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| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 2 | 1 |
DRUG AND SUBSTANCE ABUSE
Listening and Speaking Listening and Speaking |
Conversational Skills: Polite Interruption
Conversational Skills: Turn-taking |
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 KLB Head Start English Grade 7 pg. 101 Audio recorder Manila paper Choral verse |
Observation
Oral presentation
Role play
Peer assessment
|
|
| 2 | 2 |
Reading 1
|
Reading Fluency: Speed and Accuracy
Reading Fluency: Expression |
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 KLB Head Start English Grade 7 pg. 106 Poem texts Choral verse Audio recordings |
Observation
Oral reading
Peer feedback
Timed reading exercises
|
|
| 2 | 3 |
Grammar in Use
|
Word Classes: Adverbs of Time
Word Classes: Adverbs of Place and Manner |
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 KLB Head Start English Grade 7 pg. 110 Digital devices Charts |
Written exercises
Oral questions
Sentence construction
Gap filling exercises
|
|
| 2 | 4 |
Reading 2
|
Intensive Reading: Oral Literature-Songs (Lullabies)
Intensive Reading: Oral Literature-Songs (Features of 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 KLB Head Start English Grade 7 pg. 114 Audio recorder Sample lullabies |
Performance
Oral questions
Observation
Peer assessment
|
|
| 2 | 5 |
Writing
|
Mechanics of Writing: Commonly Misspelt Words
Mechanics of Writing: Using 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 KLB Head Start English Grade 7 pg. 116 Sample texts |
Spelling tests
Written exercises
Peer assessment
Crossword puzzle completion
|
|
| 3 | 1 |
NATURAL RESOURCES-FORESTS
Listening and Speaking Listening and Speaking |
Listening Comprehension: Clues for Details
Listening Comprehension: Note-taking |
By the end of the
lesson, the learner
should be able to:
- identify clues that signal details from a listening text - take detailed notes on a listening text - acknowledge the importance of listening for details |
The learner is guided to:
- listen to a text and identify words introducing details - search for signposts that introduce details - discuss kinds of details to look for in a text - identify expressions that signal details |
What factors interfere with one's ability to listen well?
|
KLB Head Start English Grade 7 pg. 119
Audio recordings Digital devices Charts Note-taking materials KLB Head Start English Grade 7 pg. 120 Note-taking materials Charts |
Observation
Oral questions
Note-taking assessment
Listening comprehension exercises
|
|
| 3 | 2 |
Reading 1
|
Intensive Reading: Information from Visuals
Intensive Reading: Interpreting Visuals |
By the end of the
lesson, the learner
should be able to:
- identify types of information conveyed by visuals for comprehension - interpret visuals for information - appreciate the importance of visual interpretation skills in different texts |
The learner is guided to:
- list common visuals like road signs and billboards - search for different types of information visuals convey - discuss issues that visuals can address - apply comprehension strategies to interpret visuals |
Why are pictures and photographs important in written texts?
|
KLB Head Start English Grade 7 pg. 122
Visual materials Digital devices Maps Charts Photographs KLB Head Start English Grade 7 pg. 123 National symbols Drawing materials |
Observation
Oral questions
Visual interpretation exercises
Story creation from visuals
|
|
| 3 | 3 |
Grammar in Use
|
Word Classes: Personal Pronouns
Word Classes: Possessive Pronouns |
By the end of the
lesson, the learner
should be able to:
- distinguish between personal and possessive pronouns in sentences - use personal pronouns in sentences appropriately - appreciate the value of proper use of pronouns |
The learner is guided to:
- identify personal pronouns in a passage - complete sentences using correct personal pronouns - make sentences using a substitution table - create sentences about class members using pronouns |
Why should we avoid unnecessary repetition?
|
KLB Head Start English Grade 7 pg. 124
Reading passages Charts Flash cards Digital devices KLB Head Start English Grade 7 pg. 127 |
Written exercises
Oral questions
Sentence construction
Chart evaluation
|
|
| 3 | 4 |
Reading 2
|
Intensive Reading: Minor Characters
Intensive Reading: Character Relationships |
By the end of the
lesson, the learner
should be able to:
- identify minor characters in a class reader - discuss the relationships between different minor characters in the class reader - appreciate the place of minor characters in the class reader |
The learner is guided to:
- read and identify minor characters in extracts - search for words and phrases describing relationships - discuss how characters relate with each other - hot seat different minor characters |
How can you tell the difference between a main and a minor character in a story?
