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| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 |
CITIZENSHIP
Listening and Speaking Listening and Speaking Reading |
Polite Language: Euphemism
Polite Language: Debate Independent Reading: Grade Appropriate Text |
By the end of the
lesson, the learner
should be able to:
- Outline words and phrases used to express euphemism. - Use euphemism to show politeness in communication. - Value the importance of euphemism in communication. |
The learner is guided to:
- Define the term euphemism. - Identify examples of polite words and expressions used in a poem or story. - Listen to an audio interview and identify euphemism. - Simulate an interview from a text and identify euphemism. - Use euphemism in a conversation. - Create posters with euphemistic words and phrases. - Share the posters through social media or the school notice board. |
Why is it embarrassing to say some words in public?
|
Skills in English pg. 1
Dictionary Digital devices Audio recordings Charts Skills in English pg. 3 Recorded debating sessions Debate rules chart Skills in English pg. 6 Online fiction and non-fiction texts Library resources |
Oral questions
Observation checklist
Written exercises
Poster presentations
|
|
| 1 | 2 |
Reading
Grammar in Use Grammar in Use Intensive Reading Intensive Reading Writing |
Independent Reading: Creating a Reading Log
Gender Neutral Language: Identifying Gender Bias Gender Neutral Language: Using Gender Neutral Words Play: Structure and Setting - Identifying Structure Play: Structure and Setting - Analyzing Setting Legibility and Neatness: Identifying Sections |
By the end of the
lesson, the learner
should be able to:
- Create a reading log for monitoring reading activities. - Recommend to peers suitable fiction and non-fiction materials to read. - Value the importance of keeping track of reading activities. |
The learner is guided to:
- Maintain a reading log showing their reading activities and thoughts about what they read. - Keep vocabulary journals. - Prepare a reading log for the titles of the fiction and non-fiction texts. - Share and discuss their reading experiences with peers. - Recommend suitable reading materials to peers. |
How can we develop a good reading culture?
|
Skills in English pg. 9
Reading log templates Sample reading logs Digital devices Skills in English pg. 12 English songs Video clips Digital devices Charts Skills in English pg. 14 Crossword puzzles Charts Posters Skills in English pg. 16 Class reader (play) Charts with play structure Skills in English pg. 19 Role play props Skills in English pg. 22 Sample handwritten texts Handwriting assessment rubrics |
Reading logs assessment
Peer assessment
Written assignments
Observation checklists
|
|
| 1 | 3 |
Writing
Listening and Speaking Listening and Speaking |
Legibility and Neatness: Creating Neat Texts
Oral Literature: Short Forms - Characteristics Oral Literature: Short Forms - Performance |
By the end of the
lesson, the learner
should be able to:
- Create a neat and legible text. - Apply correct techniques for breaking words at the end of lines. - Appreciate the importance of legibility and neatness in written communication. |
The learner is guided to:
- Work jointly to review a text written by a peer. - Take notes during an oral presentation. - Take notes while listening to an audio or watching a video recording. - Rewrite portions of a dictated text. - Work in partnership with peers to discuss techniques of improving legibility in writing. |
Why do we indent paragraphs?
|
Skills in English pg. 24
Digital devices Audio recordings Video recordings Sample texts Skills in English pg. 26 Resource person Reference books Crossword puzzles Skills in English pg. 29 Resource books Charts |
Written assignments
Note-taking assessment
Dictation exercises
Peer review checklists
|
|
| 1 | 4 |
SCIENCE FICTION
Reading Reading Grammar in Use |
Intensive Reading: Simple Poems - Identifying Style
Intensive Reading: Simple Poems - Appreciation Nouns and Quantifiers: Identifying Quantifiers |
By the end of the
lesson, the learner
should be able to:
- Identify the basic aspects of style such as repetition and rhyme in a poem. - Describe the functions of rhyme and repetition in a poem. - Value the aesthetic aspect of poetry. |
The learner is guided to:
- Recite and read provided simple poems. - Identify the parts of a poem in which repetition and rhyme are used. - Respond to questions based on a poem. - Discuss the functions of rhyme and repetition in poems. - Search the internet or other sources for more examples of poems that use repetition and rhyme. |
Why do we repeat some sounds, words and lines in a poem?
|
Skills in English pg. 31
Poems Digital devices Sample poems with rhyme and repetition Skills in English pg. 33 Charts Daughter of Nature Skills in English pg. 34 Lesson notes Teacher's Guide Charts |
Oral questions
Recitation assessment
Written exercises
Observation checklists
|
|
| 1 | 5 |
Grammar in Use
Reading Reading Writing |
Nouns and Quantifiers: Using Quantifiers
Intensive Reading: Plot - Key Events Intensive Reading: Plot - Real Life Connections Mechanics of Writing: Punctuation - Identification |
By the end of the
lesson, the learner
should be able to:
- Identify and categorize count and non-count nouns in oral and written texts. - Use quantifiers correctly with count and non-count nouns. - Acknowledge the importance of quantifiers in oral and written communication. |
The learner is guided to:
- Work in small groups to identify count, non-count nouns and quantifiers from a passage. - Match count and non-count nouns with the correct quantifiers. - Search for more examples of quantifiers from books, newspapers, magazines, and the internet. - Form sentences using different quantifiers with count and non-count nouns and read them aloud in groups. - Edit sentences with incorrect quantifier usage. |
How do count nouns differ from the non-count nouns?
