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WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
---|---|---|---|---|---|---|---|---|---|
1 | 1 |
INCOME GENERATING ACTIVITIES
Listening and Speaking Listening and Speaking |
Conversation Skills: Job Interviews
|
By the end of the
lesson, the learner
should be able to:
- Identify different types of interviews. - Describe the people involved in interviews. - Value the importance of interview skills. |
The learner is guided to:
- Work in groups to think about an interview they have had, read about, or watched. - Talk about what kind of interview it was, the people involved, and the questions that were asked. - Watch a video of an interview, paying attention to how questions are asked and answered. |
Why are interview skills important in seeking employment?
|
KLB Top Scholar pg. 197
Video of an interview KLB Top Scholar pg. 198 Sample interview preparation checklist |
Group discussions
Video analysis
Type identification
|
|
1 | 2 |
Listening and Speaking
|
Conversation Skills: Job Interviews
|
By the end of the
lesson, the learner
should be able to:
- Explain the process of conducting interviews. - Prepare to interview job applicants. - Value the importance of fairness in the interview process. |
The learner is guided to:
- Work in groups to imagine they will be interviewing job applicants. - Discuss why it would be necessary to understand the job requirements, prepare questions, review candidates' documents, prepare for applicants' questions, allocate time, coordinate with other interviewers, take notes, and prepare evaluation sheets. |
What responsibilities do interviewers have in the job interview process?
|
KLB Top Scholar pg. 199
Sample interview evaluation form |
Process explanation
Preparation discussion
Role responsibility identification
|
|
1 | 3 |
Listening and Speaking
|
Conversation Skills: Job Interviews
|
By the end of the
lesson, the learner
should be able to:
- Identify common interview questions. - Research interview questions from various sources. - Value the importance of being prepared for typical questions. |
The learner is guided to:
- Work in groups to look for and write down questions commonly asked in job interviews. - Use books, newspapers, magazines, or the Internet for research. - Share findings with the class. - Discuss strategies for answering different types of questions. |
What types of questions are commonly asked in job interviews and why?
|
KLB Top Scholar pg. 199
Reference materials Digital devices |
Research assessment
Question compilation
Strategy discussion
|
|
1 | 4 |
Listening and Speaking
Reading I |
Conversation Skills: Job Interviews
Extensive Reading: Fiction |
By the end of the
lesson, the learner
should be able to:
- Practice job interview conversations. - Role play as interviewer and interviewee. - Value the importance of practice in developing interview skills. |
The learner is guided to:
- Work in groups of four and decide on the job the interview will be about. - One person will ask interview questions (interviewer) and another will answer them (interviewee). - The other two people will record the interview using a digital device or in written form. - Change roles to ensure everyone practices both roles. - Share the recorded interview with other groups for feedback. |
How can role playing help improve interview skills?
|
KLB Top Scholar pg. 199
Recording devices Job descriptions KLB Top Scholar pg. 200 Dictionary Reference materials |
Role play performance
Question and answer assessment
Peer feedback
|
|
1 | 5 |
Reading I
|
Extensive Reading: Fiction
|
By the end of the
lesson, the learner
should be able to:
- Categorize reading materials as fiction or non-fiction. - Identify various types of fiction and non-fiction. - Value the diverse range of reading materials available. |
The learner is guided to:
- Group given materials into fiction and non-fiction categories. - Consider materials such as newspapers, short stories, encyclopedias, novels, magazines, novellas, fairy tales, biographies, science fiction, autobiographies, comic strips, textbooks, and fantasy. - Discuss the characteristics that define each category. |
How can we categorize different types of reading materials?
|
KLB Top Scholar pg. 200
Sample reading materials |
Categorization task
Characteristic identification
Group discussion
|
|
2 | 1 |
Reading I
|
Extensive Reading: Fiction
|
By the end of the
lesson, the learner
should be able to:
- Select and read a fictional material. - Summarize a fictional text using a visual organizer. - Value the importance of organizing information from reading. |
The learner is guided to:
- Select and read any fictional material. - Use a table or diagram to summarize what they have read. - Display their work and invite others to read it while also reading others' summaries. - Take photographs of what has been displayed and keep both hard and soft copies in their portfolio. |
How can visual organizers help summarize and understand fictional texts?