|
KLB Head Start English Grade 7 pg. 129
Class reader Digital devices Character charts Role play props KLB Head Start English Grade 7 pg. 130 Character maps |
Hot seating
Character analysis
Oral presentations
Written exercises
|
|
| 3 | 5 |
Writing
|
Composition Writing: Pre-writing and Drafting
Composition Writing: Editing, Revising and Publishing |
By the end of the
lesson, the learner
should be able to:
- outline the steps in the writing process - gather and organize information for a narrative composition - acknowledge the role of writing fluency in communication |
The learner is guided to:
- watch videos on the writing process - discuss activities involved in each step - gather information for composition writing - outline information in note form |
How does one write a good composition?
|
KLB Head Start English Grade 7 pg. 132
Digital devices Sample compositions Mind maps Reference materials KLB Head Start English Grade 7 pg. 134 Editing checklists |
Mind map evaluation
Note-taking assessment
Draft composition review
Peer assessment
|
|
| 4 | 1 |
TRAVEL
Listening and Speaking Reading 1 |
Listening Comprehension: Explanatory Narratives
Intensive Reading: Reading for Interpretation |
By the end of the
lesson, the learner
should be able to:
- identify the characters from a listening text - sequence the events in explanatory narratives - explain the moral lessons in an explanatory narrative - acknowledge the importance of listening comprehension in communication |
The learner is guided to:
- listen to an explanatory narrative and retell it - search for information on explanatory narratives - discuss the behaviour of characters - identify and discuss moral lessons from narratives |
What are the functions of oral narratives?
|
KLB Head Start English Grade 7 pg. 137
Audio recordings Digital devices Resource person Story books KLB Head Start English Grade 7 pg. 139 Dictionary Poetry texts Reading materials |
Oral retelling
Moral lesson identification
Character analysis
Listening comprehension exercises
|
|
| 4 | 2 |
Grammar in Use
|
Word Classes: Simple Prepositions of Agent and Instrument
|
By the end of the
lesson, the learner
should be able to:
- identify simple prepositions of agent and instrument in texts - use prepositions of agent and instrument in sentences - appreciate the importance of well-formed sentences in communication |
The learner is guided to:
- identify prepositions in sentences - fill in blanks with prepositions of agent and instrument - construct sentences using prepositions - complete sentences using a substitution table |
What is the role of sentences in a text?
|
KLB Head Start English Grade 7 pg. 143
Reading passages Charts Digital devices Flashcards |
Written exercises
Gap filling
Sentence construction
Oral questions
|
|
| 4 | 3 |
Grammar in Use
Reading 2 |
Word Classes: Simple Prepositions of Direction
Intensive Reading: Human Characters in Poetry |
By the end of the
lesson, the learner
should be able to:
- identify prepositions of direction in texts - use prepositions of direction in sentences - attest to the importance of well-formed sentences in communication |
The learner is guided to:
- identify prepositions of direction in sentences - fill in blanks with prepositions of direction - construct sentences using a substitution table - create crossword puzzles with prepositions |
What constitutes a simple sentence?
|
KLB Head Start English Grade 7 pg. 145
Reading passages Crossword puzzles Digital devices Charts KLB Head Start English Grade 7 pg. 150 Poetry texts Sticky notes Character charts |
Written exercises
Crossword puzzles
Sentence construction
Peer assessment
|
|
| 4 | 4 |
Reading 2
Writing |
Intensive Reading: Character Traits in Poetry
Composition Writing: Self-Assessment of Introduction |
By the end of the
lesson, the learner
should be able to:
- relate human characters in poems to real life - describe the lessons learned from characters in poems - value the role of character analysis in poetry appreciation |
The learner is guided to:
- describe traits of characters using adjectives - share character descriptions on sticky notes - relate poem characters to real life people - discuss lessons learned from characters |
What can we learn from characters in poems?
|
KLB Head Start English Grade 7 pg. 152
Poetry texts Digital devices Sticky notes Role play props KLB Head Start English Grade 7 pg. 153 Sample compositions Assessment checklists Reference materials |
Character analysis
Written descriptions
Role play assessment
Oral presentations
|
|
| 4 | 5 |
Writing
Listening and Speaking |
Composition Writing: Self-Assessment of Body and Conclusion
Pronunciation: Consonant Sounds |
By the end of the
lesson, the learner
should be able to:
- write narrative compositions and assess the body and conclusion - identify and correct spelling, punctuation, and grammatical errors - value the importance of assessment in composition writing |
The learner is guided to:
- write a narrative composition about travel - use a checklist to assess body and conclusion - identify and correct errors in compositions - discuss importance of composition assessment |
How can one improve their composition writing skills?