|
Skills in English pg. 36
Digital devices Newspapers Magazines Sample texts Skills in English pg. 37 Class Readers - Play Sample plot summaries Skills in English pg. 40 Role play props Skills in English pg. 41 |
Gap filling exercises
Sentence construction
Group work evaluation
Editing assessment
|
|
| 2 | 1 |
Writing
Listening and Speaking Listening and Speaking |
Mechanics of Writing: Punctuation - Application
Listening Comprehension: Argumentative Text Listening Comprehension: Selecting Details |
By the end of the
lesson, the learner
should be able to:
- Use the double quotation marks and the bracket in written texts. - Appreciate the role of the double quotation marks and the bracket in written texts. - Show commitment to using correct punctuation in writing. |
The learner is guided to:
- Make sentences using the double quotation marks and the bracket. - Assess the work of peers. - Make posters displaying the correct use of the double quotation marks and the bracket. - Create short texts that correctly use the double quotation marks and the bracket. - Edit texts by adding punctuation marks where appropriate. |
How do we use the double quotation marks and the bracket in writing?
|
Skills in English pg. 44
Digital devices Sample texts Posters Writing materials Skills in English pg. 45 Audio texts Lesson notes Teacher's Guide Skills in English pg. 47 News bulletins Video clips Song recordings |
Written assignments
Poster presentations
Peer assessment
Editing exercises
|
|
| 2 | 2 |
ENVIRONMENTAL CONSERVATION
Reading Reading Grammar in Use |
Reading for Information and Meaning: Context Clues
Reading for Information and Meaning: Making Connections Modal Auxiliaries: Identification |
By the end of the
lesson, the learner
should be able to:
- Infer the meaning of words, phrases and sentences from the context. - Apply reading strategies to comprehend texts. - Show interest in independent reading. |
The learner is guided to:
- Read a grade appropriate text. - Make predictions about a reading text. - Infer the meaning of new words, phrases and sentences from the context. - Look up the meaning of new words and phrases from the dictionary. - Answer questions from a text. - Make notes as they read a text. |
Why is it important to find the meaning of new words and phrases?
|
Skills in English pg. 47
Digital devices Dictionaries Grade appropriate texts Lesson notes Skills in English pg. 50 Environmental texts Crossword puzzles Skills in English pg. 51 Sample texts with modal auxiliaries Lesson notes Charts |
Written exercises
Context clues identification
Reading comprehension tasks
Note-taking assessment
|
|
| 2 | 3 |
Grammar in Use
Reading Reading |
Modal Auxiliaries: Application
Poems: Structure - Identifying Features Poems: Structure - Analyzing Personification |
By the end of the
lesson, the learner
should be able to:
- Use modal auxiliaries to express different moods. - Value the importance of using modal auxiliaries in communication. - Show confidence in using modal auxiliaries in communication. |
The learner is guided to:
- Match the modal auxiliaries with the correct quantifiers. - View pictures and diagrams and ask questions using modal auxiliaries. - Use modal auxiliaries correctly to express permission, requests, ability and obligation. - In groups, discuss the functions of modal auxiliaries. - Construct sentences using modal auxiliaries correctly. |
How can we improve our use of modal auxiliaries in daily communication?
|
Skills in English pg. 54
Picture charts Digital devices Sample texts Lesson notes Skills in English pg. 56 Poems Charts with poem structure Sample poems Skills in English pg. 59 Poems with personification Charts |
Sentence construction
Matching exercises
Group discussion assessment
Oral presentations
|
|
| 2 | 4 |
Writing
Listening and Speaking Listening and Speaking |
Structure of a Paragraph: Characteristics
Structure of a Paragraph: Creating Paragraphs Selective Listening: Required Information Selective Listening: Making Judgments |
By the end of the
lesson, the learner
should be able to:
- Outline the four characteristics of a well formed paragraph. - Identify the topic sentence, supporting sentences, and clincher sentence in a paragraph. - Value well-structured paragraphs in writing. |
The learner is guided to:
- Read excerpts from newspaper articles, magazines, textbooks or online articles. - Identify the topic sentence, supporting sentences, clincher sentence in paragraphs. - Discuss the steps for paragraph writing including outlining, topic sentence, supporting sentences, and concluding sentence. - Create a poster that outlines the four characteristics of a well-formed paragraph. |
Why is it important to organise the ideas in your paragraphs coherently?
|
Skills in English pg. 61
Newspaper articles Magazines Digital devices Textbooks Skills in English pg. 64 Sample well-formed paragraphs Writing materials Paragraph assessment checklist Skills in English pg. 66 News bulletins Video presentations Audio recordings Skills in English pg. 68 Audio recordings Video clips Posters |
Paragraph analysis
Poster creation
Written exercises
Group discussion assessment
|
|
| 2 | 5 |
CONSUMER LAWS AND POLICIES
Reading Reading Grammar in Use |
Intensive Reading: Prediction
Intensive Reading: Comprehension Present and Past Perfect Aspect: Identification |
By the end of the
lesson, the learner
should be able to:
- Predict events in a reading text. - Outline the key events in a text. - Demonstrate enthusiasm for reading. |
The learner is guided to:
- Make predictions about the outcome of the story from the title and illustrations. - Read a text on consumer laws and policies. - Outline the key events in the text. - Answer questions about the text. - Discuss the accuracy of their predictions. |
How are characters and events in a text related to real life?
