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 |
|---|---|---|---|---|---|---|---|---|---|
| 2 | 1 |
DRUG AND SUBSTANCE ABUSE
Listening and Speaking Listening and Speaking |
Conversational Skills: Polite Interruption
Conversational Skills: Turn-taking |
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 KLB Head Start English Grade 7 pg. 101 Audio recorder Manila paper Choral verse |
Observation
Oral presentation
Role play
Peer assessment
|
|
| 2 | 2 |
Reading 1
|
Reading Fluency: Speed and Accuracy
Reading Fluency: Expression |
By the end of the
lesson, the learner
should be able to:
- identify instances of expressive reading from a reading or digital text - read a text at the right speed with accuracy - appreciate the importance of reading fluency in communication |
The learner is guided to:
- listen to news clips and comment on presenters' speed and accuracy - brainstorm ways of reading effectively - read texts with appropriate expressions and speed - time themselves while reading excerpts |
Why is it important to read fluently?
|
KLB Head Start English Grade 7 pg. 104
Audio clips Reading texts Stopwatch Digital devices KLB Head Start English Grade 7 pg. 106 Poem texts Choral verse Audio recordings |
Observation
Oral reading
Peer feedback
Timed reading exercises
|
|
| 2 | 3 |
Grammar in Use
|
Word Classes: Adverbs of Time
Word Classes: Adverbs of Place and Manner |
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 KLB Head Start English Grade 7 pg. 110 Digital devices Charts |
Written exercises
Oral questions
Sentence construction
Gap filling exercises
|
|
| 2 | 4 |
Reading 2
|
Intensive Reading: Oral Literature-Songs (Lullabies)
Intensive Reading: Oral Literature-Songs (Features of Lullabies) |
By the end of the
lesson, the learner
should be able to:
- identify repeated words and phrases in lullabies - use appropriate techniques when performing lullabies - pick out key messages communicated in lullabies - appreciate the importance of lullabies in real life |
The learner is guided to:
- listen to audio recordings of lullabies - identify instances of repetition in lullabies - perform lullabies with appropriate techniques - discuss the functions of lullabies |
Why are lullabies important in our community?
|
KLB Head Start English Grade 7 pg. 112
Audio recordings Digital devices Resource person Lullaby texts KLB Head Start English Grade 7 pg. 114 Audio recorder Sample lullabies |
Performance
Oral questions
Observation
Peer assessment
|
|
| 2 | 5 |
Writing
|
Mechanics of Writing: Commonly Misspelt Words
Mechanics of Writing: Using 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 KLB Head Start English Grade 7 pg. 116 Sample texts |
Spelling tests
Written exercises
Peer assessment
Crossword puzzle completion
|
|
| 3 | 1 |
NATURAL RESOURCES-FORESTS
Listening and Speaking Listening and Speaking |
Listening Comprehension: Clues for Details
Listening Comprehension: Note-taking |
By the end of the
lesson, the learner
should be able to:
- identify clues that signal details from a listening text - take detailed notes on a listening text - acknowledge the importance of listening for details |
The learner is guided to:
- listen to a text and identify words introducing details - search for signposts that introduce details - discuss kinds of details to look for in a text - identify expressions that signal details |
What factors interfere with one's ability to listen well?
|
KLB Head Start English Grade 7 pg. 119
Audio recordings Digital devices Charts Note-taking materials KLB Head Start English Grade 7 pg. 120 Note-taking materials Charts |
Observation
Oral questions
Note-taking assessment
Listening comprehension exercises
|
|
| 3 | 2 |
Reading 1
|
Intensive Reading: Information from Visuals
Intensive Reading: Interpreting 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 KLB Head Start English Grade 7 pg. 123 National symbols Drawing materials |
Observation
Oral questions
Visual interpretation exercises
Story creation from visuals
|
|
| 3 | 3 |
Grammar in Use
|
Word Classes: Personal Pronouns
Word Classes: Possessive Pronouns |
By the end of the
lesson, the learner
should be able to:
- distinguish between personal and possessive pronouns in sentences - use personal pronouns in sentences appropriately - appreciate the value of proper use of pronouns |
The learner is guided to:
- identify personal pronouns in a passage - complete sentences using correct personal pronouns - make sentences using a substitution table - create sentences about class members using pronouns |
Why should we avoid unnecessary repetition?
