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| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 4 | 1 |
1
Oral Literature |
Introduction to Oral Literature- Definition and Genres
|
By the end of the
lesson, the learner
should be able to:
- Define oral literature for information - Identify different genres of oral literature - Appreciate the importance of oral literature in daily life |
The learner is guided to:
- Search online or offline for the meaning of oral literature - Listen to a recording on genres of oral literature and take notes - Team up to prepare a visual organiser on the genres of oral literature |
Why is oral literature important in society?
|
- Grade 10 Learner's Book - Digital devices - Audio recordings - Visual organiser materials - Chart paper |
- Observation
- Oral presentation
- Visual organiser assessment
- Checklists
|
|
| 4 | 2 |
Oral Literature
|
Introduction to Oral Literature- Features of Oral Literature
Introduction to Oral Literature- Functions of Oral Literature |
By the end of the
lesson, the learner
should be able to:
- Analyse the features of oral literature from a variety of genres - Summarise features of oral literature for comprehension - Value the distinctive characteristics of oral literature |
The learner is guided to:
- Summarise the features of oral literature - Peer review each other's work for correctness - Display findings in class |
What makes oral literature unique from written literature?
|
- Grade 10 Learner's Book
- Sample oral literature texts - Chart paper - Markers - Mind mapping materials - Digital devices - Sample oral texts |
- Peer assessment
- Written summaries
- Group discussions
- Checklists
|
|
| 4 | 3 |
Oral Literature
|
Introduction to Oral Literature- Classification and Review
|
By the end of the
lesson, the learner
should be able to:
- Categorise different genres of oral literature accurately - Demonstrate understanding of features and functions - Acknowledge the cultural significance of oral literature |
The learner is guided to:
- Work in groups to classify oral literature samples - Present classifications to class - Conduct peer reviews of presentations |
What role does oral literature play in preserving culture?
|
- Grade 10 Learner's Book - Various oral literature samples - Classification charts - Digital resources |
- Group presentations
- Classification exercises
- Peer assessment
- Observation
|
|
| 4 | 4 |
Poetry
|
Introduction to Poetry- Distinguishing Poetry from Prose
|
By the end of the
lesson, the learner
should be able to:
- Distinguish poetry from prose for information - Identify key differences between poetry and prose - Appreciate the unique qualities of poetry |
The learner is guided to:
- Brainstorm on the meaning of poetry with peers - Distinguish poetry from prose and make notes - Compare samples of poetry and prose |
Why do we study poetry?
|
- Grade 10 Learner's Book - Poetry samples - Prose samples - Chart paper |
- Observation
- Written notes
- Oral questions
- Comparison charts
|
|
| 4 | 5 |
Poetry
|
Introduction to Poetry- Sources and Categories
|
By the end of the
lesson, the learner
should be able to:
- Identify the sources of poetry for information - Categorise different types of poems - Value the diversity of poetry sources |
The learner is guided to:
- Work jointly to search online or offline for sources of poetry - Share findings in class - Collect varied poems and organise in a class portfolio |
Where does poetry come from in our society?
|
- Grade 10 Learner's Book - Digital devices - Internet access - Poetry collections - Portfolio materials |
- Source identification
- Category charts
- Portfolio assessment
- Peer review
|
|
| 4 | 6 |
Poetry
|
Introduction to Poetry- Elements of Poetry (Part 1)
Introduction to Poetry- Elements of Poetry (Part 2) |
By the end of the
lesson, the learner
should be able to:
- Describe the elements of a poem for comprehension - Identify poet, persona, title, and stanza in poems - Acknowledge the importance of elements in analysing poems |
The learner is guided to:
- Search for elements of poems from online or offline sources - Present the elements of poems on a mind map - Discuss elements based on sample poems |
What are the building blocks of a poem?
|
- Grade 10 Learner's Book
- Sample poems - Mind map materials - Digital resources - Themed poems - Audio recordings - Note-taking materials |
- Mind map assessment
- Element identification
- Oral discussions
- Checklists
|
|
| 4 | 7 |
Poetry
|
Introduction to Poetry- Practical Application
|
By the end of the
lesson, the learner
should be able to:
- Apply knowledge of elements to analyse poems - Collect and organise poems for further study - Value poetry as a form of artistic expression |
The learner is guided to:
- Team up to collect varied poems - Organise poems in a class portfolio - Present selected poems highlighting elements identified |
How can we appreciate poetry through its elements?
|
- Grade 10 Learner's Book - Poetry collections - Portfolio materials - Presentation tools |
- Portfolio assessment
- Presentations
- Peer review
- Self-assessment
|
|
| 4 | 8 |
Fiction and Non-Fiction
|
Fiction: Novel from Kenya- Features of Prose Fiction
|
By the end of the
lesson, the learner
should be able to:
- Describe features of prose fiction for knowledge - Distinguish prose fiction from other literary forms - Appreciate the characteristics of prose fiction |
The learner is guided to:
- Team up with peers to search for features of prose fiction - Present findings in class for peer review - Prepare a mind map summarising genres of fiction |
What makes prose fiction different from other forms?
|
- Grade 10 Learner's Book - Fiction samples - Digital devices - Mind mapping materials |
- Mind map assessment
- Presentations
- Peer review
- Checklists
|
|
| 4 | 9 |
Fiction and Non-Fiction
|
Fiction: Novel from Kenya- Features of Prose Fiction
|
By the end of the
lesson, the learner
should be able to:
- Describe features of prose fiction for knowledge - Distinguish prose fiction from other literary forms - Appreciate the characteristics of prose fiction |
The learner is guided to:
- Team up with peers to search for features of prose fiction - Present findings in class for peer review - Prepare a mind map summarising genres of fiction |
What makes prose fiction different from other forms?
|
- Grade 10 Learner's Book - Fiction samples - Digital devices - Mind mapping materials |
- Mind map assessment
- Presentations
- Peer review
- Checklists
|
|
| 5 | 1 |
Fiction and Non-Fiction
|
Fiction: Novel from Kenya- The Author
|
By the end of the
lesson, the learner
should be able to:
- Research information about the author of the set novel - Relate the author's background to the novel - Value the role of the author in literary creation |
The learner is guided to:
- Search online or offline for information about the author - Discuss the author's background and works - Present findings to class |
Why is it important to know about an author?
