If this scheme pleases you, click here to download.
| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 2 |
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
|
|
| 1 | 3-4 |
Listening and Speaking
Reading 1 |
Conversational Skills: Turn-taking
Reading Fluency: Speed and Accuracy Reading Fluency: Expression |
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 - read a text with appropriate expression - give feedback on peers' reading fluency - appreciate the importance of expression in reading |
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 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 shows that it is your turn to speak?
What makes a poem interesting to read? |
KLB Head Start English Grade 7 pg. 101
Audio recorder Manila paper Video clips Choral verse 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 Digital devices |
Role play
Oral presentations
Group performance
Observation
Oral reading Peer assessment Observation Performance evaluation |
|
| 1 | 5 |
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
|
|
| 2 | 1 |
Grammar in Use
Reading 2 |
Word Classes: Adverbs of Place and Manner
Intensive Reading: Oral Literature-Songs (Lullabies) |
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 KLB Head Start English Grade 7 pg. 112 Audio recordings Resource person Lullaby texts |
Written exercises
Role play
Gap filling
Dialogue writing
|
|
| 2 | 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
|
|
| 2 | 3-4 |
Writing
Writing Listening and Speaking |
Mechanics of Writing: Commonly Misspelt Words
Mechanics of Writing: Using Commonly Misspelt Words Listening Comprehension: Clues for Details |
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 - 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:
- 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 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 |
How can we improve our spelling?
What is the effect of correct spelling on communication? |
KLB Head Start English Grade 7 pg. 115
Dictionary Digital devices Word lists Crossword puzzles KLB Head Start English Grade 7 pg. 116 Dictionary Digital devices Sample texts Crossword puzzles KLB Head Start English Grade 7 pg. 119 Audio recordings Charts Note-taking materials |
Spelling tests
Written exercises
Peer assessment
Crossword puzzle completion
Dictation Written composition Crossword puzzle Peer assessment |
|
| 2 | 5 |
NATURAL RESOURCES-FORESTS
Listening and Speaking |
Listening Comprehension: Note-taking
|
By the end of the
lesson, the learner
should be able to:
- listen and identify words that introduce different details - take notes of details from a listening text - acknowledge the importance of listening for details |
The learner is guided to:
- read aloud texts while partners take notes - compare notes and make improvements - display notes for review - discuss importance of listening for details |
How can you tell that people are listening attentively?
|
KLB Head Start English Grade 7 pg. 120
Audio recordings Digital devices Note-taking materials Charts |
Note-taking assessment
Peer evaluation
Observation
Oral presentations
|
|
| 3 | 1 |
Reading 1
|
Intensive Reading: Information from 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 |
Observation
Oral questions
Visual interpretation exercises
Story creation from visuals
|
|
| 3 | 2 |
Reading 1
|
Intensive Reading: Interpreting Visuals
|
By the end of the
lesson, the learner
should be able to:
- interpret visuals for specific information - create stories or songs from visuals - discuss visuals of national importance - appreciate the importance of visual interpretation skills |
The learner is guided to:
- look at visuals and discuss questions about them - create stories from pictures - discuss visuals of national importance - create simple visuals through drawing or photography |
How can visuals help us understand messages better?
|
KLB Head Start English Grade 7 pg. 123
Visual materials Digital devices National symbols Drawing materials |
Story creation assessment
Visual interpretation exercises
Peer assessment
Oral presentations
|
|
| 3 | 3-4 |
Grammar in Use
Reading 2 |
Word Classes: Personal Pronouns
Word Classes: Possessive Pronouns Intensive Reading: Minor Characters |
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 - 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:
- 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 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 |
Why should we avoid unnecessary repetition?
How can you tell the difference between a main and a minor character in a story? |
KLB Head Start English Grade 7 pg. 124
Reading passages Charts Flash cards Digital devices KLB Head Start English Grade 7 pg. 127 KLB Head Start English Grade 7 pg. 129 Class reader Digital devices Character charts Role play props |
Written exercises
Oral questions
Sentence construction
Chart evaluation
Hot seating Character analysis Oral presentations Written exercises |
|
| 3 | 5 |
Reading 2
|
Intensive Reading: Character Relationships
|
By the end of the
lesson, the learner
should be able to:
- identify the relations between minor characters in a class reader - link characters' reactions to their relationships - appreciate the importance of character analysis in literary works |
The learner is guided to:
- analyze character relationships in the class reader - create a character relationship map - dramatize interactions between minor characters - discuss the importance of minor characters |
How would you describe the behaviour of your classmates?
|
KLB Head Start English Grade 7 pg. 130
Class reader Character maps Digital devices Role play props |
Character map assessment
Role play evaluation
Written analysis
Observation
|
|
| 4 | 1 |
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 | 2 |
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
|
|
| 4 | 3-4 |
Reading 1
Grammar in Use |
Intensive Reading: Reading for Interpretation
Word Classes: Simple Prepositions of Agent and Instrument |
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 - 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:
- 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 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 |
How can you identify the message in a poem?
