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| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 2 | 1 |
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
|
|
| 2 | 2 |
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
|
|
| 2 | 3 |
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
|
|
| 2 | 4 |
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
|
|
| 2 | 5 |
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
|
|
| 3 | 1 |
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
|
|
| 3 | 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
|
|
| 3 | 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
|
|
| 3 | 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
|
|
| 3 | 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
|
|
| 4 | 1 |
Writing
|
Composition Writing: Self-Assessment of Body and Conclusion
|
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 |
Composition writing
Error identification
Self-assessment
Peer review
|
|
| 4 | 2 |
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
|
|
| 4 | 3 |
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
|
|
| 4 | 4 |
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
|
|
| 4 | 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
|
|
| 5 | 1 |
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
|
|
| 5 | 2 |
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
|
|
| 5 | 3 |
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
|
|
| 5 | 4 |
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
|
|
| 5 | 5 |
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
|
|
| 6 | 1 |
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
|
|
| 6 | 2 |
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
|
|
| 6 | 3 |
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
|
|
| 6 | 4 |
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
|
|
| 6 | 5 |
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
|
|
| 7 | 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
|
|
| 7 | 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
|
|
| 7 | 3 |
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
|
|
| 7 | 4 |
Reading 1
|
Study Skills: Creating Notes
|
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 |
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 |
How can we organize information effectively?
|
KLB Head Start English Grade 7 pg. 183
Mind map templates Digital devices Reading texts Note-making guides |
Mind map assessment
Note organization
Table completion
Peer review
|
|
| 7 | 5 |
Grammar in Use
|
Word Classes: Articles
|
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 |
Written exercises
Gap filling
Sentence construction
Language games
|
|
| 8 | 1 |
Grammar in Use
|
Word Classes: Possessives
|
By the end of the
lesson, the learner
should be able to:
- identify possessives in texts - use possessives in sentences - acknowledge the importance of possessives for effective communication |
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 show ownership in English?
|
KLB Head Start English Grade 7 pg. 187
Reading passages Word cards Digital devices Charts |
Written exercises
Song composition
Gap filling
Peer assessment
|
|
| 8 | 2 |
Grammar in Use
|
Word Classes: Possessives
|
By the end of the
lesson, the learner
should be able to:
- identify possessives in texts - use possessives in sentences - acknowledge the importance of possessives for effective communication |
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 show ownership in English?
|
KLB Head Start English Grade 7 pg. 187
Reading passages Word cards Digital devices Charts |
Written exercises
Song composition
Gap filling
Peer assessment
|
|
| 8 | 3 |
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
|
|
| 8 | 4 |
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
|
|
| 8 | 4-5 |
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
|
|
| 9 |
HALF TERM BREAK |
||||||||
| 10 | 1 |
Writing
|
Functional Writing: Packing 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 |
Packing list assessment
Template creation
Item grouping exercises
Peer review
|
|
| 10 | 2 |
Writing
|
Functional Writing: Shopping Lists
|
By the end of the
lesson, the learner
should be able to:
- identify parts of a shopping list - prepare a shopping list for use in a given context - recognize the importance of preparing a shopping list in everyday life |
The learner is guided to:
- examine a sample shopping list - discuss different ways of grouping items - create a shopping list with budget - organize items according to importance |
Why should a shopping list be prepared?
|
KLB Head Start English Grade 7 pg. 193
Sample shopping lists Digital devices Templates Reference materials |
Shopping list assessment
Budget planning
Item categorization
Peer review
|
|
| 10 | 3 |
Writing
|
Functional Writing: Shopping Lists
|
By the end of the
lesson, the learner
should be able to:
- identify parts of a shopping list - prepare a shopping list for use in a given context - recognize the importance of preparing a shopping list in everyday life |
The learner is guided to:
- examine a sample shopping list - discuss different ways of grouping items - create a shopping list with budget - organize items according to importance |
Why should a shopping list be prepared?
|
KLB Head Start English Grade 7 pg. 193
Sample shopping lists Digital devices Templates Reference materials |
Shopping list assessment
Budget planning
Item categorization
Peer review
|
|
| 10 | 4 |
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
|
|
| 10 | 5 |
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 |
Observation
Oral questions
Reading logs
Assessment rubric
|
|
| 11 | 1 |
Reading I
|
Extensive Reading: Non-fiction Materials
|
By the end of the
lesson, the learner
should be able to:
- Infer the meaning of words and phrases from varied texts. - Identify new vocabulary from non-fiction texts. - Use new vocabulary in sentences. - Value reading as a means of expanding vocabulary. |
The learner is guided to:
- Read a variety of non-fiction materials. - Identify new words in the materials. - Work out the meaning of the words from context. - Use the words to construct sentences. - Share their reading experiences with peers. |
How can we work out the meaning of new words in a text?
