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| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 2 | 1 |
MODERN FASHION
Listening and Speaking |
Listening to Respond: Attitude
|
By the end of the
lesson, the learner
should be able to:
- Identify messages in songs related to fashion - Use appropriate words and expressions to express attitude towards a song - Appreciate how choice of words affects the listener |
The learner is guided to:
- Listen to different songs from a digital device related to fashion and describe their messages - Discuss issues highlighted in the songs with peers - Use words and expressions to describe their feelings about various issues in the songs - Identify the verbal and non-verbal aspects that make a song interesting - Collaborate with peers to perform songs bringing out relevant emotions |
- What messages are found in songs?
- What makes one like or dislike a song?
|
Smartminds English 138
Digital devices Audio recordings Song lyrics Speakers Charts |
Oral discussions
Observation
Listening comprehension
Performance assessment
Peer feedback
|
|
| 2 | 2 |
Listening and Speaking
Reading |
Listening to Respond: Attitude
Intensive Reading: Comprehension Strategies |
By the end of the
lesson, the learner
should be able to:
- Express attitudes and feelings towards songs using appropriate language - Perform songs to convey different emotions - Value the role of songs in communicating societal issues |
The learner is guided to:
- Perform songs in Activity 2 (pg. 138) in front of the class - Give each other feedback on their performances - Search online for a song on modern fashion - Listen to the song and discuss its message - Hold a debate on issues highlighted in the song - Share feelings towards the song using appropriate words and expressions |
- How does the choice of words in a song affect the listener's feelings?
- How can songs influence our attitudes towards fashion?
|
Smartminds English 139
Digital devices Internet resources Audio system Song lyrics Video recording devices Smartminds English 140 Story text Pictures Dictionaries Charts Digital devices |
Performance assessment
Debates
Observation
Oral presentations
Peer assessment
|
|
| 2 | 3 |
Reading
|
Intensive Reading: Comprehension Strategies
|
By the end of the
lesson, the learner
should be able to:
- Create mental images from a written text - Identify sentences that help create mental images - Apply visualization as a comprehension strategy |
The learner is guided to:
- Re-read the story "Dressing for the Occasion" silently - Act out how learners in the story would react when Mrs. Karani entered with visitors - Dramatize discussions about the new teachers' fashion styles - Identify and write down sentences in the story that help picture characters, places and events - Present identified sentences to classmates |
- Which words can bring out the five senses in a text?
- How can visualization help in understanding a text?
|
Smartminds English 142
Story text Role play props Charts Exercise books Digital devices |
Role plays
Dramatization
Oral presentations
Written exercises
Peer assessment
|
|
| 2 | 4 |
Grammar in Use
|
Phrasal Verbs
|
By the end of the
lesson, the learner
should be able to:
- Identify phrasal verbs in a text - Explain the meaning of common phrasal verbs - Appreciate the role of phrasal verbs in communication |
The learner is guided to:
- Study common phrasal verbs and discuss their meanings - Read a passage and identify phrasal verbs formed from the verbs make, pass and look - Discuss the meaning of each phrasal verb identified as used in the passage - Confirm meanings of phrasal verbs from print or online dictionaries - Write down phrasal verbs and their meanings |
- How are phrasal verbs formed?
- How can one tell the meaning of a phrasal verb?
|
Smartminds English 142-143
Dictionaries Charts Reading texts Digital devices Internet resources |
Written exercises
Oral discussions
Word identification
Meaning explanation
Dictionary use
|
|
| 2 | 5 |
Grammar in Use
|
Phrasal Verbs
|
By the end of the
lesson, the learner
should be able to:
- Use phrasal verbs correctly in sentences - Match phrasal verbs with their corresponding meanings - Value the role of phrasal verbs in making conversations interesting |
The learner is guided to:
- Search for more examples of phrasal verbs formed from make, pass and look - List phrasal verbs and their meanings on a chart - Match words to form correct phrasal verbs - Hold conversations on modern fashion using phrasal verbs - Complete sentences using appropriate phrasal verbs - Create and play phrasal verb hunt games in groups |
- Why do we use phrasal verbs in our communication?