|
KLB Head Start English Grade 7 pg. 124
Reading passages Charts Flash cards Digital devices KLB Head Start English Grade 7 pg. 127 |
Written exercises
Oral questions
Sentence construction
Chart evaluation
|
|
| 3 | 4 |
Reading 2
|
Intensive Reading: Minor Characters
Intensive Reading: Character Relationships |
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 KLB Head Start English Grade 7 pg. 130 Character maps |
Hot seating
Character analysis
Oral presentations
Written exercises
|
|
| 3 | 5 |
Writing
|
Composition Writing: Pre-writing and Drafting
Composition Writing: Editing, Revising and Publishing |
By the end of the
lesson, the learner
should be able to:
- outline the steps in the writing process - gather and organize information for a narrative composition - acknowledge the role of writing fluency in communication |
The learner is guided to:
- watch videos on the writing process - discuss activities involved in each step - gather information for composition writing - outline information in note form |
How does one write a good composition?
|
KLB Head Start English Grade 7 pg. 132
Digital devices Sample compositions Mind maps Reference materials KLB Head Start English Grade 7 pg. 134 Editing checklists |
Mind map evaluation
Note-taking assessment
Draft composition review
Peer assessment
|
|
| 4 | 1 |
TRAVEL
Listening and Speaking Reading 1 |
Listening Comprehension: Explanatory Narratives
Intensive Reading: Reading for Interpretation |
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 KLB Head Start English Grade 7 pg. 139 Dictionary Poetry texts Reading materials |
Oral retelling
Moral lesson identification
Character analysis
Listening comprehension exercises
|
|
| 4 | 2 |
Grammar in Use
|
Word Classes: Simple Prepositions of Agent and Instrument
Word Classes: Simple Prepositions of Direction |
By the end of the
lesson, the learner
should be able to:
- identify simple prepositions of agent and instrument in texts - use prepositions of agent and instrument in sentences - appreciate the importance of well-formed sentences in communication |
The learner is guided to:
- identify prepositions in sentences - fill in blanks with prepositions of agent and instrument - construct sentences using prepositions - complete sentences using a substitution table |
What is the role of sentences in a text?
|
KLB Head Start English Grade 7 pg. 143
Reading passages Charts Digital devices Flashcards KLB Head Start English Grade 7 pg. 145 Crossword puzzles Charts |
Written exercises
Gap filling
Sentence construction
Oral questions
|
|
| 4 | 3 |
Reading 2
|
Intensive Reading: Human Characters in Poetry
Intensive Reading: Character Traits 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 KLB Head Start English Grade 7 pg. 152 Role play props |
Character identification
Role play assessment
Adjective usage
Oral presentations
|
|
| 4 | 4 |
Writing
|
Composition Writing: Self-Assessment of Introduction
Composition Writing: Self-Assessment of Body and Conclusion |
By the end of the
lesson, the learner
should be able to:
- identify steps involved in the assessment of narrative compositions - assess the introduction of narrative compositions - appreciate the importance of assessment in improving narrative composition writing |
The learner is guided to:
- read and identify features of a well-written introduction - search for information on self-assessment - use a checklist to assess narrative introductions - give feedback on peer compositions |
Which things make a narrative composition memorable?
|
KLB Head Start English Grade 7 pg. 153
Sample compositions Assessment checklists Digital devices Reference materials KLB Head Start English Grade 7 pg. 154 |
Composition assessment
Checklist completion
Peer feedback
Self-assessment
|
|
| 4 | 5 |
HEROES AND HEROINES IN KENYA
Listening and Speaking Listening and Speaking |
Pronunciation: Consonant Sounds
Pronunciation: Vowel Sounds and Word Stress |
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 KLB Head Start English Grade 7 pg. 159 Poetry texts Word lists Digital devices |
Pronunciation exercises
Tongue twister performance
Oral reading
Peer assessment
|
|
| 5 | 1 |
Reading 1
|
Extensive Reading: Selection of Fictional Materials
Extensive Reading: Comprehension of Fictional Materials |
By the end of the
lesson, the learner
should be able to:
- identify a variety of fictional texts for extensive reading - select appropriate fictional texts for reading - appreciate the importance of fiction in life |
The learner is guided to:
- identify fictional material by examining cover page, blurb, and title - read texts on national heroes and heroines - list new words and phrases encountered - retell stories in their own words |
Why is it important to read fictional materials?