What is the role of sentences in a text? |
KLB Head Start English Grade 7 pg. 139
Digital devices Dictionary Poetry texts Reading materials KLB Head Start English Grade 7 pg. 143 Reading passages Charts Digital devices Flashcards |
Poem analysis
Vocabulary exercises
Written responses
Oral presentations
Written exercises Gap filling Sentence construction Oral questions |
|
| 4 | 5 |
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
|
|
| 5 | 1 |
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
|
|
| 5 | 2 |
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
|
|
| 5 | 3-4 |
Writing
Listening and Speaking HEROES AND HEROINES IN KENYA Listening and Speaking |
Composition Writing: Self-Assessment of Body and Conclusion
Pronunciation: Consonant Sounds Pronunciation: Vowel Sounds and Word Stress |
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 - 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:
- 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 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 |
How can one improve their composition writing skills?
Why do people find it difficult to pronounce some words? |
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 KLB Head Start English Grade 7 pg. 159 Audio recordings Poetry texts Word lists Digital devices |
Composition writing
Error identification
Self-assessment
Peer review
Pronunciation exercises Poem recitation Word grouping Stress pattern identification |
|
| 5 | 5 |
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
|
|
| 6 | 1 |
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
|
|
| 6 | 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
|
|
| 6 | 3-4 |
Reading 2
|
Intensive Reading: Sequence of Events in Class Reader
Intensive Reading: Character Analysis 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 - 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:
- 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 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 |
What marks the climax of a story?
How do characters contribute to the flow of a story? |
KLB Head Start English Grade 7 pg. 169
Class reader Sequence charts Digital devices Note cards KLB Head Start English Grade 7 pg. 171 Class reader Character charts Digital devices Note cards |
Sequence chart completion
Dramatization
Note-taking assessment
Character analysis
Character chart completion Problem-solution analysis Written responses Oral presentations |
|
| 6 | 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
|
|
| 7 |
Mid-term exam |
||||||||
| 8 |
Midterm |
||||||||
| 9 | 1 |
MUSIC
Listening and Speaking |
Oral Presentations: 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 |
Oral presentations
Peer assessment
Observation
Checklists
|
|
| 9 | 2 |
Listening and Speaking
|
Oral Presentations: 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 |
Oral presentations
Peer assessment
Observation
Checklists
|
|
| 9 | 3-4 |
Listening and Speaking
|
Oral Presentations: 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 |
Oral presentations
Peer assessment
Observation
Checklists
|
|
| 9 | 5 |
Listening and Speaking
|
Oral Presentations: 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 |
Oral presentations
Peer assessment
Observation
Checklists
|
|
| 10 | 1 |
Listening and Speaking
|
Oral Presentations: Delivering Speeches
|
By the end of the
lesson, the learner
should be able to:
- rehearse speeches using appropriate presentation techniques - deliver speeches with confidence and proper expression - value the importance of preparation in speech delivery |
The learner is guided to:
- practice presenting a speech in groups - write short speeches on importance of music - present speeches with appropriate techniques - record presentations for feedback and improvement |
What makes a speech interesting?
|
KLB Head Start English Grade 7 pg. 179
Digital recording devices Sample speeches Presentation rubrics Speech templates |
Speech delivery assessment
Recording evaluation
Peer feedback
Self-assessment
|
|
| 10 | 2 |
Reading 1
|
Study Skills: Note Making Formats
|
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 |
Note-making exercises
Main idea identification
Supporting detail organization
Template completion
|
|
| 10 | 3-4 |
Reading 1
Grammar in Use |
Study Skills: Creating Notes
Word Classes: Articles Word Classes: Possessives |
By the end of the
lesson, the learner
should be able to:
- identify keywords and main points in texts - organize information using notes and mind maps - appreciate the importance of note-making in studying - identify possessives in texts - use possessives in sentences - acknowledge the importance of possessives for effective communication |
The learner is guided to:
- select key points from passages - identify supporting details for main points - create table notes with key information - develop mind maps to organize information The learner is guided to: - read sentences and identify possessives - underline possessives in paragraphs - fill in blanks with appropriate possessives - compose songs using possessives and articles |
How can we organize information effectively?