- How do phrasal verbs enhance our conversations?
|
Smartminds English 143-144
Flashcards Charts Sentence strips Games Digital devices |
Matching exercises
Sentence completion
Oral conversations
Games
Group activities
|
|
| 3 | 1 |
Reading
|
Short Story: Characters
|
By the end of the
lesson, the learner
should be able to:
- Identify characters in a short story - Describe character traits based on their actions and words - Appreciate the role of characters in stories |
The learner is guided to:
- Read a selected short story from a collection of short stories - Identify and list the characters in the short story - Discuss the actions and words of each character listed - Categorize the characters as good or bad based on their actions and words - Use adjectives to describe character traits |
- What qualities do you admire in people?
- How can character traits be described?
|
Smartminds English 144
Short story collection Character trait charts Adjective lists Exercise books Digital devices Smartminds English 144-145 Short story text Role play props Digital recording devices Writing materials Exercise books |
Written exercises
Oral discussions
Character analysis
Group discussions
Categorization tasks
|
|
| 3 | 2 |
Writing
|
The Writing Process
|
By the end of the
lesson, the learner
should be able to:
- Identify the features of a dialogue - Explain the stages of the writing process - Appreciate the importance of following a writing process |
The learner is guided to:
- Study and read a dialogue on modern fashion - Identify features of the dialogue - Discuss the stages of the writing process - Search for information on the stages of the writing process from reference materials - Present findings on a chart - Brainstorm possible topics for a dialogue on modern fashion |
- How can a good dialogue be written?
- Why should one write a dialogue?
|
Smartminds English 145-146
Sample dialogues Charts Reference materials Digital devices Internet resources |
Oral discussions
Written exercises
Chart presentations
Observation
Peer assessment
|
|
| 3 | 3 |
Writing
|
The Writing Process
|
By the end of the
lesson, the learner
should be able to:
- Apply the stages of the writing process in writing a dialogue - Edit and revise written work for improved quality - Value the importance of the writing process |
The learner is guided to:
- Select a topic on modern fashion for dialogue writing - Research and discuss ideas on the selected topic - Follow the steps of the writing process to write a dialogue - Exchange dialogues with partners for correction of errors - Display final dialogues in classroom for evaluation by teacher and other learners |
- Why is the writing process important in writing?
- How can the writing process improve the quality of our writing?
|
Smartminds English 146-147
Writing process chart Sample dialogues Exercise books Display materials Digital devices |
Written dialogues
Peer assessment
Display of work
Observation
Teacher evaluation
|
|
| 3 | 4 |
Writing
|
The Writing Process
|
By the end of the
lesson, the learner
should be able to:
- Apply the stages of the writing process in writing a dialogue - Edit and revise written work for improved quality - Value the importance of the writing process |
The learner is guided to:
- Select a topic on modern fashion for dialogue writing - Research and discuss ideas on the selected topic - Follow the steps of the writing process to write a dialogue - Exchange dialogues with partners for correction of errors - Display final dialogues in classroom for evaluation by teacher and other learners |
- Why is the writing process important in writing?
- How can the writing process improve the quality of our writing?
|
Smartminds English 146-147
Writing process chart Sample dialogues Exercise books Display materials Digital devices |
Written dialogues
Peer assessment
Display of work
Observation
Teacher evaluation
|
|
| 3 | 5 |
CONSUMER PROTECTION
Listening and Speaking Listening and Speaking |
Extensive Listening: Poems
|
By the end of the
lesson, the learner
should be able to:
- Identify the message in poems on consumer protection - Explain consumer rights presented in poems - Appreciate the role of poems in addressing consumer issues |
The learner is guided to:
- Read the poem "Consumers have rights" in groups - Identify the message in the poem - Discuss the consumer rights mentioned in the poem - Describe how different consumer rights were violated in the poem - Share personal experiences of poor treatment as customers - Identify and explain the meaning of difficult words in the poem |
- What messages about consumer rights are conveyed in poems?