|
KLB Head Start English Grade 7 pg. 162
Storybooks Digital devices Reading journals Fiction collections KLB Head Start English Grade 7 pg. 164 |
Reading logs
Vocabulary lists
Story retelling
Observation
|
|
| 5 | 2 |
Grammar in Use
|
Word Classes: Conjunctions-and
Word Classes: Conjunctions-but and or |
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 KLB Head Start English Grade 7 pg. 167 Substitution tables Sentence strips |
Written exercises
Sentence construction
Gap filling
Oral presentations
|
|
| 5 | 3 |
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
|
|
| 5 | 4 |
Writing
Listening and Speaking |
Creative Writing: Narrative Compositions
Oral Presentations: Speeches |
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 KLB Head Start English Grade 7 pg. 178 Audio recordings Sample speeches Video clips |
Composition assessment
Planning template completion
Peer evaluation
Chart creation
|
|
| 5 | 5 |
MUSIC
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
|
|
| 6 | 1 |
Reading 1
Grammar in Use |
Study Skills: Creating Notes
Word Classes: Articles |
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 KLB Head Start English Grade 7 pg. 185 Reading passages Word cards Article charts |
Mind map assessment
Note organization
Table completion
Peer review
|
|
| 6 | 2 |
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
|
|
| 6 | 3 |
Reading 2
Writing |
Intensive Reading: Performance of Monster Narratives
Functional Writing: Packing Lists |
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 KLB Head Start English Grade 7 pg. 192 Sample packing lists Digital devices Templates Reference materials |
Performance assessment
Anthology compilation
Character analysis
Moral lesson identification
|
|
| 6 | 4 |
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
|
|
| 6 | 5 |
PROFESSIONS
Reading I 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 KLB Top Scholar pg. 201 Dictionary Digital devices |
Observation
Oral questions
Reading logs
Assessment rubric
|
|
| 7 | 1 |
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
|
|
| 7 | 2 |
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 KLB Top Scholar pg. 209 Charts Digital devices |
Character analysis
Oral discussions
Written responses
Dramatization
|
|
| 7 | 3 |
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
|
|
| 7 | 4 |
TRADITIONAL FASHION
Listening and Speaking 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 KLB Top Scholar pg. 217 Charts with opinion expressions |
Oral presentation
Observation
Role play
Chart evaluation
|
|
| 7 | 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
|
|
| 8 | 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 KLB Top Scholar pg. 223 Digital devices Charts |
Gap-filling exercises
Matching activities
Oral questions
Written tests
|
|
| 8 | 2 |
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
|
|
| 8 | 3 |
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 KLB Top Scholar pg. 230 Writing materials Sample dialogues |
Format identification
Dramatization
Gap-filling exercises
Oral discussion
|
|
| 8 | 4 |
LAND TRAVEL
Listening and Speaking Listening and Speaking |
Listening Comprehension: Extensive Listening
|
By the end of the
lesson, the learner
should be able to:
- Identify the key issues raised in songs addressing land travel. - Listen attentively to songs on land travel. - Use vocabulary identified from songs on land travel correctly. |
The learner is guided to:
- Listen to songs on local and international land travel. - Respond to comprehension questions on key issues. - Pick out key issues raised in songs on land travel. - Share ideas on key issues addressed in songs. |
How can we tell the main message in a song?
|
KLB Top Scholar pg. 232
Audio recordings Digital devices KLB Top Scholar pg. 234 |
Oral questions
Vocabulary tests
Comprehension exercises
Observation
|
|
| 8 | 5 |
Reading I
|
Intensive Reading: Comprehension Strategies
|
By the end of the
lesson, the learner
should be able to:
- Identify key ideas from a passage. - Summarise key ideas from a passage. - Create mental images from the events in a passage. - Value the role of comprehension strategies in reading. |
The learner is guided to:
- Read passages on land travel issues. - Identify the main ideas in the passages. - Discuss opinions about characters or ideas. - Summarise key ideas through paraphrasing. - Create mental images from descriptions. |
What is the importance of reading a passage?
|
KLB Top Scholar pg. 233
Reading passages Digital devices KLB Top Scholar pg. 235 |
Summary writing
Main idea identification
Oral discussion
Written responses
|
|
| 9 | 1 |
Grammar in Use
|
Sentences: Simple Sentences
|
By the end of the
lesson, the learner
should be able to:
- Identify simple sentences from varied texts. - Explain the structure of simple sentences. - Appreciate the role of simple sentences in communication. |
The learner is guided to:
- Read texts and identify simple sentences. - Listen to stories and write down simple sentences. - Distinguish between simple and other sentence types. - Identify subject and verb in simple sentences. - Search for articles with simple sentences. |
What is the role of sentences in a text?