|
KLB Head Start English Grade 7 pg. 154
Assessment checklists Digital devices Sample compositions Reference materials KLB Head Start English Grade 7 pg. 157 Audio recordings Tongue twisters Word lists |
Composition writing
Error identification
Self-assessment
Peer review
|
|
| 5 | 1 |
HEROES AND HEROINES IN KENYA
Listening and Speaking Reading 1 |
Pronunciation: Vowel Sounds and Word Stress
Extensive Reading: Selection of Fictional Materials |
By the end of the
lesson, the learner
should be able to:
- articulate correctly vowel sounds /ʊ/ and /uː/ in words - pronounce words correctly using stress - distinguish the meaning of words based on stress - acknowledge the importance of correct pronunciation in oral communication |
The learner is guided to:
- recite poems with focus on vowel sounds - practice saying words with short and long 'u' sounds - group words by vowel sounds - pronounce words with correct stress patterns |
Why do people find it difficult to pronounce some words?
|
KLB Head Start English Grade 7 pg. 159
Audio recordings Poetry texts Word lists Digital devices KLB Head Start English Grade 7 pg. 162 Storybooks Digital devices Reading journals Fiction collections |
Pronunciation exercises
Poem recitation
Word grouping
Stress pattern identification
|
|
| 5 | 2 |
Reading 1
Grammar in Use |
Extensive Reading: Comprehension of Fictional Materials
Word Classes: Conjunctions-and |
By the end of the
lesson, the learner
should be able to:
- read fictional texts for information and enjoyment - relate fictional texts to real life - value the role of fiction in developing imagination |
The learner is guided to:
- read fiction materials independently - dramatize sections of fictional texts - relate fictional ideas to real life - discuss elements of fiction in texts |
What should you consider when selecting fictional texts for reading?
|
KLB Head Start English Grade 7 pg. 164
Storybooks Digital devices Reading journals Fiction collections KLB Head Start English Grade 7 pg. 166 Reading passages Sentence strips Substitution tables |
Dramatization
Comprehension questions
Character analysis
Reading logs
|
|
| 5 | 3 |
Grammar in Use
Reading 2 |
Word Classes: Conjunctions-but and or
Intensive Reading: Sequence of Events in Class Reader |
By the end of the
lesson, the learner
should be able to:
- identify the conjunctions 'but' and 'or' in sentences - use the conjunctions 'but' and 'or' in sentences accurately - value the role of conjunctions in connecting ideas |
The learner is guided to:
- identify conjunctions in dialogues - construct sentences using 'but' and 'or' - complete sentences with appropriate conjunctions - write paragraphs using all three conjunctions |
Why is it important to use 'but' and 'or' correctly?
|
KLB Head Start English Grade 7 pg. 167
Reading passages Digital devices Substitution tables Sentence strips KLB Head Start English Grade 7 pg. 169 Class reader Sequence charts Note cards |
Written exercises
Paragraph writing
Sentence construction
Peer assessment
|
|
| 5 | 4 |
Reading 2
Writing |
Intensive Reading: Character Analysis in Class Reader
Creative Writing: Narrative Compositions |
By the end of the
lesson, the learner
should be able to:
- analyze the actions of characters in a class reader - relate the events in the class reader to real life - value the importance of character analysis in literary appreciation |
The learner is guided to:
- discuss how characters make the story flow - relate events in class reader to real life - discuss possible solutions to problems portrayed - create character charts for analysis |
How do characters contribute to the flow of a story?
|
KLB Head Start English Grade 7 pg. 171
Class reader Character charts Digital devices Note cards KLB Head Start English Grade 7 pg. 174 Sample compositions Planning templates Reference materials |
Character chart completion
Problem-solution analysis
Written responses
Oral presentations
|
|
| 5 | 5 |
MUSIC
Listening and Speaking Listening and Speaking |
Oral Presentations: Speeches
Oral Presentations: Delivering Speeches |
By the end of the
lesson, the learner
should be able to:
- identify occasions where speeches are presented - apply the features of oral presentations for effective communication - appreciate the importance of good oral presentation skills when delivering a speech |
The learner is guided to:
- discuss occasions where speeches are presented - search for features of oral presentations - listen to recorded grade-appropriate speeches - discuss importance of body language in speeches |
How can one deliver a speech effectively?
