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| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 6 | 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
|
|
| 6 | 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
|
|
| 6 | 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
|
|
| 6 | 4 |
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
|
|
| 6 | 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
|
|
| 7 | 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
|
|
| 7 | 2 |
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
|
|
| 7 | 3 |
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
|
|
| 7 | 4 |
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
|
|
| 7 | 5 |
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
|
|
| 8 | 1 |
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
|
|
| 8 | 2 |
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
|
|
| 8 | 3 |
TRAVEL
Listening and Speaking |
Listening Comprehension: Explanatory Narratives
|
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 |
Oral retelling
Moral lesson identification
Character analysis
Listening comprehension exercises
|
|
| 8 | 4 |
Reading 1
|
Intensive Reading: Reading for Interpretation
|
By the end of the
lesson, the learner
should be able to:
- distinguish main ideas from supporting details from poems - use contextual clues to infer the meaning of words and phrases in a text - make connections between events in a poem and real life - acknowledge the role of reading comprehension in lifelong learning |
The learner is guided to:
- discuss what reading for interpretation entails - visualize events, people, and places in poems - infer meanings of vocabulary based on context - use digital devices to check meaning of words |
How can you identify the message in a poem?
|
KLB Head Start English Grade 7 pg. 139
Digital devices Dictionary Poetry texts Reading materials |
Poem analysis
Vocabulary exercises
Written responses
Oral presentations
|
|
| 8 | 5 |
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
|
|
| 9 |
Midterm |
||||||||
| 10 | 1 |
Grammar in Use
|
Word Classes: Simple Prepositions of Direction
|
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 |
Written exercises
Crossword puzzles
Sentence construction
Peer assessment
|
|
| 10 | 2 |
Reading 2
|
Intensive Reading: Human Characters in Poetry
|
By the end of the
lesson, the learner
should be able to:
- identify the human characters in a set of poems - use adjectives to describe the traits of human characters in a set of poems - appreciate the importance of human characters in poetry |
The learner is guided to:
- read a poem and identify human characters - search for adjectives to describe characters - discuss what each character does or says - role-play a poem to highlight character actions |
Why are human characters important in poetry?
|
KLB Head Start English Grade 7 pg. 150
Poetry texts Digital devices Sticky notes Character charts |
Character identification
Role play assessment
Adjective usage
Oral presentations
|
|
| 10 | 3 |
Reading 2
|
Intensive Reading: Character Traits in Poetry
|
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 |
Character analysis
Written descriptions
Role play assessment
Oral presentations
|
|
| 10 | 4 |
Writing
|
Composition Writing: Self-Assessment of Introduction
|
By the end of the
lesson, the learner
should be able to:
- identify steps involved in the assessment of narrative compositions - assess the introduction of narrative compositions - appreciate the importance of assessment in improving narrative composition writing |
The learner is guided to:
- read and identify features of a well-written introduction - search for information on self-assessment - use a checklist to assess narrative introductions - give feedback on peer compositions |
Which things make a narrative composition memorable?
|
KLB Head Start English Grade 7 pg. 153
Sample compositions Assessment checklists Digital devices Reference materials |
Composition assessment
Checklist completion
Peer feedback
Self-assessment
|
|
| 10 | 5 |
Writing
|
Composition Writing: Self-Assessment of Introduction
|
By the end of the
lesson, the learner
should be able to:
- identify steps involved in the assessment of narrative compositions - assess the introduction of narrative compositions - appreciate the importance of assessment in improving narrative composition writing |
The learner is guided to:
- read and identify features of a well-written introduction - search for information on self-assessment - use a checklist to assess narrative introductions - give feedback on peer compositions |
Which things make a narrative composition memorable?
|
KLB Head Start English Grade 7 pg. 153
Sample compositions Assessment checklists Digital devices Reference materials |
Composition assessment
Checklist completion
Peer feedback
Self-assessment
|
|
| 11 | 1 |
HEROES AND HEROINES IN KENYA
Listening and Speaking |
Pronunciation: Consonant Sounds
|
By the end of the
lesson, the learner
should be able to:
- identify words with the sounds /t/, /d/, /l/ and /r/ from a text - pronounce words with the sounds /t/, /d/, /l/ and /r/ in sentences - acknowledge the importance of correct pronunciation in oral communication |
The learner is guided to:
- role-play a dialogue with focus on pronunciation - practice saying word pairs with target sounds - identify words with sounds /t/, /d/, /l/ and /r/ - say tongue twisters with target sounds |
Why should you pronounce words correctly?
