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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 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)
|
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 |
Performance
Oral questions
Observation
Peer assessment
|
|
| 2 | 5 |
Reading 2
Writing |
Intensive Reading: Oral Literature-Songs (Features of Lullabies)
Mechanics of Writing: Commonly Misspelt Words |
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 KLB Head Start English Grade 7 pg. 115 Dictionary Word lists Crossword puzzles |
Performance
Composition assessment
Peer evaluation
Observation
|
|
| 3 | 1 |
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 | 2 |
NATURAL RESOURCES-FORESTS
Listening and Speaking Reading 1 |
Listening Comprehension: Note-taking
Intensive Reading: Information from Visuals |
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 KLB Head Start English Grade 7 pg. 122 Visual materials Maps Charts Photographs |
Note-taking assessment
Peer evaluation
Observation
Oral presentations
|
|
| 3 | 3 |
Reading 1
|
Intensive Reading: Interpreting Visuals
|
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 |
Story creation assessment
Visual interpretation exercises
Peer assessment
Oral presentations
|
|
| 3 | 4 |
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 | 5 |
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
|
|
| 4 | 1 |
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 | 2 |
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
|
|
| 4 | 3 |
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
|
|
| 4 | 4 |
Grammar in Use
Reading 2 |
Word Classes: Simple Prepositions of Direction
Intensive Reading: Human Characters in Poetry |
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 KLB Head Start English Grade 7 pg. 150 Poetry texts Sticky notes Character charts |
Written exercises
Crossword puzzles
Sentence construction
Peer assessment
|
|
| 4 | 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
|
|
| 5 | 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
|
|
| 5 | 2 |
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 | 3 |
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 | 4 |
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 | 5 |
Reading 2
|
Intensive Reading: Sequence of Events 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 |
Sequence chart completion
Dramatization
Note-taking assessment
Character analysis
|
|
| 6 | 1 |
Reading 2
Writing |
Intensive Reading: Character Analysis in Class Reader
Creative Writing: Narrative Compositions |
By the end of the
lesson, the learner
should be able to:
- analyze the actions of characters in a class reader - relate the events in the class reader to real life - value the importance of character analysis in literary appreciation |
The learner is guided to:
- discuss how characters make the story flow - relate events in class reader to real life - discuss possible solutions to problems portrayed - create character charts for analysis |
How do characters contribute to the flow of a story?
|
KLB Head Start English Grade 7 pg. 171
Class reader Character charts Digital devices Note cards KLB Head Start English Grade 7 pg. 174 Sample compositions Planning templates Reference materials |
Character chart completion
Problem-solution analysis
Written responses
Oral presentations
|
|
| 6 | 2 |
MUSIC
Listening and Speaking Listening and Speaking |
Oral Presentations: Speeches
Oral Presentations: Delivering 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 KLB Head Start English Grade 7 pg. 179 Digital recording devices Presentation rubrics Speech templates |
Oral presentations
Peer assessment
Observation
Checklists
|
|
| 6 | 3 |
Reading 1
|
Study Skills: Note Making Formats
Study Skills: Creating Notes |
By the end of the
lesson, the learner
should be able to:
- identify the main and supporting points in texts - make notes from varieties of written texts - relate note-making to effective reading |
The learner is guided to:
- discuss importance of note making - read texts and select key points - identify text features for note making - organize notes using headings and subheadings |
Why is note-making important in reading?
|
KLB Head Start English Grade 7 pg. 180
Sample notes Digital devices Note-making templates Reading texts KLB Head Start English Grade 7 pg. 183 Mind map templates Reading texts Note-making guides |
Note-making exercises
Main idea identification
Supporting detail organization
Template completion
|
|
| 6 | 4 |
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
|
|
| 6 | 5 |
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
|
|
| 7 | 1 |
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
|
|
| 7 | 2 |
Writing
|
Functional Writing: Shopping Lists
|
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 |
Shopping list assessment
Budget planning
Item categorization
Peer review
|
|
| 7 | 3 |
PROFESSIONS
Listening and Speaking Reading I |
Interviews
Extensive Reading: Non-fiction Materials |
By the end of the
lesson, the learner
should be able to:
- Identify reasons for sitting an interview. - Articulate points clearly and confidently during an oral interview. - Respond confidently to questions during an interview. - Appreciate the importance of interviews in getting school placement and scholarships. |
The learner is guided to:
- Listen to audio clips on school placement and scholarship interviews. - Discuss reasons for sitting interviews. - Watch video clips on interviews. - Role-play interviews in pairs or small groups. - Record and share role-plays. |
Why are interviews important?
