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| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 |
Hygiene
Leadership |
Writing Narrative Paragraph
Listening and Speaking; Listening Comprehension |
By the end of the
lesson, the learner
should be able to:
Study the paragraph in learner |
In groups, learners to study the paragraph in learner
|
How is the paragraph introduced?
How does the paragraph end?
|
KLB; Top Scholar: English Learner
|
Oral questions Oral Report Observation
|
|
| 1 | 2 |
Leadership
|
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 |
In groups, learners to listen to a recording about the dialogue in learner
|
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
|
Grammar
Word Classes: Verbs and Tense
|
By the end of the
lesson, the learner
should be able to:
Read the passage in learner |
In pairs, learners to read the passage in learner
|
What is common about the way some present tense verbs end?
|
KLB; Top Scholar: English Learner
|
Oral questions Oral Report Observation
|
|
| 2 | 1 |
Leadership
|
Reading II
Intensive Reading: Class Readers
Writing; Paragraphing: Using Example and Incidents |
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 | 2 |
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 | 3 |
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
|
|
| 2 | 4 |
Family
|
Listening and Speaking; Pronunciation: Sounds and Stress
Reading I Study Skills: Synonyms and Antonyms |
By the end of the
lesson, the learner
should be able to:
Identify words with the same sound as /oat/ such as, coat, goat Read the passage in learner |
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 between words that are spelt the same way in the passage?
|
KLB; Top Scholar: English Learner
|
Oral questions Oral Report Observation
|
|
| 2 | 5 |
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 | 1 |
Family
|
Reading I
Study Skills: Synonyms and Antonyms
Grammar; Comparatives and Superlative Adjectives |
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 | 2 |
Family
|
Grammar; Comparatives and Superlative Adjectives
Reading II Intensive Reading: Oral Narratives: Legends |
By the end of the
lesson, the learner
should be able to:
Read the passage in learner |
In pairs, learners to read the passage in learner
|
Which words are used to compare the two dogs in the story?
|
KLB; Top Scholar: English Learner
|
Oral questions Oral Report Observation
|
|
| 3 | 3 |
Family
|
Reading II
Intensive Reading: Oral Narratives: Legends
Writing; Functional Writing: Friendly Letter |
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
|
|
| 3 | 4 |
Drug and Substances Abuse
|
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. |
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!' |
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
|
|
| 3 | 5 |
Drug and Substances Abuse
|
Listening and Speaking;
Conversational Skills
|
By the end of the
lesson, the learner
should be able to:
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 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 are the effects of drugs on those who abuse them?
|
KLB; Top Scholar: English Learner's Book Grade 7 pg. 85-91
Dictionaries Internet Computing devices KLB; Top Scholar: English Learner's Book Grade 7 pg. 89-91 Journals |
Oral questions Oral Report Observation
|
|
| 4 | 1 |
Drug and Substances Abuse
|
Reading 1
Reading Fluency
Grammar in Use; Work Classes: Adverbs |
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 KLB; Top Scholar: English Learner's Book Grade 7 pg. 91-94 Realia Journals Newspapers Magazines |
Oral questions Oral Report Observation
|
|
| 4 | 2 |
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
|
|
| 4 | 3 |
Drug and Substances Abuse
|
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. |
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 |
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
|
|
| 4 | 4 |
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
|
|
| 4 | 5 |
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 Realia |
Oral questions Oral Report Observation
|
|
| 5 | 1 |
Natural Resources: Forests
|
Reading I; Intensive Reading: Visuals
|
By the end of the
lesson, the learner
should be able to:
Define visuals. Identify different types of visuals. Draw different types visuals. Appreciate the use of visuals. |
Learners are guided to define visuals.
Learners to identify different types of visuals. Learners to draw different types visuals |
Why is it important to interpret pictures and photographs correctly?
|
KLB; Top Scholar: English Learner's Book Grade 7 pg. 104-107
Dictionaries Journals Internet Computing devices |
Oral questions Oral Report Observation
|
|
| 5 | 2 |
Natural Resources: Forests
|
Reading I; Intensive Reading: Visuals
Grammar; Word Classes: Personal and Possessive pronouns |
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 KLB; Top Scholar: English Learner's Book Grade 7 pg. 107-109 Realia Journals |
Oral questions Oral Report Observation
|
|
| 5 | 3 |
Natural Resources: Forests
|
Grammar; Word Classes: Personal and Possessive pronouns
Reading II; Intensive Reading: Characters in Class Readers |
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 KLB; Top Scholar: English Learner's Book Grade 7 pg. 109 Charts |
Oral questions Oral Report Observation
|
|
| 5 | 4 |
Natural Resources: Forests
|
Reading II; Intensive Reading: Characters in Class Readers
|
By the end of the
lesson, the learner
should be able to:
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 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 |
Why do you think the children kept out of Julius' way?