|
KLB Head Start English Grade 7 pg. 178
Audio recordings Digital devices Sample speeches Video clips KLB Head Start English Grade 7 pg. 179 Digital recording devices Presentation rubrics Speech templates |
Oral presentations
Peer assessment
Observation
Checklists
|
|
| 6 | 1 |
Reading 1
|
Study Skills: Note Making Formats
Study Skills: Creating Notes |
By the end of the
lesson, the learner
should be able to:
- identify the main and supporting points in texts - make notes from varieties of written texts - relate note-making to effective reading |
The learner is guided to:
- discuss importance of note making - read texts and select key points - identify text features for note making - organize notes using headings and subheadings |
Why is note-making important in reading?
|
KLB Head Start English Grade 7 pg. 180
Sample notes Digital devices Note-making templates Reading texts KLB Head Start English Grade 7 pg. 183 Mind map templates Reading texts Note-making guides |
Note-making exercises
Main idea identification
Supporting detail organization
Template completion
|
|
| 6 | 2 |
Grammar in Use
|
Word Classes: Articles
Word Classes: Possessives |
By the end of the
lesson, the learner
should be able to:
- identify articles in texts - use articles a, an, the correctly in sentences - acknowledge the importance of articles in communication |
The learner is guided to:
- read sentences and identify articles - identify articles in reading passages - fill in blanks with appropriate articles - construct sentences using articles |
Why is it important to use articles correctly?
|
KLB Head Start English Grade 7 pg. 185
Reading passages Word cards Digital devices Article charts KLB Head Start English Grade 7 pg. 187 Charts |
Written exercises
Gap filling
Sentence construction
Language games
|
|
| 6 | 3 |
Reading 2
|
Intensive Reading: Monster Narratives
Intensive Reading: Performance of Monster Narratives |
By the end of the
lesson, the learner
should be able to:
- identify characters in monster narratives - explain traits of characters in given monster narratives - relate monster narratives to real life situations - appreciate the importance of monster narratives in life |
The learner is guided to:
- describe monsters/ogres from stories - search for features of monster narratives - discuss what monsters represent - relate monster narratives to real life |
What is the relevance of oral narratives in modern society?
|
KLB Head Start English Grade 7 pg. 188
Monster narratives Digital devices Resource person Reference materials KLB Head Start English Grade 7 pg. 190 Digital recording devices Performance space Anthology templates Resource person |
Character identification
Narrative analysis
Oral presentations
Written responses
|
|
| 6 | 4 |
Writing
|
Functional Writing: Packing Lists
Functional Writing: Shopping Lists |
By the end of the
lesson, the learner
should be able to:
- identify ways of grouping items in packing lists - write a packing list for a specified event - recognize the importance of preparing a packing list in everyday life |
The learner is guided to:
- examine a sample packing list - discuss ways of grouping items on a list - create a packing list template - write a packing list for a specific event |
Why is it important to prepare a packing list?
|
KLB Head Start English Grade 7 pg. 192
Sample packing lists Digital devices Templates Reference materials KLB Head Start English Grade 7 pg. 193 Sample shopping lists |
Packing list assessment
Template creation
Item grouping exercises
Peer review
|
|
| 6 | 5 |
PROFESSIONS
Listening and Speaking |
Interviews
|
By the end of the
lesson, the learner
should be able to:
- Identify reasons for sitting an interview. - Articulate points clearly and confidently during an oral interview. - Respond confidently to questions during an interview. - Appreciate the importance of interviews in getting school placement and scholarships. |
The learner is guided to:
- Listen to audio clips on school placement and scholarship interviews. - Discuss reasons for sitting interviews. - Watch video clips on interviews. - Role-play interviews in pairs or small groups. - Record and share role-plays. |
Why are interviews important?
|
KLB Top Scholar pg. 197
Digital devices Audio clips Video clips |
Oral presentation
Observation
Peer assessment
Role play
|
|
| 7 | 1 |
Reading I
|
Extensive Reading: Non-fiction Materials
|
By the end of the
lesson, the learner
should be able to:
- Select reading materials from digital or non-digital sources. - Read grade appropriate non-fiction materials independently for lifelong learning. - Recommend to peers suitable non-fiction materials to read. - Appreciate the importance of reading for enjoyment. |
The learner is guided to:
- Identify non-fiction material to read. - Read texts on varied issues. - Skim through texts for main ideas. - Scan texts for specific information. - Prepare and maintain a reading log. - Recommend texts to peers. |
Why should we read non-fiction materials?