|
KLB Top Scholar pg. 197
Digital devices Audio clips Video clips KLB Top Scholar pg. 199 Library Online texts |
Oral presentation
Observation
Peer assessment
Role play
|
|
| 7 | 4 |
Reading I
Grammar in Use |
Extensive Reading: Non-fiction Materials
Word Classes: Adjectives Formed from Nouns |
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 KLB Top Scholar pg. 203 |
Vocabulary tests
Sentence construction
Peer assessment
Written exercises
|
|
| 7 | 5 |
Grammar in Use
Reading II |
Word Classes: Adjectives Formed from Verbs
Intensive Reading: Dilemma Narratives |
By the end of the
lesson, the learner
should be able to:
- Identify adjectives formed from verbs in texts. - Form adjectives from verbs using appropriate suffixes. - Use adjectives formed from verbs in sentences correctly. - Value the correct use of adjectives in communication. |
The learner is guided to:
- Differentiate between verbs and adjectives. - Form adjectives from verbs using suffixes like -y, -able, -ous, -ful, -less, -ive, -ing. - Play language games featuring adjectives. - Construct sentences using adjectives formed from verbs. - Edit texts with incorrect adjective usage. |
How are adjectives formed from verbs?
|
KLB Top Scholar pg. 205
Dictionary Digital devices Charts KLB Top Scholar pg. 207 Dilemma narratives |
Fill-in-gaps exercises
Written tests
Game performance
Editing exercises
|
|
| 8 | 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
|
|
| 8 | 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
|
|
| 8 | 3 |
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
|
|
| 8 | 4 |
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 | 5 |
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
|
|
| 9 | 1 |
Grammar in Use
Reading II |
Phrasal Verbs
Class Reader: Main Ideas |
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 KLB Top Scholar pg. 225 Class reader |
Sentence construction
Oral presentation
Peer assessment
Chart evaluation
|
|
| 9 | 2 |
Reading II
Writing |
Class Reader: Main Ideas
The Writing Process: Dialogues |
By the end of the
lesson, the learner
should be able to:
- Summarize the main ideas in a class reader. - Dramatize events based on the main ideas. - Appreciate the role of main ideas in understanding a text. |
The learner is guided to:
- Summarize sections of the class reader. - Dramatize key events. - Create visual representations of main ideas. - Discuss how main ideas contribute to overall meaning. - Watch video adaptations of stories. |
How can the main ideas help us understand a text better?
|
KLB Top Scholar pg. 227
Class reader Digital devices KLB Top Scholar pg. 228 Sample dialogues |
Dramatization
Summary writing
Visual representation
Oral discussion
|
|
| 9 | 3 |
Writing
Listening and Speaking |
The Writing Process: Dialogues
Listening Comprehension: Extensive Listening |
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 KLB Top Scholar pg. 232 Audio recordings Digital devices |
Dialogue writing
Peer assessment
Final dialogue evaluation
Presentation
|
|
| 9 | 4 |
LAND TRAVEL
Listening and Speaking |
Listening Comprehension: Extensive Listening
|
By the end of the
lesson, the learner
should be able to:
- Identify vocabulary used in songs on land travel. - Construct sentences orally using vocabulary learnt. - Acknowledge the importance of extensive listening in communication. |
The learner is guided to:
- Identify vocabulary used in songs on land travel. - Infer meanings of words from context. - Construct sentences using the vocabulary. - Sing choral songs on land travel. - Discuss the importance of extensive listening. |
Why is it important to listen to different types of songs?