|
KLB Top Scholar pg. 201
Fictional texts Visual organizers Fiction reading lists |
Reading selection
Summary creation
Display evaluation
|
|
2 | 2 |
Grammar in Use
|
Word Classes: Nouns
|
By the end of the
lesson, the learner
should be able to:
- Identify nouns formed from other words. - Match words with the ones they are formed from. - Value the process of word formation in language. |
The learner is guided to:
- Match each word on the right with the one it is formed from on the left. - Recognize patterns in noun formation. - Read notes on how some words are formed from others. - Learn about nouns formed from verbs and nouns formed from other nouns. |
How are new nouns formed from other words?
|
KLB Top Scholar pg. 201
Word matching exercise |
Matching task
Pattern recognition
Formation analysis
|
|
2 | 3 |
Grammar in Use
|
Word Classes: Nouns
|
By the end of the
lesson, the learner
should be able to:
- Categorize nouns based on their formation. - Distinguish between nouns formed from verbs and nouns formed from other nouns. - Value the patterns in word formation. |
The learner is guided to:
- Go back to the previous activity and arrange the nouns into two groups: those formed from verbs and those formed from other nouns. - Identify the suffixes used in each case. - Discuss patterns in noun formation with examples. |
What patterns can we observe in noun formation?
|
KLB Top Scholar pg. 202
Previous matching exercise Reading passage "Thumbs up Petet" |
Categorization task
Suffix identification
Pattern discussion
|
|
2 | 4 |
Grammar in Use
|
Word Classes: Nouns
|
By the end of the
lesson, the learner
should be able to:
- Separate nouns into roots and suffixes. - Identify the process of noun formation. - Value the systematic nature of word formation. |
The learner is guided to:
- Separate the verb or noun from the suffix in given examples. - Create a table showing the noun formed, whether it's formed from a verb or noun, and the suffix used. - Analyze patterns in the use of different suffixes. |
How do suffixes change the word class or meaning of a word?
|
KLB Top Scholar pg. 203
Word analysis exercise |
Separation task
Table creation
Pattern analysis
|
|
2 | 5 |
Grammar in Use
|
Word Classes: Nouns
|
By the end of the
lesson, the learner
should be able to:
- Research suffixes used in noun formation. - Create nouns using various suffixes. - Value the creative aspect of language. |
The learner is guided to:
- Work in groups to search for endings or suffixes used to form nouns from verbs and those used to form nouns from other nouns. - Write each suffix on a separate card or piece of paper. - Play a game where one picks a card and others create nouns using that suffix. - Put the nouns formed in a typed or hand-prepared table. |
How can understanding suffixes help in creating new words?
|
KLB Top Scholar pg. 203
Reference materials Cards for game |
Research assessment
Game participation
Table creation
|
|
3 | 1 |
Grammar in Use
|
Word Classes: Nouns
|
By the end of the
lesson, the learner
should be able to:
- Use newly formed nouns in sentences. - Apply knowledge of noun formation in context. - Value the practical application of grammatical knowledge. |
The learner is guided to:
- Use the nouns they have formed to make sentences about income generating activities and environmental preservation. - Share their sentences with the class. - Receive feedback on the correctness and effectiveness of their sentences. - Make improvements based on feedback. |
How can knowledge of noun formation be applied in sentence creation?
|
KLB Top Scholar pg. 204
List of formed nouns Discussion guidelines |
Sentence creation
Context application
Peer feedback
|
|
3 | 2 |
Grammar in Use
|
Word Classes: Nouns
|
By the end of the
lesson, the learner
should be able to:
- Fill in blanks with correct forms of given words. - Apply knowledge of noun formation in context. - Value precision in language use. |
The learner is guided to:
- Fill in blanks with the correct form of the word in brackets in each case. - Apply their understanding of noun formation to select the appropriate form. - Check their answers with a partner. - Discuss any challenging items. |
How does context determine the appropriate form of a word?
|
KLB Top Scholar pg. 204
Gap-filling exercise |
Gap-filling task
Form selection
Peer checking
|
|
3 | 3 |
Reading II
|
Grade-appropriate Play: Lessons Learnt
|
By the end of the
lesson, the learner
should be able to:
- Identify lessons from stories, novels, or plays. - Share personal learning experiences from literature. - Value literature as a source of life lessons. |
The learner is guided to:
- Work in groups to talk about stories, novels, or plays they have watched and enjoyed. - Discuss what lessons they learned from each. - Provide examples of how these lessons apply to real life. - Share their insights with the class. |
How can literature provide valuable life lessons?