|
Skills in English pg. 69
Digital devices Reading texts on consumer laws Illustrations Prediction charts Skills in English pg. 72 Comprehension passages Dictionaries Note-making templates Skills in English pg. 74 Sample texts with perfect aspects Lesson notes Charts |
Prediction assessment
Reading comprehension tasks
Outline evaluation
Group discussion
|
|
| 3 | 1 |
Grammar in Use
Intensive Reading Intensive Reading |
Present and Past Perfect Aspect: Application
Play: Identification of Characters - Traits Play: Identification of Characters - Actions |
By the end of the
lesson, the learner
should be able to:
- Use present and past perfect aspect in sentences. - Appreciate the importance of using tense in sentences. - Show confidence in using present and past perfect aspects in communication. |
The learner is guided to:
- Use has/have + -ed participle form of the verb to form the present perfect tense. - Use had + past participle form of the verb to form the past perfect tense. - Construct sentences on a variety of issues such as consumer laws and policies using the present and past perfect aspect. - Pick out sentences in present and past perfect tense from newspaper articles, magazines and books. |
Why should we use tense correctly in sentences?
|
Skills in English pg. 77
Digital devices Newspaper articles Magazines Books Skills in English pg. 79 Class reader - Play Character trait charts Role play props Skills in English pg. 82 Essay writing templates Character action charts |
Sentence construction
Written exercises
Identification tasks
Group discussion assessment
|
|
| 3 | 2 |
Writing
Listening and Speaking Listening and Speaking Reading |
Narrative and Descriptive Paragraphs: Identification
Narrative and Descriptive Paragraphs: Creation Pronunciation: Semi-vowels Pronunciation: Diphthongs Reference Materials: Dictionary |
By the end of the
lesson, the learner
should be able to:
- Highlight the qualities of a well formed paragraph. - Distinguish between narrative and descriptive paragraphs. - Value well-formed paragraphs in communication. |
The learner is guided to:
- Distinguish between narrative and descriptive paragraphs. - Search for examples of narrative and descriptive paragraphs from the internet or print sources. - Discuss the qualities of a well formed paragraph in groups. - Outline the characteristics of a narrative paragraph. - Discuss the features of a descriptive paragraph in groups. |
How can we make a narrative composition interesting?
|
Skills in English pg. 84
Digital devices Sample narrative and descriptive paragraphs Internet resources Print sources Skills in English pg. 87 Sample paragraphs Paragraph review checklists Writing materials Skills in English pg. 90 Digital devices Audio recordings Lesson notes Teacher's Guide Skills in English pg. 92 Skills in English pg. 95 Dictionaries Textbooks Newspapers Magazines |
Paragraph analysis
Group discussion assessment
Characteristic identification
Feature comparison charts
|
|
| 3 | 3 |
RELATIONSHIPS: COMMUNITY
Reading Grammar in Use Grammar in Use Reading Reading Writing |
Reference Materials: Thesaurus and Encyclopaedia
Order of Adjectives: Types of Adjectives Order of Adjectives: Correct Order Play: Style - Identification Play: Style - Analysis Letter of Application: Structure |
By the end of the
lesson, the learner
should be able to:
- Use the thesaurus and subject-specific encyclopaedia to check the meaning and usage of words. - Conduct research on a topic of interest using the thesaurus and encyclopaedia. - Value reference materials in research. |
The learner is guided to:
- Search the internet for more information about the thesaurus and encyclopaedia and their purposes. - Compare print and digital thesaurus and encyclopaedia. - Look up the synonyms of various words using a thesaurus. - Make sentences using the synonyms of given words. - Conduct research on a given topic using subject-specific encyclopaedia. - Conduct research on contemporary issues from a subject-specific encyclopaedia. |
How can reference materials help us in our learning?
|
Skills in English pg. 97
Digital devices Thesaurus Encyclopaedias Textbooks Skills in English pg. 99 Charts Pictures Crossword puzzles Skills in English pg. 101 Flash cards Skills in English pg. 103 Class readers - Play Lesson notes Teacher's guide Skills in English pg. 106 Skills in English pg. 108 Sample application letters Textbooks Magazines Newspapers |
Observation
Question and answer
Research tasks
Peer assessment
Written exercises
|
|
| 3 | 4 |
Writing
Listening and Speaking Listening and Speaking Reading Reading Grammar in Use |
Letter of Application: Writing
Conversational skills: Negotiation skills - Words and Phrases Conversational skills: Negotiation skills - Verbal and Non-verbal Cues Reading Fluency: Speed and Accuracy Reading Fluency: Expression Comparison of Adverbs: Forms |
By the end of the
lesson, the learner
should be able to:
- Write a letter of application for placement at Senior Secondary School using all the components. - Edit and revise a letter of application. - Advocate the need to adhere to the format of formal letter writing. |
The learner is guided to:
- Write a letter of application for placement at Senior Secondary School using the taught components. - Exchange the letter with other learners for peer assessment. - Edit the letters of application in small groups for correctness. - Revise the letter and input corrections suggested by peers. - Share the letters of application on the class noticeboard, school noticeboard or online. |
How can one ensure a letter of application meets the expected standards?