|
- Grade 10 Learner's Book - Set novel - Internet resources - Author biography materials |
- Research presentation
- Oral discussions
- Written summaries
- Assessment rubrics
|
|
| 5 | 2 |
Fiction and Non-Fiction
|
Fiction: Novel from Kenya- The Plot (Part 1)
|
By the end of the
lesson, the learner
should be able to:
- Identify the sequence of events in the novel - Understand plot development and structure - Appreciate how plot drives the narrative |
The learner is guided to:
- Conduct a reader's theatre to read the set novel - Team up to prepare a flow chart showing chronological order of events - Display the flow chart in class |
How does the plot structure a novel?
|
- Grade 10 Learner's Book - Set novel - Flow chart materials - Markers and chart paper |
- Flow chart assessment
- Reader's theatre observation
- Group discussions
- Peer review
|
|
| 5 | 3 |
Fiction and Non-Fiction
|
Fiction: Novel from Kenya- The Plot (Part 1)
|
By the end of the
lesson, the learner
should be able to:
- Identify the sequence of events in the novel - Understand plot development and structure - Appreciate how plot drives the narrative |
The learner is guided to:
- Conduct a reader's theatre to read the set novel - Team up to prepare a flow chart showing chronological order of events - Display the flow chart in class |
How does the plot structure a novel?
|
- Grade 10 Learner's Book - Set novel - Flow chart materials - Markers and chart paper |
- Flow chart assessment
- Reader's theatre observation
- Group discussions
- Peer review
|
|
| 5 | 4 |
Fiction and Non-Fiction
|
Fiction: Novel from Kenya- The Plot (Part 2)
|
By the end of the
lesson, the learner
should be able to:
- Analyse the major events in the novel - Write a synopsis of the novel - Value narrative coherence in storytelling |
The learner is guided to:
- Collaborate to write a synopsis of the novel - Share for peer review - Organise synopsis in the class portfolio |
What is the central story of our novel?
|
- Grade 10 Learner's Book - Set novel - Portfolio materials - Writing tools |
- Synopsis assessment
- Peer review
- Portfolio evaluation
- Written tests
|
|
| 5 | 5 |
Fiction and Non-Fiction
|
Fiction: Novel from Kenya- The Setting (Location)
|
By the end of the
lesson, the learner
should be able to:
- Analyse the setting of the novel based on location - Describe physical and social settings - Appreciate how setting influences the story |
The learner is guided to:
- Analyse the setting of the novel based on location - Make notes on geographical and social context - Discuss how setting affects characters and plot |
Where does the story take place and why does it matter?
|
- Grade 10 Learner's Book - Set novel - Maps or visual aids - Note-taking materials |
- Setting analysis
- Written notes
- Oral discussions
- Checklists
|
|
| 5 | 6 |
Fiction and Non-Fiction
|
Fiction: Novel from Kenya- The Setting (Location)
|
By the end of the
lesson, the learner
should be able to:
- Analyse the setting of the novel based on location - Describe physical and social settings - Appreciate how setting influences the story |
The learner is guided to:
- Analyse the setting of the novel based on location - Make notes on geographical and social context - Discuss how setting affects characters and plot |
Where does the story take place and why does it matter?
|
- Grade 10 Learner's Book - Set novel - Maps or visual aids - Note-taking materials |
- Setting analysis
- Written notes
- Oral discussions
- Checklists
|
|
| 5 | 7 |
Fiction and Non-Fiction
|
Fiction: Novel from Kenya- The Setting (Time)
|
By the end of the
lesson, the learner
should be able to:
- Analyse the setting of the novel based on time - Understand historical and temporal context - Value the role of time in narrative development |
The learner is guided to:
- Analyse the setting based on time period - Relate the time setting to events in the novel - Make comprehensive notes on setting |
When does the story occur and how does this affect it?
|
- Grade 10 Learner's Book - Set novel - Timeline materials - Historical references |
- Timeline creation
- Written analysis
- Oral presentations
- Assessment rubrics
|
|
| 5 | 8 |
Fiction and Non-Fiction
|
Fiction: Novel from Kenya- The Setting (Time)
|
By the end of the
lesson, the learner
should be able to:
- Analyse the setting of the novel based on time - Understand historical and temporal context - Value the role of time in narrative development |
The learner is guided to:
- Analyse the setting based on time period - Relate the time setting to events in the novel - Make comprehensive notes on setting |
When does the story occur and how does this affect it?
|
- Grade 10 Learner's Book - Set novel - Timeline materials - Historical references |
- Timeline creation
- Written analysis
- Oral presentations
- Assessment rubrics
|
|
| 5 | 9 |
Fiction and Non-Fiction
|
Fiction: Novel from Kenya- The Novel and Culture (Part 1)
|
By the end of the
lesson, the learner
should be able to:
- Identify cultural aspects in the novel - Discuss how culture is represented in the text - Appreciate cultural diversity in literature |
The learner is guided to:
- Discuss how aspects of culture have been brought out in the novel - Identify specific cultural practices, beliefs, and values - Make notes on cultural elements |
How does the novel reflect Kenyan culture?
|
- Grade 10 Learner's Book - Set novel - Cultural reference materials - Discussion guides |
- Cultural analysis
- Group discussions
- Written notes
- Observation
|
|
| 6 | 1 |
Fiction and Non-Fiction
|
Fiction: Novel from Kenya- The Novel and Culture (Part 2)
|
By the end of the
lesson, the learner
should be able to:
- Relate cultural aspects in the novel to real life - Critically analyse cultural representation - Value the novel for cultural awareness and lifelong learning |
The learner is guided to:
- Relate the cultural aspects in the novel to real life - Discuss contemporary cultural issues reflected in the text - Present findings on cultural relevance |
What can we learn about our culture from this novel?
|
- Grade 10 Learner's Book - Set novel - Real-life examples - Presentation materials |
- Comparative analysis
- Oral presentations
- Peer assessment
- Self-reflection
|
|
| 6 | 2 |
Fiction and Non-Fiction
|
Fiction: Novel from Kenya- The Novel and Culture (Part 2)
|
By the end of the
lesson, the learner
should be able to:
- Relate cultural aspects in the novel to real life - Critically analyse cultural representation - Value the novel for cultural awareness and lifelong learning |
The learner is guided to:
- Relate the cultural aspects in the novel to real life - Discuss contemporary cultural issues reflected in the text - Present findings on cultural relevance |
What can we learn about our culture from this novel?