- How can poems help raise awareness about consumer protection?
|
Smartminds English 148-149
Poems Charts Digital devices Audio recordings Video clips Smartminds English 149 Poetry books Internet resources Recording equipment Performance space |
Oral discussions
Group discussions
Question and answer
Vocabulary work
Peer assessment
|
|
| 4 | 1 |
Reading
|
Intensive Reading: Comprehension Strategies
|
By the end of the
lesson, the learner
should be able to:
- Predict content based on title and visual cues - Identify main ideas in a text on consumer protection - Answer questions from a passage correctly |
The learner is guided to:
- Study the title and picture of the passage "Consumer beware" and predict what it might be about - Read the passage and answer comprehension questions - Identify the roles of the Consumer Protection Department - List consumer rights mentioned in the passage - Discuss ways in which consumer rights are violated - Share personal experiences similar to those in the passage - Find the meaning of difficult words in the passage |
- How do you identify the key points when reading a text?
- How can you summarize the information in a passage?
|
Smartminds English 149-151
Passage text Pictures Dictionaries Exercise books Digital devices |
Written answers
Oral discussions
Comprehension questions
Vocabulary work
Group discussions
|
|
| 4 | 2 |
Reading
|
Intensive Reading: Comprehension Strategies
|
By the end of the
lesson, the learner
should be able to:
- Identify the main ideas in each paragraph of a text - Summarize key points from a passage - Create mental images from a written text |
The learner is guided to:
- Identify the main idea in each paragraph of the story "Consumer beware" using a summary chart - Write a paragraph summarizing the story using points from the summary chart - Read the summary to group members for feedback - Identify sentences that help to picture characters, places and events in the story - Role-play events and characters in the passage - Search for a text on consumer protection and summarize it in one paragraph |
- How can a good summary be written?
- Why is it important to identify the main ideas in a text?
|
Smartminds English 152
Summary charts Passage text Exercise books Reference materials Digital devices |
Written summaries
Role plays
Oral presentations
Peer assessment
Group work
|
|
| 4 | 3 |
Grammar in Use
|
Word Classes: Compound Sentences
|
By the end of the
lesson, the learner
should be able to:
- Identify simple and compound sentences in a text - Explain the formation of compound sentences - Appreciate the role of compound sentences in communication |
The learner is guided to:
- Study examples of simple and compound sentences - Discuss the function of coordinating conjunctions in joining sentences - Search for information on compound sentences from reference materials - Present findings on compound sentences in class - Read given sentences and identify compound sentences - Categorize sentences as simple or compound |
- Why do we join sentences?
- How do we join sentences?
|
Smartminds English 152-153
Reference materials Charts Sentence strips Digital devices Internet resources |
Written exercises
Oral presentations
Sentence identification
Group discussions
Peer assessment
|
|
| 4 | 4 |
Grammar in Use
Reading |
Word Classes: Compound Sentences
Short Story: Style |
By the end of the
lesson, the learner
should be able to:
- Join simple sentences to form compound sentences - Use coordinating conjunctions correctly in sentences - Value the importance of compound sentences in communication |
The learner is guided to:
- Join simple sentences using given coordinating conjunctions - Form sentences from a substitution table using coordinating conjunctions - Play word games with coordinating conjunctions - Create a poster on consumer rights using compound sentences - Display the poster on the school notice board |
- When do we use compound sentences in our communication?
- How do compound sentences make our writing more effective?
|
Smartminds English 153
Sentence strips Conjunction cards Poster materials Exercise books Digital devices Smartminds English 154 Short story text Charts Reference materials |
Written exercises
Language games
Poster making
Peer assessment
Sentence construction
|
|
| 4 | 5 |
Reading
|
Short Story: Style
|
By the end of the
lesson, the learner
should be able to:
- Analyze the use of personification and flashback in a short story - Dramatize sections of a story with personification and flashback - Value stylistic devices in enhancing storytelling |
The learner is guided to:
- Read a selected short story from a collection - Take turns to narrate the sequence of events in the story - Identify and discuss examples of personification and flashback in the story - Make notes on how personification and flashback are used in the story - Dramatize the story focusing on parts with personification and flashback - Search for more information on personification and flashback - Present findings on a chart |
- How do personification and flashback enhance a story?