|
KLB Top Scholar pg. 204
Literary references Reference materials Digital devices |
Lesson identification
Experience sharing
Application discussion
|
|
3 | 4 |
Reading II
|
Grade-appropriate Play: Lessons Learnt
|
By the end of the
lesson, the learner
should be able to:
- Analyze character feelings, thoughts, and actions. - Identify the effects of character actions on themselves and others. - Value the cause-and-effect relationship in narrative. |
The learner is guided to:
- Read the excerpt from "Aminata" by Francis Imbuga. - Work in groups to talk about the feelings, thoughts, and actions of the characters. - Analyze the effects of those actions on the characters themselves and other characters. - Discuss how character choices drive the plot and themes. |
How do character actions and their consequences reveal themes in plays?
|
KLB Top Scholar pg. 205
Excerpt from "Aminata" |
Character analysis
Effect identification
Theme discussion
|
|
3 | 5 |
Reading II
|
Grade-appropriate Play: Lessons Learnt
|
By the end of the
lesson, the learner
should be able to:
- Apply a specific lesson to character analysis. - Identify characters who learn to deal with change. - Value the importance of adaptability in life. |
The learner is guided to:
- Consider the lesson "It is important to see change as a vital part of the journey of life." - Identify which characters in the play learn to deal with change and which ones do not. - Analyze the consequences of not being able to deal with change. - Reflect on changes in their own lives and how they coped with them. |
How does the theme of change manifest in both the play and real life?
|
KLB Top Scholar pg. 205
Excerpt from "Aminata" |
Lesson application
Character identification
Personal reflection
|
|
4 | 1 |
Reading II
|
Grade-appropriate Play: Lessons Learnt
|
By the end of the
lesson, the learner
should be able to:
- Present lessons learned in a visual format. - Create charts or diagrams of literary lessons. - Value creative presentation of literary analysis. |
The learner is guided to:
- Present the lessons learned in a diagram or chart. - Display the chart on the wall. - Invite others in class to give feedback. - Study a sample presentation as a guide. - Incorporate feedback to improve their presentation. |
How can visual representation enhance understanding of literary themes?
|
KLB Top Scholar pg. 205
Chart materials Sample presentation |
Chart creation
Visual presentation
Peer feedback
|
|
4 | 2 |
Writing
|
Mechanics of Writing-Spelling
|
By the end of the
lesson, the learner
should be able to:
- Identify short forms used in writing. - Write short forms in full. - Value the importance of appropriate abbreviation in writing. |
The learner is guided to:
- Work in pairs to talk about the short forms they usually use as they write. - Write the short forms in full. - Read notes on abbreviations (titles, times of day/night, organizations/companies, technical words). - Understand when abbreviations are appropriate in different contexts. |
When and how should abbreviations be used in writing?
|
KLB Top Scholar pg. 206
Notes on abbreviations |
Abbreviation identification
Full form writing
Context discussion
|
|
4 | 3 |
PERSONAL GROOMING
Listening and Speaking Listening and Speaking |
Listening to Respond: Expressing Feelings
|
By the end of the
lesson, the learner
should be able to:
- identify words and expressions used to describe feelings towards a poem. - express feelings towards the subject matter of a poem. - value the importance of poem recitation for effective communication. |
The learner is guided to:
- search for words and expressions used to describe feelings towards a poem from digital or non-digital sources. - recite and record a poem emphasizing words and expressions that reveal their feelings towards the poem. - watch a live or recorded poem on personal grooming and, in small groups, describe their feelings towards the subject matter of the poem. |
How can one express their feelings while reciting a poem?
Why is it important to recite poems with feeling?
|
KLB Top Scholar pg. 210
Audio recorders Digital devices KLB Top Scholar pg. 211 |
Observation
Oral questions
Peer assessment
|
|
4 | 4 |
Reading I
|
Intensive Reading: Comprehension Strategies
|
By the end of the
lesson, the learner
should be able to:
- identify mental images created from a read passage. - summarize what a paragraph and the passage are about. - appreciate the role of visualizing and summarising in enhancing understanding of a text. |
The learner is guided to:
- search from print and electronic sources and list down the sensory words and expressions used to create mental images in a text. - read a passage on an interesting issue like personal grooming and, in pairs, pick out the sensory words or expressions and the mental images they create in a reader. |
What words or expressions appeal to the five senses?
