If this scheme pleases you, click here to download.
| WK | LSN | STRAND | SUB-STRAND | LESSON_LEARNING_OUTCOMES | LEARNING_EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 |
Leadership
|
Listening and Speaking; Listening Comprehension
|
By the end of the
lesson, the learner
should be able to:
Explain the meaning of specific and general. Listen to a recording of two passages from a digital device. Discuss whether the information in each is specific or general. Appreciate the importance of listening attentively. |
Learners to explain the meaning of specific and general.
In groups, learners to listen to a recording of two passages from a digital device and discuss whether the information in each is specific or general |
Who is leader?
Who is a good leader?
|
KLB; Top Scholar: English Learner
|
Oral questions Oral Report Observation
|
|
| 1 | 2 |
Leadership
|
Listening and Speaking; Listening Comprehension
Listening and Speaking; Listening Comprehension |
By the end of the
lesson, the learner
should be able to:
Listen to a recording about the dialogue in learner Listen to a recording of the passage about Nelson Mandela |
In groups, learners to listen to a recording about the dialogue in learner
In groups, learners to listen to a recording of the passage about Nelson Mandela |
What is leadership?
|
KLB; Top Scholar: English Learner
|
Oral questions Oral Report Observation
|
|
| 1 | 3 |
Leadership
|
Reading I
Intensive Reading
|
By the end of the
lesson, the learner
should be able to:
Identify ways to read a book or a passage. Read the passage, |
In pairs, learners to identify ways to read a book or a passage.
In pairs, learners to read the passage, |
Why is it important to find the main idea?
How can we identify the supporting details?
|
KLB; Top Scholar: English Learner
|
Oral questions Oral Report Observation
|
|
| 1 | 4 |
Leadership
|
Reading I
Intensive Reading
|
By the end of the
lesson, the learner
should be able to:
Study the mind map and answer the questions that follow. Match the main ideas with their respective supporting details. Appreciate the use of a mind map. |
In pairs, learners to study the mind map and answer the questions that follow.
In pairs, learners to match the main ideas with their respective supporting details. |
Which is the main idea according to this mind map?
Which are the supporting details according to the mind map?
|
KLB; Top Scholar: English Learner
|
Oral questions Oral Report Observation
|
|
| 1 | 5 |
Leadership
|
Reading I
Intensive Reading
|
By the end of the
lesson, the learner
should be able to:
Read the passage, |
Learners to read the passage,
|
What lessons can you draw from this story for your own life?
|
KLB; Top Scholar: English Learner
|
Oral questions Oral Report Observation
|
|
| 2 | 1 |
Leadership
|
Grammar
Word Classes: Verbs and Tense
Grammar Word Classes: Verbs and Tense |
By the end of the
lesson, the learner
should be able to:
Read the passage in learner Construct sentences that describe a leader and what he or she does. Complete each sentences with the correct form of the verb in brackets. Use present and past tense in their day to day life. |
In pairs, learners to read the passage in learner
Individually, learners to think about their favourite leader. Use the present tense to construct sentences that describe that leader and what he or she does. Learners to complete each sentences with the correct form of the verb in brackets. |
What is common about the way some present tense verbs end?
|
KLB; Top Scholar: English Learner
|
Oral questions Oral Report Observation
|
|
| 2 | 2 |
Leadership
|
Reading II
Intensive Reading: Class Readers
|
By the end of the
lesson, the learner
should be able to:
Read the passage, |
Learners to read the passage,
|
How did you know the main characters in the stories or novels were?
|
KLB; Top Scholar: English Learner
|
Oral questions Oral Report Observation
|
|
| 2 | 3 |
Leadership
|
Writing; Paragraphing: Using Example and Incidents
|
By the end of the
lesson, the learner
should be able to:
Talk about a good leader from their community. Identify specific qualities that make the leader good. Appreciate different leadership qualities. |
In groups, learners are guided to talk about a good leader from their community.
In groups, learners are guided to identify specific qualities that make the leader good |
What are the qualities of a good leader?
|
KLB; Top Scholar: English Learner
|
Oral questions Oral Report Observation
|
|
| 2 | 4 |
Leadership
|
Writing; Paragraphing: Using Example and Incidents
|
By the end of the
lesson, the learner
should be able to:
Study the mind map in learner |
In groups, learners are guided to study the mind map in learner
|
What is the main idea?
What examples are given to illustrate the main idea?
|
KLB; Top Scholar: English Learner.
|
Oral questions Oral Report Observation
|
|
| 2 | 5 |
Family
|
Listening and Speaking; Pronunciation: Sounds and Stress
|
By the end of the
lesson, the learner
should be able to:
Read the passage, |
In pairs, learners to read the passage,
|
What do you as a family do with or for each other
|
KLB; Top Scholar: English Learner.
|
Oral questions Oral Report Observation
|
|
| 3 | 1 |
Family
|
Listening and Speaking; Pronunciation: Sounds and Stress
Listening and Speaking; Pronunciation: Sounds and Stress |
By the end of the
lesson, the learner
should be able to:
Read the poem, Identify words with the same sound as /oat/ such as, coat, goat Read the passage in learner |
In pairs, learners are guided to read the poem,
In pairs, learners to identify words with the same sound as /oat/ such as, coat, goat In groups, learners to read the passage in learner |
What is the difference in pronunciation between the two words in each pair?
|
KLB; Top Scholar: English Learner.
|
Oral questions Oral Report Observation
|
|
| 3 | 2 |
Family
|
Reading I
Study Skills: Synonyms and Antonyms
|
By the end of the
lesson, the learner
should be able to:
Define synonyms and antonyms. Read the dialogue in learner |
In pairs, learners to define synonyms and antonyms.
