems - Analyse the structure of varied simple poems - Read short poems addressing varied societal issues - Appreciate the poem's structure in communicating a message |
The learner is guided to:
- Compare the structures of different poems - Relate poem structure to message - Create graphic organizers showing poem structure - Discuss importance of structure in poems - Read and analyze poems on hygiene |
What makes a poem interesting?
|
Head Start English Learner's Book pg. 57
Poetry books Digital devices Graphic organizers |
Poetry analysis
Oral presentations
Observation
Written responses
|
|
| 2 | 2 |
Reading
|
Intensive Reading: Poetry
|
By the end of the
lesson, the learner
should be able to:
- Explain the structure of poems - Analyse the structure of varied simple poems - Read short poems addressing varied societal issues - Appreciate the poem's structure in communicating a message |
The learner is guided to:
- Compare the structures of different poems - Relate poem structure to message - Create graphic organizers showing poem structure - Discuss importance of structure in poems - Read and analyze poems on hygiene |
What makes a poem interesting?
|
Head Start English Learner's Book pg. 57
Poetry books Digital devices Graphic organizers |
Poetry analysis
Oral presentations
Observation
Written responses
|
|
| 2 | 3 |
Writing
|
Writing Narrative Paragraphs
|
By the end of the
lesson, the learner
should be able to:
- Identify the parts of a narrative paragraph - Compose a narrative paragraph with the appropriate structure - Acknowledge the significance of paragraphing in written communication |
The learner is guided to:
- Identify parts of a well-written paragraph - Read samples of narrative paragraphs - Discuss the flow of ideas in paragraphs - Write paragraphs about hygiene issues - Present paragraphs for peer review |
Why do we write paragraphs?
|
Head Start English Learner's Book pg. 59
Digital devices Sample paragraphs Writing materials |
Written paragraphs
Peer assessment
Observation
Paragraph structure analysis
|
|
| 2 | 4 |
Writing
|
Writing Narrative Paragraphs
|
By the end of the
lesson, the learner
should be able to:
- Identify the parts of a narrative paragraph - Compose a narrative paragraph with the appropriate structure - Acknowledge the significance of paragraphing in written communication |
The learner is guided to:
- Identify parts of a well-written paragraph - Read samples of narrative paragraphs - Discuss the flow of ideas in paragraphs - Write paragraphs about hygiene issues - Present paragraphs for peer review |
Why do we write paragraphs?
|
Head Start English Learner's Book pg. 59
Digital devices Sample paragraphs Writing materials |
Written paragraphs
Peer assessment
Observation
Paragraph structure analysis
|
|
| 2 | 5 |
LEADERSHIP
Listening and Speaking |
Listening Comprehension: Selective Listening
|
By the end of the
lesson, the learner
should be able to:
- Distinguish between specific and general information from a listening text - Select specific information from a listening text - Listen and respond to texts on leadership - Emphasize the value of listening skills in communication |
The learner is guided to:
- Listen to an audio text and identify information type - Search online for audio recordings on leadership - Listen attentively for specific information - Watch a role play and respond to questions - Listen to a passage on leadership |
What can you do to ensure you capture relevant information from a speaker?
|
Head Start English Learner's Book pg. 63
Audio recordings Digital devices Role play scripts |
Listening comprehension
Note-taking assessment
Observation
Oral questions
|
|
| 3 | 1 |
Listening and Speaking
|
Listening Comprehension: Selective Listening
|
By the end of the
lesson, the learner
should be able to:
- Distinguish between specific and general information from a listening text - Select specific information from a listening text - Listen and respond to texts on leadership - Emphasize the value of listening skills in communication |
The learner is guided to:
- Answer questions posed by the speaker in a leadership text - Identify general information in recordings - Pick out specific details from audio clips - Discuss importance of selective listening - Take notes on specific information |
What factors interfere with one's ability to listen well?
|
Head Start English Learner's Book pg. 64
Audio recordings Digital devices Note-taking materials |
Listening comprehension
Note-taking assessment
Peer evaluation
Observation
|
|
| 3 | 2 |
Listening and Speaking
|
Listening Comprehension: Selective Listening
|
By the end of the
lesson, the learner
should be able to:
- Distinguish between specific and general information from a listening text - Select specific information from a listening text - Listen and respond to texts on leadership - Emphasize the value of listening skills in communication |
The learner is guided to:
- Answer questions posed by the speaker in a leadership text - Identify general information in recordings - Pick out specific details from audio clips - Discuss importance of selective listening - Take notes on specific information |
What factors interfere with one's ability to listen well?