|
KLB; Top Scholar: English Learner's Book Grade 7 pg. 110-112
Dictionaries Computing devices |
Oral questions Oral Report Observation
|
|
| 5 | 5 |
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 Class readers |
Oral questions Oral Report Observation
|
|
| 6 | 1 |
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 Charts |
Oral questions Oral Report Observation
|
|
| 6 | 2 |
Travel
|
Listening and Speaking; Listening Comprehension: Explanatory Narratives
|
By the end of the
lesson, the learner
should be able to:
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. |
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 can you do to make the performance of an explanatory narrative more enjoyable?
|
KLB; Top Scholar: English Learner's Book Grade 7 pg. 117-119
Dictionaries Charts Realia Journals Internet Computing devices |
Oral questions Oral Report Observation
|
|
| 6 | 3 |
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 Realia |
Oral questions Oral Report Observation
|
|
| 6 | 4 |
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
|
|
| 6 | 5 |
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. |
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 |
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
|
|
| 7 |
Midterm break |
||||||||
| 8 | 1 |
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
|
|
| 8 | 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:
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 KLB; Top Scholar: English Learner's Book Grade 7 pg. 134-135 Internet |
Oral questions Oral Report Observation
|
|
| 8 | 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. |
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 |
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
|
|
| 8 | 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
|
|
| 8 | 5 |
Heroes and Heroines- Kenya
|
Grammar; Word Classes: Conjunctions and, but, or
Reading II Intensive Reading: Class reader |
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 KLB; Top Scholar: English Learner's Book Grade 7 pg. 141-144 Internet |
Oral questions Oral Report Observation
|
|
| 9 | 1 |
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. |
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 |
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
|
|
| 9 | 2 |
Heroes and Heroines- Kenya
Music |
Writing; Creative Writing: Narrative Compositions
Listening and Speaking; Oral Presentation: Delivering Speeches |
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 KLB; Top Scholar: English Learner's Book Grade 7 pg. 151 Realia |
Oral questions Oral Report Observation
|
|
| 9 | 3 |
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
|
|
| 9 | 4 |
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 KLB; Top Scholar: English Learner's Book Grade 7 pg. 153-155 Internet |
Oral questions Oral Report Observation
|
|
| 9 | 5 |
Music
|
Reading I; Study Skills: Note Making
Grammar; Word Classes: Determiners |
By the end of the
lesson, the learner
should be able to:
Read the passage, 'The importance of Music' Make notes on the origin and role of the music. Appreciate the importance of music. |
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 role music?
|
KLB; Top Scholar: English Learner's Book Grade 7 pg. 155-156
Dictionaries Charts Computing devices KLB; Top Scholar: English Learner's Book Grade 7 pg. 157 Realia Internet |
Oral questions Oral Report Observation
|
|
| 10 | 1 |
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
|
|
| 10 | 2 |
Music
|
Grammar; Word Classes: Determiners
Reading II; Intensive Reading: Characters and their Traits |
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 KLB; Top Scholar: English Learner's Book Grade 7 pg. 160-163 |
Oral questions Oral Report Observation
|
|
| 10 | 3 |
Music
TRADITIONAL FASHION |
Writing; Functional Writing: Packing and Shopping List
Listening to Respond: Views/ Opinions |
By the end of the
lesson, the learner
should be able to:
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. |
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 is a shopping list?
|
KLB; Top Scholar: English Learner's Book Grade 7 pg. 163-166
Dictionaries Charts Internet Computing devices Digital device, Recorded narratives pictures Skills in English Grade 7 T.G Pg.164-168 Skills in English Grade 7 PB. Pg. 143-144 |
Oral questions Oral Report Observation
|
|
| 10 | 4 |
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
|
|
| 10 | 5 |
Reading
|
Intensive Reading- Comprehension
|
By the end of the
lesson, the learner
should be able to:
identify main ideas in a text, use contextual clues to infer the meaning of words in a text, c) Appreciate the importance of reading comprehension in lifelong learning. |
The learner is guided to:
download and share texts with mental images from the texts and draw conclusions, read a passage individually, and identify key words in the passage, infer the meaning of words using contextual clues, |
Why should we recreate characters, places and events in our minds?