In pairs, learners to read the dialogue in learner |
What are synonyms?
What are antonyms?
|
KLB; Top Scholar: English Learner.
|
Oral questions Oral Report Observation
|
|
| 3 | 3 |
Family
|
Reading I
Study Skills: Synonyms and Antonyms
|
By the end of the
lesson, the learner
should be able to:
Study the page in learner |
In pairs, learners are guided to study the page in learner
|
What have you learnt about synonyms?
|
KLB; Top Scholar: English Learner.
|
Oral questions Oral Report Observation
|
|
| 3 | 4 |
Family
|
Reading I
Study Skills: Synonyms and Antonyms
|
By the end of the
lesson, the learner
should be able to:
Identify the synonyms and antonyms used in the passage in learner |
Individually or in pairs, learners to identify the synonyms and antonyms used in the passage in learner
|
What have you learnt about antonyms?
|
KLB; Top Scholar: English Learner.
|
Oral questions Oral Report Observation
|
|
| 3 | 5 |
Family
|
Grammar; Comparatives and Superlative Adjectives
Grammar; Comparatives and Superlative Adjectives |
By the end of the
lesson, the learner
should be able to:
Define comparative and superlative adjectives. Read the two paragraphs in learner Read the passage in learner |
Learners to define comparative and superlative adjectives.
In pairs, learners to read the two paragraphs in learner In pairs, learners to read the passage in learner |
What are comparative adjectives?
What are superlative adjectives?
|
KLB; Top Scholar: English Learner.
|
Oral questions Oral Report Observation
|
|
| 4 | 1 |
Family
|
Reading II
Intensive Reading: Oral Narratives: Legends
|
By the end of the
lesson, the learner
should be able to:
Talk about people they know who are admired for their courage and outstanding achievement. Read the conversation in learner |
In pairs, learners to talk about people they know who are admired for their courage and outstanding achievement.
In pairs, learners to read the conversation in learner |
What is a legend?
|
KLB; Top Scholar: English Learner.
|
Oral questions Oral Report Observation
|
|
| 4 | 2 |
Family
|
Reading II
Intensive Reading: Oral Narratives: Legends
|
By the end of the
lesson, the learner
should be able to:
Make predictions based on the pictures and anticipate possible outcome in the story. Read the narrative, |
In pairs, learners to make predictions based on the pictures and anticipate possible outcome in the story.
Learners to read the narrative, |
What is the main character in a legend?
|
KLB; Top Scholar: English Learner.
|
Oral questions Oral Report Observation
|
|
| 4 | 3 |
Family
|
Writing; Functional Writing: Friendly Letter
|
By the end of the
lesson, the learner
should be able to:
Identify parts of a friendly letter. Write a friendly letter that replies to Kim |
Learners to study the letter in learner
|
How many parts does a friendly letter have?
|
KLB; Top Scholar: English Learner.
|
Oral questions Oral Report Observation
|
|
| 4 | 4 |
Drug and Substances Abuse
|
Listening and Speaking;
Conversational Skills
Listening and Speaking; Conversational Skills |
By the end of the
lesson, the learner
should be able to:
Give reasons why people abuse drugs. Make a list of the polite expressions on a manilla paper, flashcards or sticky notes. Recite the choral poem in learner's book, 'No!' Use polite language. Discuss whether or not it is always polite to mention people's names as you introduce them. Read and role play the dialogue in learner's book. Enjoy role playing the dialogue. |
In pairs, learners are guided to give reasons why people abuse drugs
In pairs, learners are guided to make a list of the polite expressions on a manilla paper, flashcards or sticky notes Learners to recite the choral poem in learner's book, 'No!' In groups, learners are guided to discuss whether or not it is always polite to mention people's names as you introduce them In pairs, learners to read and role play the dialogue in learner's book. |
What drugs are abused by young people?