|
KLB Head Start English Grade 7 pg. 157
Audio recordings Digital devices Tongue twisters Word lists |
Pronunciation exercises
Tongue twister performance
Oral reading
Peer assessment
|
|
| 11 | 2 |
Listening and Speaking
|
Pronunciation: Vowel Sounds and Word Stress
|
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 |
Pronunciation exercises
Poem recitation
Word grouping
Stress pattern identification
|
|
| 11 | 3 |
Reading 1
|
Extensive Reading: Selection of Fictional Materials
|
By the end of the
lesson, the learner
should be able to:
- identify a variety of fictional texts for extensive reading - select appropriate fictional texts for reading - appreciate the importance of fiction in life |
The learner is guided to:
- identify fictional material by examining cover page, blurb, and title - read texts on national heroes and heroines - list new words and phrases encountered - retell stories in their own words |
Why is it important to read fictional materials?
|
KLB Head Start English Grade 7 pg. 162
Storybooks Digital devices Reading journals Fiction collections |
Reading logs
Vocabulary lists
Story retelling
Observation
|
|
| 11 | 4 |
Reading 1
|
Extensive Reading: Comprehension of Fictional Materials
|
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 |
Dramatization
Comprehension questions
Character analysis
Reading logs
|
|
| 11 | 5 |
Grammar in Use
|
Word Classes: Conjunctions-and
|
By the end of the
lesson, the learner
should be able to:
- identify the conjunction 'and' in sentences - use the conjunction 'and' in sentences accurately - appreciate the importance of proper use of conjunctions in communication |
The learner is guided to:
- role-play conversations with conjunctions - identify the conjunction 'and' in sentences - fill in blanks with appropriate conjunctions - construct sentences using the conjunction 'and' |
Why should we use conjunctions correctly?
|
KLB Head Start English Grade 7 pg. 166
Reading passages Digital devices Sentence strips Substitution tables |
Written exercises
Sentence construction
Gap filling
Oral presentations
|
|
| 12 | 1 |
Grammar in Use
|
Word Classes: Conjunctions-but and or
|
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 |
Written exercises
Paragraph writing
Sentence construction
Peer assessment
|
|
| 12 | 2 |
Grammar in Use
|
Word Classes: Conjunctions-but and or
|
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 |
Written exercises
Paragraph writing
Sentence construction
Peer assessment
|
|
| 12 | 3 |
Reading 2
|
Intensive Reading: Sequence of Events in Class Reader
|
By the end of the
lesson, the learner
should be able to:
- explain the sequence of events in a class reader - make short notes on the sequence of events in a class reader - appreciate reading works of art for information and enjoyment |
The learner is guided to:
- read sections of a class reader - dramatize parts of the class reader - outline actions of characters in the section - use a sequence chart to show order of events |
What marks the climax of a story?
|
KLB Head Start English Grade 7 pg. 169
Class reader Sequence charts Digital devices Note cards |
Sequence chart completion
Dramatization
Note-taking assessment
Character analysis
|
|
| 12 | 4 |
Reading 2
|
Intensive Reading: Character Analysis in Class Reader
|
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 |
Character chart completion
Problem-solution analysis
Written responses
Oral presentations
|
|
| 12 | 5 |
Writing
|
Creative Writing: Narrative Compositions
|
By the end of the
lesson, the learner
should be able to:
- identify features of narrative composition in creative writing - create well-written narrative compositions on a variety of topics - appreciate the importance of writing in day-to-day life |
The learner is guided to:
- search for features of a well-written narrative - read samples of narrative compositions - plan a narrative about a hero/heroine - write a narrative composition (240 words) |
Which things make a narrative composition memorable?
|
KLB Head Start English Grade 7 pg. 174
Sample compositions Digital devices Planning templates Reference materials |
Composition assessment
Planning template completion
Peer evaluation
Chart creation
|
|
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