|
KLB Top Scholar pg. 201
Dictionary Library Digital devices |
Vocabulary tests
Sentence construction
Peer assessment
Written exercises
|
|
| 11 | 2 |
Reading I
|
Extensive Reading: Non-fiction Materials
|
By the end of the
lesson, the learner
should be able to:
- Infer the meaning of words and phrases from varied texts. - Identify new vocabulary from non-fiction texts. - Use new vocabulary in sentences. - Value reading as a means of expanding vocabulary. |
The learner is guided to:
- Read a variety of non-fiction materials. - Identify new words in the materials. - Work out the meaning of the words from context. - Use the words to construct sentences. - Share their reading experiences with peers. |
How can we work out the meaning of new words in a text?
|
KLB Top Scholar pg. 201
Dictionary Library Digital devices |
Vocabulary tests
Sentence construction
Peer assessment
Written exercises
|
|
| 11 | 3 |
Grammar in Use
|
Word Classes: Adjectives Formed from Nouns
|
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 |
Written exercises
Oral questions
Sentence construction
Peer assessment
|
|
| 11 | 4 |
Grammar in Use
|
Word Classes: Adjectives Formed from Verbs
|
By the end of the
lesson, the learner
should be able to:
- Identify adjectives formed from verbs in texts. - Form adjectives from verbs using appropriate suffixes. - Use adjectives formed from verbs in sentences correctly. - Value the correct use of adjectives in communication. |
The learner is guided to:
- Differentiate between verbs and adjectives. - Form adjectives from verbs using suffixes like -y, -able, -ous, -ful, -less, -ive, -ing. - Play language games featuring adjectives. - Construct sentences using adjectives formed from verbs. - Edit texts with incorrect adjective usage. |
How are adjectives formed from verbs?
|
KLB Top Scholar pg. 205
Dictionary Digital devices Charts |
Fill-in-gaps exercises
Written tests
Game performance
Editing exercises
|
|
| 11 | 5 |
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 |
Character analysis
Oral discussions
Written responses
Dramatization
|
|
| 12 | 1 |
Reading II
|
Intensive Reading: Dilemma Narratives
|
By the end of the
lesson, the learner
should be able to:
- Relate the lessons learnt in the dilemma narrative to real life experiences. - Draw a chart showing the sequence of events in dilemma narrative. - Dramatise parts of the dilemma narrative. - Appreciate the lessons learnt from the dilemma narrative. |
The learner is guided to:
- Discuss the lessons from the dilemma narrative. - Relate the lessons to real-life experiences. - Draw charts showing sequence of events. - Dramatise parts of the narrative. - Watch adaptations of dilemma narratives. |
How can narratives contribute to decision making?
|
KLB Top Scholar pg. 209
Charts Digital devices |
Oral presentation
Dramatization
Charts evaluation
Written reflection
|
|
| 12 | 2 |
Reading II
|
Intensive Reading: Dilemma Narratives
|
By the end of the
lesson, the learner
should be able to:
- Relate the lessons learnt in the dilemma narrative to real life experiences. - Draw a chart showing the sequence of events in dilemma narrative. - Dramatise parts of the dilemma narrative. - Appreciate the lessons learnt from the dilemma narrative. |
The learner is guided to:
- Discuss the lessons from the dilemma narrative. - Relate the lessons to real-life experiences. - Draw charts showing sequence of events. - Dramatise parts of the narrative. - Watch adaptations of dilemma narratives. |
How can narratives contribute to decision making?
|
KLB Top Scholar pg. 209
Charts Digital devices |
Oral presentation
Dramatization
Charts evaluation
Written reflection
|
|
| 12 | 3 |
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 |
Written exercises
Dictation
Peer assessment
Sentence construction
|
|
| 12 | 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 |
Written exercises
Dictation
Peer assessment
Sentence construction
|
|
| 12 | 5 |
Writing
|
Spelling: Antonyms, Synonyms and Numbers
|
By the end of the
lesson, the learner
should be able to:
- Write numbers correctly in words. - Use antonyms, synonyms, and numbers in words correctly in writing. - Value the correct spelling of numbers in communication. |
The learner is guided to:
- Write numbers in words. - Identify numbers in sentences. - Correct texts with wrong spellings. - Write sentences using correctly spelled numbers. - Create stories using antonyms, synonyms and numbers. - Engage in spelling games such as crossword puzzles. |
Why is it important to write numbers in words?
|
KLB Top Scholar pg. 213
Dictionary Digital devices Crossword puzzles |
Spelling tests
Written exercises
Peer review
Game performance
|
|
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