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| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 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
|
|
| 1 | 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
|
|
| 1 | 3 |
Reading 1
Grammar in Use |
Reading Fluency: Expression
Word Classes: Adverbs of Time |
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 KLB Head Start English Grade 7 pg. 108 Reading passages Charts Flash cards |
Oral reading
Peer assessment
Observation
Performance evaluation
|
|
| 1 | 4 |
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
|
|
| 1 | 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
|
|
| 2 | 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
|
|
| 2 | 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
|
|
| 2 | 3 |
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
|
|
| 2 | 4 |
Grammar in Use
Reading 2 Reading 2 |
Word Classes: Possessive Pronouns
Intensive Reading: Minor Characters Intensive Reading: Character Relationships |
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 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 |
Written exercises
Gap filling
Paragraph writing
Peer assessment
|
|
| 2 | 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
|
|
| 3 | 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
|
|
| 3 | 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
|
|
| 3 | 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
|
|
| 3 | 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
|
|
| 3 | 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
|
|
| 4 | 1 |
Reading 1
Grammar in Use |
Extensive Reading: Selection of Fictional Materials
Extensive Reading: Comprehension of Fictional Materials Word Classes: Conjunctions-and |
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 KLB Head Start English Grade 7 pg. 166 Reading passages Sentence strips Substitution tables |
Reading logs
Vocabulary lists
Story retelling
Observation
|
|
| 4 | 2 |
Grammar in Use
Reading 2 |
Word Classes: Conjunctions-but and or
Intensive Reading: Sequence of Events in Class Reader |
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 KLB Head Start English Grade 7 pg. 169 Class reader Sequence charts Note cards |
Written exercises
Paragraph writing
Sentence construction
Peer assessment
|
|
| 4 | 3 |
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
|
|
| 4 | 4 |
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
|
|
| 4 | 5 |
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
|
|
| 5 | 1 |
Grammar in Use
|
Word Classes: Articles
Word Classes: Possessives |
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 KLB Head Start English Grade 7 pg. 187 Charts |
Written exercises
Gap filling
Sentence construction
Language games
|
|
| 5 | 2 |
Reading 2
|
Intensive Reading: Monster Narratives
Intensive Reading: Performance of Monster Narratives |
By the end of the
lesson, the learner
should be able to:
- identify characters in monster narratives - explain traits of characters in given monster narratives - relate monster narratives to real life situations - appreciate the importance of monster narratives in life |
The learner is guided to:
- describe monsters/ogres from stories - search for features of monster narratives - discuss what monsters represent - relate monster narratives to real life |
What is the relevance of oral narratives in modern society?
|
KLB Head Start English Grade 7 pg. 188
Monster narratives Digital devices Resource person Reference materials KLB Head Start English Grade 7 pg. 190 Digital recording devices Performance space Anthology templates Resource person |
Character identification
Narrative analysis
Oral presentations
Written responses
|
|
| 5 | 3 |
Writing
|
Functional Writing: Packing Lists
Functional Writing: Shopping 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 KLB Head Start English Grade 7 pg. 193 Sample shopping lists |
Packing list assessment
Template creation
Item grouping exercises
Peer review
|
|
| 5 | 4 |
PROFESSIONS
Listening and Speaking Reading I Reading I |
Interviews
Extensive Reading: Non-fiction Materials 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 KLB Top Scholar pg. 201 Dictionary Digital devices |
Oral presentation
Observation
Peer assessment
Role play
|
|
| 5 | 5 |
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
|
|
| 6 | 1 |
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
|
|
| 6 | 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
|
|
| 6 | 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
|
|
| 6 | 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
|
|
| 6 | 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 KLB Top Scholar pg. 223 Digital devices Charts |
Gap-filling exercises
Matching activities
Oral questions
Written tests
|
|
| 7 | 1 |
Reading II
Writing |
Class Reader: Main Ideas
The Writing Process: Dialogues |
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 KLB Top Scholar pg. 228 Sample dialogues |
Main idea identification
Oral discussion
Sequence charts
Written summary
|
|
| 7 | 2 |
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
|
|
| 7 | 3 |
LAND TRAVEL
Listening and Speaking Reading I |
Listening Comprehension: Extensive Listening
Intensive Reading: Comprehension Strategies |
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 KLB Top Scholar pg. 233 Reading passages |
Vocabulary usage
Singing performance
Sentence construction
Peer assessment
|
|
| 7 | 4 |
Reading I
Grammar in Use |
Intensive Reading: Comprehension Strategies
Sentences: Simple Sentences |
By the end of the
lesson, the learner
should be able to:
- Deduce the meaning of words from context. - Respond to factual and inferential questions correctly. - Appreciate the importance of comprehension strategies in effective reading. |
The learner is guided to:
- Infer meanings of words based on context. - Complete exercises using learned vocabulary. - Answer factual and inferential questions. - Retell sections of passages with peers. - Relate passage content to real-life situations. |
What makes people write passages?