|
- Grade 10 Learner's Book - Set novel - Real-life examples - Presentation materials |
- Comparative analysis
- Oral presentations
- Peer assessment
- Self-reflection
|
|
| 6 | 3 |
Fiction and Non-Fiction
|
Non-Fiction: Introduction- Features of Non-Fiction
|
By the end of the
lesson, the learner
should be able to:
- Describe the features of non-fiction for literary appreciation - Distinguish non-fiction from fiction - Value the significance of non-fiction prose |
The learner is guided to:
- Discuss the meaning of non-fiction - Search for features of non-fiction prose from online and offline sources - Make presentations in class |
How does non-fiction differ from fiction?
|
- Grade 10 Learner's Book - Non-fiction samples - Digital devices - Comparison charts |
- Feature identification
- Presentations
- Comparison exercises
- Checklists
|
|
| 6 | 4 |
Fiction and Non-Fiction
|
Non-Fiction: Introduction- Categories of Non-Fiction
|
By the end of the
lesson, the learner
should be able to:
- Categorise non-fiction prose for critical analysis - Identify different types of non-fiction texts - Appreciate the diversity of non-fiction literature |
The learner is guided to:
- Team up to collect samples of non-fiction prose - Collaborate to categorise non-fiction prose - Share findings with peers for feedback |
What are the different types of non-fiction writing?
|
- Grade 10 Learner's Book - Various non-fiction samples - Category charts - Collection materials |
- Categorisation assessment
- Collection review
- Peer feedback
- Group presentations
|
|
| 6 | 5 |
Fiction and Non-Fiction
|
Non-Fiction: Introduction- Categories of Non-Fiction
|
By the end of the
lesson, the learner
should be able to:
- Categorise non-fiction prose for critical analysis - Identify different types of non-fiction texts - Appreciate the diversity of non-fiction literature |
The learner is guided to:
- Team up to collect samples of non-fiction prose - Collaborate to categorise non-fiction prose - Share findings with peers for feedback |
What are the different types of non-fiction writing?
|
- Grade 10 Learner's Book - Various non-fiction samples - Category charts - Collection materials |
- Categorisation assessment
- Collection review
- Peer feedback
- Group presentations
|
|
| 6 | 6 |
Fiction and Non-Fiction
|
Non-Fiction: Introduction- Importance and Review
|
By the end of the
lesson, the learner
should be able to:
- Explain the importance of non-fiction in literature - Demonstrate understanding of features and categories - Acknowledge non-fiction for lifelong learning |
The learner is guided to:
- Discuss the significance of non-fiction prose - Review samples collected and categorised - Present findings on importance of non-fiction |
Why should we read non-fiction?
|
- Grade 10 Learner's Book - Sample non-fiction texts - Presentation materials - Assessment tools |
- Oral presentations
- Written summaries
- Peer assessment
- Self-evaluation
|
|
| 6 | 7 |
2
Oral Literature |
Oral Narratives- Introduction and Features
|
By the end of the
lesson, the learner
should be able to:
- Define oral narratives for information - Identify features of oral narratives - Appreciate the value of oral narratives in society |
The learner is guided to:
- Brainstorm on the meaning of oral narratives - Listen to or watch oral narratives - Identify and discuss features of oral narratives |
What are oral narratives and why are they important?
|
- Grade 10 Learner's Book - Audio/video recordings - Digital devices - Sample narratives |
- Observation
- Oral questions
- Feature identification
- Listening comprehension
|
|
| 6 | 8 |
Oral Literature
|
Oral Narratives- Types of Oral Narratives
|
By the end of the
lesson, the learner
should be able to:
- Classify oral narratives into different types - Distinguish between myths, legends, and folktales - Value the diversity of oral narratives |
The learner is guided to:
- Team up to categorise oral narratives into types - Present findings on a chart - Discuss characteristics of each type |
How do we classify different oral narratives?
|
- Grade 10 Learner's Book - Classification charts - Various narrative samples - Markers and chart paper |
- Classification assessment
- Chart presentation
- Group discussions
- Peer review
|
|
| 6 | 9 |
Oral Literature
|
Oral Narratives- Subject Matter and Themes
|
By the end of the
lesson, the learner
should be able to:
- Identify the subject matter in oral narratives - Analyse themes in oral narratives - Relate themes to contemporary issues |
The learner is guided to:
- Listen to oral narratives and identify themes - Discuss how themes relate to real life - Make notes on thematic concerns |
What messages do oral narratives convey?
|
- Grade 10 Learner's Book - Narrative recordings - Theme analysis charts - Note-taking materials |
- Theme identification
- Written analysis
- Oral discussions
- Checklists
|
|
| 7 | 1 |
Oral Literature
|
Oral Narratives- Features of Style
Oral Narratives- Moral Lessons |
By the end of the
lesson, the learner
should be able to:
- Identify stylistic devices in oral narratives - Analyse how style enhances meaning - Appreciate the artistry in oral narratives |
The learner is guided to:
- Identify stylistic devices such as repetition, dialogue, and description - Collaborate to analyse style in sample narratives - Present findings to class |
How do storytellers make narratives interesting?
|
- Grade 10 Learner's Book
- Sample narratives - Style analysis tools - Presentation materials - Discussion guides - Reflection journals |
- Style analysis
- Presentations
- Peer assessment
- Observation
|
|
| 7 | 2 |
Oral Literature
|
Oral Narratives- Performance and Review
|
By the end of the
lesson, the learner
should be able to:
- Perform oral narratives using appropriate techniques - Evaluate performances based on effectiveness - Value performance skills in oral literature |
The learner is guided to:
- Practice narrating stories using verbal and non-verbal cues - Perform narratives to class - Conduct peer evaluations of performances |
How does performance enhance oral narratives?