|
KLB Top Scholar pg. 199
Library Digital devices Online texts KLB Top Scholar pg. 201 Dictionary Digital devices |
Observation
Oral questions
Reading logs
Assessment rubric
|
|
| 7 | 2 |
Grammar in Use
|
Word Classes: Adjectives Formed from Nouns
Word Classes: Adjectives Formed from Verbs |
By the end of the
lesson, the learner
should be able to:
- Identify adjectives formed from nouns in texts. - Form adjectives from nouns using appropriate suffixes. - Appreciate the importance of proper use of adjectives in communication. |
The learner is guided to:
- Search for information on adjective formation. - Read texts and identify adjectives formed from nouns. - Form adjectives from nouns using suffixes like -ly, -y, -al, -ish, -ous, -ic, -ful. - Fill in blanks with correct adjective forms. - Construct sentences using formed adjectives. |
How are adjectives formed from nouns?
|
KLB Top Scholar pg. 203
Dictionary Digital devices KLB Top Scholar pg. 205 Digital devices Charts |
Written exercises
Oral questions
Sentence construction
Peer assessment
|
|
| 7 | 3 |
Reading II
|
Intensive Reading: Dilemma Narratives
|
By the end of the
lesson, the learner
should be able to:
- Describe the characters in a given dilemma narrative. - Recognise a closing formula as a feature of dilemma narratives. - Analyse the characters in a dilemma narrative. - Appreciate the importance of characters in dilemma narratives. |
The learner is guided to:
- Read a dilemma narrative. - Identify and describe the characters. - Discuss the closing formula in dilemma narratives. - Analyse character traits from actions and dialogue. - Discuss what makes dilemma narratives interesting. |
What are the qualities of a good narrator?
|
KLB Top Scholar pg. 207
Digital devices Dilemma narratives KLB Top Scholar pg. 209 Charts Digital devices |
Character analysis
Oral discussions
Written responses
Dramatization
|
|
| 7 | 4 |
Writing
|
Spelling: Antonyms, Synonyms and Numbers
|
By the end of the
lesson, the learner
should be able to:
- Recognise antonyms, synonyms in words from a selected text. - Use antonyms and synonyms correctly in writing. - Appreciate the usage of antonyms and synonyms in effective writing. |
The learner is guided to:
- Read texts and identify antonyms and synonyms. - Listen to dictation of texts with antonyms and synonyms. - Search for antonyms and synonyms from various sources. - Compile lists of antonyms and synonyms. - Use antonyms and synonyms in sentences. - Exchange work for peer assessment. |
Why is it important to tell the synonyms and antonyms of words?
|
KLB Top Scholar pg. 210
Dictionary Digital devices KLB Top Scholar pg. 213 Digital devices Crossword puzzles |
Written exercises
Dictation
Peer assessment
Sentence construction
|
|
| 7 | 5 |
TRADITIONAL FASHION
Listening and Speaking Listening and Speaking |
Listening to Respond: Views or Opinions
|
By the end of the
lesson, the learner
should be able to:
- List ways of expressing views/opinions in different contexts. - Use different expressions that indicate own views/opinions. - Acknowledge the value of one's views as a lifelong skill in communication. |
The learner is guided to:
- Listen to oral narratives and identify expressions of opinions. - Role-play different characters expressing opinions. - Search for information on expressing views. - Identify phrases used to express opinions. - Create charts with expressions of opinions. |
Why is it important to express one's opinion?
|
KLB Top Scholar pg. 216
Audio recordings Digital devices Manila paper KLB Top Scholar pg. 217 Charts with opinion expressions |
Oral presentation
Observation
Role play
Chart evaluation
|
|
| 8 | 1 |
Reading I
|
Intensive Reading: Comprehension
|
By the end of the
lesson, the learner
should be able to:
- Identify the main ideas in a text. - Use contextual clues to infer the meaning of words in a text. - Describe characters, ideas, or events in a text. - Value reading for comprehension. |
The learner is guided to:
- Read passages on traditional fashion. - Identify keywords and main ideas. - Infer meanings of words using contextual clues. - Visualize scenes described in the text. - Answer comprehension questions based on the passage. |
How can we tell the meaning of words and phrases in a text?
|
KLB Top Scholar pg. 218
Digital devices Reading texts KLB Top Scholar pg. 220 Reading texts Digital devices |
Written responses
Oral questions
Vocabulary tests
Comprehension exercises
|
|
| 8 | 2 |
Grammar in Use
|
Phrasal Verbs
|
By the end of the
lesson, the learner
should be able to:
- Identify phrasal verbs formed from put, come and give in a given text. - Explain the meaning of phrasal verbs in texts. - Appreciate the role of phrasal verbs in communication. |
The learner is guided to:
- Read texts with phrasal verbs. - Identify phrasal verbs in conversations. - Search for meanings of phrasal verbs. - Match phrasal verbs with their meanings. - Fill in blanks with appropriate phrasal verbs. |
Why should we use phrasal verbs correctly?