|
Head Start English Learner's Book pg. 64
Audio recordings Digital devices Note-taking materials |
Listening comprehension
Note-taking assessment
Peer evaluation
Observation
|
|
| 3 | 3 |
Reading
|
Intensive Reading
|
By the end of the
lesson, the learner
should be able to:
- Discuss the identified reading strategies - Select main ideas and details from a variety of written texts - Acknowledge the importance of reading for main ideas and details as a comprehension skill |
The learner is guided to:
- Watch video clips on reading strategies - Read and underline main ideas in texts on leadership - Share ideas on using selected reading strategies - Fill in substitution tables with specific details - Complete mind maps with main ideas and details |
How can you improve your reading?
|
Head Start English Learner's Book pg. 64
Digital devices Reading materials Mind maps |
Written exercises
Mind map assessment
Observation
Peer evaluation
|
|
| 3 | 4 |
Reading
|
Intensive Reading
|
By the end of the
lesson, the learner
should be able to:
- Discuss the identified reading strategies - Select main ideas and details from a variety of written texts - Acknowledge the importance of reading for main ideas and details as a comprehension skill |
The learner is guided to:
- Watch video clips on reading strategies - Read and underline main ideas in texts on leadership - Share ideas on using selected reading strategies - Fill in substitution tables with specific details - Complete mind maps with main ideas and details |
How can you improve your reading?
|
Head Start English Learner's Book pg. 64
Digital devices Reading materials Mind maps |
Written exercises
Mind map assessment
Observation
Peer evaluation
|
|
| 3 | 5 |
Reading
|
Intensive Reading
|
By the end of the
lesson, the learner
should be able to:
- Discuss the identified reading strategies - Select main ideas and details from a variety of written texts - Acknowledge the importance of reading for main ideas and details as a comprehension skill |
The learner is guided to:
- Search for newspaper articles on leadership - Identify main ideas and details in articles - Create mind maps to represent ideas and details - Discuss importance of reading for main ideas - Share reading strategies with peers |
What techniques can help identify main ideas in a text?
|
Head Start English Learner's Book pg. 67
Newspaper articles Digital devices Mind maps |
Written exercises
Mind map assessment
Observation
Group discussions
|
|
| 4 | 1 |
Grammar in Use
|
Verbs and Tense
|
By the end of the
lesson, the learner
should be able to:
- Identify verbs in the simple present and simple past tense in a text - Write sentences using the simple present tense - Write sentences using the simple past tense - Advocate appropriate use of tense in communication |
The learner is guided to:
- Underline verbs in simple present and past tense - Reflect on formation of simple present and past tense - Construct sentences on leadership using appropriate tense - Type constructed sentences using digital devices - Search for verbs used in different tenses |
Why is it necessary to indicate when an activity takes place?
|
Head Start English Learner's Book pg. 68
Digital devices Reference materials Leadership texts |
Written exercises
Observation
Sentence construction
Peer assessment
|
|
| 4 | 2 |
Grammar in Use
|
Verbs and Tense
|
By the end of the
lesson, the learner
should be able to:
- Identify verbs in the simple present and simple past tense in a text - Write sentences using the simple present tense - Write sentences using the simple past tense - Advocate appropriate use of tense in communication |
The learner is guided to:
- Underline verbs in simple present and past tense - Reflect on formation of simple present and past tense - Construct sentences on leadership using appropriate tense - Type constructed sentences using digital devices - Search for verbs used in different tenses |
Why is it necessary to indicate when an activity takes place?
|
Head Start English Learner's Book pg. 68
Digital devices Reference materials Leadership texts |
Written exercises
Observation
Sentence construction
Peer assessment
|
|
| 4 | 3 |
Grammar in Use
|
Verbs and Tense
|
By the end of the
lesson, the learner
should be able to:
- Identify verbs in the simple present and simple past tense in a text - Write sentences using the simple present tense - Write sentences using the simple past tense - Advocate appropriate use of tense in communication |
The learner is guided to:
- Complete sentences using correct tense of verbs - Create charts showing words in tenses - Play language games using verbs in tenses - Hold conversations using correct tenses - Discuss importance of using correct tense |
How can we improve our use of tenses in communication?
|
Head Start English Learner's Book pg. 71
Digital devices Charts Language games |
Written exercises
Conversation assessment
Language games
Chart evaluation
|
|
| 4 | 4 |
Grammar in Use
|
Verbs and Tense
|
By the end of the
lesson, the learner
should be able to:
- Identify verbs in the simple present and simple past tense in a text - Write sentences using the simple present tense - Write sentences using the simple past tense - Advocate appropriate use of tense in communication |
The learner is guided to:
- Complete sentences using correct tense of verbs - Create charts showing words in tenses - Play language games using verbs in tenses - Hold conversations using correct tenses - Discuss importance of using correct tense |
How can we improve our use of tenses in communication?