What can we do to avoid interrupting other people?
|
KLB; Top Scholar: English Learner's Book Grade 7 pg. 85-91
Dictionaries Charts Realia Journals Internet Computing devices |
Oral questions Oral Report Observation
|
|
| 4 | 5 |
Drug and Substances Abuse
|
Listening and Speaking;
Conversational Skills
|
By the end of the
lesson, the learner
should be able to:
List polite expressions used in conversations. Make posters on turn taking skills and polite interruptions. Use polite expressions as they speak |
Learners to list polite expressions used in conversations
Learners are guided to make posters on turn taking skills and polite interruptions |
Which polite words do you use?
|
KLB; Top Scholar: English Learner's Book Grade 7 pg. 89-91
Dictionaries Journals Internet Computing devices |
Oral questions Oral Report Observation
|
|
| 5 | 1 |
Drug and Substances Abuse
|
Reading 1
Reading Fluency
|
By the end of the
lesson, the learner
should be able to:
Read the poem in leaner's book. Answer factual and inferential questions from the poem. Act out the poem. Participate in a reading competition. |
In groups, learners are guided to read the poem in leaner's book
In groups, learners are guided to answer factual and inferential questions from the poem. In groups, learners are guided to act out the poem. |
What do you like reading on your own?
|
KLB; Top Scholar: English Learner's Book Grade 7 pg. 89-91
Dictionaries Charts Internet Computing devices |
Oral questions Oral Report Observation
|
|
| 5 | 2 |
Drug and Substances Abuse
|
Grammar in Use; Work Classes: Adverbs
|
By the end of the
lesson, the learner
should be able to:
Define an adverb. Read the passage in learner's book and identify the adverbs used. Arrange the nouns in the passage into adverbs of manner and place. Use adverbs in their daily conversations. |
Learners are guided to define an adverb
Learners to read the passage in learner's book and identify the adverbs used. Learners are guided to arrange the nouns in the passage into adverbs of manner and place. |
What is an adverb?
|
KLB; Top Scholar: English Learner's Book Grade 7 pg. 91-94
Dictionaries Charts Realia Journals Internet Computing devices Newspapers Magazines |
Oral questions Oral Report Observation
|
|
| 5 | 3 |
Drug and Substances Abuse
|
Grammar in Use; Work Classes: Adverbs
|
By the end of the
lesson, the learner
should be able to:
Identify types of adverbs. Construct sentences using adverbs of manner, time and place. Appreciate the use of adverbs sentences. |
Learners are guided to identify types of adverbs
Learners to construct sentences using adverbs of manner, time and place. |
What would you say to people who are considering taking drugs?
|
KLB; Top Scholar: English Learner's Book Grade 7 pg. 91-94
Dictionaries Realia Journals Internet Computing devices |
Oral questions Oral Report Observation
|
|
| 5 | 4 |
Drug and Substances Abuse
|
Intensive Reading: Oral Literature: Songs
Intensive Reading: Oral Literature: Songs |
By the end of the
lesson, the learner
should be able to:
Define a lullaby. Sing the lullaby in learner's book. Answer the questions that follow. Have fun and enjoy singing the song. Create lullabies to soothe a baby to sleep or to stop crying. Sing the lullabies. Identify the words or lines that are repeated. Have fun and enjoy singing lullabies. |
Learners are guided to define a lullaby.
In pairs, learners to sing the lullaby in learner's book In pairs, learners to answer the questions that follow Learners to create lullabies to soothe a baby to sleep or to stop crying. Learners are guided to sing the lullabies. In pairs or individually, learners are guided to identify the words or lines that are repeated. |
What are the singer's feelings towards the baby in each lullaby?
|
KLB; Top Scholar: English Learner's Book Grade 7 pg. 94-95
Dictionaries Internet Computing devices |
Oral questions Oral Report Observation
|
|
| 5 | 5 |
Drug and Substances Abuse
|
Writing; Mechanics of Writing: Commonly Misspelt Words
|
By the end of the
lesson, the learner
should be able to:
State the importance of spelling words correctly. Read the passage and identify the words that are commonly misspelt. Construct sentences using vocabulary learnt about drug and substance abuse. Appreciate the importance of spelling words correctly. |
In groups, learners are guided to state the importance of spelling words correctly
In pairs, learners are guided to read the passage and identify the words that are commonly misspelt In pairs, learners are guided to construct sentences using vocabulary learnt about drug and substance abuse. |
Why is it important to spell words correctly?
Which words do you find difficult to spell and why?
|
KLB; Top Scholar: English Learner's Book Grade 7 pg. 95-100
Dictionaries Charts Realia Journals Internet Computing devices |
Oral questions Oral Report Observation
|
|
| 6 | 1 |
Drug and Substances Abuse
|
Writing; Mechanics of Writing: Commonly Misspelt Words
|
By the end of the
lesson, the learner
should be able to:
Write a story titled 'A Drug Free Neighbourhood'. Use some of the commonly misspelt words they have learnt. Fill in the crossword puzzle using the clues provided to make complete words. Have a desire to educate people about drug and substance abuse. |
Learners are guided to write a story titled 'A Drug Free Neighbourhood'. Use some of the commonly misspelt words they have learnt.
In groups, learners to fill in the crossword puzzle using the clues provided to make complete words |
How can we learn how to spell words that we normally misspell?
Why must you be careful to write the right word?
|
KLB; Top Scholar: English Learner's Book Grade 7 pg. 95-100
Dictionaries Charts Realia Journals Internet Computing devices |
Oral questions Oral Report Observation
|
|
| 6 | 2 |
Natural Resources: Forests
|
Listening and Speaking;
Listening for Details
|
By the end of the
lesson, the learner
should be able to:
Study the picture and talk about the importance of forests. Listen to the story being read and write down the important details. Appreciate the importance of detailed information. |
Learners are guided to study the picture and talk about the importance of forests.