- Why do writers use stylistic devices?
|
Smartminds English 155
Short story collection Charts Role play props Reference materials Digital devices |
Dramatization
Oral presentations
Written notes
Chart presentations
Group performances
|
|
| 5 |
Midterm |
||||||||
| 6 | 1 |
Writing
|
Creative Narrative Composition: Idioms
|
By the end of the
lesson, the learner
should be able to:
- Identify idioms in sentences - Explain the meaning of common idioms - Appreciate the role of idioms in enhancing written work |
The learner is guided to:
- Read sentences containing idioms - Discuss the meaning of idioms as used in sentences - Confirm meanings from reference materials - Write down idioms and their meanings - Play idiom games in groups - Construct sentences using idioms related to consumer protection |
- What are idioms?
- How do idioms make writing more interesting?
|
Smartminds English 156
Idiom cards Reference materials Digital devices Internet resources Exercise books |
Oral discussions
Idiom games
Sentence construction
Written exercises
Peer assessment
|
|
| 6 | 2 |
Writing
|
Creative Narrative Composition: Idioms
|
By the end of the
lesson, the learner
should be able to:
- Use idioms correctly in creative writing - Write a narrative composition using idioms - Value the use of idioms in enhancing creative writing |
The learner is guided to:
- Write an interesting and creative composition with a given ending, incorporating idioms learned - Exchange compositions with peers for review - Suggest areas of improvement in each other's work - Make corrections based on peers' suggestions - Keep final compositions in personal portfolios |
- What makes a story outstanding?
- How can we improve our writing skills?
|
Smartminds English 156-157
Writing materials Idiom reference list Exercise books Portfolios Digital devices |
Written compositions
Peer review
Portfolio assessment
Observation
Self-assessment
|
|
| 6 | 3 |
Listening and Speaking
|
Pronunciation and Intonation
|
By the end of the
lesson, the learner
should be able to:
- Identify words with silent consonant letters - Pronounce words with silent consonant letters correctly - Appreciate the importance of correct pronunciation in communication |
The learner is guided to:
- Say words with silent consonant letters correctly - Identify the silent letters in each word pronounced - Search for words with silent consonants r, h, k, g, p, t and b - Listen for the correct pronunciation of words from online dictionaries - Underline silent letters in words - Take turns to read aloud words with silent consonants - Identify words with silent consonants in given sentences |
- What are some words with silent letters?
- Why do some letters in English words remain silent?
|
Smartminds English 158-159
Word lists Online dictionaries Digital devices Charts Recording devices |
Oral drills
Pronunciation exercises
Word identification
Peer assessment
Recording analysis
|
|
| 6 | 4 |
SPORTS: OLYMPICS
Listening and Speaking |
Pronunciation and Intonation
|
By the end of the
lesson, the learner
should be able to:
- Find words with silent consonants in word puzzles - Use rising and falling intonation correctly in sentences - Value the importance of correct intonation in communication |
The learner is guided to:
- Complete a word search puzzle to find words with silent consonants - Construct sentences using words found in the puzzle - Listen to the teacher reading declarative and exclamatory sentences - Identify whether the voice rises or falls when reading each type of sentence - Practice reading sentences with correct intonation - Recite a poem using appropriate intonation for statements and exclamations - Compose a poem on sports including statements and exclamations |
- Why should we use the right intonation when speaking?
- How does intonation affect meaning in communication?
|
Smartminds English 160-161
Word puzzles Sentence cards Poem texts Digital devices Recording equipment |
Oral recitations
Intonation exercises
Poem composition
Word puzzle completion
Peer assessment
|
|
| 6 | 5 |
Reading
|
Study Skills: Note Making and Summary Writing
|
By the end of the
lesson, the learner
should be able to:
- Identify main and supporting points in a text - Make notes from a reading text - Appreciate the importance of note making in learning |
The learner is guided to:
- Study a mind map on the Olympics - Identify main and supporting points from the mind map - Discuss the importance of making notes when reading - Follow steps for effective note making (reading carefully, writing headings, identifying main points) - Use abbreviations, symbols and short forms in note making - Draw a mind map and recreate notes on the Olympics - Write a paragraph using the notes from the mind map |
- How do we determine what to include in our notes during note making?