How can we show ownership in English? |
KLB Head Start English Grade 7 pg. 183
Mind map templates Digital devices Reading texts Note-making guides KLB Head Start English Grade 7 pg. 185 Reading passages Word cards Article charts KLB Head Start English Grade 7 pg. 187 Reading passages Word cards Digital devices Charts |
Mind map assessment
Note organization
Table completion
Peer review
Written exercises Song composition Gap filling Peer assessment |
|
| 10 | 5 |
Reading 2
|
Intensive Reading: 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 |
Character identification
Narrative analysis
Oral presentations
Written responses
|
|
| 11 | 1 |
Reading 2
|
Intensive Reading: Performance of Monster Narratives
|
By the end of the
lesson, the learner
should be able to:
- narrate monster narratives from their immediate environment - dramatize monster narratives with appropriate techniques - collect and analyze monster narratives from the community - value the moral lessons in monster narratives |
The learner is guided to:
- act out monster narratives - discuss character traits in monster narratives - collect narratives from the community - compile narratives into an anthology |
What should one consider when collecting narratives among people of varied socio-cultural backgrounds?
|
KLB Head Start English Grade 7 pg. 190
Digital recording devices Performance space Anthology templates Resource person |
Performance assessment
Anthology compilation
Character analysis
Moral lesson identification
|
|
| 11 | 2 |
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
|
|
| 11 | 3-4 |
TOURIST ATTRACTION SITES IN KENYA
Listening and Speaking |
Oral Reports: Events within the Classroom
|
By the end of the
lesson, the learner
should be able to:
- Outline the organisation of an oral report of events. - Plan an oral report on classroom events. - Appreciate the value of oral reports in communication. - 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:
- Discuss what makes a good oral report. - Identify parts of an oral report. - Listen to sample oral reports. - Gather information about classroom events. - Make notes for an oral report. 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. |
How can you make an oral report presentation interesting?
What aspects make an oral presentation effective? |
KLB Top Scholar pg. 265
Sample reports Digital devices KLB Top Scholar pg. 267 Digital devices Notes from previous lesson |
Organisation identification
Note-making assessment
Discussion participation
Observation
Oral presentation Voice projection assessment Non-verbal communication Peer evaluation |
|
| 11 | 5 |
Reading I
|
Reading Fluency
|
By the end of the
lesson, the learner
should be able to:
- Recognise the use of fluency strategies in the reading process. - Identify what makes a good reader. - Value the importance of reading fluency. |
The learner is guided to:
- Listen to model reading. - Identify characteristics of fluent reading. - Discuss reading strategies. - Practice pronunciation of difficult words. - Read passages with appropriate pacing. |
How can you improve your reading fluency?
|
KLB Top Scholar pg. 268
Reading passages Audio recordings KLB Top Scholar pg. 270 Digital devices Timers |
Reading assessment
Strategy identification
Pronunciation check
Pacing evaluation
|
|
| 12 |
End term exams |
||||||||
| 13 | 1 |
Grammar in Use
|
Affirmative and Negative Sentences
|
By the end of the
lesson, the learner
should be able to:
- Differentiate between affirmative and negative sentences. - Identify affirmative and negative sentences in texts. - Value the expressive role of sentences in communication. |
The learner is guided to:
- Compare affirmative and negative sentences. - Identify affirmative and negative sentences in texts. - Role-play dialogues with both sentence types. - Group sentences into affirmative and negative. - Discuss the difference in meaning between sentence types. |
When do we use affirmative statements?
|
KLB Top Scholar pg. 272
Sample sentences Digital devices |
Sentence identification
Grouping exercises
Role play assessment
Oral discussion
|
|
| 13 | 2 |
Grammar in Use
|
Affirmative and Negative Sentences
|
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 |
Sentence conversion
Sentence construction
Dialogue writing
Conversation assessment
|
|
| 13 | 3-4 |
Reading II
Writing |
Poetry
Functional Writing: Notices |
By the end of the
lesson, the learner
should be able to:
- Identify the subject matter of a poem. - Recognise repeated words and phrases in poems. - Value the role of repetition in poetry. - Outline the format of presenting notices. - Identify parts of a notice. - Value the role of notices in disseminating information. |
The learner is guided to:
- Read poems about tourist attractions. - Recite poems for enjoyment. - Identify repeated words and phrases. - Discuss the subject matter of poems. - Write one-sentence descriptions for each stanza. The learner is guided to: - Study sample notices. - Identify parts of notices. - Discuss the purpose of notices. - Compare notices with other text types. - Label parts of sample notices. |
Why would you use a poem instead of a story to pass information?
What kind of messages do notices convey? |
KLB Top Scholar pg. 275
Poems Digital devices KLB Top Scholar pg. 276 Digital devices Mind maps KLB Top Scholar pg. 277 Sample notices Digital devices |
Poem recitation
Subject matter identification
Repetition recognition
Stanza description
Parts identification Purpose explanation Format outline Comparison analysis |
|
| 13 | 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
|
|
Your Name Comes Here