|
- Grade 10 Learner's Book - Performance space - Recording devices - Evaluation rubrics |
- Performance assessment
- Peer evaluation
- Self-assessment
- Video recordings
|
|
| 7 | 3 |
Poetry
|
Appreciation of Poetry- Types of Poems (Part 1)
|
By the end of the
lesson, the learner
should be able to:
- Identify different types of poems based on structure - Distinguish between narrative, lyric, and dramatic poetry - Appreciate the variety in poetic forms |
The learner is guided to:
- Search for different types of poems online or offline - Classify poems based on their structure - Present findings using graphic organisers |
What are the main types of poems?
|
- Grade 10 Learner's Book - Poetry anthologies - Digital devices - Graphic organiser materials |
- Classification exercises
- Presentations
- Peer review
- Checklists
|
|
| 7 | 4 |
Poetry
|
Appreciation of Poetry- Types of Poems (Part 2)
|
By the end of the
lesson, the learner
should be able to:
- Explore characteristics of different poem types - Analyse structure of various poems - Value the diversity in poetic expression |
The learner is guided to:
- Read and analyse different types of poems - Identify unique characteristics of each type - Create comparison charts |
How does structure affect a poem's meaning?
|
- Grade 10 Learner's Book - Sample poems - Comparison charts - Analysis tools |
- Structural analysis
- Comparison charts
- Written analysis
- Oral presentations
|
|
| 7 | 5 |
Poetry
|
Appreciation of Poetry- Performance of Poems (Part 1)
|
By the end of the
lesson, the learner
should be able to:
- Prepare poems for performance - Use appropriate voice modulation and gestures - Appreciate the performative aspect of poetry |
The learner is guided to:
- Select poems for performance - Practice recitation with voice and body language - Receive feedback from peers |
How does performance bring poetry to life?
|
- Grade 10 Learner's Book - Selected poems - Performance space - Recording devices |
- Performance preparation
- Practice observation
- Peer feedback
- Self-assessment
|
|
| 7 | 6 |
Poetry
|
Appreciation of Poetry- Performance of Poems (Part 2)
|
By the end of the
lesson, the learner
should be able to:
- Perform different types of poems effectively - Demonstrate mastery of performance techniques - Value poetry as a performative art form |
The learner is guided to:
- Perform different types of poems to class - Present performances in and out of class - Conduct peer evaluations |
What makes a poetry performance effective?
|
- Grade 10 Learner's Book - Various poems - Performance space - Evaluation rubrics |
- Performance assessment
- Peer evaluation
- Video recordings
- Self-reflection
|
|
| 7 | 7 |
Poetry
|
Appreciation of Poetry- Review and Reflection
|
By the end of the
lesson, the learner
should be able to:
- Summarise learning on types and performance of poetry - Reflect on personal growth in poetry appreciation - Acknowledge poetry's role in literature |
The learner is guided to:
- Review types of poems studied - Reflect on performance experiences - Share insights with peers |
How has studying different types of poems enriched our understanding?
|
- Grade 10 Learner's Book - Portfolio materials - Reflection journals - Class notes |
- Review exercises
- Written reflections
- Oral sharing
- Portfolio assessment
|
|
| 7 | 8 |
Poetry
|
Appreciation of Poetry- Review and Reflection
|
By the end of the
lesson, the learner
should be able to:
- Summarise learning on types and performance of poetry - Reflect on personal growth in poetry appreciation - Acknowledge poetry's role in literature |
The learner is guided to:
- Review types of poems studied - Reflect on performance experiences - Share insights with peers |
How has studying different types of poems enriched our understanding?
|
- Grade 10 Learner's Book - Portfolio materials - Reflection journals - Class notes |
- Review exercises
- Written reflections
- Oral sharing
- Portfolio assessment
|
|
| 7 | 9 |
Fiction and Non-Fiction
|
Fiction: Novel from Kenya- Characters
|
By the end of the
lesson, the learner
should be able to:
- Identify the characters in the set novel - Describe major and minor characters - Appreciate the role of characters in storytelling |
The learner is guided to:
- Identify characters in the novel - Prepare a visual organiser showing character relationships - Discuss characters and their traits |
Who are the key characters in our novel?
|
- Grade 10 Learner's Book - Set novel - Character mapping materials - Visual organisers |
- Character identification
- Visual organiser assessment
- Oral discussions
- Written descriptions
|
|
| 8 | 1 |
Fiction and Non-Fiction
|
Fiction: Novel from Kenya- Characterisation
|
By the end of the
lesson, the learner
should be able to:
- Analyse characterisation techniques in the novel - Distinguish between direct and indirect characterisation - Value the complexity of character development |
The learner is guided to:
- Discuss characters and their traits - Role play characters from the novel - Link characters to real life and draw lessons |
How are characters developed in the novel?
|
- Grade 10 Learner's Book - Set novel - Role play props - Discussion guides |
- Characterisation analysis
- Role play assessment
- Group discussions
- Checklists
|
|
| 8 | 2 |
Fiction and Non-Fiction
|
Fiction: Novel from Kenya- Characterisation
|
By the end of the
lesson, the learner
should be able to:
- Analyse characterisation techniques in the novel - Distinguish between direct and indirect characterisation - Value the complexity of character development |
The learner is guided to:
- Discuss characters and their traits - Role play characters from the novel - Link characters to real life and draw lessons |
How are characters developed in the novel?
|
- Grade 10 Learner's Book - Set novel - Role play props - Discussion guides |
- Characterisation analysis
- Role play assessment
- Group discussions
- Checklists
|
|
| 8 | 3 |
Fiction and Non-Fiction
|
Fiction: Novel from Kenya- Point of View
|
By the end of the
lesson, the learner
should be able to:
- Identify the author's point of view in the novel - Understand narrative perspective - Appreciate how point of view affects storytelling |
The learner is guided to:
- Identify the narrator's point of view - Discuss how perspective influences the narrative - Analyse sections of the novel for narrative voice |
From whose perspective is the story told?
|
- Grade 10 Learner's Book - Set novel - Analysis tools - Sample texts |
- Point of view identification
- Written analysis
- Oral discussions
- Assessment rubrics
|
|
| 8 | 4 |
Fiction and Non-Fiction
|
Fiction: Novel from Kenya- Point of View
|
By the end of the
lesson, the learner
should be able to:
- Identify the author's point of view in the novel - Understand narrative perspective - Appreciate how point of view affects storytelling |
The learner is guided to:
- Identify the narrator's point of view - Discuss how perspective influences the narrative - Analyse sections of the novel for narrative voice |
From whose perspective is the story told?