Learners are guided to listen to the story being read and write down the important details. |
What is the importance of detailed information?
|
KLB; Top Scholar: English Learner's Book Grade 7 pg. 101-104
Dictionaries Charts Journals Internet Computing devices |
Oral questions Oral Report Observation
|
|
| 6 | 3 |
Natural Resources: Forests
|
Listening and Speaking;
Listening for Details
Reading I; Intensive Reading: Visuals |
By the end of the
lesson, the learner
should be able to:
Prepare a short speech on the topic: 'What I Love about Forests' Read the passage in learner's book and then answer the questions that follow. Appreciate proper pronunciation of words during communication. Define visuals. Identify different types of visuals. Draw different types visuals. Appreciate the use of visuals. |
In groups, learners are guided to prepare a short speech on the topic: 'What I Love about Forests'
Learners are guided to read the passage in learner's book and then answer the questions that follow Learners are guided to define visuals. Learners to identify different types of visuals. Learners to draw different types visuals |
How can you listen more attentively?
|
KLB; Top Scholar: English Learner's Book Grade 7 pg. 101-104
Dictionaries Charts Realia Journals Internet Computing devices KLB; Top Scholar: English Learner's Book Grade 7 pg. 104-107 |
Oral questions Oral Report Observation
|
|
| 6 | 4 |
Natural Resources: Forests
|
Reading I; Intensive Reading: Visuals
|
By the end of the
lesson, the learner
should be able to:
Identify national or community needs that they can communicate about using visuals. Create some of the visuals. Appreciate the importance of visuals. |
In groups, learners to identify national or community needs that they can communicate about using visuals.
In groups, learners are guided to create some of the visuals. |
What are the advantages of pictures and photographs over other forms of communication?
|
KLB; Top Scholar: English Learner's Book Grade 7 pg. 104-107
Dictionaries Charts Internet Computing devices |
Oral questions Oral Report Observation
|
|
| 6 | 5 |
Natural Resources: Forests
|
Grammar; Word Classes: Personal and Possessive pronouns
|
By the end of the
lesson, the learner
should be able to:
Explain the meaning of pronouns. Read the passage in learner's book and identify the pronouns used. Arrange the pronouns in the passage into personal and possessive pronouns. Use personal and possessive pronouns in their daily conversations. |
Learners are guided to explain the meaning of pronouns.
In groups, learners to read the passage in learner's book and identify the pronouns used. Learners to arrange the pronouns in the passage into personal and possessive pronouns |
What are personal pronouns?
What are possessive pronouns?
|
KLB; Top Scholar: English Learner's Book Grade 7 pg. 107-109
Dictionaries Charts Realia Journals Internet Computing devices |
Oral questions Oral Report Observation
|
|
| 7 | 1 |
Natural Resources: Forests
|
Grammar; Word Classes: Personal and Possessive pronouns
|
By the end of the
lesson, the learner
should be able to:
Define personal and possessive pronouns Construct sentences using personal and possessive pronouns Appreciate the use of pronouns in sentences. |
Learners to define personal and possessive pronouns.
Learners are guided to search an article online or from a newspaper story. Read a paragraph and list the different types of pronouns used. In pairs or individually, learners are guided to construct sentences using personal and possessive pronouns. |
Which types of pronouns are commonly used?
|
KLB; Top Scholar: English Learner's Book Grade 7 pg. 107-109
Dictionaries Internet Computing devices |
Oral questions Oral Report Observation
|
|
| 7 | 2 |
Natural Resources: Forests
|
Reading II; Intensive Reading: Characters in Class Readers
Reading II; Intensive Reading: Characters in Class Readers |
By the end of the
lesson, the learner
should be able to:
Define class readers. Identify characters in class reader. Recognize different types of class readers. Appreciate the importance of class readers. Read the story, 'Julius' Vision' Discuss how minor characters in the class readers relate to one another. Answer factual and inferential questions from the passage. Enjoy reading the story. |
Learners are guided to define class readers.
Learners to identify characters in class reader. In groups, learners are guided to recognize different types of class readers Learners are guided to read the story, 'Julius' Vision' In groups, learners are guided to discuss how minor characters in the class readers relate to one another. Learners are guided to answer factual and inferential questions from the passage |
Which characters seems to do the most in each class reader?
Which characters say or do little in the class readers?
|
KLB; Top Scholar: English Learner's Book Grade 7 pg. 109
Dictionaries Charts Internet Computing devices KLB; Top Scholar: English Learner's Book Grade 7 pg. 110-112 |
Oral questions Oral Report Observation
|
|
| 7 | 3 |
Natural Resources: Forests
|
Writing; Composition Writing: The Writing Process
|
By the end of the
lesson, the learner
should be able to:
Watch a video on the writing process the teacher will play for you. Draw a mind map representing the different steps of the writing process. Appreciate the importance of writing neatly and legibly. |
Learners are guided to watch a video on the writing process the teacher will play for you.