|
KLB Top Scholar pg. 234
Audio recordings Digital devices |
Vocabulary usage
Singing performance
Sentence construction
Peer assessment
|
|
| 9 | 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
|
|
| 10 | 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
|
|
| 10 | 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
|
|
| 10 | 3 |
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 |
Idiom identification
Meaning explanation
Sentence construction
Written exercises
|
|
| 10 | 4 |
Writing
Listening and Speaking |
Creative Writing: Narrative Composition
Pronunciation: Consonant Sounds |
By the end of the
lesson, the learner
should be able to:
- Create well-written narrative compositions using specified idioms. - Apply the writing process in narrative composition. - Value the role of planning in narrative writing. |
The learner is guided to:
- Plan narrative compositions about journeys. - Incorporate idioms in narratives. - Write narratives following plans. - Exchange compositions for peer review. - Revise narratives based on feedback. |
What is the importance of using idioms in communication?
|
KLB Top Scholar pg. 243
Writing materials Sample narratives KLB Top Scholar pg. 245 Audio recordings Digital devices |
Narrative writing
Peer assessment
Idiom usage evaluation
Final composition
|
|
| 10 | 5 |
SPORTS-OUTDOOR GAMES
Listening and Speaking Reading I |
Pronunciation: Intonation
Study Skills: Summarising |
By the end of the
lesson, the learner
should be able to:
- Use correct intonation for yes/no and wh-questions. - Ask questions using appropriate intonation. - Value the role of intonation in effective communication. |
The learner is guided to:
- Listen to conversations with questions. - Identify rising and falling intonation. - Practice asking yes/no and wh-questions. - Role-play conversations using appropriate intonation. - Record dialogues for self-assessment. |
How can one improve his or her pronunciation?
|
KLB Top Scholar pg. 247
Audio recordings Digital devices KLB Top Scholar pg. 248 Sample texts |
Question formation
Intonation assessment
Role play evaluation
Recording analysis
|
|
| 11 | 1 |
Reading I
Grammar in Use |
Study Skills: Summarising
Sentences: Subject-verb Agreement |
By the end of the
lesson, the learner
should be able to:
- Write a summary of ideas from varied texts. - Apply summarizing techniques to different texts. - Appreciate the importance of summarising in effective reading. |
The learner is guided to:
- Make notes of main ideas from texts. - Write summaries from notes. - Edit summaries for clarity and conciseness. - Share summaries for peer feedback. - Discuss the purpose of summarizing. |
What factors should one consider when summarising an event?
|
KLB Top Scholar pg. 250
Sample texts Digital devices KLB Top Scholar pg. 251 Charts Digital devices Sample texts |
Summary writing
Note-making assessment
Peer evaluation
Editing skills
|
|
| 11 | 2 |
Grammar in Use
|
Sentences: Subject-verb Agreement
|
By the end of the
lesson, the learner
should be able to:
- Construct sentences ensuring subject-verb agreement. - Edit sentences for correct subject-verb agreement. - Value the importance of correct grammar in communication. |
The learner is guided to:
- Choose correct verb forms for given subjects. - Construct sentences with proper agreement. - Edit sentences with agreement errors. - Create oral sentences about sports. - Share sentences for peer assessment. |
Why is it important to use the correct form of verbs with subjects?
|
KLB Top Scholar pg. 253
Charts Digital devices |
Sentence construction
Editing exercises
Oral presentation
Peer assessment
|
|
| 11 | 3 |
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 | 4 |
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
|
|
| 11 | 5 |
TOURIST ATTRACTION SITES IN KENYA
Listening and Speaking Listening and Speaking |
Oral Reports: Events within the Classroom
|
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. 267 Digital devices Notes from previous lesson |
Organisation identification
Note-making assessment
Discussion participation
Observation
|
|
| 12 | 1 |
Reading I
|
Reading Fluency
|
By the end of the
lesson, the learner
should be able to:
- Recognise the use of fluency strategies in the reading process. - Identify what makes a good reader. - Value the importance of reading fluency. |
The learner is guided to:
- Listen to model reading. - Identify characteristics of fluent reading. - Discuss reading strategies. - Practice pronunciation of difficult words. - Read passages with appropriate pacing. |
How can you improve your reading fluency?
|
KLB Top Scholar pg. 268
Reading passages Audio recordings |
Reading assessment
Strategy identification
Pronunciation check
Pacing evaluation
|
|
| 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
|
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