|
- Grade 10 Learner's Book - Set novel - Analysis tools - Sample texts |
- Point of view identification
- Written analysis
- Oral discussions
- Assessment rubrics
|
|
| 8 | 5 |
Fiction and Non-Fiction
|
Fiction: Novel from Kenya- Language and Style (Part 1)
|
By the end of the
lesson, the learner
should be able to:
- Identify stylistic devices in the novel - Analyse language use in fiction - Appreciate the author's craft |
The learner is guided to:
- Search online or offline for stylistic devices used in fiction - Read the novel and identify stylistic devices - Share findings in class |
How does language shape the novel?
|
- Grade 10 Learner's Book - Set novel - Digital devices - Style analysis charts |
- Style identification
- Analysis exercises
- Presentations
- Peer review
|
|
| 8 | 6 |
Fiction and Non-Fiction
|
Fiction: Novel from Kenya- Language and Style (Part 2)
|
By the end of the
lesson, the learner
should be able to:
- Analyse the effect of stylistic devices - Discuss language patterns in the novel - Value literary craftsmanship |
The learner is guided to:
- Discuss language use and style in the novel - Collaborate to summarise stylistic devices in a graphic organiser - Conduct peer review |
What is the author's unique writing style?
|
- Grade 10 Learner's Book - Set novel - Graphic organisers - Analysis materials |
- Stylistic analysis
- Graphic organiser assessment
- Peer review
- Written summaries
|
|
| 8 | 7 |
Fiction and Non-Fiction
|
Fiction: Novel from Kenya- Language and Style (Part 2)
|
By the end of the
lesson, the learner
should be able to:
- Analyse the effect of stylistic devices - Discuss language patterns in the novel - Value literary craftsmanship |
The learner is guided to:
- Discuss language use and style in the novel - Collaborate to summarise stylistic devices in a graphic organiser - Conduct peer review |
What is the author's unique writing style?
|
- Grade 10 Learner's Book - Set novel - Graphic organisers - Analysis materials |
- Stylistic analysis
- Graphic organiser assessment
- Peer review
- Written summaries
|
|
| 8 | 8 |
Fiction and Non-Fiction
|
Fiction: Novel from Kenya- Values (Part 1)
|
By the end of the
lesson, the learner
should be able to:
- Identify values promoted in the novel - Discuss how characters embody values - Appreciate the moral dimension of literature |
The learner is guided to:
- Discuss the role that characters play in promotion of values - Identify specific values in the novel - Link values to character actions |
What values are promoted in the novel?
|
- Grade 10 Learner's Book - Set novel - Values charts - Discussion guides |
- Values identification
- Group discussions
- Written analysis
- Oral presentations
|
|
| 8 | 9 |
Fiction and Non-Fiction
|
Fiction: Novel from Kenya- Values (Part 2)
|
By the end of the
lesson, the learner
should be able to:
- Relate values in the novel to real life - Analyse the relevance of values to society - Acknowledge the role of novels in promoting values |
The learner is guided to:
- Link characters and language use to real life concerns - Draw moral lessons from the novel - Present findings on values and their application |
How can we apply these values in our lives?
|
- Grade 10 Learner's Book - Set novel - Real-life examples - Presentation materials |
- Values application
- Presentations
- Peer discussions
- Self-reflection
|
|
| 9 | 1 |
Fiction and Non-Fiction
|
Fiction: Novel from Kenya- Comprehensive Review
|
By the end of the
lesson, the learner
should be able to:
- Synthesise understanding of the novel - Demonstrate comprehensive knowledge of all elements - Value the novel for literary appreciation |
The learner is guided to:
- Review all aspects of the novel studied - Participate in comprehensive discussions - Prepare summaries of learning |
What have we learned from studying this novel?
|
- Grade 10 Learner's Book - Set novel - Review materials - Assessment tools |
- Comprehensive review
- Oral discussions
- Written summaries
- Assessment tests
|
|
| 9 | 2 |
Fiction and Non-Fiction
|
Fiction: Novel from Kenya- Comprehensive Review
|
By the end of the
lesson, the learner
should be able to:
- Synthesise understanding of the novel - Demonstrate comprehensive knowledge of all elements - Value the novel for literary appreciation |
The learner is guided to:
- Review all aspects of the novel studied - Participate in comprehensive discussions - Prepare summaries of learning |
What have we learned from studying this novel?
|
- Grade 10 Learner's Book - Set novel - Review materials - Assessment tools |
- Comprehensive review
- Oral discussions
- Written summaries
- Assessment tests
|
|
| 9 | 3 |
Fiction and Non-Fiction
|
Non-Fiction: Personal Journal- Structure
|
By the end of the
lesson, the learner
should be able to:
- Describe the structure of a personal journal - Identify components of journal entries - Appreciate the format of personal journals |
The learner is guided to:
- Conduct an online search on characteristics of personal journals - Discuss the structure of a personal journal - Present findings on a mind map |
What is the structure of a personal journal?
|
- Grade 10 Learner's Book - Sample journals - Digital devices - Mind mapping materials |
- Structure identification
- Mind map assessment
- Presentations
- Checklists
|
|
| 9 | 4 |
Fiction and Non-Fiction
|
Non-Fiction: Personal Journal- Structure
|
By the end of the
lesson, the learner
should be able to:
- Describe the structure of a personal journal - Identify components of journal entries - Appreciate the format of personal journals |
The learner is guided to:
- Conduct an online search on characteristics of personal journals - Discuss the structure of a personal journal - Present findings on a mind map |
What is the structure of a personal journal?
|
- Grade 10 Learner's Book - Sample journals - Digital devices - Mind mapping materials |
- Structure identification
- Mind map assessment
- Presentations
- Checklists
|
|
| 9 | 5 |
Fiction and Non-Fiction
|
Non-Fiction: Personal Journal- Form and Content
|
By the end of the
lesson, the learner
should be able to:
- Analyse the form of personal journals - Examine content elements in journals - Value personal journals for self-expression |
The learner is guided to:
- Read a sample personal journal - Discuss the form and content - Make notes on journal characteristics |
What makes a good personal journal entry?