Why is it important to make a relevant summary of a text?
|
KLB Top Scholar pg. 213
Digital devices Print texts |
Observation
Oral questions
Written exercises
|
|
4 | 5 |
Reading I
Grammar in Use |
Intensive Reading: Comprehension Strategies
Phrasal Verbs |
By the end of the
lesson, the learner
should be able to:
- summarize what a paragraph and the passage are about. - apply the skills of making inferences and drawing conclusions in independent reading. |
The learner is guided to:
- in groups fill in templates requiring key ideas from the text or parts of the text and display the templates on the wall. - read a text on current issues such as personal grooming and identify the main ideas in a paragraph or a passage. - summarise the ideas in own words in charts and share for peer review. |
How can one draw conclusions from a text?
Why is it important to summarize information from a text?
|
KLB Top Scholar pg. 214
Digital devices Print texts KLB Top Scholar pg. 215 Print dictionaries Digital dictionaries |
Peer assessment
Written summaries
Observation
|
|
5 | 1 |
Grammar in Use
|
Phrasal Verbs
|
By the end of the
lesson, the learner
should be able to:
- use the given phrasal verbs in sentences of their own. - correct disjointed sentences using the rule of subordinating conjunctions. |
The learner is guided to:
- form phrasal verbs from the given verbs and use them to fill in tables and broken passages. - using phrasal verbs, construct sentences based on personal grooming and health education and display the sentences in charts. |
How can you improve your use of phrasal verbs in daily communication?
|
KLB Top Scholar pg. 216
Dictionary Charts |
Written exercises
Oral presentation
Peer assessment
|
|
5 | 2 |
Reading II
|
Play: Characterisation
|
By the end of the
lesson, the learner
should be able to:
- outline the clues for identifying traits of different characters in a play. - use the clues to describe the characters in a play. - appreciate the role of characterisation in determining virtues and vices in the society. |
The learner is guided to:
- search from digital and print sources for clues in a play that one can use to identify a character trait, for example: what the character does or says; or what is said about a character. - brainstorm on the words and phrases used to describe characters and make a phrase book. |
Which words or expressions can you use to describe one's character?
Why is characterisation important?
|
KLB Top Scholar pg. 217
Digital devices Grade-appropriate plays |
Observation
Oral discussions
Peer assessment
|
|
5 | 3 |
Reading II
Writing |
Play: Characterisation
The Writing Process |
By the end of the
lesson, the learner
should be able to:
- use the clues to describe the characters in a play. - appreciate the role of characterisation in determining virtues and vices in the society. |
The learner is guided to:
- in groups, watch video clips or read sections of a play and identify the clues used to describe the traits of a character. - in groups, use the clues to assign character traits and display them in a gallery in form of character maps, webbing tools or clusters for peer review. |
Which issues are addressed in the play?
Why is characterisation important?
|
KLB Top Scholar pg. 218
Video clips Grade-appropriate plays KLB Top Scholar pg. 219 Digital devices Sample dialogues |
Character analysis charts
Peer assessment
Group presentations
|
|
5 | 4 |
Writing
|
The Writing Process
|
By the end of the
lesson, the learner
should be able to:
- apply the writing process in creating a dialogue on a relevant theme. - emphasise the importance of each of the stages in the writing process in crafting flawless dialogues. |
The learner is guided to:
- brainstorm on different topics related to personal grooming, respect and life skills. - individually, select one topic and write a dialogue adhering to the writing process. - share the dialogues and assess and correct each other's work. |
How can you improve your dialogue writing skills?
What are the benefits of using the writing process?
|
KLB Top Scholar pg. 220
Sample dialogues Writing materials |
Written dialogues
Peer assessment
Role play
|
|
5 | 5 |
SEA TRAVEL
Listening and Speaking Listening and Speaking |
Extensive Listening: Speeches
|
By the end of the
lesson, the learner
should be able to:
- identify the issue addressed by the different speeches listened to. - take notes on the points made by the different speakers on the issue. - acknowledge the importance of getting information from varied sources. |
The learner is guided to:
- search online and offline for varied speeches on an issue of interest and listen to them for enjoyment and general information. - listen to selected speeches on a specific issue such as sea travel played out or read out and identify the issue addressed by the different speeches. |
How can you ensure that you remember what you hear from a speech?