|
Head Start English Learner's Book pg. 71
Digital devices Charts Language games |
Written exercises
Conversation assessment
Language games
Chart evaluation
|
|
| 4 | 5 |
Reading
|
Intensive Reading: Class Readers
|
By the end of the
lesson, the learner
should be able to:
- Identify the main characters in a class reader - Explain how the characters make the story flow - Make predictions based on the title and the sections read - Appreciate the role of characters in the class reader |
The learner is guided to:
- Read a section of class reader and identify main characters - Discuss predictions from title and sections read - Participate in reader's theatre - Outline things done by each character - Discuss how characters make story flow |
What would you consider when selecting a storybook to read?
|
Head Start English Learner's Book pg. 72
Class reader Digital devices Reader's theatre script |
Character analysis
Observation
Reader's theatre
Written summaries
|
|
| 5 | 1 |
Reading
|
Intensive Reading: Class Readers
|
By the end of the
lesson, the learner
should be able to:
- Identify the main characters in a class reader - Explain how the characters make the story flow - Make predictions based on the title and the sections read - Appreciate the role of characters in the class reader |
The learner is guided to:
- Write a summary about how main characters make the story flow - Create character sketches of main characters - Discuss roles of characters in the story - Make predictions about future events - Reflect on character development |
What marks the climax of a story?
|
Head Start English Learner's Book pg. 74
Class reader Digital devices Character sketch templates |
Written summaries
Character sketches
Oral presentations
Peer assessment
|
|
| 5 | 2 |
Reading
|
Intensive Reading: Class Readers
|
By the end of the
lesson, the learner
should be able to:
- Identify the main characters in a class reader - Explain how the characters make the story flow - Make predictions based on the title and the sections read - Appreciate the role of characters in the class reader |
The learner is guided to:
- Write a summary about how main characters make the story flow - Create character sketches of main characters - Discuss roles of characters in the story - Make predictions about future events - Reflect on character development |
What marks the climax of a story?
|
Head Start English Learner's Book pg. 74
Class reader Digital devices Character sketch templates |
Written summaries
Character sketches
Oral presentations
Peer assessment
|
|
| 5 | 3 |
Writing
|
Paragraphing: Using Examples and Incidents
|
By the end of the
lesson, the learner
should be able to:
- Outline examples and incidents to include in a paragraph - Create a well-developed paragraph using examples and incidents - Appreciate the importance of well-written paragraphs in writing |
The learner is guided to:
- Share ideas on examples and incidents for paragraphs - Collaborate to develop paragraphs on leadership - Present paragraphs for peer review - Use mind maps to generate examples and incidents - Compose paragraphs based on suggested examples |
How can you organise your ideas logically?
|
Head Start English Learner's Book pg. 75
Digital devices Mind maps Sample paragraphs |
Written paragraphs
Mind map assessment
Peer review
Observation
|
|
| 5 | 4 |
Writing
|
Paragraphing: Using Examples and Incidents
|
By the end of the
lesson, the learner
should be able to:
- Outline examples and incidents to include in a paragraph - Create a well-developed paragraph using examples and incidents - Appreciate the importance of well-written paragraphs in writing |
The learner is guided to:
- Plan to write a paragraph about leadership - Create topic sentence or introduction - Include supporting examples and incidents - Provide clear conclusions - Present paragraph for feedback and revision |
How does a well-written paragraph enhance communication?
|
Head Start English Learner's Book pg. 77
Digital devices Sample paragraphs Mind maps |
Written paragraphs
Paragraph structure analysis
Peer assessment
Observation
|
|
| 5 | 5 |
Writing
|
Paragraphing: Using Examples and Incidents
|
By the end of the
lesson, the learner
should be able to:
- Outline examples and incidents to include in a paragraph - Create a well-developed paragraph using examples and incidents - Appreciate the importance of well-written paragraphs in writing |
The learner is guided to:
- Plan to write a paragraph about leadership - Create topic sentence or introduction - Include supporting examples and incidents - Provide clear conclusions - Present paragraph for feedback and revision |
How does a well-written paragraph enhance communication?