Learners are guided to draw a mind map representing the different steps of the writing process |
What is the importance of neat and legible handwriting?
|
KLB; Top Scholar: English Learner's Book Grade 7 pg. 112-116
Dictionaries Charts Realia Journals Internet Computing devices |
Oral questions Oral Report Observation
|
|
| 7 | 4 |
Natural Resources: Forests
|
Writing; Composition Writing: The Writing Process
|
By the end of the
lesson, the learner
should be able to:
Read the passage and talk about whether or not it is well-written Writing a narrative composition following the writing process. Appreciate the importance of writing neatly and legibly |
Learners are guided to read the passage and talk about whether or not it is well-written
Learners to writing a narrative composition following the writing process |
How do we make our composition interesting?
|
KLB; Top Scholar: English Learner's Book Grade 7 pg. 112-116
Class readers Dictionaries Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 7-8 |
Mid-term break |
||||||||
| 8 | 3 |
Travel
|
Listening and Speaking; Listening Comprehension: Explanatory Narratives
|
By the end of the
lesson, the learner
should be able to:
Identify the features of explanatory narratives. Create a story that explain why the cat lives with human beings. Appreciate the features of explanatory narrative. |
In groups, learners are guided to identify the features of oral narratives
Learners to create a story that explain why the cat lives with human beings |
What are explanatory narrative?
|
KLB; Top Scholar: English Learner's Book Grade 7 pg. 117-119
Dictionaries Internet Computing devices Newspapers Magazines |
Oral questions Oral Report Observation
|
|
| 8 | 4 |
Travel
|
Listening and Speaking; Listening Comprehension: Explanatory Narratives
Listening and Speaking; Listening Comprehension: Explanatory Narratives |
By the end of the
lesson, the learner
should be able to:
Identify what makes the performance of an explanatory narrative more enjoyable. Watch videos of people telling explanatory narrative. Make notes on how the story is made interesting. Appreciate ways of making an explanatory narrative more interesting. Choose one narrative and discuss the features they will include in their performance of it. Perform the explanatory narratives. Have fun and enjoy performing the explanatory narrative. |
Learners are guided to identify what makes the performance of an explanatory narrative more enjoyable.
Learners to watch videos of people telling explanatory narrative. Make notes on how the story is made interesting In groups, learners to choose narrative and discuss the features they will include in their performance of it. In groups, learners are guided to perform the explanatory narratives |
What are the features of explanatory narratives?
|
KLB; Top Scholar: English Learner's Book Grade 7 pg. 117-119
Dictionaries Charts Internet Computing devices Realia Journals |
Oral questions Oral Report Observation
|
|
| 8 | 5 |
Travel
|
Reading I; Intensive Reading
|
By the end of the
lesson, the learner
should be able to:
Explain the meaning of reading for interpretation and reading for evaluation. Listen to a recording of the poem, 'Mother to Her child' Enjoy reading the poem. |
Learners to explain the meaning of reading for interpretation and reading for evaluation
In pairs, learners to Listen to a recording of the poem, 'Mother to Her child' |
Why do you think some lines are repeated several times?
|
KLB; Top Scholar: English Learner's Book Grade 7 pg. 119-122
Dictionaries Charts Journals Internet Computing devices |
Oral questions Oral Report Observation
|
|
| 9 | 1 |
Travel
|
Reading I; Intensive Reading
|
By the end of the
lesson, the learner
should be able to:
Read the poem, 'Growing Pains' and answer the questions that follow. Talk about the main idea of the poem and the details that support it. Write a summary of what the poem is talking about. Have fun and enjoy reading the poems. |
In pairs, learners to Read the poem, 'Growing Pains' and answer the questions that follow
In pairs, learners to talk about the main idea of the poem and the details that support it In pairs, learners to write a summary of what the poem is talking about |
Where are the events of this poem taking place?
Who are the people involve in these events?
|
KLB; Top Scholar: English Learner's Book Grade 7 pg. 119-122
Dictionaries Charts Realia Journals Internet Computing devices |
Oral questions Oral Report Observation
|
|
| 9 | 2 |
Travel
|
Grammar; Word Classes: Simple Prepositions
|
By the end of the
lesson, the learner
should be able to:
Define prepositions. Sing the sing in learner's book. Identify all the prepositions in the song. Appreciate the use of prepositions. |
Learners to define prepositions.
In pairs, learners to sing the sing in learner's book. Identify all the prepositions in the song |
What are prepositions?
|
KLB; Top Scholar: English Learner's Book Grade 7 pg. 122-124
Dictionaries Charts Internet Computing devices |
Oral questions Oral Report Observation
|
|
| 9 | 3 |
Travel
|
Grammar; Word Classes: Simple Prepositions
|
By the end of the
lesson, the learner
should be able to:
Match the verbs in the left column with the prepositions in the right column. Construct sentences using prepositions. Use prepositions in their day to day lives. |
Learners are guided to match the verbs in the left column with the prepositions in the right column.