|
- Grade 10 Learner's Book - Sample personal journals - Analysis tools - Note-taking materials |
- Form and content analysis
- Written notes
- Oral discussions
- Peer review
|
|
| 9 | 6 |
Fiction and Non-Fiction
|
Non-Fiction: Personal Journal- Form and Content
|
By the end of the
lesson, the learner
should be able to:
- Analyse the form of personal journals - Examine content elements in journals - Value personal journals for self-expression |
The learner is guided to:
- Read a sample personal journal - Discuss the form and content - Make notes on journal characteristics |
What makes a good personal journal entry?
|
- Grade 10 Learner's Book - Sample personal journals - Analysis tools - Note-taking materials |
- Form and content analysis
- Written notes
- Oral discussions
- Peer review
|
|
| 9 | 7 |
Fiction and Non-Fiction
|
Non-Fiction: Personal Journal- Writing Practice
|
By the end of the
lesson, the learner
should be able to:
- Write a personal journal entry - Apply correct structure and format - Appreciate life writing for lifelong learning |
The learner is guided to:
- Write a personal journal based on correct structure and format - Share their work with peers - Peer review for correctness |
Why is keeping a personal journal important?
|
- Grade 10 Learner's Book - Writing materials - Sample journals - Peer review guides |
- Journal writing assessment
- Peer review
- Self-assessment
- Portfolio organization
|
|
| 9 | 8 |
Fiction and Non-Fiction
|
Non-Fiction: Personal Journal- Language and Style
|
By the end of the
lesson, the learner
should be able to:
- Identify stylistic devices in personal journals - Analyse language use in journals - Appreciate effective communication in life writing |
The learner is guided to:
- Conduct an online or offline search on stylistic devices in personal journals - Read a sample journal and discuss language and style - Make notes on effective journal writing |
How does language enhance personal journal writing?
|
- Grade 10 Learner's Book - Sample journals - Digital devices - Style analysis materials |
- Style identification
- Written analysis
- Oral discussions
- Assessment rubrics
|
|
| 9 | 9 |
Fiction and Non-Fiction
|
Non-Fiction: Personal Journal- Language and Style
|
By the end of the
lesson, the learner
should be able to:
- Identify stylistic devices in personal journals - Analyse language use in journals - Appreciate effective communication in life writing |
The learner is guided to:
- Conduct an online or offline search on stylistic devices in personal journals - Read a sample journal and discuss language and style - Make notes on effective journal writing |
How does language enhance personal journal writing?
|
- Grade 10 Learner's Book - Sample journals - Digital devices - Style analysis materials |
- Style identification
- Written analysis
- Oral discussions
- Assessment rubrics
|
|
| 10 | 1 |
Fiction and Non-Fiction
|
Non-Fiction: Personal Journal- Thematic Writing
|
By the end of the
lesson, the learner
should be able to:
- Write journal entries on specific themes - Apply appropriate language and style - Value journals for documenting experiences |
The learner is guided to:
- Make journal entries on themes such as risk awareness and road safety - Share their work with peers - Organise reviewed work in a portfolio |
How can journals address real-life issues?
|
- Grade 10 Learner's Book - Writing materials - Portfolio folders - Peer review tools |
- Thematic writing assessment
- Peer review
- Portfolio evaluation
- Self-reflection
|
|
| 10 | 2 |
Fiction and Non-Fiction
|
Non-Fiction: Personal Journal- Review and Portfolio Organisation
|
By the end of the
lesson, the learner
should be able to:
- Review and refine journal entries - Organise journals in a portfolio - Acknowledge the value of personal journals for self-awareness |
The learner is guided to:
- Review all journal entries written - Make necessary corrections - Organise neatly written work in a portfolio |
What have we learned from keeping journals?
|
- Grade 10 Learner's Book - Portfolio materials - Journal entries - Organization tools |
- Portfolio assessment
- Quality review
- Self-assessment
- Peer feedback
|
|
| 10 | 3 |
Fiction and Non-Fiction
|
Non-Fiction: Personal Journal- Review and Portfolio Organisation
|
By the end of the
lesson, the learner
should be able to:
- Review and refine journal entries - Organise journals in a portfolio - Acknowledge the value of personal journals for self-awareness |
The learner is guided to:
- Review all journal entries written - Make necessary corrections - Organise neatly written work in a portfolio |
What have we learned from keeping journals?
|
- Grade 10 Learner's Book - Portfolio materials - Journal entries - Organization tools |
- Portfolio assessment
- Quality review
- Self-assessment
- Peer feedback
|
|
| 10 | 4 |
3
Oral Literature Oral Literature |
Songs/Oral Poetry- Introduction and Types
Songs/Oral Poetry- Features and Functions |
By the end of the
lesson, the learner
should be able to:
- Define oral poetry and songs - Identify types of oral poetry - Appreciate the role of songs in oral tradition |
The learner is guided to:
- Brainstorm on the meaning of oral poetry - Listen to different types of oral songs - Classify songs based on function and occasion |
What is oral poetry and why is it performed?
|
- Grade 10 Learner's Book
- Audio recordings - Digital devices - Classification charts - Sample songs - Feature analysis charts - Presentation materials |
- Definition assessment
- Classification exercises
- Listening comprehension
- Oral discussions
|
|
| 10 | 5 |
Oral Literature
|
Songs/Oral Poetry- Performance
|
By the end of the
lesson, the learner
should be able to:
- Perform oral poetry using appropriate techniques - Use verbal and non-verbal cues effectively - Appreciate performance as an art form |
The learner is guided to:
- Practice performing oral songs - Use appropriate gestures and voice modulation - Present performances to class |
How does performance enhance oral poetry?
|
- Grade 10 Learner's Book - Selected songs - Performance space - Recording devices |
- Performance assessment
- Peer evaluation
- Self-assessment
- Video recordings
|
|
| 10 | 6 |
Poetry
|
Appreciation of Poetry- Categories of Poems
|
By the end of the
lesson, the learner
should be able to:
- Categorise poetry based on structure and subject matter - Distinguish between different categories - Appreciate diversity in poetry |
The learner is guided to:
- Prepare a graphic organiser on categories of poems - Research different poem categories - Present findings in class |
What are the main categories of poetry?