|
Head Start English Learner's Book pg. 77
Digital devices Sample paragraphs Mind maps |
Written paragraphs
Paragraph structure analysis
Peer assessment
Observation
|
|
| 6 | 1 |
FAMILY
Listening and Speaking |
Pronunciation: Sounds and Word Stress
|
By the end of the
lesson, the learner
should be able to:
- Identify the consonant and vowel sounds in words - Articulate consonants and vowel sounds for oral fluency - Distinguish the meaning of words on the basis of stress - Advocate the role of correct pronunciation in communication |
The learner is guided to:
- Pronounce consonant sounds /p/, /b/, /k/ and /g/ from a text - Practice saying short /i/ and long /i:/ sounds in pairs - Watch audio-visual recordings of target sounds - Work with peers to make recording of sounds - Practice saying words with target sounds correctly |
Why is it important to articulate sounds correctly?
|
Head Start English Learner's Book pg. 79
Digital devices Audio recordings Pronunciation charts |
Pronunciation drills
Observation
Oral assessments
Peer evaluation
|
|
| 6 | 2 |
Listening and Speaking
|
Pronunciation: Sounds and Word Stress
|
By the end of the
lesson, the learner
should be able to:
- Identify the consonant and vowel sounds in words - Articulate consonants and vowel sounds for oral fluency - Distinguish the meaning of words on the basis of stress - Advocate the role of correct pronunciation in communication |
The learner is guided to:
- Pronounce consonant sounds /p/, /b/, /k/ and /g/ from a text - Practice saying short /i/ and long /i:/ sounds in pairs - Watch audio-visual recordings of target sounds - Work with peers to make recording of sounds - Practice saying words with target sounds correctly |
Why is it important to articulate sounds correctly?
|
Head Start English Learner's Book pg. 79
Digital devices Audio recordings Pronunciation charts |
Pronunciation drills
Observation
Oral assessments
Peer evaluation
|
|
| 6 | 3 |
Listening and Speaking
|
Pronunciation: Sounds and Word Stress
|
By the end of the
lesson, the learner
should be able to:
- Identify the consonant and vowel sounds in words - Articulate consonants and vowel sounds for oral fluency - Distinguish the meaning of words on the basis of stress - Advocate the role of correct pronunciation in communication |
The learner is guided to:
- Distinguish word meaning based on stress - Play language games to distinguish word meaning - Practice pronouncing minimal pairs with target sounds - Discuss importance of correct pronunciation - Create tongue twisters using target sounds |
Why do people find it difficult to pronounce some words?
|
Head Start English Learner's Book pg. 82
Digital devices Audio recordings Word pairs Flash cards |
Pronunciation assessment
Observation
Language games
Peer evaluation
|
|
| 6 | 4 |
Reading
|
Study Skills: Synonyms and Antonyms
|
By the end of the
lesson, the learner
should be able to:
- Identify synonyms and antonyms of words from written texts - Spell synonyms and antonyms correctly for writing fluency - Use synonyms and antonyms in sentences - Appreciate the importance of correct use of words in communication |
The learner is guided to:
- Use reference materials to locate synonyms and antonyms - Check meaning and pronunciation from dictionary - Search for synonyms and antonyms in digital texts - Create crossword puzzles using synonyms and antonyms - Use synonyms and antonyms in sentences |
Why do we use antonyms and synonyms?
|
Head Start English Learner's Book pg. 84
Dictionaries Encyclopedia Digital devices Reference books |
Written exercises
Crossword puzzles
Oral presentations
Observation
|
|
| 6 | 5 |
Reading
|
Study Skills: Synonyms and Antonyms
|
By the end of the
lesson, the learner
should be able to:
- Identify synonyms and antonyms of words from written texts - Spell synonyms and antonyms correctly for writing fluency - Use synonyms and antonyms in sentences - Appreciate the importance of correct use of words in communication |
The learner is guided to:
- Use reference materials to locate synonyms and antonyms - Check meaning and pronunciation from dictionary - Search for synonyms and antonyms in digital texts - Create crossword puzzles using synonyms and antonyms - Use synonyms and antonyms in sentences |
Why do we use antonyms and synonyms?
|
Head Start English Learner's Book pg. 84
Dictionaries Encyclopedia Digital devices Reference books |
Written exercises
Crossword puzzles
Oral presentations
Observation
|
|
| 7 | 1 |
Reading
|
Study Skills: Synonyms and Antonyms
|
By the end of the
lesson, the learner
should be able to:
- Identify synonyms and antonyms of words from written texts - Spell synonyms and antonyms correctly for writing fluency - Use synonyms and antonyms in sentences - Appreciate the importance of correct use of words in communication |
The learner is guided to:
- Practice pronouncing synonyms and antonyms in pairs - Design charts with antonyms and synonyms correctly spelled - Create vocabulary games using synonyms and antonyms - Match words with their synonyms and antonyms - Build vocabulary through usage of synonyms and antonyms |
How can we expand our vocabulary using synonyms and antonyms?