|
KLB Top Scholar pg. 236
Lesson notes Digital devices Charts KLB Top Scholar pg. 238 Mind maps Substitution tables Digital devices |
Sentence identification
Oral questions
Written exercises
Observation
|
|
| 9 | 2 |
Reading II
|
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. - Appreciate the purpose of praise songs in communication. |
The learner is guided to:
- Listen to praise songs from various sources. - Identify the purpose of praise songs. - Discuss occasions when praise songs are performed. - Analyze the relationship between singer and subject. - Identify character traits revealed in praise songs. |
Why do we sing?
|
KLB Top Scholar pg. 239
Audio recordings Digital devices KLB Top Scholar pg. 240 |
Oral discussion
Purpose identification
Character analysis
Written reflection
|
|
| 9-10 |
Midterm |
||||||||
| 10 | 5 |
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. - Use idioms correctly in sentences. - Appreciate the role of idioms in creative writing. |
The learner is guided to:
- Brainstorm reasons for using idiomatic expressions. - Identify idioms in texts and poems. - Explain meanings of idioms from context. - Confirm meanings from dictionaries. - Construct sentences using idioms. |
What makes a story memorable?
|
KLB Top Scholar pg. 241
Dictionary Digital devices KLB Top Scholar pg. 243 Writing materials Sample narratives |
Idiom identification
Meaning explanation
Sentence construction
Written exercises
|
|
| 11 | 1 |
SPORTS-OUTDOOR GAMES
Listening and Speaking Listening and Speaking |
Pronunciation: Consonant Sounds
Pronunciation: Intonation |
By the end of the
lesson, the learner
should be able to:
- Identify words with the sounds /v/, /f/, /n/ and /ŋ/ from a text. - Pronounce words with the sounds /v/, /f/, /n/ and /ŋ/ in sentences. - Appreciate the importance of correct pronunciation in oral communication. |
The learner is guided to:
- Listen to audio clips with target sounds. - Identify words with sounds /v/, /f/, /n/ and /ŋ/. - Practice pronouncing words with target sounds. - Sort words based on pronunciation. - Recite poems or sing songs with target sounds. |
Why should you pronounce words correctly?
|
KLB Top Scholar pg. 245
Audio recordings Digital devices KLB Top Scholar pg. 247 |
Pronunciation assessment
Sound identification
Recitation
Peer evaluation
|
|
| 11 | 2 |
Reading I
|
Study Skills: Summarising
|
By the end of the
lesson, the learner
should be able to:
- Identify the main ideas in texts. - Distinguish between main text and summary. - Value the importance of summaries in learning. |
The learner is guided to:
- Compare original texts with summaries. - Discuss differences in length and presentation. - Identify main ideas in passages. - Brainstorm steps for summarizing. - Read passages and select key points. |
Why is it important to summarise information?
|
KLB Top Scholar pg. 248
Sample texts Digital devices KLB Top Scholar pg. 250 |
Main idea identification
Summary comparison
Oral discussion
Written responses
|
|
| 11 | 3 |
Grammar in Use
|
Sentences: Subject-verb Agreement
|
By the end of the
lesson, the learner
should be able to:
- Identify the subject and verb in sentences. - Explain the principle of subject-verb agreement. - Appreciate the importance of subject-verb agreement in communication. |
The learner is guided to:
- Read sentences and identify subjects and verbs. - Label subjects and verbs in sentences. - Study examples of subject-verb agreement. - Pick out subjects and verbs from passages. - Create tables of subjects and corresponding verbs. |
How do we construct sentences?
|
KLB Top Scholar pg. 251
Charts Digital devices Sample texts KLB Top Scholar pg. 253 Digital devices |
Subject-verb identification
Labeling exercises
Table completion
Written exercises
|
|
| 11 | 4 |
Reading II
|
Class Reader: Features of Style
|
By the end of the
lesson, the learner
should be able to:
- Identify similes and metaphors in the class reader. - Explain the meaning of similes and metaphors. - Appreciate the role of stylistic devices in literary works. |
The learner is guided to:
- Read excerpts from the class reader. - Identify similes and metaphors. - Discuss the meaning of identified stylistic devices. - Make charts of similes and metaphors. - Create sentences using similes and metaphors. |
Why do we use stylistic devices in writing?
|
KLB Top Scholar pg. 255
Class reader Charts Digital devices KLB Top Scholar pg. 257 |
Stylistic device identification
Meaning explanation
Chart creation
Sentence construction
|
|
| 11 | 5 |
Writing
|
Creative Writing: Descriptive Writing
|
By the end of the
lesson, the learner
should be able to:
- Identify features of a person, thing, or place that can be described. - Select appropriate descriptive words and phrases. - Value the role of descriptive words in creative writing. |
The learner is guided to:
- Identify things, people, and actions to describe. - Compare informative and descriptive paragraphs. - Search for descriptive words and expressions. - Create descriptive phrases for sporting events. - Identify descriptive language in sample texts. |
What should we consider when describing something?
|
KLB Top Scholar pg. 259
Sample descriptive texts Digital devices KLB Top Scholar pg. 262 Writing materials Sample descriptions |
Descriptive word identification
Paragraph comparison
Phrase creation
Oral presentation
|
|
| 12 | 1 |
TOURIST ATTRACTION SITES IN KENYA
Listening and Speaking Reading I |
Oral Reports: Events within the Classroom
Reading Fluency |
By the end of the
lesson, the learner
should be able to:
- Outline the organisation of an oral report of events. - Plan an oral report on classroom events. - Appreciate the value of oral reports in communication. |
The learner is guided to:
- Discuss what makes a good oral report. - Identify parts of an oral report. - Listen to sample oral reports. - Gather information about classroom events. - Make notes for an oral report. |
How can you make an oral report presentation interesting?
|
KLB Top Scholar pg. 265
Sample reports Digital devices KLB Top Scholar pg. 268 Reading passages Audio recordings |
Organisation identification
Note-making assessment
Discussion participation
Observation
|
|
| 12 | 2 |
Reading I
Grammar in Use |
Reading Fluency
Affirmative and Negative Sentences |
By the end of the
lesson, the learner
should be able to:
- Apply fluency strategies while reading. - Read with accuracy, appropriate speed, and expression. - Appreciate the role of reading fluency in communication. |
The learner is guided to:
- Practice previewing and prediction. - Apply skimming for main ideas. - Use scanning for specific information. - Read aloud with expression. - Time their reading and assess progress. |
Why is reading fluency important for comprehension?
|
KLB Top Scholar pg. 270
Reading passages Digital devices Timers KLB Top Scholar pg. 272 Sample sentences Digital devices |
Timed reading
Expression assessment
Strategy application
Peer feedback
|
|
| 12 | 3 |
Grammar in Use
Reading II |
Affirmative and Negative Sentences
Poetry |
By the end of the
lesson, the learner
should be able to:
- Construct affirmative and negative sentences. - Convert affirmative sentences to negative and vice versa. - Appreciate the importance of using appropriate sentence types. |
The learner is guided to:
- Change affirmative sentences to negative. - Change negative sentences to affirmative. - Construct original affirmative and negative sentences. - Hold conversations using both sentence types. - Write dialogues using both sentence types. |
When do we use negative statements?
|
KLB Top Scholar pg. 274
Charts Digital devices KLB Top Scholar pg. 275 Poems |
Sentence conversion
Sentence construction
Dialogue writing
Conversation assessment
|
|
| 12 | 4 |
Reading II
Writing |
Poetry
Functional Writing: Notices |
By the end of the
lesson, the learner
should be able to:
- Analyse ideas in poems. - Dramatise poems about tourist attractions. - Appreciate the role of poetry in conveying ideas. |
The learner is guided to:
- Identify ideas in poems using title and content. - Discuss how repetition helps convey ideas. - Create mind maps of ideas in poems. - Dramatise poems using placards. - Relate poems to real-life experiences. |
What makes a poem interesting to read?
|
KLB Top Scholar pg. 276
Poems Digital devices Mind maps KLB Top Scholar pg. 277 Sample notices Digital devices |
Idea analysis
Mind map creation
Dramatisation
Real-life connection
|
|
| 12 | 5 |
Writing
|
Functional Writing: Posters
|
By the end of the
lesson, the learner
should be able to:
- Design notices and posters on current issues. - Apply the correct format in creating notices and posters. - Appreciate the role of notices and posters in information dissemination. |
The learner is guided to:
- Study sample posters. - Identify differences between notices and posters. - Create notices about school events. - Design posters about tourist attractions. - Display notices and posters for peer review. |
What makes a poster effective?
|
KLB Top Scholar pg. 279
Sample posters Digital devices Art materials |
Notice creation
Poster design
Format application
Peer assessment
|
|
Your Name Comes Here