In pairs, learners to construct sentences using prepositions. |
What are the uses of prepositions?
|
KLB; Top Scholar: English Learner's Book Grade 7 pg. 122-124
Dictionaries Internet Computing devices |
Oral questions Oral Report Observation
|
|
| 9 | 4 |
Travel
|
Reading II; Intensive Reading: Poetry
Writing: Composition Writing: Self-Assessment |
By the end of the
lesson, the learner
should be able to:
Read the poem, 'Betrothed' Identify the characters in the poem. Act out the poem. Enjoy reading and acting the poem. Search online or in books for information on assessing their own narrative composition. Give reasons why self-assessment is important. Assess a composition using a checklist. Appreciate the importance of a checklist. |
Learners are guided to read the poem, 'Betrothed'
In groups, learners to identify the characters in the poem. In groups, learners to act out the poem Learners are guided to search online or in books for information on assessing their own narrative composition In pairs, learners are guided to give reasons why self-assessment is important In groups, learners to assess a composition using a checklist |
Which events is taking place in the poem?
Who are the characters involved in the poem?
|
KLB; Top Scholar: English Learner's Book Grade 7 pg. 124-127
Dictionaries Internet Computing devices KLB; Top Scholar: English Learner's Book Grade 7 pg. 127-128 Realia |
Oral questions Oral Report Observation
|
|
| 9 | 5 |
Travel
|
Writing: Composition Writing: Self-Assessment
|
By the end of the
lesson, the learner
should be able to:
Read the passage, 'How to Assess a Narrative Composition' Write a narrative composition about a class trip. Assess their compositions. Appreciate the importance of self-assessment. |
Learners are guided to read the passage, 'How to Assess a Narrative Composition'
In groups, learners to write a narrative composition about a class trip. Learners to assess their composition. |
What is the importance of self-assessment?
|
KLB; Top Scholar: English Learner's Book Grade 7 pg. 128-130
Dictionaries Charts Computing devices |
Oral questions Oral Report Observation
|
|
| 10 | 1 |
Heroes and Heroines- Kenya
|
Listening and Speaking: Pronunciation: Consonant and Vowel Sounds
|
By the end of the
lesson, the learner
should be able to:
Identify constant and vowels Sounds. Read the conversation between Dorty and Mother aloud. Identify words with the same sound as /t/ and /d/ such as wrote, den Appreciate the importance of correct pronunciation of words |
In pairs, learners are guided to identify constant and vowels Sounds.
Learners to read the conversation between Dorty and Mother aloud. Learners to identify words with the same sound as /t/ and /d/ such as wrote, den |
Who is your hero?
Why do you consider this person a hero?
|
KLB; Top Scholar: English Learner's Book Grade 7 pg. 131-133
Dictionaries Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 10 | 2 |
Heroes and Heroines- Kenya
|
Listening and Speaking: Pronunciation: Consonant and Vowel Sounds
|
By the end of the
lesson, the learner
should be able to:
Read the poem in 's book. Recite the poem in 's book. Enjoy reciting the poem. |
In groups, read the poem in the learner's book.
In groups, learners to recite the poem in the learner's book. |
What is the poem about?
|
KLB; Top Scholar: English Learner's Book Grade 7 pg. 134-135
Dictionaries Internet Computing devices |
Oral questions Oral Report Observation
|
|
| 10 | 3 |
Heroes and Heroines- Kenya
|
Listening and Speaking: Pronunciation: Consonant and Vowel Sounds
Reading I; Extensive Reading: Grade Appropriate Fictional Materials |
By the end of the
lesson, the learner
should be able to:
Listen to an audio recording. Identify nouns and verbs from the recording. Talk about the importance of correct pronunciation and stress. Appreciate the importance of correct pronunciation. Define the term fictional. Talk about their favourite storybooks. Appreciate the importance of reading widely |
In groups, learners to listen to an audio recording.
Individually, learners to identify nouns and verbs from the recording. Learners to talk about the importance of correct pronunciation and stress Learners to define the term fictional In groups, learners to talk about their favourite storybooks |
What have you learnt about nouns and verbs?
|
KLB; Top Scholar: English Learner's Book Grade 7 pg. 135-136
Dictionaries Charts Realia Internet Computing devices KLB; Top Scholar: English Learner's Book Grade 7 pg. 136-137 |
Oral questions Oral Report Observation
|
|
| 10 | 4 |
Heroes and Heroines- Kenya
|
Reading I; Extensive Reading: Grade Appropriate Fictional Materials
|
By the end of the
lesson, the learner
should be able to:
Read the passage, 'Dedan Kimathi's Early Years' Retell the story of Dedan Kimathi. Select a part and dramatize it in front of the class. Have fun and enjoy dramatizing the story. |
In groups, learners to read the passage, 'Dedan Kimathi's Early Years'
In groups, learners to retell the story of Dedan Kimathi. In groups, learners to select a part and dramatize it in front of the class. |
What true details do you learn about Dedan Kimathi from the passage?
|
KLB; Top Scholar: English Learner's Book Grade 7 pg. 137-139
Dictionaries Charts Realia Internet Computing devices |
Oral questions Oral Report Observation
|
|
| 10 | 5 |
Heroes and Heroines- Kenya
|
Grammar; Word Classes: Conjunctions and, but, or
|
By the end of the
lesson, the learner
should be able to:
Define conjunctions. Identify uses of conjunctions. Fill in the spaces using conjunctions. Construct sentences using conjunctions. Appreciate the uses of conjunctions. |
Learners are guided define conjunctions.