|
Head Start English Learner's Book pg. 87
Dictionaries Digital devices Charts Flashcards |
Oral presentations
Vocabulary tests
Chart assessment
Peer evaluation
|
|
| 7 | 2 |
Grammar in Use
|
Comparative and Superlative Adjectives
|
By the end of the
lesson, the learner
should be able to:
- Identify comparative and superlative adjectives in texts - Use comparative and superlative adjectives in communication - Acknowledge the value of comparative and superlative forms of adjectives in communication |
The learner is guided to:
- Identify comparative and superlative adjectives from texts - Search online for examples of comparative and superlative adjectives - Construct sentences using comparative and superlative adjectives - Play language games featuring adjectives - Use substitution tables to complete sentences |
Why is it important to make comparisons in life?
|
Head Start English Learner's Book pg. 89
Digital devices Reference materials Flash cards Charts |
Written exercises
Sentence construction
Language games
Observation
|
|
| 7 | 3 |
Grammar in Use
|
Comparative and Superlative Adjectives
|
By the end of the
lesson, the learner
should be able to:
- Identify comparative and superlative adjectives in texts - Use comparative and superlative adjectives in communication - Acknowledge the value of comparative and superlative forms of adjectives in communication |
The learner is guided to:
- Identify comparative and superlative adjectives from texts - Search online for examples of comparative and superlative adjectives - Construct sentences using comparative and superlative adjectives - Play language games featuring adjectives - Use substitution tables to complete sentences |
Why is it important to make comparisons in life?
|
Head Start English Learner's Book pg. 89
Digital devices Reference materials Flash cards Charts |
Written exercises
Sentence construction
Language games
Observation
|
|
| 7 | 4 |
Grammar in Use
|
Comparative and Superlative Adjectives
|
By the end of the
lesson, the learner
should be able to:
- Identify comparative and superlative adjectives in texts - Use comparative and superlative adjectives in communication - Acknowledge the value of comparative and superlative forms of adjectives in communication |
The learner is guided to:
- Use flashcards to categorize comparative and superlative adjectives - Compare various items using comparative and superlative adjectives - Create charts of comparative and superlative adjectives - Construct sentences comparing family members - Edit texts with incorrect usage of adjectives |
How do comparative and superlative adjectives enhance description?
|
Head Start English Learner's Book pg. 91
Flash cards Digital devices Charts Reference materials |
Written exercises
Chart assessment
Peer evaluation
Observation
|
|
| 7 | 5 |
Grammar in Use
|
Comparative and Superlative Adjectives
|
By the end of the
lesson, the learner
should be able to:
- Identify comparative and superlative adjectives in texts - Use comparative and superlative adjectives in communication - Acknowledge the value of comparative and superlative forms of adjectives in communication |
The learner is guided to:
- Use flashcards to categorize comparative and superlative adjectives - Compare various items using comparative and superlative adjectives - Create charts of comparative and superlative adjectives - Construct sentences comparing family members - Edit texts with incorrect usage of adjectives |
How do comparative and superlative adjectives enhance description?
|
Head Start English Learner's Book pg. 91
Flash cards Digital devices Charts Reference materials |
Written exercises
Chart assessment
Peer evaluation
Observation
|
|
| 8 | 1 |
Reading
|
Intensive Reading: Oral Narratives
|
By the end of the
lesson, the learner
should be able to:
- Identify heroic characters in legends - Explain the moral lessons in legends - Discuss why legends are important in various communities - Relate the characters in the legends to real life |
The learner is guided to:
- Predict actions of characters in legends - Read a heroic narrative aloud in turns - Identify characters in legends - Discuss heroic acts in legends - Relate legends to their actions - Identify moral lessons from legends |
Why is it important to learn about heroes in society?
|
Head Start English Learner's Book pg. 92
Legend narratives Digital devices Reference materials |
Oral reading
Character analysis
Written responses
Observation
|
|
| 8 | 2 |
Reading
|
Intensive Reading: Oral Narratives
|
By the end of the
lesson, the learner
should be able to:
- Identify heroic characters in legends - Explain the moral lessons in legends - Discuss why legends are important in various communities - Relate the characters in the legends to real life |
The learner is guided to:
- Reflect on impact of actions on society - Discuss how to collect narratives from community - Use mind maps to show benefits of moral lessons - Research community needs addressed through legends - Collaborate to develop legend narratives |
How can legends help communities address current needs?