- What is the importance of note making?
|
Smartminds English 162-164
Note-making charts Mind maps Exercise books Digital devices Reference materials |
Note-making exercises
Mind map creation
Written paragraphs
Oral presentations
Peer assessment
|
|
| 7 | 1 |
Reading
Grammar in Use |
Study Skills: Note Making and Summary Writing
Sentences: Active and Passive Voice |
By the end of the
lesson, the learner
should be able to:
- Explain the steps in summary writing - Summarize a passage in a specified number of words - Value the importance of summarizing information |
The learner is guided to:
- Study a poster on steps for writing a summary - Discuss the steps to follow when writing a summary - Search for samples of well-written summaries - Read a passage on safety in sports and identify main points - Make notes on safety measures to observe during sports - Write a summary of not more than 100 words on safety measures in sports - Display summaries for review by classmates |
- Why is it important to summarize information?
- How can key points be identified in a text?
|
Smartminds English 164-165
Summary writing guides Sample summaries Passage texts Exercise books Digital devices Smartminds English 165-166 Sentence strips Charts |
Written summaries
Note-making exercises
Peer review
Displays
Group discussions
|
|
| 7 | 2 |
Grammar in Use
|
Sentences: Active and Passive Voice
|
By the end of the
lesson, the learner
should be able to:
- Transform sentences from active to passive voice and vice versa - Use active and passive voice correctly in writing - Value the importance of sentence variety in communication |
The learner is guided to:
- Change active voice sentences to passive voice and vice versa - Play the broken telephone game using active and passive voice sentences - Search for newspaper or magazine articles on the Olympics - Identify active and passive voice sentences in the articles - Present identified sentences in class - Create sentences in both active and passive voice related to the Olympics |
- When is it appropriate to use active voice?
- When is it appropriate to use passive voice?
|
Smartminds English 167
Newspaper articles Magazine articles Exercise books Sentence strips Digital devices |
Written exercises
Language games
Sentence transformation
Group activities
Peer assessment
|
|
| 7 | 3 |
Reading
|
Extensive Reading: Short Story
|
By the end of the
lesson, the learner
should be able to:
- Identify main ideas in a short story - Analyze events and characters in a story - Relate story events to real life situations |
The learner is guided to:
- Read a short story selected by the teacher - Identify and discuss main ideas brought out in the story - Highlight major events in the story - Identify characters in the story and discuss their words and actions - Discuss how events and characters help to bring out main ideas in the story |
- What issues in society are addressed in stories?
- How do stories reflect real life?
|
Smartminds English 168
Short story collections Charts Exercise books Digital devices Reference materials |
Oral discussions
Written summaries
Character analysis
Group discussions
Observation
|
|
| 7 | 4 |
Reading
|
Extensive Reading: Short Story
|
By the end of the
lesson, the learner
should be able to:
- Make connections between story events and real life experiences - Dramatize sections of a story - Appreciate the value of short stories in reflecting social issues |
The learner is guided to:
- Relate characters, events and ideas in the story to people and situations in real life - Discuss lessons learned from the story - Apply lessons from the story to real life situations - Dramatize sections of the short story that reflect real life situations - Record dramatizations using digital devices - Play recordings for classmates to give feedback |
- Where does a writer get what to write about?
- How are stories related to what happens in real life?
|
Smartminds English 168
Short story text Role play props Digital recording devices Drama space Exercise books |
Dramatizations
Video recordings
Oral discussions
Peer feedback
Group performances
|
|
| 7 | 5 |
Writing
|
Creative Writing: Descriptive Writing
|
By the end of the
lesson, the learner
should be able to:
- Identify words and expressions used to describe people, places and events - Explain the importance of descriptive writing - Value the role of description in communication |
The learner is guided to:
- Describe their best friend to a person who does not know them - Take a walk around the school and describe things seen - Discuss the importance of describing people, places and events clearly - Search for words and expressions used to describe people, places and events - Read a passage with descriptive language and discuss its effectiveness - Identify descriptive sentences in the passage |
- Which words or expressions do we use to describe things, events or people?
- How can description make our writing better?
|
Smartminds English 168-169
Descriptive passages Word banks Reference materials Digital devices Internet resources |
Oral descriptions
Written exercises
Word collection
Group discussions
Observation
|
|
| 8 | 1 |
Writing
|
Creative Writing: Descriptive Writing
|
By the end of the
lesson, the learner
should be able to:
- Describe events, people and places with appropriate detail - Write a descriptive composition on a sporting event - Appreciate the importance of descriptive writing in communication |
The learner is guided to:
- Watch a video of Kenyan athletes participating in the Olympics - Take turns to describe the event, people and place in the video - Write a descriptive composition on the video watched - Share compositions with classmates for review - Make corrections based on feedback - Publish compositions on posters or school website - Participate in an interclass descriptive writing competition |
- How can you make your description vivid and interesting?