|
- Grade 10 Learner's Book - Poetry samples - Graphic organisers - Digital devices |
- Categorisation assessment
- Graphic organiser evaluation
- Presentations
- Peer review
|
|
| 10 | 7 |
Poetry
|
Appreciation of Poetry- Process of Writing (Part 1)
|
By the end of the
lesson, the learner
should be able to:
- Explain the steps in writing a poem - Understand brainstorming and topic selection - Value the creative process in poetry |
The learner is guided to:
- Search for steps involved in writing a poem - Identify a topic to explore in poetry - Brainstorm for ideas, images, and phrases |
How does one begin writing a poem?
|
- Grade 10 Learner's Book - Digital devices - Brainstorming materials - Topic selection guides |
- Process identification
- Brainstorming assessment
- Topic selection review
- Peer discussions
|
|
| 10 | 8 |
Poetry
|
Appreciation of Poetry- Process of Writing (Part 2)
Appreciation of Poetry- Sharing and Publishing |
By the end of the
lesson, the learner
should be able to:
- Create the structure of a poem - Determine appropriate style for a poem - Appreciate form in poetry writing |
The learner is guided to:
- Create the structure (stanzas, lines) of a poem - Determine the style to use - Share ideas with peers for feedback |
How do we structure a poem?
|
- Grade 10 Learner's Book
- Poetry structure guides - Sample poems - Peer feedback tools - Publishing materials - School magazine - Feedback forms |
- Structure creation
- Style selection assessment
- Peer feedback
- Observation
|
|
| 10 | 9 |
Poetry
|
Appreciation of Poetry- Portfolio Development
|
By the end of the
lesson, the learner
should be able to:
- Compile poems into a portfolio - Reflect on poetic growth and development - Value poetry writing for self-expression |
The learner is guided to:
- Collect all poems written during the term - Organize poems in a portfolio - Write reflections on their poetry journey |
How has writing poetry enriched our learning?
|
- Grade 10 Learner's Book - Portfolio materials - Compiled poems - Reflection journals |
- Portfolio assessment
- Organization quality
- Reflection depth
- Self-evaluation
|
|
| 11 | 1 |
Fiction and Non-Fiction
|
Fiction: Novel from Kenya- Themes (Part 1)
|
By the end of the
lesson, the learner
should be able to:
- Identify themes in the novel - Discuss major and minor themes - Appreciate thematic depth in literature |
The learner is guided to:
- Identify the themes brought out in the novel - Collaborate to discuss the themes - Present findings to class |
What are the main themes in our novel?
|
- Grade 10 Learner's Book - Set novel - Theme analysis charts - Discussion guides |
- Theme identification
- Discussion participation
- Presentations
- Written analysis
|
|
| 11 | 2 |
Fiction and Non-Fiction
|
Fiction: Novel from Kenya- Themes (Part 1)
|
By the end of the
lesson, the learner
should be able to:
- Identify themes in the novel - Discuss major and minor themes - Appreciate thematic depth in literature |
The learner is guided to:
- Identify the themes brought out in the novel - Collaborate to discuss the themes - Present findings to class |
What are the main themes in our novel?
|
- Grade 10 Learner's Book - Set novel - Theme analysis charts - Discussion guides |
- Theme identification
- Discussion participation
- Presentations
- Written analysis
|
|
| 11 | 3 |
Fiction and Non-Fiction
|
Fiction: Novel from Kenya- Themes (Part 2)
|
By the end of the
lesson, the learner
should be able to:
- Analyse how themes are developed - Relate themes to plot and characters - Value thematic exploration in novels |
The learner is guided to:
- Discuss how themes are developed in the novel - Summarise findings on a tree diagram - Link themes to character actions and plot events |
How are themes developed throughout the novel?
|
- Grade 10 Learner's Book - Set novel - Tree diagrams - Analysis materials |
- Thematic development analysis
- Tree diagram assessment
- Oral discussions
- Peer review
|
|
| 11 | 4 |
Fiction and Non-Fiction
|
Fiction: Novel from Kenya- Lessons Learnt (Part 1)
|
By the end of the
lesson, the learner
should be able to:
- Identify lessons from the novel - Discuss moral and social lessons - Appreciate literature for moral education |
The learner is guided to:
- Brainstorm on lessons learnt from the novel - Discuss lessons with peers - Make notes on key takeaways |
What lessons can we learn from this novel?
|
- Grade 10 Learner's Book - Set novel - Lesson extraction guides - Note-taking materials |
- Lesson identification
- Discussion quality
- Written notes
- Oral presentations
|
|
| 11 | 5 |
Fiction and Non-Fiction
|
Fiction: Novel from Kenya- Lessons Learnt (Part 1)
|
By the end of the
lesson, the learner
should be able to:
- Identify lessons from the novel - Discuss moral and social lessons - Appreciate literature for moral education |
The learner is guided to:
- Brainstorm on lessons learnt from the novel - Discuss lessons with peers - Make notes on key takeaways |
What lessons can we learn from this novel?
|
- Grade 10 Learner's Book - Set novel - Lesson extraction guides - Note-taking materials |
- Lesson identification
- Discussion quality
- Written notes
- Oral presentations
|
|
| 11 | 6 |
Fiction and Non-Fiction
|
Fiction: Novel from Kenya- Lessons Learnt (Part 2)
|
By the end of the
lesson, the learner
should be able to:
- Relate lessons to real life situations - Apply lessons to personal growth - Value novels for lifelong learning |
The learner is guided to:
- Relate lessons from the novel to real life - Share personal reflections on applicable lessons - Discuss how lessons can guide behaviour |
How can we apply these lessons in our lives?
|
- Grade 10 Learner's Book - Set novel - Real-life examples - Reflection journals |
- Application exercises
- Personal reflections
- Oral sharing
- Self-assessment
|
|
| 11 | 7 |
Fiction and Non-Fiction
|
Fiction: Novel from Kenya- Lessons Learnt (Part 2)
|
By the end of the
lesson, the learner
should be able to:
- Relate lessons to real life situations - Apply lessons to personal growth - Value novels for lifelong learning |
The learner is guided to:
- Relate lessons from the novel to real life - Share personal reflections on applicable lessons - Discuss how lessons can guide behaviour |
How can we apply these lessons in our lives?