|
Head Start English Learner's Book pg. 94
Legend narratives Digital devices Mind maps |
Narrative creation
Mind map analysis
Observation
Group presentations
|
|
| 8 | 3 |
Reading
|
Intensive Reading: Oral Narratives
|
By the end of the
lesson, the learner
should be able to:
- Identify heroic characters in legends - Explain the moral lessons in legends - Discuss why legends are important in various communities - Relate the characters in the legends to real life |
The learner is guided to:
- Reflect on impact of actions on society - Discuss how to collect narratives from community - Use mind maps to show benefits of moral lessons - Research community needs addressed through legends - Collaborate to develop legend narratives |
How can legends help communities address current needs?
|
Head Start English Learner's Book pg. 94
Legend narratives Digital devices Mind maps |
Narrative creation
Mind map analysis
Observation
Group presentations
|
|
| 8 | 4 |
Writing
|
Functional Writing: Friendly Letters
|
By the end of the
lesson, the learner
should be able to:
- Identify the parts of a friendly letter - Compose a friendly letter using the correct format - Appreciate the role of friendly letters in communication |
The learner is guided to:
- Read sample friendly letters - Identify and underline parts of a friendly letter - Create a friendly letter individually - Exchange letters with peers for feedback - Incorporate feedback from peers |
Why do we write friendly letters?
|
Head Start English Learner's Book pg. 96
Sample letters Digital devices Charts Writing materials |
Written letters
Format assessment
Peer evaluation
Observation
|
|
| 8 | 5 |
Writing
|
Functional Writing: Friendly Letters
|
By the end of the
lesson, the learner
should be able to:
- Identify the parts of a friendly letter - Compose a friendly letter using the correct format - Appreciate the role of friendly letters in communication |
The learner is guided to:
- Type friendly letters on digital devices - Display letters for feedback - Revise letters based on feedback - Discuss importance of friendly letters - Share final letters with classmates |
How do friendly letters differ from other types of letters?
|
Head Start English Learner's Book pg. 98
Digital devices Sample letters Charts Writing materials |
Written letters
Format assessment
Peer evaluation
Observation
|
|
| 9 | 1 |
DRUG AND SUBSTANCE ABUSE
Listening and Speaking |
Conversational Skills: Polite Interruption
|
By the end of the
lesson, the learner
should be able to:
- identify verbal and non-verbal forms of polite interruptions - apply turn-taking skills in different speaking contexts - use verbal and non-verbal cues to interrupt a conversation politely - acknowledge the importance of politeness in communication |
The learner is guided to:
- watch dialogues depicting turn-taking skills and interrupting politely - practise interrupting someone politely in pairs - identify instances of turn taking and polite interruptions - write examples of polite expressions on sticky notes |
How can you ensure that you do not dominate in a conversation?
|
KLB Head Start English Grade 7 pg. 100
Audio recordings Video clips Flash cards Sticky notes |
Observation
Oral presentation
Role play
Peer assessment
|
|
| 9 | 2 |
Listening and Speaking
|
Conversational Skills: Polite Interruption
|
By the end of the
lesson, the learner
should be able to:
- identify verbal and non-verbal forms of polite interruptions - apply turn-taking skills in different speaking contexts - use verbal and non-verbal cues to interrupt a conversation politely - acknowledge the importance of politeness in communication |
The learner is guided to:
- watch dialogues depicting turn-taking skills and interrupting politely - practise interrupting someone politely in pairs - identify instances of turn taking and polite interruptions - write examples of polite expressions on sticky notes |
How can you ensure that you do not dominate in a conversation?
|
KLB Head Start English Grade 7 pg. 100
Audio recordings Video clips Flash cards Sticky notes |
Observation
Oral presentation
Role play
Peer assessment
|
|
| 9 | 1-3 |
Listening and Speaking
|
Conversational Skills: Polite Interruption
|
By the end of the
lesson, the learner
should be able to:
- identify verbal and non-verbal forms of polite interruptions - apply turn-taking skills in different speaking contexts - use verbal and non-verbal cues to interrupt a conversation politely - acknowledge the importance of politeness in communication |
The learner is guided to:
- watch dialogues depicting turn-taking skills and interrupting politely - practise interrupting someone politely in pairs - identify instances of turn taking and polite interruptions - write examples of polite expressions on sticky notes |
How can you ensure that you do not dominate in a conversation?
|
KLB Head Start English Grade 7 pg. 100
Audio recordings Video clips Flash cards Sticky notes |
Observation
Oral presentation
Role play
Peer assessment
|
|
| 9-10 |
Mid term break |
||||||||
| 10 | 2 |
Listening and Speaking
|
Conversational Skills: Turn-taking
|
By the end of the
lesson, the learner
should be able to:
- identify ways of taking turns in a conversation - use turn-taking skills in varied contexts - create posters showing turn-taking skills - appreciate the importance of politeness in communication |
The learner is guided to:
- role-play conversations with turn-taking - hold a conversation about drug and substance abuse effects - recite a conversational choral verse in groups - create posters on turn-taking skills |
What shows that it is your turn to speak?