In groups, learners to identify uses of conjunctions In groups, learners to fill in the spaces using conjunctions. In groups, learners to construct sentences using conjunctions. |
How did Mandela help South Africa to get freedom?
|
KLB; Top Scholar: English Learner's Book Grade 7 pg. 140-141
Dictionaries Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 11 | 1 |
Heroes and Heroines- Kenya
|
Reading II
Intensive Reading: Class reader
|
By the end of the
lesson, the learner
should be able to:
Read the passage, 'The Password' Answer the questions that follow. Make short notes on the events that occur in the passage. Appreciate the uses of class readers. |
In pairs, learners to read the passage, 'The Password'
In pairs, learners to answer the questions that follow. In pairs, learners are guided to make short notes on the events that occur in the passage |
Why does Sauna's uncle decide to take him to school?
|
KLB; Top Scholar: English Learner's Book Grade 7 pg. 141-144
Dictionaries Charts Realia Internet Computing devices |
Oral questions Oral Report Observation
|
|
| 11 | 2 |
Heroes and Heroines- Kenya
|
Reading I
Intensive Reading: Class reader
Writing; Creative Writing: Narrative Compositions |
By the end of the
lesson, the learner
should be able to:
Talk about the characters and how they make the events in the story happen. Act out the events of the passage. Enjoy acting the story. Identify features of narrative compositions. Take turns to talk about the funniest, hardest, saddest or most surprising experiences of their life. Appreciate narrative compositions. |
In pairs, learners to talk about the characters and how they make the events in the story happen
In pairs, learners are guided to act out the events of the passage Learners to identify features of narrative compositions. In pairs or in groups, learners to take turns to talk about the funniest, hardest, saddest or most surprising experiences of their life. |
What have you learnt about heroes and heroine?
|
KLB; Top Scholar: English Learner's Book Grade 7 pg. 141-144
Dictionaries Internet Computing devices KLB; Top Scholar: English Learner's Book Grade 7 pg. 144-145 Charts Realia |
Oral questions Oral Report Observation
|
|
| 11 | 3 |
Heroes and Heroines- Kenya
|
Writing; Creative Writing: Narrative Compositions
|
By the end of the
lesson, the learner
should be able to:
Read the story in learner's book. Create well-written narrative compositions on different topics. Appreciate narrative compositions. |
In pairs, learners to read the story in learner's book
In groups, learners are guided to create well-written narrative compositions on different topics. |
What are some of the most interesting stories they have ever read?
|
KLB; Top Scholar: English Learner's Book Grade 7 pg. 144-145
Dictionaries Charts Internet Computing devices |
Oral questions Oral Report Observation
|
|
| 11 | 4 |
Music
|
Listening and Speaking; Oral Presentation: Delivering Speeches
|
By the end of the
lesson, the learner
should be able to:
Define the term speech. Identify features of oral presentation. Listen to a recording on features of oral presentation and take notes. Have a desire to make a speech. |
Individually, learners to define the term speech.
Learners to identify features of oral presentation. In groups, learners to listen to a recording on features of oral presentation and take notes. |
What is a speech?
|
KLB; Top Scholar: English Learner's Book Grade 7 pg. 151
Dictionaries Charts Realia Internet Computing devices |
Oral questions Oral Report Observation
|
|
| 11 | 5 |
Music
|
Listening and Speaking; Oral Presentation: Delivering Speeches
|
By the end of the
lesson, the learner
should be able to:
Read the speech, 'Riddle. Riddle' Talk about the importance of delivering speech. Appreciate the importance of delivering speech. |
Learners to read the speech, 'Riddle. Riddle'
Learners are guided to talk about the importance of delivering speech. |
What is the importance of delivering speech?
|
KLB; Top Scholar: English Learner's Book Grade 7 pg. 151-153
Dictionaries Charts Internet Computing devices |
Oral questions Oral Report Observation
|
|
| 12 | 1 |
Music
|
Reading I; Study Skills: Note Making
|
By the end of the
lesson, the learner
should be able to:
Explain the meaning of note-making. Discuss how useful sub-divisions are in note-making. Talk about why it is important to make notes. Appreciate the importance of note-making. |
In groups, learners are guided to explain the meaning of note-making.