How can we tell the meaning of words and phrases in a text?
|
Digital device,
Print and online dictionaries Skills in English Grade 7 T.G Pg.169-171 Skills in English Grade 7 PB. Pg. 144-146 |
Checklist
Questions
Journal
Learners portfolio
Written assessment
|
|
| 11 | 1 |
Grammar in use
|
Phrasal Verbs
|
By the end of the
lesson, the learner
should be able to:
identify phrasal verbs formed from put, come and give in a given text, define the term phrasal verb, c) Acknowledge the role of phrasal verbs in communication. |
The learner is guided to:
read a text and identify the phrasal verbs formed from put, come and give present, in groups, search online and use charts for meanings of the phrasal verbs they have identified, |
How are phrasal verbs formed?
What meanings are expressed through phrasal verbs?
|
Digital device,
Print and online dictionaries Skills in English Grade 7 T.G Pg.171-173 Skills in English Grade 7 PB. Pg. 146-148 |
Checklist
Questions
Journal
Learners portfolio
Written assessment
|
|
| 11 | 2 |
Reading
|
Class Reader: Main Ideas
|
By the end of the
lesson, the learner
should be able to:
identify the main ideas in the section read in the text, discuss the lessons learnt from the text c) Appreciate the role of literature in fostering critical thinking. |
The learner is guided to:
read a section of the text aloud in turns and dramatize the events discuss the main ideas in the sections read in the text in groups |
Why do people read story books?
What is the importance of reading a short story?
|
Digital device,
Print and online dictionaries Skills in English Grade 7 T.G Pg.173-174 Skills in English Grade 7 PB. Pg. 148-150 |
Checklist
Questions
Journal
Learners portfolio
Written assessment
|
|
| 11 | 3 |
Writing
|
The writing Process: Dialogues
|
By the end of the
lesson, the learner
should be able to:
outline the format of a dialogue Using IT devices, find more on dialogues. c) Acknowledge the importance of the writing process in acquiring good writing skills. |
The learner is guided to:
search online and offline for an example of a dialogue dramatize the identified dialogue in groups, discuss the format of the dialogue they have identified Individually fill in missing words in a set dialogue on traditional fashion In pairs, discuss the correctness of the words they have used |
What is the difference between a dialogue and a narrative composition?
|
Digital device,
Print and online dictionaries Skills in English Grade 7 T.G Pg.175-177 Skills in English Grade 7 PB. Pg. 150-152 |
Checklist
Questions
Journal
Learners portfolio
Written assessment
|
|
| 11 | 4 |
Writing
LAND TRAVEL |
The writing Process: Dialogues
Listening Comprehension: Extensive Listening |
By the end of the
lesson, the learner
should be able to:
outline the format of a dialogue apply the writing process in writing a dialogue c) Acknowledge the importance of the writing process in acquiring good writing skills. |
The learner is guided to:
individually, create a rough draft of a short dialogue using the format they have identified in groups, edit each other |
What should we consider before writing a dialogue?
|
Digital device,
Print and online dictionaries Skills in English Grade 7 T.G Pg.175-177 Skills in English Grade 7 PB. Pg. 150-152 Wall charts Play songs Skills in English Grade 7 T.G Pg.178-182 Skills in English Grade 7 PB. Pg. 153-154 |
Checklist
Questions
Journal
Learners portfolio
Written assessment
|
|
| 11 | 5 |
LAND TRAVEL
Reading |
Listening Comprehension: Extensive Listening
Intensive Reading: Comprehension Strategies |
By the end of the
lesson, the learner
should be able to:
listen attentively to songs on land travel, use vocabulary identified from songs on land travel correctly, c) Acknowledge the importance of extensive listening in communication. |
The learner is guided to:
share ideas on the key issues addressed in the songs they have listened to using wall charts, identify vocabulary used in songs on land travel and infer their meaning from context, construct sentences orally using the vocabulary learnt, sing choral songs on land travel. |
How can we draw meanings from the words used in a song?