|
KLB Top Scholar pg. 222
Digital devices Audio recordings of speeches KLB Top Scholar pg. 223 |
Observation
Oral questions
Note-taking assessment
|
|
6 | 1 |
Reading I
|
Intensive Reading: Visualising and Summarising
|
By the end of the
lesson, the learner
should be able to:
- identify mental images created from a read passage. - summarize what a paragraph and the passage are about. - appreciate the role of visualizing and summarising in enhancing understanding of a text. |
The learner is guided to:
- search from print and electronic sources and list down the sensory words and expressions used to create mental images in a text. - read a passage on an interesting issue like sea travel and, in pairs, pick out the sensory words or expressions and the mental images they create in a reader. |
Which words or expressions appeal to the five senses?
Why is it important to make a relevant summary of a text?
|
KLB Top Scholar pg. 225
Digital devices Print texts on sea travel |
Observation
Written exercises
Peer assessment
|
|
6 | 2 |
Reading I
Grammar in Use |
Intensive Reading: Visualising and Summarising
Sentences: Complex Sentences |
By the end of the
lesson, the learner
should be able to:
- summarize what a paragraph and the passage are about. - apply the skills of making inferences and drawing conclusions in independent reading. |
The learner is guided to:
- in groups fill in templates requiring key ideas from the text or parts of the text and display the templates on the wall. - read a text on current issues such as responsible sea travel and identify the main ideas in a paragraph or a passage. - summarise the ideas in own words in charts and share for peer review. |
How can one draw conclusions from a text?
Why is it important to visualise while reading?
|
KLB Top Scholar pg. 226
Charts Print texts KLB Top Scholar pg. 227 Sample texts |
Written summaries
Peer assessment
Group presentations
|
|
6 | 3 |
Grammar in Use
|
Sentences: Complex Sentences
|
By the end of the
lesson, the learner
should be able to:
- construct complex sentences using subordinating conjunctions learnt. - correct disjointed sentences using the rule of subordinating conjunctions. |
The learner is guided to:
- in pairs, underline and label main and subordinate clauses in the sentences on the chart. - join pairs of sentences using subordinating conjunctions presented in completion and substitution tables. - practise punctuating complex sentences on current issues such as global sea travel. |
How can you improve your sentence construction skills?
Why is it important to use complex sentences in your writing?
|
KLB Top Scholar pg. 228
Charts Sample texts |
Written exercises
Peer assessment
Group presentations
|
|
6 | 4 |
Reading II
|
Grade-appropriate Play: Style (Humour and Monologue)
|
By the end of the
lesson, the learner
should be able to:
- identify the styles of humour and monologue in a play. - dramatise instances of humour and monologue in a play. - acknowledge the role of humour and monologue in enriching a literary work. |
The learner is guided to:
- search for examples of humour and monologue from print and non print sources and read them aloud or re-enact them in pairs. - in groups, identify and illustrate humour and monologue in the grade-appropriate play and display them in a graphic organiser. |
What is the role of humour in a play?
Which programmes on radio or television do you find amusing?
|
KLB Top Scholar pg. 230
Grade-appropriate play Digital devices |
Observation
Oral presentations
Group discussions
|
|
6 | 5 |
Reading II
Writing |
Grade-appropriate Play: Style (Humour and Monologue)
Creative Writing: Idioms |
By the end of the
lesson, the learner
should be able to:
- dramatise instances of humour and monologue in a play. - acknowledge the role of humour and monologue in enriching a literary work. |
The learner is guided to:
- watch or read episodes of the grade-appropriate play containing humour and monologue. - dramatise the episodes in groups and record themselves. - use humour and monologue in created contexts. |
What makes a play interesting?
How does humour enhance the message in a play?
|
KLB Top Scholar pg. 231
Grade-appropriate play Digital recording devices KLB Top Scholar pg. 233 Print and digital dictionaries Flash cards |
Performance assessment
Peer evaluation
Group presentations
|
|
7 | 1 |
Writing
|
Creative Writing: Idioms
|
By the end of the
lesson, the learner
should be able to:
- use a variety of idioms in writing narrative compositions. - encourage peers to use idioms appropriately in speech and writing. |
The learner is guided to:
- play language games where one shows an idiom on a flash card and the other makes a sentence with it. - read short narrative essays on sea travel containing most of the given idioms. - write a narrative composition using the given idioms. |
Why is it important to use idioms in your writing?