|
- Grade 10 Learner's Book - Set novel - Real-life examples - Reflection journals |
- Application exercises
- Personal reflections
- Oral sharing
- Self-assessment
|
|
| 11 | 8 |
Fiction and Non-Fiction
|
Fiction: Novel from Kenya- History of Kenya (Part 1)
|
By the end of the
lesson, the learner
should be able to:
- Research the history of Kenya - Identify historical elements in the novel - Appreciate how history influences fiction |
The learner is guided to:
- Research online and offline on the history of Kenya - Share findings with peers - Discuss elements of Kenyan history depicted in the novel |
How has history influenced this novel?
|
- Grade 10 Learner's Book - Set novel - Internet resources - Historical references |
- Research presentation
- Historical analysis
- Oral discussions
- Written summaries
|
|
| 11 | 9 |
Fiction and Non-Fiction
|
Fiction: Novel from Kenya- History of Kenya (Part 2)
|
By the end of the
lesson, the learner
should be able to:
- Analyse how historical events shape characters and plot - Debate the influence of history on fiction - Value historical context in literature |
The learner is guided to:
- Conduct a debate on how Kenyan history influenced the novel - Discuss specific historical references in the text - Make connections between history and narrative |
What role does history play in shaping the story?
|
- Grade 10 Learner's Book - Set novel - Debate guidelines - Historical materials |
- Debate assessment
- Analysis quality
- Argumentation skills
- Peer evaluation
|
|
| 12 | 1 |
Fiction and Non-Fiction
|
Fiction: Novel from Kenya- Culture of Kenya (Part 1)
|
By the end of the
lesson, the learner
should be able to:
- Identify aspects of Kenyan culture in the novel - Discuss cultural practices and beliefs depicted - Appreciate cultural representation in literature |
The learner is guided to:
- Identify aspects of Kenyan culture in the novel - Discuss how culture is portrayed - Make notes on cultural elements |
How is Kenyan culture represented in the novel?
|
- Grade 10 Learner's Book - Set novel - Cultural reference materials - Discussion guides |
- Cultural identification
- Discussion participation
- Written notes
- Presentations
|
|
| 12 | 2 |
Fiction and Non-Fiction
|
Fiction: Novel from Kenya- Culture of Kenya (Part 1)
|
By the end of the
lesson, the learner
should be able to:
- Identify aspects of Kenyan culture in the novel - Discuss cultural practices and beliefs depicted - Appreciate cultural representation in literature |
The learner is guided to:
- Identify aspects of Kenyan culture in the novel - Discuss how culture is portrayed - Make notes on cultural elements |
How is Kenyan culture represented in the novel?
|
- Grade 10 Learner's Book - Set novel - Cultural reference materials - Discussion guides |
- Cultural identification
- Discussion participation
- Written notes
- Presentations
|
|
| 12 | 3 |
Fiction and Non-Fiction
|
Fiction: Novel from Kenya- Culture of Kenya (Part 2)
|
By the end of the
lesson, the learner
should be able to:
- Analyse how Kenyan culture influences the novel - Relate cultural aspects to contemporary society - Value culture's role in shaping fiction |
The learner is guided to:
- Discuss how Kenyan culture influenced the writing of the novel - Link cultural elements to real life - Make notes on cultural relevance |
What can we learn about our culture from this novel?
|
- Grade 10 Learner's Book - Set novel - Cultural analysis tools - Note-taking materials |
- Cultural analysis
- Relevance discussions
- Written analysis
- Oral presentations
|
|
| 12 | 4 |
Fiction and Non-Fiction
|
Fiction: Novel from Kenya- Culture of Kenya (Part 2)
|
By the end of the
lesson, the learner
should be able to:
- Analyse how Kenyan culture influences the novel - Relate cultural aspects to contemporary society - Value culture's role in shaping fiction |
The learner is guided to:
- Discuss how Kenyan culture influenced the writing of the novel - Link cultural elements to real life - Make notes on cultural relevance |
What can we learn about our culture from this novel?
|
- Grade 10 Learner's Book - Set novel - Cultural analysis tools - Note-taking materials |
- Cultural analysis
- Relevance discussions
- Written analysis
- Oral presentations
|
|
| 12 | 5 |
Fiction and Non-Fiction
|
Non-Fiction: Personal Journal- Language and Style Analysis
|
By the end of the
lesson, the learner
should be able to:
- Describe stylistic devices in personal journals - Analyse language and style in journals - Appreciate effective writing in life writing |
The learner is guided to:
- Conduct a search on stylistic devices used in personal journals - Read a sample journal and discuss language and style - Make notes on effective techniques |
What makes journal writing effective?
|
- Grade 10 Learner's Book - Sample journals - Digital devices - Style analysis materials |
- Style identification
- Language analysis
- Written notes
- Oral discussions
|
|
| 12 | 6 |
Fiction and Non-Fiction
|
Non-Fiction: Personal Journal- Creative Journal Writing
|
By the end of the
lesson, the learner
should be able to:
- Write journal entries from personal experiences - Apply appropriate language and style - Value journals for effective communication |
The learner is guided to:
- Make journal entries based on personal experiences - Focus on themes such as risk awareness and road safety - Share work with peers for review |
How can we express our experiences through journals?
|
- Grade 10 Learner's Book - Writing materials - Sample journals - Peer review tools |
- Journal writing assessment
- Peer review
- Language effectiveness
- Portfolio organization
|
|
| 12 | 7 |
Fiction and Non-Fiction
|
Non-Fiction: Personal Journal- Creative Journal Writing
|
By the end of the
lesson, the learner
should be able to:
- Write journal entries from personal experiences - Apply appropriate language and style - Value journals for effective communication |
The learner is guided to:
- Make journal entries based on personal experiences - Focus on themes such as risk awareness and road safety - Share work with peers for review |
How can we express our experiences through journals?
|
- Grade 10 Learner's Book - Writing materials - Sample journals - Peer review tools |
- Journal writing assessment
- Peer review
- Language effectiveness
- Portfolio organization
|
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