How are songs made interesting?
|
Digital device,
Wall charts Play songs Skills in English Grade 7 T.G Pg.178-182 Skills in English Grade 7 PB. Pg. 153-154 Drawing papers Skills in English Grade 7 T.G Pg.183-184 Skills in English Grade 7 PB. Pg. 154-157 |
Checklist
Questions
Journal
Learners portfolio
Written assessment
|
|
| 12 | 1 |
Reading
|
Intensive Reading:
Comprehension Strategies
|
By the end of the
lesson, the learner
should be able to:
create mental images from the events in a passage, deduce the meaning of words from context, respond to factual and inferential questions, correctly from the passage d) Acknowledge the importance of comprehension strategies in effective reading. |
The learner is guided to:
infer the meaning of words based on how they have been used in the passage complete oral and written exercises using the vocabulary learnt, answer factual and inferential questions from the passages, both orally and in writing, Summarize key ideas presented in the passages by paraphrasing, |
What is the importance of reading a passage?
What makes people write passages?
|
Digital device,
Drawing papers Skills in English Grade 7 T.G Pg.183-184 Skills in English Grade 7 PB. Pg. 154-157 |
Checklist
Questions
Journal
Learners portfolio
Written assessment
|
|
| 12 | 2 |
Grammar in use
|
Sentences: Simple Sentences
|
By the end of the
lesson, the learner
should be able to:
Identify simple sentences from varied texts, differentiate between print and non-print texts, c) Advocate the importance of using a variety of sentences in communication. |
The learner is guided to:
listen keenly to a poem or a story on land travel and write down all the simple sentences that feature in the texts, read a print or non-print text on land travel in groups and identify the simple sentences, |
What is the role of sentences in a text?
What constitutes a simple sentence?
|
Digital device,
recordings Skills in English Grade 7 T.G Pg.185-186 Skills in English Grade 7 PB. Pg. 157-160 |
Checklist
Questions
Journal
Learners portfolio
Written assessment
|
|
| 12 | 3 |
Reading
|
Oral Literature: Praise Songs
|
By the end of the
lesson, the learner
should be able to:
identify the purpose and occasions for which praise songs are performed, discuss the relationship between the singer and the person being praised in praise songs, c) Appreciate the purpose of praise songs in communication. |
The learner is guided to:
listen to praise songs from audio visual sources or from a resource person, identify and discuss the purpose of the praise songs they have listened to, |
Why do we sing?
What kind of people are praised in songs?
|
Digital device,
recordings Skills in English Grade 7 T.G Pg.187-189 Skills in English Grade 7 PB. Pg. 160-162 |
Checklist
Questions
Journal
Learners portfolio
Written assessment
|
|
| 12 | 4 |
Writing
|
Creative Writing: Narrative Composition
|
By the end of the
lesson, the learner
should be able to:
explain the meaning of specified idioms in context, b) create well written narrative compositions using the specified idioms, c) appreciate the role of idioms in creative writing |
The learner is guided to:
brainstorm on the reason creative writers use idiomatic expressions in writing, explain situations that call for the use of the following idiomatic expressions: biting off more than you can chew own up to something having a lot on your plate call it a day piece of cake o hold your tongue |
What makes a story memorable? What is the importance of using idioms in communication?
|
Digital device,
Print and online dictionaries Skills in English Grade 7 T.G Pg.190-192 Skills in English Grade 7 PB. Pg. 163-164 |
Checklist
Questions
Journal
Learners portfolio
Written assessment
|
|
| 12 | 5 |
SPORTS AND OUTDOOR GAMES
|
Pronunciation: Consonant Sounds and Intonation
|
By the end of the
lesson, the learner
should be able to:
identify words with the sounds /v/, /f/, /n/ and /?/ from a text, pronounce words with the sounds /v/, /f/, /n/ and /?/ in sentences, c) Appreciate the importance of correct pronunciation and intonation in a conversation. |
The learner is guided to:
search from print and non-print sources for tongue twisters with some of the target sounds and say them for enjoyment, watch a video or listen to a recording or conversation on outdoor games and group the words in a table according to the to the following target sounds: v/ as in very; /f/ as in ferry /n/ as in been an /?/ as in being, |
Why should people pronounce words correctly?
How can one learn to pronounce words correctly?
|
Digital device,
Recording device Play conversations Skills in English Grade 7 T.G Pg.193-197 Skills in English Grade 7 PB. Pg. 165-167 |
Checklist
Questions
Journal
Learners portfolio
Written assessment
|
|
| 13 | 1 |
SPORTS AND OUTDOOR GAMES
Reading |
Pronunciation: Consonant Sounds and Intonation
Study Skills: Summarizing |
By the end of the
lesson, the learner
should be able to:
pronounce words with the sounds /v/, /f/, /n/ and /?/ in sentences, use correct intonation for yes/no and wh- questions in varied contexts, c) Appreciate the importance of correct pronunciation and intonation in a conversation. |
The learner is guided to:
listen to and model native speaker clips with the target sounds in words, practice, in groups, the pronunciation of words with the target and record themselves, share the clips for peer review, listen to an audio or a dramatized conversation on outdoor games in which Yes/No and WH- questions are used and point out whether a rising or falling intonation is used, |
What kind of questions require Yes or No as an answer?
|
Digital device,
Recording device Play conversations Skills in English Grade 7 T.G Pg.193-197 Skills in English Grade 7 PB. Pg. 165-167 Variety books newspapers Skills in English Grade 7 T.G Pg.198-199 Skills in English Grade 7 PB. Pg. 167-170 |
Checklist
Questions
Journal
Learners portfolio
Written assessment
|
|
| 13 | 2 |
Reading
Grammar in use |
Study Skills:
Summarizing
Sentences: Subject-Verb Agreement |
By the end of the
lesson, the learner
should be able to:
identify the main ideas in texts, write a summary of ideas from varied texts, c) Appreciate the importance of summarizing information in a given context. |
The learner is guided to:
use the rough draft to make a fair copy, share the summaries through charts for peer review, check and make corrections on the written summarized pieces in groups, discuss in pairs the purpose of making summaries. |
What factors should one consider when summarizing an event?
In which activities or jobs can summarizing be useful?
|
Digital device,
Variety books newspapers Skills in English Grade 7 T.G Pg.198-199 Skills in English Grade 7 PB. Pg. 167-170 Charts on verb agreement Skills in English Grade 7 T.G Pg.200-201 Skills in English Grade 7 PB. Pg. 170-172 |
Checklist
Questions
Journal
Learners portfolio
Written assessment
|
|
| 13 | 3 |
Grammar in use
|
Sentences:
Subject-Verb Agreement
|
By the end of the
lesson, the learner
should be able to:
identify the subject and the verb in sentences, construct sentences ensuring subject-verb agreement, c) Affirm the importance of subject-verb agreement in sentences. |
The learner is guided to:
read sentences and label subject-verb agreement in them, make sentences based on outdoor sports in which the rule of subject verb agreement has been applied, share the sentences in charts for peer review. |
What is the difference between the first, second and the third persons?
|
Digital device,
Charts on verb agreement Skills in English Grade 7 T.G Pg.200-201 Skills in English Grade 7 PB. Pg. 170-172 |
Checklist
Questions
Journal
Learners portfolio
Written assessment
|
|
| 13 | 4 |
Reading
|
Class reader:
Features of style
|
By the end of the
lesson, the learner
should be able to:
identify instances of dialogue, similes and metaphors in the text, use the styles of dialogue, similes and metaphors in guided contexts, c) Appreciate the importance of style in a work of art. |
The learner is guided to:
search online and offline for examples of dialogue, similes and metaphors in stories and them with the rest of the class, in pairs, read the class reader and identify with illustrations instances of dialogue, similes and metaphors in the text, and display their work on the class notice boards, |
Which stylistic features have you come across in different texts?
|
Digital device,
Selected class readers Art supplies Skills in English Grade 7 T.G Pg.202-203 Skills in English Grade 7 PB. Pg. 172-175 |
Checklist
Questions
Journal
Learners portfolio
Written assessment
|
|
| 13 | 5 |
Writing
|
Creative Writing:
Descriptive Writing
(200
|
By the end of the
lesson, the learner
should be able to:
identify features of a person a thing or a place that can be described, write a descriptive composition on a given subject, c) Underscore the importance of creative writing in communication. |
The learner is guided to:
in pairs, view videos or pictures of people, things or places and list the features of each that can be described in an essay, search online and offline for words and expressions that can be used to describe different features like weather emotions, events and characters, |
How can you describe your best friend?
How can you describe some things in your school?
|
Digital device,
Pictures Realia Sample essays Skills in English Grade 7 T.G Pg.204-206 Skills in English Grade 7 PB. Pg. 175-178 |
Checklist
Questions
Journal
Learners portfolio
Written assessment
|
|
| 14 | 1 |
TOURISTS ATTRACTION SITES
|
Listening and speaking- Oral
Reports: Events within the Classroom
|
By the end of the
lesson, the learner
should be able to:
outline the organization of an oral report of events within the classroom, present an oral report on events that occur within the classroom, c) Enjoy delivering and listening to oral reports in various contexts. |
The learner is guided to:
brainstorm in groups on the content and organization of an oral report e.g. introduction, body and conclusion, search in pairs online and offline the steps for conducting an oral report e.g. research, compile (write), rehearse and report (present/deliver), |
Which activities can you report about that happen in the classroom?
What makes a good oral report?
|
Digital device,
Dictionaries Flash cards Manila paper Skills in English Grade 7 T.G Pg.207-209 Skills in English Grade 7 PB. Pg. 179-181 |
Checklist
Questions
Journal
Learners portfolio
Written assessment
|
|
| 14 | 2 |
Reading
|
Reading Fluency
|
By the end of the
lesson, the learner
should be able to:
recognize the use of fluency strategies in the reading process, apply fluency strategies while reading, c) Hail the role of reading fluency in communication. |
The learner is guided to:
watch and listen to videos or students reading fluently and discuss what makes them good readers, search online and offline for different reading fluency strategies such as previewing and predicting, skimming, scanning and ignoring unknown words and share with peers, |
Why is it important to read fluently?
What makes one a good reader?
How can you improve your reading fluency?
|
Digital device,
Dictionaries Digital devices Audi clips Internet sources Skills in English Grade 7 T.G Pg.210-212 Skills in English Grade 7 PB. Pg. 181-184 |
Checklist
Questions
Journal
Learners portfolio
Written assessment
|
|
| 14 | 3 |
Reading
grammar in use |
Reading Fluency
Affirmative and Negative Sentences |
By the end of the
lesson, the learner
should be able to:
recognize the use of fluency strategies in the reading process, apply fluency strategies while reading, c) Hail the role of reading fluency in communication. |
The learner is guided to:
in pairs, watch or listen to sample reading clips and simulate the model reading as they apply reading strategies, practice, in groups, timed reading, accurate reading and reading with expression on issues like tourist attraction sites in Kenya, assess peers |
Why is it important to read fluently?
What makes one a good reader?
How can you improve your reading fluency?
|
Digital device,
Dictionaries Digital devices Audi clips Internet sources Skills in English Grade 7 T.G Pg.210-212 Skills in English Grade 7 PB. Pg. 181-184 Skills in English Grade 7 T.G Pg.213-215 Skills in English Grade 7 PB. Pg. 184-186 |
Checklist
Questions
Journal
Learners portfolio
Written assessment
|
|
| 14 | 4 |
grammar in use
Reading |
Affirmative and
Negative Sentences
Poetry |
By the end of the
lesson, the learner
should be able to:
differentiate between affirmative and negative sentences in spoken and written contexts, construct affirmative and negative sentences in varied contexts, c) Acknowledge the expressive role of sentences in effective communication. |
The learner is guided to:
sort jumbled up sentences into affirmative and negative sentences construct affirmative and negative sentences, share sentences made in the form of charts for peer review, write a short story or dialogue on an issue like tourist attraction sites in Kenya using affirmative and negative sentences. |
Why is it important to use the right sentence when saying something?
|
Digital device,
Dictionaries Digital devices Audi clips Internet sources Skills in English Grade 7 T.G Pg.213-215 Skills in English Grade 7 PB. Pg. 184-186 Skills in English Grade 7 T.G Pg.216-218 Skills in English Grade 7 PB. Pg. 186-189 |
Checklist
Questions
Journal
Learners portfolio
Written assessment
|
|
| 14 | 5 |
Reading
|
Poetry
|
By the end of the
lesson, the learner
should be able to:
identify the subject matter of a poem analyze ideas in the poem c) Reiterate the role of poetry in passing information. |
The learner is guided to:
discuss how the use of repetition and other styles can help bring out the ideas in the poem, in groups, pick a poem and identify the ideas brought out and share their findings with peers through charts or graphic organizers for review, dramatize a poem displaying ideas generated from it using placards and record their performances. |
What kind of ideas can one convey using a poem?
|
Digital device,
Dictionaries Digital devices Audi clips Internet sources Skills in English Grade 7 T.G Pg.216-218 Skills in English Grade 7 PB. Pg. 186-189 |
Checklist
Questions
Journal
Learners portfolio
Written assessment
|
|
Your Name Comes Here