|
Skills in English pg. 110
Digital devices Sample application letters Rubrics Textbooks Skills in English pg. 112 Video clips Audio recordings Lesson notes Skills in English pg. 115 Conversational poems Skills in English pg. 116 Storybooks Textbooks Newspapers Magazines Skills in English pg. 119 Poems Newspapers Skills in English pg. 121 Audio clips Charts Substitution tables |
Written exercises
Peer assessment
Final letter evaluation
Checklists
Assessment rubrics
|
|
| 3 | 5 |
LEISURE TIME
Grammar in Use Reading Reading Writing Writing Listening and Speaking |
Comparison of Adverbs: Usage
Intensive Reading - Play: Themes Intensive Reading - Play: Analysis Mechanics of Writing: Spelling of Words with Double Letters Mechanics of Writing: Spelling Games and Activities Listening for Detail: Main Ideas |
By the end of the
lesson, the learner
should be able to:
- Use positive, comparative and superlative degrees of adverbs in sentences. - Convert between degrees of comparison. - Value the importance of the correct usage of adverbs. |
The learner is guided to:
- Use substitution tables to categorise adverbs in pairs. - Use various degrees of adverbs during a role play. - Use adverbs of various degrees in a dialogue, record a video or audio clip and share it through the internet. - Convert between positive, comparative, and superlative forms of adverbs. |
Which words are used to make comparison?
|
Skills in English pg. 123
Digital devices Audio clips Video recordings Substitution tables Textbooks Skills in English pg. 124 Class readers - Play Lesson notes Teacher's guide Skills in English pg. 127 Video recording equipment Lesson notes Skills in English pg. 129 Dictionaries Word lists Dictation exercises Skills in English pg. 132 Crossword puzzles Word search games Spelling bee materials Skills in English pg. 135 Audio recordings |
Written exercises
Oral presentations
Dialogue recordings
Peer assessment
Assessment rubrics
|
|
| 4 | 1 |
NATURAL RESOURCES: MARINE LIFE
Listening and Speaking Reading Grammar in Use Grammar in Use Reading Reading |
Listening for Detail: Specific Information
Intensive Reading: Interpretation Relative Pronouns Interrogative Pronouns Intensive Reading: Play - Characters Intensive Reading: Play - Relationships |
By the end of the
lesson, the learner
should be able to:
- Respond to questions based on the listening passage. - Recall specific details from a listening passage. - Value the importance of attentive listening. |
The learner is guided to:
- Use a digital device to search for more information on the topic. - Watch a video and pick out specific details in groups. - Recall specific details from a listening passage. - Listen to another text "Clayton the Scuba Diver" and answer questions about specific details. |
Why is it important to listen keenly?
|
Skills in English pg. 136
Digital devices Audio recordings Video clips Lesson notes Skills in English pg. 137 Texts on marine life Skills in English pg. 141 Charts Textbooks Video recording equipment Skills in English pg. 144 Crossword puzzles Visual aids Textbooks Skills in English pg. 146 Class readers - Play Skills in English pg. 148 Video recording equipment |
Observation
Oral questions
Written responses
Detail recall exercises
Checklists
|
|
| 4 | 2 |
Writing
Listening and Speaking Listening and Speaking Reading Reading |
The Writing Process: Planning and Drafting
The Writing Process: Editing and Publishing Oral Poetry: Features Oral Poetry: Performance Reading for Interpretation: Point of View Reading for Interpretation: Analysis |
By the end of the
lesson, the learner
should be able to:
- Outline the stages of the writing process. - Create a first draft of a composition, story or poem following the steps of the writing process. - Value planning in the writing process. |
The learner is guided to:
- In pairs, outline the steps of the writing process. - Brainstorm, in groups, on different topics such as natural resources-marine life, respect and life skills for writing a factual composition. - Select one topic, in each group, and write a first draft of a factual composition. - Use an outline to organize ideas before writing. |
How does the writing process help us improve the quality of our writing?
|
Skills in English pg. 150
Digital devices Writing materials Sample outlines Textbooks Skills in English pg. 152 Editing checklists Publishing platforms Skills in English pg. 154 Audio recordings Poem collections Lesson notes Skills in English pg. 156 Video recordings Skills in English pg. 157 Poetry collections Lesson notes Skills in English pg. 159 |
Outline evaluation
First draft assessment
Group collaboration
Peer feedback
Checklists
|
|
| 4 | 3 |
TOURISM: INTERNATIONAL
Grammar in Use Grammar in Use Reading Reading Writing |
Complex Prepositions: Identification
Complex Prepositions: Usage Poetry: Characters - Identification Poetry: Characters - Analysis Assessing Writing: Qualities |
By the end of the
lesson, the learner
should be able to:
- Recognize complex prepositions in texts. - Differentiate between simple and complex prepositions. - Appreciate the role of prepositions in writing. |
The learner is guided to:
- Read a passage from a book, magazine or newspaper article in which complex prepositions are used. - Identify complex prepositions from the passage. - Listen to a text read by the teacher and note the complex prepositions used. - In pairs, read and underline complex prepositions used in various texts. |
Which words let you know where someone is going?
|
Skills in English pg. 160
Digital devices Magazines Newspapers Books Textbooks Skills in English pg. 161 References Sentence strips Skills in English pg. 162 Poetry collections Lesson notes Skills in English pg. 164 Recording equipment Character trait charts Skills in English pg. 165 Sample compositions Assessment rubrics |
Identification exercises
Written tasks
Listening exercises
Peer assessment
Checklists
|
|
| 4 | 4 |
Writing
Listening and Speaking Listening and Speaking Reading Reading Grammar in Use |
Assessing Writing: Application
Diphthongs and Sentence Stress: Diphthongs Diphthongs and Sentence Stress: Emphasis Extensive Reading: Selection Extensive Reading: Application Conjunctions: Correlative Conjunctions - Identification |
By the end of the
lesson, the learner
should be able to:
- Write a composition related to the theme. - Assess a composition against a predesigned criteria. - Apply feedback to improve writing. |
The learner is guided to:
- Write a composition related to tourism. - Assess a peer's composition and give comments as guided by the checklist. - Make corrections to the composition. - Display the compositions on the school noticeboard. |
How can one make a composition interesting?