|
KLB Top Scholar pg. 221
Dictionary Digital devices KLB Top Scholar pg. 223 Digital devices Charts |
Gap-filling exercises
Matching activities
Oral questions
Written tests
|
|
| 8 | 3 |
Reading II
|
Class Reader: Main Ideas
|
By the end of the
lesson, the learner
should be able to:
- Identify the main ideas in a class reader. - Discuss the main ideas in the class reader. - Value the importance of identifying main ideas in a text. |
The learner is guided to:
- Read a section of the class reader. - Identify the main ideas. - Draw a sequence chart of main events. - Discuss lessons learned from the section. - Relate lessons to real-life situations. |
What would you consider when selecting a storybook to read?
|
KLB Top Scholar pg. 225
Class reader Charts KLB Top Scholar pg. 227 Digital devices |
Main idea identification
Oral discussion
Sequence charts
Written summary
|
|
| 8 | 4 |
Writing
|
The Writing Process: Dialogues
|
By the end of the
lesson, the learner
should be able to:
- Outline the format of a dialogue. - Recognize the structure of a dialogue. - Acknowledge the importance of the writing process in acquiring good writing skills. |
The learner is guided to:
- Study sample dialogues. - Identify the format and structure of dialogues. - Dramatize sample dialogues. - Fill in missing parts of a dialogue. - Discuss the writing process for dialogues. |
What should we consider before writing a dialogue?
|
KLB Top Scholar pg. 228
Sample dialogues Digital devices KLB Top Scholar pg. 230 Writing materials Sample dialogues |
Format identification
Dramatization
Gap-filling exercises
Oral discussion
|
|
| 8 | 5 |
LAND TRAVEL
Listening and Speaking Listening and Speaking |
Listening Comprehension: Extensive Listening
|
By the end of the
lesson, the learner
should be able to:
- Identify the key issues raised in songs addressing land travel. - Listen attentively to songs on land travel. - Use vocabulary identified from songs on land travel correctly. |
The learner is guided to:
- Listen to songs on local and international land travel. - Respond to comprehension questions on key issues. - Pick out key issues raised in songs on land travel. - Share ideas on key issues addressed in songs. |
How can we tell the main message in a song?
|
KLB Top Scholar pg. 232
Audio recordings Digital devices KLB Top Scholar pg. 234 |
Oral questions
Vocabulary tests
Comprehension exercises
Observation
|
|
| 9 |
Halfterm |
||||||||
| 10 | 1 |
Reading I
|
Intensive Reading: Comprehension Strategies
|
By the end of the
lesson, the learner
should be able to:
- Identify key ideas from a passage. - Summarise key ideas from a passage. - Create mental images from the events in a passage. - Value the role of comprehension strategies in reading. |
The learner is guided to:
- Read passages on land travel issues. - Identify the main ideas in the passages. - Discuss opinions about characters or ideas. - Summarise key ideas through paraphrasing. - Create mental images from descriptions. |
What is the importance of reading a passage?
|
KLB Top Scholar pg. 233
Reading passages Digital devices KLB Top Scholar pg. 235 |
Summary writing
Main idea identification
Oral discussion
Written responses
|
|
| 10 | 2 |
Grammar in Use
|
Sentences: Simple Sentences
|
By the end of the
lesson, the learner
should be able to:
- Identify simple sentences from varied texts. - Explain the structure of simple sentences. - Appreciate the role of simple sentences in communication. |
The learner is guided to:
- Read texts and identify simple sentences. - Listen to stories and write down simple sentences. - Distinguish between simple and other sentence types. - Identify subject and verb in simple sentences. - Search for articles with simple sentences. |
What is the role of sentences in a text?
|
KLB Top Scholar pg. 236
Lesson notes Digital devices Charts |
Sentence identification
Oral questions
Written exercises
Observation
|
|
| 10 | 3 |
Grammar in Use
Reading II |
Sentences: Simple Sentences
Oral Literature: Praise Songs |
By the end of the
lesson, the learner
should be able to:
- Construct simple sentences on a variety of issues. - Apply simple sentences in conversations. - Value the importance of using variety of sentences in communication. |
The learner is guided to:
- Make sentences from mind maps. - Complete substitution tables with simple sentences. - Hold conversations using simple sentences. - Write dialogues using simple sentences. - Tell chain stories using simple sentences. |
What constitutes a simple sentence?