How can you improve your use of idioms?
|
KLB Top Scholar pg. 234
Sample narratives Flash cards |
Written compositions
Peer assessment
Oral presentations
|
|
7 | 2 |
SPORTS - WORLD CUP (FOOTBALL)
Listening and Speaking Listening and Speaking |
Intonation in Sentences: Question Tags
|
By the end of the
lesson, the learner
should be able to:
- Write the correct form of question tags in sentences. - Apply question tags appropriately in communication. - Compose sentences using question tags correctly. - Appreciate the importance of question tags and correct intonation in communication. |
The learner is guided to:
- Listen to a recording or watch a video on the world cup in which the speakers use question tags and correct sentence intonation. - In pairs, practice reading out sentences with question tags using the correct intonation. - Match affirmative and negative sentences to question tags provided in a list. - Complete fill-in exercises with the correct question tags. |
1. How can we improve our speaking skills?
2. Why do we use question tags in speech?
|
KLB Top Scholar pg. 237
Digital devices Audio recordings Question tag charts KLB Top Scholar pg. 238 Chart papers Markers Digital devices |
Observation
Oral questions
Peer assessment
Checklists
Written exercises
|
|
7 | 3 |
Reading I
|
Summarising: Argumentative Texts
|
By the end of the
lesson, the learner
should be able to:
- Pick out the main points discussed in a text. - Organise an outline of points into a coherent whole. - Summarise a text correctly in their own words. - Realise the importance of good summary writing skills in writing. |
The learner is guided to:
- Read argumentative texts based on the world cup from a book or using a digital device. - Select the main idea from the text. - Outline the supporting points from the text. - Write an initial summary of this information. - Revise the written text for clarity. |
1. How do we write summaries?
2. Why should we learn good summary writing skills?
|
KLB Top Scholar pg. 241
Argumentative texts on FIFA World Cup Digital devices |
Written summaries
Peer assessment
Oral presentations
Identification of main ideas
Assessment rubrics
|
|
7 | 4 |
Reading I
Grammar in Use |
Summarising: Argumentative Texts
Sentences: Direct and Indirect Speech |
By the end of the
lesson, the learner
should be able to:
- Pick out the main points discussed in a text. - Organise an outline of points into a coherent whole. - Summarise a text correctly in their own words. - Realise the importance of good summary writing skills in writing. |
The learner is guided to:
- In groups, search the internet for more examples of reading passages and practice summarising them. - Search for facts, dates, and important personalities related to football-world cup and share the information on the school notice board. - Identify the main idea and supporting details in a paragraph. - Write a summary about a football player who has participated in the FIFA World Cup. |
1. How do we identify the main idea in a paragraph?
2. How can we distinguish between main points and supporting details?
|
KLB Top Scholar pg. 242
Internet resources Newspapers Digital devices Football magazines KLB Top Scholar pg. 243 Sentence strips Charts Digital devices |
Summary writing tasks
Information charts
Group presentations
Written exercises
Observation
|
|
7 | 5 |
Grammar in Use
|
Sentences: Direct and Indirect Speech
|
By the end of the
lesson, the learner
should be able to:
- Differentiate between direct and indirect speech. - Convert direct speech into indirect speech. - Use the correct punctuation marks in direct speech. - Apply direct and indirect speech correctly in communication. |
The learner is guided to:
- Work in pairs to compose sentences in direct and indirect speech related to football. - Change verbs appropriately when converting from direct to indirect speech. - Change pronouns correctly when converting from direct to indirect speech. - Adjust time expressions when converting from direct to indirect speech. |
1. What changes occur when we convert direct speech to indirect speech?
2. Why is correct punctuation important in reporting speech?
|
KLB Top Scholar pg. 245
Worksheets Charts Digital devices |
Written exercises
Oral presentations
Pair work assessment
Punctuation tasks
Observation
|
|
8 | 1 |
Reading II
|
Intensive Reading: Relating a Play to Real Life
|
By the end of the
lesson, the learner
should be able to:
- Identify the characters in a play. - Discuss the various themes in a play. - Relate the characters and themes to real life. - Participate in a stage performance of a play. - Appreciate the beauty of performance of a literary text. |
The learner is guided to:
- Read a prescribed play. - Identify the characters in a play in pairs. - Share out the roles of the various characters in a play. - Discuss the themes that are evident in the play. - Watch short videos of plays to learn how actors present themselves on stage. |