|
KLB Head Start English Grade 7 pg. 101
Audio recorder Manila paper Video clips Choral verse |
Role play
Oral presentations
Group performance
Observation
|
|
| 10 | 3 |
Reading 1
|
Reading Fluency: Speed and Accuracy
|
By the end of the
lesson, the learner
should be able to:
- identify instances of expressive reading from a reading or digital text - read a text at the right speed with accuracy - appreciate the importance of reading fluency in communication |
The learner is guided to:
- listen to news clips and comment on presenters' speed and accuracy - brainstorm ways of reading effectively - read texts with appropriate expressions and speed - time themselves while reading excerpts |
Why is it important to read fluently?
|
KLB Head Start English Grade 7 pg. 104
Audio clips Reading texts Stopwatch Digital devices |
Observation
Oral reading
Peer feedback
Timed reading exercises
|
|
| 10 | 4 |
Reading 1
|
Reading Fluency: Speed and Accuracy
|
By the end of the
lesson, the learner
should be able to:
- identify instances of expressive reading from a reading or digital text - read a text at the right speed with accuracy - appreciate the importance of reading fluency in communication |
The learner is guided to:
- listen to news clips and comment on presenters' speed and accuracy - brainstorm ways of reading effectively - read texts with appropriate expressions and speed - time themselves while reading excerpts |
Why is it important to read fluently?
|
KLB Head Start English Grade 7 pg. 104
Audio clips Reading texts Stopwatch Digital devices |
Observation
Oral reading
Peer feedback
Timed reading exercises
|
|
| 10 | 5 |
Reading 1
|
Reading Fluency: Expression
|
By the end of the
lesson, the learner
should be able to:
- read a text with appropriate expression - give feedback on peers' reading fluency - appreciate the importance of expression in reading |
The learner is guided to:
- read poems aloud with appropriate expressions - engage in paired reading activities - participate in choral verse reading - give and receive feedback on reading expression |
What makes a poem interesting to read?
|
KLB Head Start English Grade 7 pg. 106
Poem texts Choral verse Audio recordings Digital devices |
Oral reading
Peer assessment
Observation
Performance evaluation
|
|
| 11 | 1 |
Grammar in Use
|
Word Classes: Adverbs of Time
|
By the end of the
lesson, the learner
should be able to:
- identify adverbs of time in texts - use adverbs of time in sentences - acknowledge the value of adverbs of time in communication |
The learner is guided to:
- identify adverbs of time from a passage - construct sentences using adverbs of time - fill in blanks with appropriate adverbs of time - complete substitution tables with adverbs of time |
Why is it necessary to indicate when an activity takes place?
|
KLB Head Start English Grade 7 pg. 108
Reading passages Charts Flash cards Digital devices |
Written exercises
Oral questions
Sentence construction
Gap filling exercises
|
|
| 11 | 2 |
Grammar in Use
|
Word Classes: Adverbs of Time
|
By the end of the
lesson, the learner
should be able to:
- identify adverbs of time in texts - use adverbs of time in sentences - acknowledge the value of adverbs of time in communication |
The learner is guided to:
- identify adverbs of time from a passage - construct sentences using adverbs of time - fill in blanks with appropriate adverbs of time - complete substitution tables with adverbs of time |
Why is it necessary to indicate when an activity takes place?
|
KLB Head Start English Grade 7 pg. 108
Reading passages Charts Flash cards Digital devices |
Written exercises
Oral questions
Sentence construction
Gap filling exercises
|
|
| 11 | 3 |
Grammar in Use
|
Word Classes: Adverbs of Place and Manner
|
By the end of the
lesson, the learner
should be able to:
- identify adverbs of place and manner in texts - use adverbs of place and manner in sentences - acknowledge the importance of adverbs for effective communication |
The learner is guided to:
- identify adverbs of place and manner from passages - fill in blanks with adverbs of place and manner - construct sentences using adverbs - write dialogues using various types of adverbs |
How do we show where and how events happen?