|
KLB Top Scholar pg. 238
Mind maps Substitution tables Digital devices KLB Top Scholar pg. 239 Audio recordings |
Sentence construction
Dialogue writing
Chain story assessment
Peer evaluation
|
|
| 10 | 4 |
Reading II
Writing |
Oral Literature: Praise Songs
Creative Writing: Narrative Composition |
By the end of the
lesson, the learner
should be able to:
- Perform praise songs sung in their immediate environment. - Collaborate with peers in performing praise songs. - Value the cultural significance of praise songs. |
The learner is guided to:
- Identify praise songs from their community. - Practice singing praise songs. - Perform praise songs to the class. - Collaborate in group performances. - Share experiences after performances. |
What are the qualities of a good singer?
|
KLB Top Scholar pg. 240
Audio recordings Digital devices KLB Top Scholar pg. 241 Dictionary |
Performance assessment
Collaboration observation
Peer evaluation
Presentation skills
|
|
| 10 | 5 |
Writing
Listening and Speaking |
Creative Writing: Narrative Composition
Pronunciation: Consonant Sounds |
By the end of the
lesson, the learner
should be able to:
- Create well-written narrative compositions using specified idioms. - Apply the writing process in narrative composition. - Value the role of planning in narrative writing. |
The learner is guided to:
- Plan narrative compositions about journeys. - Incorporate idioms in narratives. - Write narratives following plans. - Exchange compositions for peer review. - Revise narratives based on feedback. |
What is the importance of using idioms in communication?
|
KLB Top Scholar pg. 243
Writing materials Sample narratives KLB Top Scholar pg. 245 Audio recordings Digital devices |
Narrative writing
Peer assessment
Idiom usage evaluation
Final composition
|
|
| 11 | 1 |
SPORTS-OUTDOOR GAMES
Listening and Speaking Reading I |
Pronunciation: Intonation
Study Skills: Summarising |
By the end of the
lesson, the learner
should be able to:
- Use correct intonation for yes/no and wh-questions. - Ask questions using appropriate intonation. - Value the role of intonation in effective communication. |
The learner is guided to:
- Listen to conversations with questions. - Identify rising and falling intonation. - Practice asking yes/no and wh-questions. - Role-play conversations using appropriate intonation. - Record dialogues for self-assessment. |
How can one improve his or her pronunciation?
|
KLB Top Scholar pg. 247
Audio recordings Digital devices KLB Top Scholar pg. 248 Sample texts |
Question formation
Intonation assessment
Role play evaluation
Recording analysis
|
|
| 11 | 2 |
Reading I
Grammar in Use |
Study Skills: Summarising
Sentences: Subject-verb Agreement |
By the end of the
lesson, the learner
should be able to:
- Write a summary of ideas from varied texts. - Apply summarizing techniques to different texts. - Appreciate the importance of summarising in effective reading. |
The learner is guided to:
- Make notes of main ideas from texts. - Write summaries from notes. - Edit summaries for clarity and conciseness. - Share summaries for peer feedback. - Discuss the purpose of summarizing. |
What factors should one consider when summarising an event?
|
KLB Top Scholar pg. 250
Sample texts Digital devices KLB Top Scholar pg. 251 Charts Digital devices Sample texts |
Summary writing
Note-making assessment
Peer evaluation
Editing skills
|
|
| 11 | 3 |
Grammar in Use
Reading II |
Sentences: Subject-verb Agreement
Class Reader: Features of Style |
By the end of the
lesson, the learner
should be able to:
- Construct sentences ensuring subject-verb agreement. - Edit sentences for correct subject-verb agreement. - Value the importance of correct grammar in communication. |
The learner is guided to:
- Choose correct verb forms for given subjects. - Construct sentences with proper agreement. - Edit sentences with agreement errors. - Create oral sentences about sports. - Share sentences for peer assessment. |
Why is it important to use the correct form of verbs with subjects?
|
KLB Top Scholar pg. 253
Charts Digital devices KLB Top Scholar pg. 255 Class reader |
Sentence construction
Editing exercises
Oral presentation
Peer assessment
|
|
| 11 | 4 |
Reading II
Writing |
Class Reader: Features of Style
Creative Writing: Descriptive Writing |
By the end of the
lesson, the learner
should be able to:
- Identify dialogue in the class reader. - Role-play dialogue from the class reader. - Value the importance of style in literary appreciation. |
The learner is guided to:
- Identify dialogue in the class reader. - Discuss how dialogue helps understand characters. - Role-play selected dialogues. - Record role-plays for assessment. - Discuss real-life applications of stylistic devices. |
How do stylistic devices enhance understanding of a text?