|
Skills in English pg. 167
Digital devices Assessment rubrics Composition samples Textbooks Skills in English pg. 170 Audio recordings Flashcards Dictionaries Poems Skills in English pg. 172 Recording equipment Poems Skills in English pg. 175 Video clips Book collections Library resources Skills in English pg. 177 Note-taking materials Skills in English pg. 180 Newspapers Magazines Books |
Composition assessment
Peer review quality
Revised composition
Final product evaluation
Assessment rubrics
|
|
| 4 | 5 |
HEROES AND HEROINES: WORLD
Grammar in Use Reading Reading Writing Writing Listening and Speaking |
Conjunctions: Correlative Conjunctions - Usage
Play: Style - Features Play: Style - Analysis Narrative Compositions: Elements Narrative Compositions: Writing Impromptu Speeches: Preparation |
By the end of the
lesson, the learner
should be able to:
- Use correlative conjunctions in sentences. - Construct sentences with various correlative conjunctions. - Appreciate use of correlative conjunctions for effective communication. |
The learner is guided to:
- Form sentences using correlative conjunctions. - Ask and answer questions using correlative conjunctions. - In groups, role play an event and use correlative conjunctions. - Match correlative conjunctions in charts. - Rewrite sentences using correlative conjunctions. |
What are the different types of correlative conjunctions?
|
Skills in English pg. 182
Digital devices Charts Sentence strips Role play materials Textbooks Skills in English pg. 183 Class readers - Play Lesson notes Skills in English pg. 187 Video recording equipment Lesson notes Skills in English pg. 190 Sample compositions Planning templates Skills in English pg. 192 Writing materials Editing checklists Display materials Skills in English pg. 194 Dictionaries Speech samples |
Sentence construction
Question and answer
Role play assessment
Matching exercises
Assessment rubrics
|
|
| 5 | 1 |
SOCIAL AND MASS MEDIA
Listening and Speaking Reading Reading Grammar in Use Grammar in Use Reading |
Impromptu Speeches: Delivery
Note Making: Main Ideas Note Making: Organization Determiners: Numerals Determiners: Ordinals Play: Project - Planning |
By the end of the
lesson, the learner
should be able to:
- Make an impromptu speech on a selected topic. - Apply presentation skills in speech delivery. - Acknowledge the importance of excellent presentation skills in speech delivery. |
The learner is guided to:
- Make an impromptu speech on a topic related to social and mass media. - Record the speech, discuss its strengths and weaknesses in a plenary and suggest ways of improvement. - Apply voice projection, intonation, and appropriate body language during speech delivery. - Give constructive feedback on speeches delivered by peers. |
What makes an impromptu speech effective?
|
Skills in English pg. 195
Digital devices Recording equipment Speech topics Feedback forms Skills in English pg. 196 Argumentative passages Note-making templates Textbooks Skills in English pg. 199 Graphic organizers Chart materials Skills in English pg. 202 Sample passages Matching exercises Skills in English pg. 204 Sentence strips Skills in English pg. 205 Video clips Class readers - Play Props and costumes |
Speech delivery assessment
Recording evaluation
Feedback quality
Self-assessment
Assessment rubrics
|
|
| 5 | 2 |
Reading
Writing Writing Listening and Speaking Listening and Speaking Reading |
Play: Project - Performance
Filling Forms: Application Forms - Identification Filling Forms: Application Forms - Completion Conversation Skills: Job Interviews Conversation Skills: Job Interviews Extensive Reading: Fiction |
By the end of the
lesson, the learner
should be able to:
- Present dramatised parts of a play to an audience. - Use voice, gestures and movements effectively in performance. - Acknowledge the effectiveness of the performance in delivering the play's message. |
The learner is guided to:
- Rehearse with props and costumes. - Dramatise simple scenes for classmates while focusing on voice, gestures and movements. - Discuss how to use role play and mime in the performance. - Give and receive feedback on the performance. - Record the performance on a video or audio device. |
What makes a performance successful?
|
Skills in English pg. 207
Digital devices Recording equipment Props and costumes Performance space Skills in English pg. 209 Sample application forms Lists of forms Textbooks Skills in English pg. 212 Application forms Pens with clear handwriting Skills in English Grade 9 (p. 214) Video clips on job interviews Digital devices Internet resources Skills in English Grade 9 (p. 215) Digital recording devices Sample job interview questions Skills in English Grade 9 (p. 217) Fiction books Library books Sample fiction and non-fiction texts |
Performance assessment
Use of techniques
Recording quality
Feedback exchange
Assessment rubrics
|
|
| 5 | 3 |
INCOME GENERATING ACTIVITIES
Reading Grammar in Use Grammar in Use Reading Reading Writing |
Extensive Reading: Fiction
Word Classes: Nouns Word Classes: Nouns Grade-appropriate Play: Lessons learnt Grade-appropriate Play: Lessons learnt Mechanics of Writing: Spelling |
By the end of the
lesson, the learner
should be able to:
- Read grade-appropriate fiction materials - Keep a portfolio of the subject matter - Appreciate the importance of reading fiction for exposure |
The learner is guided to:
- Read the selected fiction texts and make notes - Use a graphic organiser to write short summaries of the subject matter of each fiction text read - Include a few points that would encourage others to read the story - Take a photograph of each text read and its summary or draw pictures of books read that indicate the title and author - Write the titles of the books read and their subject matter on cards - Create a reader's gallery by displaying the cards with the titles of the materials read with a caption indicating the subject matter - Take photographs of the reader's gallery display and keep copies in their portfolio |
What makes a book interesting?
|
Skills in English Grade 9 (p. 218)
Fiction books Digital devices Graphic organisers Display materials Camera/digital device for taking photographs Skills in English Grade 9 (p. 221) Sample texts Word cards Dictionaries Charts Skills in English Grade 9 (p. 222) Newspapers Magazines Chart papers Skills in English Grade 9 (p. 223) Play excerpts Internet resources Skills in English Grade 9 (p. 224) Skills in English Grade 9 (p. 227) Sample abbreviations Reference materials |
Portfolio assessment
Observation
Peer assessment
Readers' gallery display
Questions and answers
|
|
| 5 | 4 |
Writing
Listening and Speaking Listening and Speaking |
Mechanics of Writing: Spelling
Listening to Respond: Expressing Feelings Listening to Respond: Expressing Feelings |
By the end of the
lesson, the learner
should be able to:
- Spell words correctly for effective communication - Write common abbreviations correctly - Demonstrate awareness of word splitting at the end of a line |
The learner is guided to:
- Study sentences and note the words that are split at the end of a line - Search from the internet or in books for information on what to consider when splitting words at the end of a line - Make notes from their search and present findings in class - Write words that can be abbreviated - Spell words correctly that the teacher will dictate - Rewrite sentences, abbreviating the underlined words - Write sentences about income-generating activities that include abbreviations - Write a paragraph on how to save money from income-generating activities using words that need to be abbreviated - Peer assess the paragraphs and rewrite them incorporating corrections |
Which words do we normally abbreviate?
|
Skills in English Grade 9 (p. 228)
Dictionaries Reference materials Digital devices Chart papers Sample abbreviations Word lists Skills in English Grade 9 (p. 232) Poetry books Audio recordings Recording equipment Skills in English Grade 9 (p. 233) Video recordings Audio equipment Sample poems |
Written exercises
Dictation
Paragraph writing
Peer assessment
Word splitting exercises
Abbreviation exercises
|
|
| 5 | 5 |
PERSONAL GROOMING
Reading Reading Grammar in Use |
Intensive Reading: Comprehension Strategies
Phrasal Verbs |
By the end of the
lesson, the learner
should be able to:
- Identify clues in the passage from which conclusions can be drawn - Infer information and meaning of words and expressions from a passage - Apply critical thinking skills when making inferences |
The learner is guided to:
- Read stories and passages where inferences can be made - Identify words in the passages which can help arrive at valid conclusions - Underline words, phrases or sentences that provide clues for making inferences - Use prior knowledge to make inferences from texts - Search for print and non-print passages on personal grooming or other subjects - Read the passages and write down the conclusions made from the reading - In pairs, discuss what to consider when making conclusions from a text |
How can one draw conclusions from a text?
|
Skills in English Grade 9 (p. 234)
Reading passages Digital devices Internet resources Reference materials Printed materials Skills in English Grade 9 (p. 236) Chart papers Dictionaries Skills in English Grade 9 (p. 238) Sample texts Word cards |
Written exercises
Oral discussions
Observation
Peer assessment
Reading comprehension tests
|
|
| 6 | 1 |
Grammar in Use
Reading Reading Writing |
Phrasal Verbs
Play: Characterisation Play: Characterisation The Writing Process |
By the end of the
lesson, the learner
should be able to:
- Use the given phrasal verbs in sentences of their own - Value the importance of using phrasal verbs in spoken and written communication |
The learner is guided to:
- Form phrasal verbs using the verbs hang, run, break and turn - Use appropriate phrasal verbs to fill in blank spaces in passages - Use phrasal verbs to complete substitution tables - Construct at least ten sentences on personal grooming and health education using phrasal verbs - Display sentences on charts in the classroom gallery wall - Review each other's sentences and make necessary corrections - Suggest ways to use phrasal verbs in speech or writing in school or at home - In groups, compose a short song on health education and personal grooming using suitable phrasal verbs |
Which words do we use to express different meanings in daily conversation?
|
Skills in English Grade 9 (p. 240)
Chart papers Dictionaries Reference materials Sample texts Digital devices Skills in English Grade 9 (p. 241) Play excerpts Internet resources Skills in English Grade 9 (p. 245) Character maps Video clips Drama props Skills in English Grade 9 (p. 247) Sample writing process charts Sample dialogues |
Written exercises
Song composition
Sentence construction
Peer assessment
Observation
Chart presentations
|
|
| 6 | 2 |
Writing
Listening and Speaking Listening and Speaking |
The Writing Process
Extensive Listening: Speeches Extensive Listening: Speeches |
By the end of the
lesson, the learner
should be able to:
- Apply the writing process in creating a dialogue on a relevant theme - Emphasise the importance of each stage in the writing process in crafting flawless dialogues |
The learner is guided to:
- In groups, brainstorm on topics related to personal grooming, respect and life skills - Select one topic from the brainstorming session - Follow the stages of the writing process to write a dialogue on the selected topic - Exchange dialogues with others in the group for assessment - Suggest corrections and improvements - Correct work as needed - In pairs, select one of the dialogues presented and dramatize it - Ensure use of verbal and non-verbal cues appropriately - Record the dramatisation - Comment on strengths and weaknesses of the presentation - Discuss the importance of learning how to write a dialogue |
Why is it important to learn dialogue writing?
|
Skills in English Grade 9 (p. 249)
Digital recording devices Chart papers Reference materials Sample dialogues Props for dramatization Skills in English Grade 9 (p. 251) Audio recordings Video clips Digital devices Internet resources Sample speeches Skills in English Grade 9 (p. 252) Audio recording equipment Social media platforms Notes from previous lesson |
Dialogue writing
Role play
Peer assessment
Video recordings
Observation
Dramatization
|
|
| 6 | 3 |
SEA TRAVEL
Reading Reading Grammar in Use |
Intensive Reading: Visualising and Summarising
Sentences: Complex Sentences |
By the end of the
lesson, the learner
should be able to:
- Identify mental images created from a read passage - Visualise scenes described in a text - Appreciate the role of mental images in enhancing understanding of a text |
The learner is guided to:
- Discuss how to ensure understanding of what is read - Read stories like "Scenes from the sea" - Answer comprehension questions based on the passage - Work with a classmate to identify words or expressions that appeal to the five senses in the passage - Describe mental images created from the passage that help to imagine how something looks, smells, sounds, feels or tastes - Write descriptive words and expressions that appeal to the five senses in a table - Search from the internet or a variety of texts for sensory words and expressions used to create mental images |
What are the features that make a text appealing to the senses?
|
Skills in English Grade 9 (p. 253)
Reading passages Digital devices Internet resources Sensory vocabulary lists Chart papers Skills in English Grade 9 (p. 256) Graphic organisers Reference materials Skills in English Grade 9 (p. 257) Sentence samples |
Written responses
Sensory tables
Observation
Pair work
Question and answer
Group discussions
|
|
| 6 | 4 |
Grammar in Use
Reading Reading |
Sentences: Complex Sentences
Grade-appropriate Play: Style Grade-appropriate Play: Style |
By the end of the
lesson, the learner
should be able to:
- Construct complex sentences using subordinating conjunctions learnt - Correct disjointed sentences using the rule of subordinating conjunctions |
The learner is guided to:
- Use subordinating conjunctions to construct complex sentences - Review each other's sentences and make corrections to form well-formed complex sentences - Display sentences on charts - With a classmate, underline and label the main and subordinate clauses on the chart - Use subordinating conjunctions to join pairs of sentences in substitution tables - Select the correct subordinating conjunction to link sentences in completion tables - Punctuate sentences correctly by inserting commas where needed - Correct errors in the choice of conjunctions in given sentences |
How can one differentiate between a simple sentence and a complex sentence?
|
Skills in English Grade 9 (p. 259)
Chart papers Sentence samples Reference materials Digital devices Substitution tables Skills in English Grade 9 (p. 261) Play excerpts Graphic organisers Skills in English Grade 9 (p. 262) Digital recording devices Drama props Script writing materials |
Sentence construction
Written exercises
Peer assessment
Chart presentations
Observation
Sentence correction
|
|
| 6 | 5 |
Writing
Listening and Speaking Listening and Speaking |
Creative Writing: Idioms
Intonation in Sentences: Question Tags Intonation in Sentences: Question Tags |
By the end of the
lesson, the learner
should be able to:
- Explain the meaning of given idioms in different contexts - Use idioms appropriately in speech and writing - Value the role of idioms in enhancing written and oral communication |
The learner is guided to:
- Read sentences and study pictures to identify idioms - Explain what idioms are and give examples they are familiar with - Read passages like "On the open sea" and "With open arms" that use idioms - Identify idioms used in the passages - In groups, explain what each idiom means based on how it is used in the passages - Search online and in dictionaries for meanings of given idioms - Fill in the gaps in sentences with appropriate idioms - Present idioms and their meanings in a diagram |
What is an idiom?
|
Skills in English Grade 9 (p. 264)
Reading passages Dictionaries Digital devices Internet resources Reference materials Chart papers Skills in English Grade 9 (p. 267) Sample compositions Language game materials Skills in English Grade 9 (p. 269) Audio recordings Sentence samples Conversation scripts Skills in English Grade 9 (p. 271) World Cup related materials |
Written exercises
Gap filling
Diagrams
Observation
Group discussions
Question and answer
|
|
| 7 | 1 |
SPORTS - WORLD CUP (FOOTBALL)
Reading Reading Grammar in Use |
Summarising: Argumentative Texts
Sentences: Direct and Indirect Speech |
By the end of the
lesson, the learner
should be able to:
- Pick out the main points discussed in a text - Organise an outline of points into a coherent whole - Value the importance of identifying main ideas when reading |
The learner is guided to:
- Read paragraphs and identify the main argument - Identify supporting points raised to support the main argument - Read argumentative texts like "Beyond the trophy" - Select the main idea in the text and state it in a short phrase - Read more argumentative texts based on the World Cup from various sources - For each text, pick out the main points discussed - Organize main points and supporting points in texts in tables - Organize outlines of main points and supporting points so they flow logically and clearly |
How do we write summaries?
|
Skills in English Grade 9 (p. 272)
Reading passages Digital devices Internet resources Reference materials Chart papers Argumentative texts Skills in English Grade 9 (p. 274) Display materials Skills in English Grade 9 (p. 275) Sentence samples |
Written exercises
Oral presentations
Tables and outlines
Observation
Question and answer
Group discussions
|
|
| 7 | 2 |
Grammar in Use
Reading Reading |
Sentences: Direct and Indirect Speech
Intensive Reading: Play - Relating to Real Life Intensive Reading: Play - Relating to Real Life |
By the end of the
lesson, the learner
should be able to:
- Convert direct speech into indirect speech - Use the correct punctuation marks in direct speech - Apply direct and indirect speech correctly in communication |
The learner is guided to:
- Read passages with indirect speech and identify the indirect speech - Rewrite reported questions in direct speech - Rewrite questions from direct to reported speech - Read sentences with direct speech and identify punctuation marks used - Rewrite sentences and insert correct punctuation marks - In pairs, compose sentences in both direct and indirect speech using correct punctuation - Write short conversations using both direct and indirect speech - Watch video recordings of World Cup matches or presentations and write reports using both direct and indirect speech |
Why is it important for an actor to pronounce words correctly and speak audibly in a performance?
|
Skills in English Grade 9 (p. 277)
Sentence samples Reading passages Digital devices Video recordings Reference materials Chart papers Skills in English Grade 9 (p. 279) Play excerpts Skills in English Grade 9 (p. 282) Digital recording devices Drama props Costumes Internet resources |
Written exercises
Sentence transformation
Punctuation exercises
Conversation writing
Report writing
Peer assessment
|
|
| 7 | 3 |
Writing
Listening and Speaking |
Descriptive Writing (280-320 words)
Oral Reports: News (Role-play) |
By the end of the
lesson, the learner
should be able to:
- Use the correct writing process to write a composition - Spell words correctly in composition writing - Value precision and clarity in writing |
The learner is guided to:
- Read a sample descriptive composition like "My FIFA World Cup experience" - Identify characteristics of a well-written composition - Follow the writing process to write a composition of 280-320 words on a World Cup topic - Spell dictated words correctly and confirm spelling using a dictionary - Read excerpts on the World Cup by a writer they admire - Identify descriptive words used in the excerpt - Write a composition using their own words but imitating the writer's style - Include descriptive words used by the writer in their composition - Confirm correct spelling in composition |
What makes a story creative?
|
Skills in English Grade 9 (p. 284)
Sample compositions Digital devices Dictionaries Reference materials Literary excerpts Skills in English Grade 9 (p. 286) Sensory vocabulary lists Chart papers Display materials Pictures of World Cup events Skills in English Grade 9 (p. 289) News report samples Audio recordings Video clips Timing devices |
Written compositions
Spelling exercises
Peer assessment
Observation
Question and answer
Dictionary use
|
|
| 7 | 4 |
TOURIST ATTRACTION SITES - WORLD
Listening and Speaking Reading Reading Grammar in Use |
Oral Reports: News (Role-play)
Reading Fluency Reading Fluency Sentences: Imperative and Exclamatory |
By the end of the
lesson, the learner
should be able to:
- Analyse a recorded grade-appropriate oral news report - Apply the features of oral presentations for effective communication - Appreciate the importance of fluency in news reporting |
The learner is guided to:
- Listen to a recorded oral news report played by the teacher - Answer questions based on the recording - In groups, brainstorm on the importance of body language when reading an oral news report - Complete a table about different aspects of body language and their importance - Analyze the oral news report listened to and present findings in class - Search for news reports on world tourist attraction sites from the internet or print material - Use appropriate body language as they dramatize reading the news reports - Discuss an interesting fact about a named tourist attraction site - Create and role-play a short news report on the tourist attraction site - Listen to one another and assess the oral presentations |
What is an oral report?
|
Skills in English Grade 9 (p. 291)
News report samples Digital recording devices Reference materials Video clips Chart papers Skills in English Grade 9 (p. 292) Reading passages Digital devices Timing devices Reading fluency charts Skills in English Grade 9 (p. 294) Skills in English Grade 9 (p. 297) Sentence samples |
Role play
Dramatization
Oral presentations
Peer assessment
Body language table
Observation
|
|
| 7 | 5 |
Grammar in Use
Reading Reading Writing Writing |
Sentences: Imperative and Exclamatory
Intensive Reading: Poems Intensive Reading: Poems Emails Emails |
By the end of the
lesson, the learner
should be able to:
- Punctuate given texts by use of the appropriate punctuation marks - Appreciate the use of exclamatory and imperative sentences in spoken language |
The learner is guided to:
- Listen to questions from the teacher and respond using imperative sentences - Read texts with omitted punctuation marks - Copy texts and punctuate them using appropriate punctuation marks - Explain why exclamation marks were used to end some sentences and full stops to end others - Punctuate more texts provided by the teacher - Listen to texts provided by the teacher - Identify characters in the texts - Select characters and construct exclamatory sentences about them - Identify comparisons brought out by sentences in texts |
How do you decide whether to use an exclamation mark or a period at the end of a sentence?
|
Skills in English Grade 9 (p. 299)
Text samples Digital devices Reference materials Chart papers Sentence cards Skills in English Grade 9 (p. 300) Poetry books Dictionaries Skills in English Grade 9 (p. 302) Internet resources Skills in English Grade 9 (p. 304) Email diagrams Sample emails Skills in English Grade 9 (p. 305) Display materials |
Punctuation exercises
Sentence construction
Written exercises
Observation
Peer assessment
Group activities
|
|
| 8 |
Endterm exam |
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