|
KLB Head Start English Grade 7 pg. 110
Reading passages Flash cards Digital devices Charts |
Written exercises
Role play
Gap filling
Dialogue writing
|
|
| 11 | 4 |
Grammar in Use
|
Word Classes: Adverbs of Place and Manner
|
By the end of the
lesson, the learner
should be able to:
- identify adverbs of place and manner in texts - use adverbs of place and manner in sentences - acknowledge the importance of adverbs for effective communication |
The learner is guided to:
- identify adverbs of place and manner from passages - fill in blanks with adverbs of place and manner - construct sentences using adverbs - write dialogues using various types of adverbs |
How do we show where and how events happen?
|
KLB Head Start English Grade 7 pg. 110
Reading passages Flash cards Digital devices Charts |
Written exercises
Role play
Gap filling
Dialogue writing
|
|
| 11 | 5 |
Reading 2
|
Intensive Reading: Oral Literature-Songs (Lullabies)
|
By the end of the
lesson, the learner
should be able to:
- identify repeated words and phrases in lullabies - use appropriate techniques when performing lullabies - pick out key messages communicated in lullabies - appreciate the importance of lullabies in real life |
The learner is guided to:
- listen to audio recordings of lullabies - identify instances of repetition in lullabies - perform lullabies with appropriate techniques - discuss the functions of lullabies |
Why are lullabies important in our community?
|
KLB Head Start English Grade 7 pg. 112
Audio recordings Digital devices Resource person Lullaby texts |
Performance
Oral questions
Observation
Peer assessment
|
|
| 12 | 1 |
Reading 2
|
Intensive Reading: Oral Literature-Songs (Features of Lullabies)
|
By the end of the
lesson, the learner
should be able to:
- identify features of lullabies - compose and perform lullabies with appropriate techniques - relate lullabies to real life situations - appreciate the importance of lullabies in the community |
The learner is guided to:
- pick lullabies from different communities - discuss the features of lullabies - compose and perform lullabies in groups - analyze the messages in lullabies |
What features make a good lullaby?
|
KLB Head Start English Grade 7 pg. 114
Audio recorder Digital devices Resource person Sample lullabies |
Performance
Composition assessment
Peer evaluation
Observation
|
|
| 12 | 2 |
Reading 2
|
Intensive Reading: Oral Literature-Songs (Features of Lullabies)
|
By the end of the
lesson, the learner
should be able to:
- identify features of lullabies - compose and perform lullabies with appropriate techniques - relate lullabies to real life situations - appreciate the importance of lullabies in the community |
The learner is guided to:
- pick lullabies from different communities - discuss the features of lullabies - compose and perform lullabies in groups - analyze the messages in lullabies |
What features make a good lullaby?
|
KLB Head Start English Grade 7 pg. 114
Audio recorder Digital devices Resource person Sample lullabies |
Performance
Composition assessment
Peer evaluation
Observation
|
|
| 12 | 3 |
Writing
|
Mechanics of Writing: Commonly Misspelt Words
|
By the end of the
lesson, the learner
should be able to:
- recognise commonly misspelt words in texts - identify ways of correcting commonly misspelt words - value the relationship between accurate spelling and effective written communication |
The learner is guided to:
- mention words they find difficult to spell - check spelling of words in dictionaries - discuss ways of correcting commonly misspelt words - search for commonly misspelt words online |
How can we improve our spelling?
|
KLB Head Start English Grade 7 pg. 115
Dictionary Digital devices Word lists Crossword puzzles |
Spelling tests
Written exercises
Peer assessment
Crossword puzzle completion
|
|
| 12 | 4 |
Writing
|
Mechanics of Writing: Using Commonly Misspelt Words
|
By the end of the
lesson, the learner
should be able to:
- use commonly misspelt words correctly in written texts - create texts with correctly spelt words - value correct spelling for effective communication |
The learner is guided to:
- read and identify commonly misspelt words - write dictated words containing difficult spellings - use correct forms of irregular plurals - write a dialogue using commonly misspelt words |
What is the effect of correct spelling on communication?
|
KLB Head Start English Grade 7 pg. 116
Dictionary Digital devices Sample texts Crossword puzzles |
Dictation
Written composition
Crossword puzzle
Peer assessment
|
|
| 12 | 5 |
Writing
|
Mechanics of Writing: Using Commonly Misspelt Words
|
By the end of the
lesson, the learner
should be able to:
- use commonly misspelt words correctly in written texts - create texts with correctly spelt words - value correct spelling for effective communication |
The learner is guided to:
- read and identify commonly misspelt words - write dictated words containing difficult spellings - use correct forms of irregular plurals - write a dialogue using commonly misspelt words |
What is the effect of correct spelling on communication?
|
KLB Head Start English Grade 7 pg. 116
Dictionary Digital devices Sample texts Crossword puzzles |
Dictation
Written composition
Crossword puzzle
Peer assessment
|
|
Your Name Comes Here