In groups, learners are guided to discuss how useful sub-divisions are in note-making. In groups, learners are guided to talk about why it is important to make notes |
What is note-making?
|
KLB; Top Scholar: English Learner's Book Grade 7 pg. 60-61
Dictionaries Charts Realia Computing devices |
Oral questions Oral Report Observation
|
|
| 12 | 2 |
Music
|
Reading I; Study Skills: Note Making
Reading I; Study Skills: Note Making |
By the end of the
lesson, the learner
should be able to:
Read the passage, 'We get Paid and Do What We Love Most' Identify and discuss the meaning of the key words in the passage. Appreciate the importance of note-making. Read the passage, 'The importance of Music' Make notes on the origin and role of the music. Appreciate the importance of music. |
In groups, learners are guided to read the passage, 'We get Paid and Do What We Love Most'
In groups, learners are guided to identify and discuss the meaning of the key words in the passage. In pairs, learners to Read the passage, 'The importance of Music' In pairs, learners to Make notes on the origin and role of the music. |
What is the importance of note-making?
|
KLB; Top Scholar: English Learner's Book Grade 7 pg. 153-155
Dictionaries Charts Internet Computing devices KLB; Top Scholar: English Learner's Book Grade 7 pg. 155-156 |
Oral questions Oral Report Observation
|
|
| 12 | 3 |
Music
|
Grammar; Word Classes: Determiners
|
By the end of the
lesson, the learner
should be able to:
Define determiners. Identify the uses of determiners. Recite the poem, 'The Spice of Life' and identify determiners. Appreciate the uses of determiners. |
In pairs, learners are guided to define determiners
In pairs, learners are guided to identify the uses of determiners. In pairs, learners are guided to recite the poem, 'The Spice of Life' and identify determiners |
What are determiners?
|
KLB; Top Scholar: English Learner's Book Grade 7 pg. 157
Dictionaries Charts Realia Internet Computing devices |
Oral questions Oral Report Observation
|
|
| 12 | 4 |
Music
|
Grammar; Word Classes: Determiners
|
By the end of the
lesson, the learner
should be able to:
Read the passage in learner's book and identify the articles and possessives. Make flashcards with the possessive they have learnt. Appreciate the importance of possessives. |
In pairs, learners to read the passage in learner's book and identify the articles and possessives.
In groups, learners to make flashcards with the possessive they have learnt. |
What are articles?
|
KLB; Top Scholar: English Learner's Book Grade 7 pg. 157-159
Dictionaries Charts Realia Internet Computing devices |
Oral questions Oral Report Observation
|
|
| 12 | 5 |
Music
|
Grammar; Word Classes: Determiners
|
By the end of the
lesson, the learner
should be able to:
Match the articles with the correct nouns. Compose a song on children's rights. Use articles in their day to day conversations. Appreciated the importance of children rights. |
In pairs, learners to match the articles with the correct nouns.
In groups, learners to compose a song on children's rights. In pairs, learners to use articles in their day to day conversations |
What have you learnt about articles?
|
KLB; Top Scholar: English Learner's Book Grade 7 pg. 159-160
Dictionaries Charts Realia Internet Computing devices |
Oral questions Oral Report Observation
|
|
| 13 | 1 |
Music
|
Reading II; Intensive Reading: Characters and their Traits
Writing; Functional Writing: Packing and Shopping List |
By the end of the
lesson, the learner
should be able to:
Read the ogre narrative, 'Anakamuna and Anakanani the ogre' Role play the story of 'Anakamuna and Anakanani the ogre' Have fun reading ogre narratives. Identify parts of a shopping list. Prepare a shopping list showing the items they plan to buy, the quantity and the price of each. Appreciate the importance of shopping list. |
In pairs, learners are guided to read the ogre narrative, 'Anakamuna and Anakanani the ogre'
In pairs, learners to role play the story of 'Anakamuna and Anakanani the ogre' Individually or in pairs, learners to identify parts of a shopping list. Individually or in pairs, learners to prepare a shopping list showing the items they plan to buy, the quantity and the price of each. |
What are ogre narratives?
|
KLB; Top Scholar: English Learner's Book Grade 7 pg. 160-163
Dictionaries Charts Realia Internet Computing devices KLB; Top Scholar: English Learner's Book Grade 7 pg. 163-166 |
Oral questions Oral Report Observation
|
|
| 13 | 2 |
TRADITIONAL FASHION
|
Listening to Respond: Views/ Opinions
|
By the end of the
lesson, the learner
should be able to:
list ways of expressing views/opinions in different contexts, Identify way of expressing views/opinions from texts, c) Acknowledge the value of one |
The learner is guided to:
search online and offline for the different ways of expressing views/opinions, listen to an oral narrative and identify the different ways used to express opinions/views, |
How are opinions expressed?
Why is it important to express one
|
Digital device,
Recorded narratives pictures Skills in English Grade 7 T.G Pg.164-168 Skills in English Grade 7 PB. Pg. 143-144 |
Checklist
Questions
Journal
Learners portfolio
Written assessment
|
|
| 13 | 3 |
TRADITIONAL FASHION
|
Listening to Respond: Views/ Opinions
|
By the end of the
lesson, the learner
should be able to:
list ways of expressing views/opinions in different contexts, use different expressions that indicate own views/opinions in a given text, c) Acknowledge the value of one |
The learner is guided to:
in groups, role play the different characters in the narrative and bring out different ways of expressing opinions/views, explain their feelings towards issues raised in the trickster narrative, write on a chart, the words they have used to describe their feelings. |
How can expressing opinion/views affect relationships?
|
Digital device,
Recorded narratives pictures Skills in English Grade 7 T.G Pg.164-168 Skills in English Grade 7 PB. Pg. 143-144 |
Checklist
Questions
Journal
Learners portfolio
Written assessment
|
|
Your Name Comes Here