1. What makes plays interesting?
2. Why is it important for an actor to pronounce words correctly and speak audibly in a performance?
|
KLB Top Scholar pg. 248
Prescribed play Digital devices Video clips |
Character identification
Theme analysis
Role play
Oral discussions
Observation
|
|
8 | 2 |
Reading II
Writing |
Intensive Reading: Relating a Play to Real Life
Descriptive Writing |
By the end of the
lesson, the learner
should be able to:
- Identify the characters in a play. - Discuss the various themes in a play. - Relate the characters and themes to real life. - Participate in a stage performance of a play. - Appreciate the beauty of performance of a literary text. |
The learner is guided to:
- Memorise the words of the assigned characters. - Work in groups to rehearse the words and actions of the characters. - Discuss the appropriate costume for each character. - Use a digital device to search the internet for information on the qualities of a good actor. - Perform a play for the school audience. - Use a digital device to record the performance. |
1. How can we relate the characters in plays to people in real life?
2. How do themes in plays reflect issues in our society?
|
KLB Top Scholar pg. 249
Prescribed play Costumes Props Digital recording devices KLB Top Scholar pg. 250 Digital devices Sample descriptive texts World Cup pictures |
Performance assessment
Character portrayal
Group work evaluation
Video analysis
Peer feedback
|
|
8 | 3 |
Writing
|
Descriptive Writing
|
By the end of the
lesson, the learner
should be able to:
- Use the correct writing process to write a composition. - Spell words correctly in composition writing. - Apply the five senses in writing descriptive compositions. - Display creativity and imagination in composition writing. - Recognise the importance of creativity in writing. |
The learner is guided to:
- Look at a set of pictures or items on the world cup provided by the teacher and write a descriptive composition based on these items. - In pairs, write short paragraphs describing an item and have the other person guess what the item is. - Write a descriptive composition based on one of the pictures showing players and fans at the FIFA World Cup. - Share the best creative compositions on the school notice board or the school website. |
1. How can descriptive writing appeal to all five senses?
2. How can we make our writing more vivid and engaging?
|
KLB Top Scholar pg. 252
FIFA World Cup pictures Digital devices Sample descriptive texts |
Descriptive compositions
Creative writing assessment
Display of compositions
Peer review
Assessment rubrics
|
|
8 | 4 |
TOURIST ATTRACTION SITES - WORLD
Listening and Speaking Listening and Speaking |
Oral Reports: News (Role Play)
|
By the end of the
lesson, the learner
should be able to:
- Read a short report within a specified number of minutes. - Analyse a recorded grade appropriate oral news report. - Apply the features of oral presentations for effective communication. - Appreciate the importance of fluency in News report. |
The learner is guided to:
- Watch a recorded grade appropriate news report on tourist attraction sites in the world. - Brainstorm in groups on importance of body language in reading an oral report. - Dramatize reading news reports on world tourist attraction sites. - Practice timed reading in pairs and small groups. |
1. Who is your favourite News presenter and why?
2. What is an oral report?
3. When are you required to present an oral report?
|
KLB Top Scholar pg. 254
Recorded news reports Digital devices News scripts KLB Top Scholar pg. 255 Famous speeches Video recording equipment |
Observation
Oral presentations
Peer assessment
Timed reading
Role play
|
|
8 | 5 |
Reading I
|
Reading Fluency
|
By the end of the
lesson, the learner
should be able to:
- Preview a text while ignoring unknown words. - Make predictions about the characters, events and the message in a given text. - Skim a text to get the gist. - Scan a text to obtain specific information. - Advocate the role of reading fluency in communication. |
The learner is guided to:
- Watch videos of a text being read. - Read the title, blurb of a text in pairs. - Read the first line of a paragraph or chapter to establish the subject. - Look for specific details from a text such as title, a word, a phrase in pairs. |
1. How can you tell if a text is appropriate for reading?
2. Why should one read a text fluently?
|
KLB Top Scholar pg. 256
Digital devices Library materials Reading texts |
Observation
Text preview assessment
Reading speed measurement
Comprehension questions
Peer assessment
|
|
9 | 1 |
Reading I
Grammar in Use |
Reading Fluency
Sentences: Imperative (Commands and Requests) and Exclamatory Sentences |
By the end of the
lesson, the learner
should be able to:
- Preview a text while ignoring unknown words. - