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| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 2 | 1 |
DRUG AND SUBSTANCE ABUSE
Listening and Speaking |
Conversational Skills: Polite Interruption
|
By the end of the
lesson, the learner
should be able to:
- identify verbal and non-verbal forms of polite interruptions - apply turn-taking skills in different speaking contexts - use verbal and non-verbal cues to interrupt a conversation politely - acknowledge the importance of politeness in communication |
The learner is guided to:
- watch dialogues depicting turn-taking skills and interrupting politely - practise interrupting someone politely in pairs - identify instances of turn taking and polite interruptions - write examples of polite expressions on sticky notes |
How can you ensure that you do not dominate in a conversation?
|
KLB Head Start English Grade 7 pg. 100
Audio recordings Video clips Flash cards Sticky notes |
Observation
Oral presentation
Role play
Peer assessment
|
|
| 2 | 2 |
Listening and Speaking
Reading 1 |
Conversational Skills: Turn-taking
Reading Fluency: Speed and Accuracy |
By the end of the
lesson, the learner
should be able to:
- identify ways of taking turns in a conversation - use turn-taking skills in varied contexts - create posters showing turn-taking skills - appreciate the importance of politeness in communication |
The learner is guided to:
- role-play conversations with turn-taking - hold a conversation about drug and substance abuse effects - recite a conversational choral verse in groups - create posters on turn-taking skills |
What shows that it is your turn to speak?
|
KLB Head Start English Grade 7 pg. 101
Audio recorder Manila paper Video clips Choral verse KLB Head Start English Grade 7 pg. 104 Audio clips Reading texts Stopwatch Digital devices |
Role play
Oral presentations
Group performance
Observation
|
|
| 2 | 3 |
Reading 1
|
Reading Fluency: Expression
|
By the end of the
lesson, the learner
should be able to:
- read a text with appropriate expression - give feedback on peers' reading fluency - appreciate the importance of expression in reading |
The learner is guided to:
- read poems aloud with appropriate expressions - engage in paired reading activities - participate in choral verse reading - give and receive feedback on reading expression |
What makes a poem interesting to read?
|
KLB Head Start English Grade 7 pg. 106
Poem texts Choral verse Audio recordings Digital devices |
Oral reading
Peer assessment
Observation
Performance evaluation
|
|
| 2 | 4 |
Grammar in Use
|
Word Classes: Adverbs of Time
|
By the end of the
lesson, the learner
should be able to:
- identify adverbs of time in texts - use adverbs of time in sentences - acknowledge the value of adverbs of time in communication |
The learner is guided to:
- identify adverbs of time from a passage - construct sentences using adverbs of time - fill in blanks with appropriate adverbs of time - complete substitution tables with adverbs of time |
Why is it necessary to indicate when an activity takes place?
|
KLB Head Start English Grade 7 pg. 108
Reading passages Charts Flash cards Digital devices |
Written exercises
Oral questions
Sentence construction
Gap filling exercises
|
|
| 2 | 5 |
Grammar in Use
Reading 2 |
Word Classes: Adverbs of Place and Manner
Intensive Reading: Oral Literature-Songs (Lullabies) |
By the end of the
lesson, the learner
should be able to:
- identify adverbs of place and manner in texts - use adverbs of place and manner in sentences - acknowledge the importance of adverbs for effective communication |
The learner is guided to:
- identify adverbs of place and manner from passages - fill in blanks with adverbs of place and manner - construct sentences using adverbs - write dialogues using various types of adverbs |
How do we show where and how events happen?
|
KLB Head Start English Grade 7 pg. 110
Reading passages Flash cards Digital devices Charts KLB Head Start English Grade 7 pg. 112 Audio recordings Resource person Lullaby texts |
Written exercises
Role play
Gap filling
Dialogue writing
|
|
| 3 | 1 |
Reading 2
|
Intensive Reading: Oral Literature-Songs (Features of Lullabies)
|
By the end of the
lesson, the learner
should be able to:
- identify features of lullabies - compose and perform lullabies with appropriate techniques - relate lullabies to real life situations - appreciate the importance of lullabies in the community |
The learner is guided to:
- pick lullabies from different communities - discuss the features of lullabies - compose and perform lullabies in groups - analyze the messages in lullabies |
What features make a good lullaby?
|
KLB Head Start English Grade 7 pg. 114
Audio recorder Digital devices Resource person Sample lullabies |
Performance
Composition assessment
Peer evaluation
Observation
|
|
| 3 | 2 |
Writing
|
Mechanics of Writing: Commonly Misspelt Words
|
By the end of the
lesson, the learner
should be able to:
- recognise commonly misspelt words in texts - identify ways of correcting commonly misspelt words - value the relationship between accurate spelling and effective written communication |
The learner is guided to:
- mention words they find difficult to spell - check spelling of words in dictionaries - discuss ways of correcting commonly misspelt words - search for commonly misspelt words online |
How can we improve our spelling?
|
KLB Head Start English Grade 7 pg. 115
Dictionary Digital devices Word lists Crossword puzzles |
Spelling tests
Written exercises
Peer assessment
Crossword puzzle completion
|
|
| 3 | 3 |
Writing
Listening and Speaking |
Mechanics of Writing: Using Commonly Misspelt Words
Listening Comprehension: Clues for Details |
By the end of the
lesson, the learner
should be able to:
- use commonly misspelt words correctly in written texts - create texts with correctly spelt words - value correct spelling for effective communication |
The learner is guided to:
- read and identify commonly misspelt words - write dictated words containing difficult spellings - use correct forms of irregular plurals - write a dialogue using commonly misspelt words |
What is the effect of correct spelling on communication?
|
KLB Head Start English Grade 7 pg. 116
Dictionary Digital devices Sample texts Crossword puzzles KLB Head Start English Grade 7 pg. 119 Audio recordings Charts Note-taking materials |
Dictation
Written composition
Crossword puzzle
Peer assessment
|
|
| 3 | 4 |
NATURAL RESOURCES-FORESTS
Listening and Speaking |
Listening Comprehension: Note-taking
|
By the end of the
lesson, the learner
should be able to:
- listen and identify words that introduce different details - take notes of details from a listening text - acknowledge the importance of listening for details |
The learner is guided to:
- read aloud texts while partners take notes - compare notes and make improvements - display notes for review - discuss importance of listening for details |
How can you tell that people are listening attentively?
|
KLB Head Start English Grade 7 pg. 120
Audio recordings Digital devices Note-taking materials Charts |
Note-taking assessment
Peer evaluation
Observation
Oral presentations
|
|
| 3 | 5 |
Reading 1
|
Intensive Reading: Information from Visuals
|
By the end of the
lesson, the learner
should be able to:
- identify types of information conveyed by visuals for comprehension - interpret visuals for information - appreciate the importance of visual interpretation skills in different texts |
The learner is guided to:
- list common visuals like road signs and billboards - search for different types of information visuals convey - discuss issues that visuals can address - apply comprehension strategies to interpret visuals |
Why are pictures and photographs important in written texts?
|
KLB Head Start English Grade 7 pg. 122
Visual materials Digital devices Maps Charts Photographs |
Observation
Oral questions
Visual interpretation exercises
Story creation from visuals
|
|
| 4 | 1 |
Reading 1
Grammar in Use |
Intensive Reading: Interpreting Visuals
Word Classes: Personal Pronouns |
By the end of the
lesson, the learner
should be able to:
- interpret visuals for specific information - create stories or songs from visuals - discuss visuals of national importance - appreciate the importance of visual interpretation skills |
The learner is guided to:
- look at visuals and discuss questions about them - create stories from pictures - discuss visuals of national importance - create simple visuals through drawing or photography |
How can visuals help us understand messages better?
|
KLB Head Start English Grade 7 pg. 123
Visual materials Digital devices National symbols Drawing materials KLB Head Start English Grade 7 pg. 124 Reading passages Charts Flash cards Digital devices |
Story creation assessment
Visual interpretation exercises
Peer assessment
Oral presentations
|
|
| 4 | 2 |
Grammar in Use
|
Word Classes: Possessive Pronouns
|
By the end of the
lesson, the learner
should be able to:
- identify possessive pronouns in texts - use possessive pronouns in sentences correctly - appreciate the value of proper use of pronouns |
The learner is guided to:
- identify possessive pronouns in sentences - underline possessive pronouns in a paragraph - fill in blanks with correct possessive pronouns - write a paragraph using possessive pronouns |
How do we show that something belongs to somebody?
|
KLB Head Start English Grade 7 pg. 127
Reading passages Charts Flash cards Digital devices |
Written exercises
Gap filling
Paragraph writing
Peer assessment
|
|
| 4 | 3 |
Reading 2
|
Intensive Reading: Minor Characters
|
By the end of the
lesson, the learner
should be able to:
- identify minor characters in a class reader - discuss the relationships between different minor characters in the class reader - appreciate the place of minor characters in the class reader |
The learner is guided to:
- read and identify minor characters in extracts - search for words and phrases describing relationships - discuss how characters relate with each other - hot seat different minor characters |
How can you tell the difference between a main and a minor character in a story?
|
KLB Head Start English Grade 7 pg. 129
Class reader Digital devices Character charts Role play props |
Hot seating
Character analysis
Oral presentations
Written exercises
|
|
| 4 | 4 |
Reading 2
Writing |
Intensive Reading: Character Relationships
Composition Writing: Pre-writing and Drafting |
By the end of the
lesson, the learner
should be able to:
- identify the relations between minor characters in a class reader - link characters' reactions to their relationships - appreciate the importance of character analysis in literary works |
The learner is guided to:
- analyze character relationships in the class reader - create a character relationship map - dramatize interactions between minor characters - discuss the importance of minor characters |
How would you describe the behaviour of your classmates?
|
KLB Head Start English Grade 7 pg. 130
Class reader Character maps Digital devices Role play props KLB Head Start English Grade 7 pg. 132 Sample compositions Mind maps Reference materials |
Character map assessment
Role play evaluation
Written analysis
Observation
|
|
| 4 | 5 |
Writing
|
Composition Writing: Editing, Revising and Publishing
|
By the end of the
lesson, the learner
should be able to:
- write a narrative composition following the writing process - edit and revise compositions for improvement - value the importance of the writing process |
The learner is guided to:
- organize information into sentences and paragraphs - read through drafts for flow of information - check grammar, spelling and punctuation - rewrite composition with corrections |
What makes a well-written composition?
|
KLB Head Start English Grade 7 pg. 134
Digital devices Sample compositions Editing checklists Reference materials |
Final composition assessment
Editing checklist review
Peer assessment
Self-assessment
|
|
| 5 | 1 |
TRAVEL
Listening and Speaking |
Listening Comprehension: Explanatory Narratives
|
By the end of the
lesson, the learner
should be able to:
- identify the characters from a listening text - sequence the events in explanatory narratives - explain the moral lessons in an explanatory narrative - acknowledge the importance of listening comprehension in communication |
The learner is guided to:
- listen to an explanatory narrative and retell it - search for information on explanatory narratives - discuss the behaviour of characters - identify and discuss moral lessons from narratives |
What are the functions of oral narratives?
|
KLB Head Start English Grade 7 pg. 137
Audio recordings Digital devices Resource person Story books |
Oral retelling
Moral lesson identification
Character analysis
Listening comprehension exercises
|
|
| 5 | 2 |
Reading 1
Grammar in Use |
Intensive Reading: Reading for Interpretation
Word Classes: Simple Prepositions of Agent and Instrument |
By the end of the
lesson, the learner
should be able to:
- distinguish main ideas from supporting details from poems - use contextual clues to infer the meaning of words and phrases in a text - make connections between events in a poem and real life - acknowledge the role of reading comprehension in lifelong learning |
The learner is guided to:
- discuss what reading for interpretation entails - visualize events, people, and places in poems - infer meanings of vocabulary based on context - use digital devices to check meaning of words |
How can you identify the message in a poem?
|
KLB Head Start English Grade 7 pg. 139
Digital devices Dictionary Poetry texts Reading materials KLB Head Start English Grade 7 pg. 143 Reading passages Charts Flashcards |
Poem analysis
Vocabulary exercises
Written responses
Oral presentations
|
|
| 5 | 3 |
Grammar in Use
|
Word Classes: Simple Prepositions of Direction
|
By the end of the
lesson, the learner
should be able to:
- identify prepositions of direction in texts - use prepositions of direction in sentences - attest to the importance of well-formed sentences in communication |
The learner is guided to:
- identify prepositions of direction in sentences - fill in blanks with prepositions of direction - construct sentences using a substitution table - create crossword puzzles with prepositions |
What constitutes a simple sentence?
|
KLB Head Start English Grade 7 pg. 145
Reading passages Crossword puzzles Digital devices Charts |
Written exercises
Crossword puzzles
Sentence construction
Peer assessment
|
|
| 5 | 4 |
Reading 2
|
Intensive Reading: Human Characters in Poetry
|
By the end of the
lesson, the learner
should be able to:
- identify the human characters in a set of poems - use adjectives to describe the traits of human characters in a set of poems - appreciate the importance of human characters in poetry |
The learner is guided to:
- read a poem and identify human characters - search for adjectives to describe characters - discuss what each character does or says - role-play a poem to highlight character actions |
Why are human characters important in poetry?
|
KLB Head Start English Grade 7 pg. 150
Poetry texts Digital devices Sticky notes Character charts |
Character identification
Role play assessment
Adjective usage
Oral presentations
|
|
| 5 | 5 |
Reading 2
Writing |
Intensive Reading: Character Traits in Poetry
Composition Writing: Self-Assessment of Introduction |
By the end of the
lesson, the learner
should be able to:
- relate human characters in poems to real life - describe the lessons learned from characters in poems - value the role of character analysis in poetry appreciation |
The learner is guided to:
- describe traits of characters using adjectives - share character descriptions on sticky notes - relate poem characters to real life people - discuss lessons learned from characters |
What can we learn from characters in poems?
|
KLB Head Start English Grade 7 pg. 152
Poetry texts Digital devices Sticky notes Role play props KLB Head Start English Grade 7 pg. 153 Sample compositions Assessment checklists Reference materials |
Character analysis
Written descriptions
Role play assessment
Oral presentations
|
|
| 6 | 1 |
Writing
|
Composition Writing: Self-Assessment of Body and Conclusion
|
By the end of the
lesson, the learner
should be able to:
- write narrative compositions and assess the body and conclusion - identify and correct spelling, punctuation, and grammatical errors - value the importance of assessment in composition writing |
The learner is guided to:
- write a narrative composition about travel - use a checklist to assess body and conclusion - identify and correct errors in compositions - discuss importance of composition assessment |
How can one improve their composition writing skills?
|
KLB Head Start English Grade 7 pg. 154
Assessment checklists Digital devices Sample compositions Reference materials |
Composition writing
Error identification
Self-assessment
Peer review
|
|
| 6 | 2 |
HEROES AND HEROINES IN KENYA
Listening and Speaking |
Pronunciation: Consonant Sounds
|
By the end of the
lesson, the learner
should be able to:
- identify words with the sounds /t/, /d/, /l/ and /r/ from a text - pronounce words with the sounds /t/, /d/, /l/ and /r/ in sentences - acknowledge the importance of correct pronunciation in oral communication |
The learner is guided to:
- role-play a dialogue with focus on pronunciation - practice saying word pairs with target sounds - identify words with sounds /t/, /d/, /l/ and /r/ - say tongue twisters with target sounds |
Why should you pronounce words correctly?
|
KLB Head Start English Grade 7 pg. 157
Audio recordings Digital devices Tongue twisters Word lists |
Pronunciation exercises
Tongue twister performance
Oral reading
Peer assessment
|
|
| 6 | 3 |
Listening and Speaking
Reading 1 |
Pronunciation: Vowel Sounds and Word Stress
Extensive Reading: Selection of Fictional Materials |
By the end of the
lesson, the learner
should be able to:
- articulate correctly vowel sounds /ʊ/ and /uː/ in words - pronounce words correctly using stress - distinguish the meaning of words based on stress - acknowledge the importance of correct pronunciation in oral communication |
The learner is guided to:
- recite poems with focus on vowel sounds - practice saying words with short and long 'u' sounds - group words by vowel sounds - pronounce words with correct stress patterns |
Why do people find it difficult to pronounce some words?
|
KLB Head Start English Grade 7 pg. 159
Audio recordings Poetry texts Word lists Digital devices KLB Head Start English Grade 7 pg. 162 Storybooks Digital devices Reading journals Fiction collections |
Pronunciation exercises
Poem recitation
Word grouping
Stress pattern identification
|
|
| 6 | 4 |
Reading 1
|
Extensive Reading: Comprehension of Fictional Materials
|
By the end of the
lesson, the learner
should be able to:
- read fictional texts for information and enjoyment - relate fictional texts to real life - value the role of fiction in developing imagination |
The learner is guided to:
- read fiction materials independently - dramatize sections of fictional texts - relate fictional ideas to real life - discuss elements of fiction in texts |
What should you consider when selecting fictional texts for reading?
|
KLB Head Start English Grade 7 pg. 164
Storybooks Digital devices Reading journals Fiction collections |
Dramatization
Comprehension questions
Character analysis
Reading logs
|
|
| 6 | 5 |
Grammar in Use
|
Word Classes: Conjunctions-and
|
By the end of the
lesson, the learner
should be able to:
- identify the conjunction 'and' in sentences - use the conjunction 'and' in sentences accurately - appreciate the importance of proper use of conjunctions in communication |
The learner is guided to:
- role-play conversations with conjunctions - identify the conjunction 'and' in sentences - fill in blanks with appropriate conjunctions - construct sentences using the conjunction 'and' |
Why should we use conjunctions correctly?
|
KLB Head Start English Grade 7 pg. 166
Reading passages Digital devices Sentence strips Substitution tables |
Written exercises
Sentence construction
Gap filling
Oral presentations
|
|
| 7 | 1 |
Grammar in Use
|
Word Classes: Conjunctions-but and or
|
By the end of the
lesson, the learner
should be able to:
- identify the conjunctions 'but' and 'or' in sentences - use the conjunctions 'but' and 'or' in sentences accurately - value the role of conjunctions in connecting ideas |
The learner is guided to:
- identify conjunctions in dialogues - construct sentences using 'but' and 'or' - complete sentences with appropriate conjunctions - write paragraphs using all three conjunctions |
Why is it important to use 'but' and 'or' correctly?
|
KLB Head Start English Grade 7 pg. 167
Reading passages Digital devices Substitution tables Sentence strips |
Written exercises
Paragraph writing
Sentence construction
Peer assessment
|
|
| 7 | 2 |
Reading 2
|
Intensive Reading: Sequence of Events in Class Reader
Intensive Reading: Character Analysis in Class Reader |
By the end of the
lesson, the learner
should be able to:
- explain the sequence of events in a class reader - make short notes on the sequence of events in a class reader - appreciate reading works of art for information and enjoyment |
The learner is guided to:
- read sections of a class reader - dramatize parts of the class reader - outline actions of characters in the section - use a sequence chart to show order of events |
What marks the climax of a story?
|
KLB Head Start English Grade 7 pg. 169
Class reader Sequence charts Digital devices Note cards KLB Head Start English Grade 7 pg. 171 Character charts |
Sequence chart completion
Dramatization
Note-taking assessment
Character analysis
|
|
| 7 | 3 |
Writing
|
Creative Writing: Narrative Compositions
|
By the end of the
lesson, the learner
should be able to:
- identify features of narrative composition in creative writing - create well-written narrative compositions on a variety of topics - appreciate the importance of writing in day-to-day life |
The learner is guided to:
- search for features of a well-written narrative - read samples of narrative compositions - plan a narrative about a hero/heroine - write a narrative composition (240 words) |
Which things make a narrative composition memorable?
|
KLB Head Start English Grade 7 pg. 174
Sample compositions Digital devices Planning templates Reference materials |
Composition assessment
Planning template completion
Peer evaluation
Chart creation
|
|
| 7 | 4 |
MUSIC
Listening and Speaking |
Oral Presentations: Speeches
|
By the end of the
lesson, the learner
should be able to:
- identify occasions where speeches are presented - apply the features of oral presentations for effective communication - appreciate the importance of good oral presentation skills when delivering a speech |
The learner is guided to:
- discuss occasions where speeches are presented - search for features of oral presentations - listen to recorded grade-appropriate speeches - discuss importance of body language in speeches |
How can one deliver a speech effectively?
|
KLB Head Start English Grade 7 pg. 178
Audio recordings Digital devices Sample speeches Video clips |
Oral presentations
Peer assessment
Observation
Checklists
|
|
| 7 | 5 |
Listening and Speaking
Reading 1 |
Oral Presentations: Delivering Speeches
Study Skills: Note Making Formats |
By the end of the
lesson, the learner
should be able to:
- rehearse speeches using appropriate presentation techniques - deliver speeches with confidence and proper expression - value the importance of preparation in speech delivery |
The learner is guided to:
- practice presenting a speech in groups - write short speeches on importance of music - present speeches with appropriate techniques - record presentations for feedback and improvement |
What makes a speech interesting?
|
KLB Head Start English Grade 7 pg. 179
Digital recording devices Sample speeches Presentation rubrics Speech templates KLB Head Start English Grade 7 pg. 180 Sample notes Digital devices Note-making templates Reading texts |
Speech delivery assessment
Recording evaluation
Peer feedback
Self-assessment
|
|
| 8 | 1 |
Reading 1
|
Study Skills: Creating Notes
|
By the end of the
lesson, the learner
should be able to:
- identify keywords and main points in texts - organize information using notes and mind maps - appreciate the importance of note-making in studying |
The learner is guided to:
- select key points from passages - identify supporting details for main points - create table notes with key information - develop mind maps to organize information |
How can we organize information effectively?
|
KLB Head Start English Grade 7 pg. 183
Mind map templates Digital devices Reading texts Note-making guides |
Mind map assessment
Note organization
Table completion
Peer review
|
|
| 8 | 2 |
Grammar in Use
|
Word Classes: Articles
|
By the end of the
lesson, the learner
should be able to:
- identify articles in texts - use articles a, an, the correctly in sentences - acknowledge the importance of articles in communication |
The learner is guided to:
- read sentences and identify articles - identify articles in reading passages - fill in blanks with appropriate articles - construct sentences using articles |
Why is it important to use articles correctly?
|
KLB Head Start English Grade 7 pg. 185
Reading passages Word cards Digital devices Article charts |
Written exercises
Gap filling
Sentence construction
Language games
|
|
| 8 | 3 |
Grammar in Use
Reading 2 |
Word Classes: Possessives
Intensive Reading: Monster Narratives |
By the end of the
lesson, the learner
should be able to:
- identify possessives in texts - use possessives in sentences - acknowledge the importance of possessives for effective communication |
The learner is guided to:
- read sentences and identify possessives - underline possessives in paragraphs - fill in blanks with appropriate possessives - compose songs using possessives and articles |
How can we show ownership in English?
|
KLB Head Start English Grade 7 pg. 187
Reading passages Word cards Digital devices Charts KLB Head Start English Grade 7 pg. 188 Monster narratives Resource person Reference materials |
Written exercises
Song composition
Gap filling
Peer assessment
|
|
| 8 | 4 |
Reading 2
|
Intensive Reading: Performance of Monster Narratives
|
By the end of the
lesson, the learner
should be able to:
- narrate monster narratives from their immediate environment - dramatize monster narratives with appropriate techniques - collect and analyze monster narratives from the community - value the moral lessons in monster narratives |
The learner is guided to:
- act out monster narratives - discuss character traits in monster narratives - collect narratives from the community - compile narratives into an anthology |
What should one consider when collecting narratives among people of varied socio-cultural backgrounds?
|
KLB Head Start English Grade 7 pg. 190
Digital recording devices Performance space Anthology templates Resource person |
Performance assessment
Anthology compilation
Character analysis
Moral lesson identification
|
|
| 8 | 5 |
Writing
|
Functional Writing: Packing Lists
|
By the end of the
lesson, the learner
should be able to:
- identify ways of grouping items in packing lists - write a packing list for a specified event - recognize the importance of preparing a packing list in everyday life |
The learner is guided to:
- examine a sample packing list - discuss ways of grouping items on a list - create a packing list template - write a packing list for a specific event |
Why is it important to prepare a packing list?
|
KLB Head Start English Grade 7 pg. 192
Sample packing lists Digital devices Templates Reference materials |
Packing list assessment
Template creation
Item grouping exercises
Peer review
|
|
| 9 |
MIDTERM |
||||||||
| 10 | 1 |
Writing
Listening and Speaking |
Functional Writing: Shopping Lists
Interviews |
By the end of the
lesson, the learner
should be able to:
- identify parts of a shopping list - prepare a shopping list for use in a given context - recognize the importance of preparing a shopping list in everyday life |
The learner is guided to:
- examine a sample shopping list - discuss different ways of grouping items - create a shopping list with budget - organize items according to importance |
Why should a shopping list be prepared?
|
KLB Head Start English Grade 7 pg. 193
Sample shopping lists Digital devices Templates Reference materials KLB Top Scholar pg. 197 Audio clips Video clips |
Shopping list assessment
Budget planning
Item categorization
Peer review
|
|
| 10 | 2 |
PROFESSIONS
Reading I |
Extensive Reading: Non-fiction Materials
|
By the end of the
lesson, the learner
should be able to:
- Select reading materials from digital or non-digital sources. - Read grade appropriate non-fiction materials independently for lifelong learning. - Recommend to peers suitable non-fiction materials to read. - Appreciate the importance of reading for enjoyment. |
The learner is guided to:
- Identify non-fiction material to read. - Read texts on varied issues. - Skim through texts for main ideas. - Scan texts for specific information. - Prepare and maintain a reading log. - Recommend texts to peers. |
Why should we read non-fiction materials?
|
KLB Top Scholar pg. 199
Library Digital devices Online texts |
Observation
Oral questions
Reading logs
Assessment rubric
|
|
| 10 | 3 |
Reading I
|
Extensive Reading: Non-fiction Materials
|
By the end of the
lesson, the learner
should be able to:
- Infer the meaning of words and phrases from varied texts. - Identify new vocabulary from non-fiction texts. - Use new vocabulary in sentences. - Value reading as a means of expanding vocabulary. |
The learner is guided to:
- Read a variety of non-fiction materials. - Identify new words in the materials. - Work out the meaning of the words from context. - Use the words to construct sentences. - Share their reading experiences with peers. |
How can we work out the meaning of new words in a text?
|
KLB Top Scholar pg. 201
Dictionary Library Digital devices |
Vocabulary tests
Sentence construction
Peer assessment
Written exercises
|
|
| 10 | 4 |
Grammar in Use
|
Word Classes: Adjectives Formed from Nouns
Word Classes: Adjectives Formed from Verbs |
By the end of the
lesson, the learner
should be able to:
- Identify adjectives formed from nouns in texts. - Form adjectives from nouns using appropriate suffixes. - Appreciate the importance of proper use of adjectives in communication. |
The learner is guided to:
- Search for information on adjective formation. - Read texts and identify adjectives formed from nouns. - Form adjectives from nouns using suffixes like -ly, -y, -al, -ish, -ous, -ic, -ful. - Fill in blanks with correct adjective forms. - Construct sentences using formed adjectives. |
How are adjectives formed from nouns?
|
KLB Top Scholar pg. 203
Dictionary Digital devices KLB Top Scholar pg. 205 Digital devices Charts |
Written exercises
Oral questions
Sentence construction
Peer assessment
|
|
| 10 | 5 |
Reading II
|
Intensive Reading: Dilemma Narratives
|
By the end of the
lesson, the learner
should be able to:
- Describe the characters in a given dilemma narrative. - Recognise a closing formula as a feature of dilemma narratives. - Analyse the characters in a dilemma narrative. - Appreciate the importance of characters in dilemma narratives. |
The learner is guided to:
- Read a dilemma narrative. - Identify and describe the characters. - Discuss the closing formula in dilemma narratives. - Analyse character traits from actions and dialogue. - Discuss what makes dilemma narratives interesting. |
What are the qualities of a good narrator?
|
KLB Top Scholar pg. 207
Digital devices Dilemma narratives |
Character analysis
Oral discussions
Written responses
Dramatization
|
|
| 11 | 1 |
Reading II
|
Intensive Reading: Dilemma Narratives
|
By the end of the
lesson, the learner
should be able to:
- Relate the lessons learnt in the dilemma narrative to real life experiences. - Draw a chart showing the sequence of events in dilemma narrative. - Dramatise parts of the dilemma narrative. - Appreciate the lessons learnt from the dilemma narrative. |
The learner is guided to:
- Discuss the lessons from the dilemma narrative. - Relate the lessons to real-life experiences. - Draw charts showing sequence of events. - Dramatise parts of the narrative. - Watch adaptations of dilemma narratives. |
How can narratives contribute to decision making?
|
KLB Top Scholar pg. 209
Charts Digital devices |
Oral presentation
Dramatization
Charts evaluation
Written reflection
|
|
| 11 | 2 |
Writing
|
Spelling: Antonyms, Synonyms and Numbers
|
By the end of the
lesson, the learner
should be able to:
- Recognise antonyms, synonyms in words from a selected text. - Use antonyms and synonyms correctly in writing. - Appreciate the usage of antonyms and synonyms in effective writing. |
The learner is guided to:
- Read texts and identify antonyms and synonyms. - Listen to dictation of texts with antonyms and synonyms. - Search for antonyms and synonyms from various sources. - Compile lists of antonyms and synonyms. - Use antonyms and synonyms in sentences. - Exchange work for peer assessment. |
Why is it important to tell the synonyms and antonyms of words?
|
KLB Top Scholar pg. 210
Dictionary Digital devices KLB Top Scholar pg. 213 Digital devices Crossword puzzles |
Written exercises
Dictation
Peer assessment
Sentence construction
|
|
| 11 | 3 |
TRADITIONAL FASHION
Listening and Speaking |
Listening to Respond: Views or 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. - Acknowledge the value of one's views as a lifelong skill in communication. |
The learner is guided to:
- Listen to oral narratives and identify expressions of opinions. - Role-play different characters expressing opinions. - Search for information on expressing views. - Identify phrases used to express opinions. - Create charts with expressions of opinions. |
Why is it important to express one's opinion?
|
KLB Top Scholar pg. 216
Audio recordings Digital devices Manila paper |
Oral presentation
Observation
Role play
Chart evaluation
|
|
| 11 | 4 |
Listening and Speaking
|
Listening to Respond: Views or Opinions
|
By the end of the
lesson, the learner
should be able to:
- Express personal views/opinions appropriately. - Respond to others' views/opinions respectfully. - Value respecting divergent views in communication. |
The learner is guided to:
- Hold discussions on traditional fashion using opinion expressions. - Debate on traditional vs. modern fashion. - Observe rules of polite expression of opinions. - Give and receive feedback on opinions expressed. - Reflect on importance of expressing opinions. |
How can we show respect when expressing different opinions?
|
KLB Top Scholar pg. 217
Digital devices Charts with opinion expressions |
Debate participation
Observation checklist
Peer assessment
Oral presentation
|
|
| 11 | 5 |
Reading I
|
Intensive Reading: Comprehension
|
By the end of the
lesson, the learner
should be able to:
- Identify the main ideas in a text. - Use contextual clues to infer the meaning of words in a text. - Describe characters, ideas, or events in a text. - Value reading for comprehension. |
The learner is guided to:
- Read passages on traditional fashion. - Identify keywords and main ideas. - Infer meanings of words using contextual clues. - Visualize scenes described in the text. - Answer comprehension questions based on the passage. |
How can we tell the meaning of words and phrases in a text?
|
KLB Top Scholar pg. 218
Digital devices Reading texts KLB Top Scholar pg. 220 Reading texts Digital devices |
Written responses
Oral questions
Vocabulary tests
Comprehension exercises
|
|
| 12 | 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. - Explain the meaning of phrasal verbs in texts. - Appreciate the role of phrasal verbs in communication. |
The learner is guided to:
- Read texts with phrasal verbs. - Identify phrasal verbs in conversations. - Search for meanings of phrasal verbs. - Match phrasal verbs with their meanings. - Fill in blanks with appropriate phrasal verbs. |
Why should we use phrasal verbs correctly?
|
KLB Top Scholar pg. 221
Dictionary Digital devices |
Gap-filling exercises
Matching activities
Oral questions
Written tests
|
|
| 12 | 2 |
Grammar in Use
|
Phrasal Verbs
|
By the end of the
lesson, the learner
should be able to:
- Use given phrasal verbs correctly in sentence construction. - Construct sentences using phrasal verbs formed from put, come and give. - Value the correct use of phrasal verbs in communication. |
The learner is guided to:
- Create sentences using phrasal verbs. - Search for more phrasal verbs online. - Share sentences with peers for assessment. - Create charts displaying phrasal verbs and meanings. - Play language games using phrasal verbs. |
How do phrasal verbs change the meaning of verbs?
|
KLB Top Scholar pg. 223
Dictionary Digital devices Charts |
Sentence construction
Oral presentation
Peer assessment
Chart evaluation
|
|
| 12 | 3 |
Reading II
|
Class Reader: Main Ideas
|
By the end of the
lesson, the learner
should be able to:
- Identify the main ideas in a class reader. - Discuss the main ideas in the class reader. - Value the importance of identifying main ideas in a text. |
The learner is guided to:
- Read a section of the class reader. - Identify the main ideas. - Draw a sequence chart of main events. - Discuss lessons learned from the section. - Relate lessons to real-life situations. |
What would you consider when selecting a storybook to read?
|
KLB Top Scholar pg. 225
Class reader Charts KLB Top Scholar pg. 227 Digital devices |
Main idea identification
Oral discussion
Sequence charts
Written summary
|
|
| 12 | 4 |
Writing
|
The Writing Process: Dialogues
|
By the end of the
lesson, the learner
should be able to:
- Outline the format of a dialogue. - Recognize the structure of a dialogue. - Acknowledge the importance of the writing process in acquiring good writing skills. |
The learner is guided to:
- Study sample dialogues. - Identify the format and structure of dialogues. - Dramatize sample dialogues. - Fill in missing parts of a dialogue. - Discuss the writing process for dialogues. |
What should we consider before writing a dialogue?
|
KLB Top Scholar pg. 228
Sample dialogues Digital devices |
Format identification
Dramatization
Gap-filling exercises
Oral discussion
|
|
| 12 | 5 |
Writing
|
The Writing Process: Dialogues
|
By the end of the
lesson, the learner
should be able to:
- Apply the writing process in writing a dialogue. - Create well-structured dialogues on given topics. - Value the writing process in creating effective dialogues. |
The learner is guided to:
- Plan dialogues on traditional fashion. - Draft dialogues following the correct format. - Review dialogues in pairs. - Edit dialogues based on feedback. - Share final dialogues with class. |
How does the writing process improve dialogue writing?
|
KLB Top Scholar pg. 230
Writing materials Sample dialogues |
Dialogue writing
Peer assessment
Final dialogue evaluation
Presentation
|
|
Your Name Comes Here