- Why is descriptive writing important?
|
Smartminds English 170
Video clips Writing materials Digital devices Competition guidelines Display materials |
Written compositions
Oral descriptions
Peer review
Competition participation
Publication of work
|
|
| 8 | 2 |
TOURIST ATTRACTION SITES: AFRICA
Listening and Speaking |
Oral Reports: Events
|
By the end of the
lesson, the learner
should be able to:
- Explain the elements of an oral report - Present information about an event clearly and logically - Appreciate the role of oral reports in communication |
The learner is guided to:
- Study a picture of a student giving an oral report - Give an oral report about a trip to a tourist attraction site - Discuss why people present oral reports - Identify events outside the classroom that can be reported about - Search online for videos of people giving oral reports - Analyze the steps taken in the presentation of oral reports - Identify verbal and non-verbal aspects that make presentations interesting |
- How can you make your presentation convincing?
- Why do we give oral reports?
|
Smartminds English 171
Digital devices Pictures Video clips Internet resources Presentation guidelines |
Oral presentations
Observation
Video analysis
Group discussions
Peer assessment
|
|
| 8 | 3 |
Listening and Speaking
|
Oral Reports: Events
|
By the end of the
lesson, the learner
should be able to:
- Collect information about events outside the classroom - Prepare and deliver oral reports on events - Value the importance of oral reports in sharing information |
The learner is guided to:
- Narrate interesting activities that have recently happened outside the classroom - Select one activity and prepare an oral report on it - Collect information about the activity from teachers and fellow learners - Write down the sequence of events as they happened - Compile visuals of the activity such as pictures and videos - Write important points on flashcards to guide the presentation - Practice and present the oral report to classmates |
- What makes an oral report effective?
- How can we organize information in an oral report?
|
Smartminds English 172
Flashcards Pictures Video clips Reference materials Digital recording devices |
Oral presentations
Observation schedules
Peer feedback
Assessment rubrics
Group presentations
|
|
| 8 | 4 |
Reading
|
Reading Fluency
|
By the end of the
lesson, the learner
should be able to:
- Outline reading fluency aspects and strategies - Read texts accurately, with expression and at the right speed - Value the importance of reading fluency |
The learner is guided to:
- Listen to the teacher reading a passage aloud - Discuss how the teacher read the passage - Brainstorm ways to become a fluent reader - Identify reading fluency strategies such as previewing, skimming and scanning - Search for a choral verse on tourist attraction sites in Africa - Familiarize with the choral verse through previewing, skimming and scanning - Take turns to read the choral verse aloud, ignoring unknown words - Rate each other's fluency using a rating scale |
- What emotions or feelings can we display when reading a text?
- Why should we read a text at the right speed?
|
Smartminds English 172-173
Reading passages Choral verses Rating scales Digital devices Poetry books Smartminds English 174 Poem texts News articles Exercise books Assembly platform |
Reading aloud
Fluency rating
Peer assessment
Observation
Oral presentations
|
|
| 8 | 5 |
Grammar in Use
|
Types of Sentences: Interrogative Sentences
|
By the end of the
lesson, the learner
should be able to:
- Identify different types of interrogative sentences - Ask different types of questions correctly - Appreciate the importance of interrogative sentences in communication |
The learner is guided to:
- Read interrogative sentences and take turns to answer them - Study the three types of interrogative sentences: Yes/No questions, WH-questions, and alternative/choice questions - Search for a text on tourist attraction sites in Africa - Identify interrogative sentences used in the text - Construct different types of interrogative sentences beginning with given question words - Exchange work with a partner and correct any mistakes |
- How do we ask questions?
- How do we answer questions?
|
Smartminds English 174-175
Sentence cards Question word cards Reading texts Exercise books Digital devices |
Written exercises
Oral questioning
Sentence construction
Peer assessment
Group discussions
|
|
| 9 | 1 |
Grammar in Use
|
Types of Sentences: Interrogative Sentences
|
By the end of the
lesson, the learner
should be able to:
- Form question tags correctly in sentences - Use interrogative sentences and question tags in varied contexts - Value the importance of asking questions correctly |
The learner is guided to:
- Study sentences with question tags and discuss how they are formed - Identify question tags in a given dialogue - Complete sentences with appropriate question tags - Role-play a conversation about the importance of tourism in Africa using interrogative sentences and question tags - Compile a list of interrogative sentences and question tags on charts - Display charts in the classroom |
- When do we use question tags?
- How do question tags make our conversations more interactive?
|
Smartminds English 176
Dialogue texts Sentence strips Charts Role play props Digital devices |
Role plays
Written exercises
Chart displays
Sentence completion
Peer assessment
|
|
| 9 | 2 |
Reading
|
Poems
|
By the end of the
lesson, the learner
should be able to:
- Identify the subject matter in a poem - Explain the message conveyed in a poem - Value the role of poems in addressing societal issues |
The learner is guided to:
- Read the poem "Cruel humans!" - Identify the subject matter of the poem - Identify the speaker in the poem - Discuss why the speaker calls humans 'cruel' - Describe the relationship between animals and humans in the poem - Discuss consequences of destroying national parks and game reserves according to the poem - Identify lessons learned from the poem - Find the meaning of difficult words in the poem |
- What is the main message of the poem?
- How does the poem make you feel about conservation?
|
Smartminds English 177-178
Poem text Dictionaries Charts Exercise books Digital devices |
Oral discussions
Written answers
Chart presentations
Vocabulary work
Group discussions
|
|
| 9 | 3 |
Reading
Writing |
Poems
Functional Writing: Personal Journals |
By the end of the
lesson, the learner
should be able to:
- Recite poems on tourist attraction sites with appropriate expression - Analyze poems on tourist attraction sites in Africa - Appreciate the role of poems in creating awareness |
The learner is guided to:
- Recite and dramatize the poem "Cruel humans!" in groups - Give each other feedback on performances - Search for poems about tourist attraction sites in Africa - Read the poems and identify the main idea in each poem - Write down lessons learned from the poems - Share lessons with peers - Discuss the role of poems in creating awareness about conservation |
- How do poems help us understand environmental issues?
- Why is it important to conserve tourist attraction sites?
|
Smartminds English 178
Poetry books Internet resources Performance space Exercise books Digital devices Smartminds English 179-180 Sample journals Reference books Digital devices Exercise books |
Poem recitations
Dramatizations
Written summaries
Oral presentations
Peer assessment
|
|
| 9 | 4 |
Writing
|
Functional Writing: Personal Journals
|
By the end of the
lesson, the learner
should be able to:
- Create a personal journal entry about a visit to a national park - Edit and revise journal entries for improved quality - Appreciate the role of journal writing in recording experiences |
The learner is guided to:
- Discuss experiences at a national park in groups - Record thoughts and feelings about experiences during the trip - Use a physical or online journal to document experiences - Re-read journal entries and add more thoughts - Review each other's work in pairs and give feedback - Make corrections and publish journal entries online or through posters - Start keeping regular journal entries about interesting events in school or at home |
- How can journal writing help us remember our experiences?
- What makes a good journal entry?
|
Smartminds English 181
Physical journals Online journals Digital devices Publishing platforms Exercise books |
Journal entries
Peer review
Published journals
Oral presentations
Self-assessment
|
|
| 9 | 5 |
Writing
|
Functional Writing: Personal Journals
|
By the end of the
lesson, the learner
should be able to:
- Create a personal journal entry about a visit to a national park - Edit and revise journal entries for improved quality - Appreciate the role of journal writing in recording experiences |
The learner is guided to:
- Discuss experiences at a national park in groups - Record thoughts and feelings about experiences during the trip - Use a physical or online journal to document experiences - Re-read journal entries and add more thoughts - Review each other's work in pairs and give feedback - Make corrections and publish journal entries online or through posters - Start keeping regular journal entries about interesting events in school or at home |
- How can journal writing help us remember our experiences?
- What makes a good journal entry?
|
Smartminds English 181
Physical journals Online journals Digital devices Publishing platforms Exercise books |
Journal entries
Peer review
Published journals
Oral presentations
Self-assessment
|
|
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