|
KLB Top Scholar pg. 235
Reading passages Digital devices KLB Top Scholar pg. 236 Lesson notes Digital devices Charts |
Vocabulary exercises
Comprehension questions
Retelling assessment
Inferential questions
|
|
| 7 | 5 |
Grammar in Use
Reading II |
Sentences: Simple Sentences
Oral Literature: Praise Songs |
By the end of the
lesson, the learner
should be able to:
- Construct simple sentences on a variety of issues. - Apply simple sentences in conversations. - Value the importance of using variety of sentences in communication. |
The learner is guided to:
- Make sentences from mind maps. - Complete substitution tables with simple sentences. - Hold conversations using simple sentences. - Write dialogues using simple sentences. - Tell chain stories using simple sentences. |
What constitutes a simple sentence?
|
KLB Top Scholar pg. 238
Mind maps Substitution tables Digital devices KLB Top Scholar pg. 239 Audio recordings |
Sentence construction
Dialogue writing
Chain story assessment
Peer evaluation
|
|
| 8 | 1 |
Reading II
Writing |
Oral Literature: Praise Songs
Creative Writing: Narrative Composition |
By the end of the
lesson, the learner
should be able to:
- Perform praise songs sung in their immediate environment. - Collaborate with peers in performing praise songs. - Value the cultural significance of praise songs. |
The learner is guided to:
- Identify praise songs from their community. - Practice singing praise songs. - Perform praise songs to the class. - Collaborate in group performances. - Share experiences after performances. |
What are the qualities of a good singer?
|
KLB Top Scholar pg. 240
Audio recordings Digital devices KLB Top Scholar pg. 241 Dictionary |
Performance assessment
Collaboration observation
Peer evaluation
Presentation skills
|
|
| 8 | 2 |
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
|
|
| 8 | 3 |
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
|
|
| 8 | 4 |
Reading I
Grammar in Use Grammar in Use |
Study Skills: Summarising
Sentences: Subject-verb Agreement 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 KLB Top Scholar pg. 253 |
Summary writing
Note-making assessment
Peer evaluation
Editing skills
|
|
| 8 | 5 |
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
|
|
| 9 | 1 |
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
|
|
| 9 | 2 |
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
|
|
| 9 | 3 |
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 KLB Top Scholar pg. 270 Digital devices Timers |
Reading assessment
Strategy identification
Pronunciation check
Pacing evaluation
|
|
| 9 | 4 |
Grammar in Use
|
Affirmative and Negative Sentences
|
By the end of the
lesson, the learner
should be able to:
- Differentiate between affirmative and negative sentences. - Identify affirmative and negative sentences in texts. - Value the expressive role of sentences in communication. |
The learner is guided to:
- Compare affirmative and negative sentences. - Identify affirmative and negative sentences in texts. - Role-play dialogues with both sentence types. - Group sentences into affirmative and negative. - Discuss the difference in meaning between sentence types. |
When do we use affirmative statements?
|
KLB Top Scholar pg. 272
Sample sentences Digital devices KLB Top Scholar pg. 274 Charts |
Sentence identification
Grouping exercises
Role play assessment
Oral discussion
|
|
| 9 | 5 |
Reading II
Writing Writing |
Poetry
Functional Writing: Notices Functional Writing: Posters |
By the end of the
lesson, the learner
should be able to:
- Identify the subject matter of a poem. - Recognise repeated words and phrases in poems. - Value the role of repetition in poetry. |
The learner is guided to:
- Read poems about tourist attractions. - Recite poems for enjoyment. - Identify repeated words and phrases. - Discuss the subject matter of poems. - Write one-sentence descriptions for each stanza. |
Why would you use a poem instead of a story to pass information?
|
KLB Top Scholar pg. 275
Poems Digital devices KLB Top Scholar pg. 276 Digital devices Mind maps KLB Top Scholar pg. 277 Sample notices KLB Top Scholar pg. 279 Sample posters Art materials |
Poem recitation
Subject matter identification
Repetition recognition
Stanza description
|
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