|
KLB Top Scholar pg. 257
Class reader Digital devices KLB Top Scholar pg. 259 Sample descriptive texts |
Dialogue identification
Role play assessment
Recording analysis
Discussion participation
|
|
| 11 | 5 |
Writing
Listening and Speaking |
Creative Writing: Descriptive Writing
Oral Reports: Events within the Classroom |
By the end of the
lesson, the learner
should be able to:
- Write a descriptive composition on a given subject. - Apply descriptive techniques in writing. - Appreciate the importance of creative writing in communication. |
The learner is guided to:
- Plan descriptive compositions on sports. - Draft descriptive compositions. - Include vivid sensory details. - Share compositions for peer review. - Revise compositions based on feedback. |
What makes a description vivid and effective?
|
KLB Top Scholar pg. 262
Writing materials Sample descriptions KLB Top Scholar pg. 265 Sample reports Digital devices |
Descriptive writing
Peer assessment
Sensory detail usage
Final composition evaluation
|
|
| 12 | 1 |
TOURIST ATTRACTION SITES IN KENYA
Listening and Speaking Reading I |
Oral Reports: Events within the Classroom
Reading Fluency |
By the end of the
lesson, the learner
should be able to:
- Present an oral report on events that occur within the classroom. - Use appropriate voice projection, tone variation and non-verbal cues. - Value the importance of clear delivery in oral presentations. |
The learner is guided to:
- Practice voice projection and tone variation. - Use non-verbal cues appropriately. - Present oral reports on classroom events. - Record presentations for self-evaluation. - Give and receive feedback on presentations. |
What aspects make an oral presentation effective?
|
KLB Top Scholar pg. 267
Digital devices Notes from previous lesson KLB Top Scholar pg. 268 Reading passages Audio recordings |
Oral presentation
Voice projection assessment
Non-verbal communication
Peer evaluation
|
|
| 12 | 2 |
Reading I
Grammar in Use |
Reading Fluency
Affirmative and Negative Sentences |
By the end of the
lesson, the learner
should be able to:
- Apply fluency strategies while reading. - Read with accuracy, appropriate speed, and expression. - Appreciate the role of reading fluency in communication. |
The learner is guided to:
- Practice previewing and prediction. - Apply skimming for main ideas. - Use scanning for specific information. - Read aloud with expression. - Time their reading and assess progress. |
Why is reading fluency important for comprehension?
|
KLB Top Scholar pg. 270
Reading passages Digital devices Timers KLB Top Scholar pg. 272 Sample sentences Digital devices |
Timed reading
Expression assessment
Strategy application
Peer feedback
|
|
| 12 | 3 |
Grammar in Use
Reading II |
Affirmative and Negative Sentences
Poetry |
By the end of the
lesson, the learner
should be able to:
- Construct affirmative and negative sentences. - Convert affirmative sentences to negative and vice versa. - Appreciate the importance of using appropriate sentence types. |
The learner is guided to:
- Change affirmative sentences to negative. - Change negative sentences to affirmative. - Construct original affirmative and negative sentences. - Hold conversations using both sentence types. - Write dialogues using both sentence types. |
When do we use negative statements?
|
KLB Top Scholar pg. 274
Charts Digital devices KLB Top Scholar pg. 275 Poems |
Sentence conversion
Sentence construction
Dialogue writing
Conversation assessment
|
|
| 12 | 4 |
Reading II
Writing |
Poetry
Functional Writing: Notices |
By the end of the
lesson, the learner
should be able to:
- Analyse ideas in poems. - Dramatise poems about tourist attractions. - Appreciate the role of poetry in conveying ideas. |
The learner is guided to:
- Identify ideas in poems using title and content. - Discuss how repetition helps convey ideas. - Create mind maps of ideas in poems. - Dramatise poems using placards. - Relate poems to real-life experiences. |
What makes a poem interesting to read?
|
KLB Top Scholar pg. 276
Poems Digital devices Mind maps KLB Top Scholar pg. 277 Sample notices Digital devices |
Idea analysis
Mind map creation
Dramatisation
Real-life connection
|
|
| 12 | 5 |
Writing
|
Functional Writing: Posters
|
By the end of the
lesson, the learner
should be able to:
- Design notices and posters on current issues. - Apply the correct format in creating notices and posters. - Appreciate the role of notices and posters in information dissemination. |
The learner is guided to:
- Study sample posters. - Identify differences between notices and posters. - Create notices about school events. - Design posters about tourist attractions. - Display notices and posters for peer review. |
What makes a poster effective?
|
KLB Top Scholar pg. 279
Sample posters Digital devices Art materials |
Notice creation
Poster design
Format application
Peer assessment
|
|
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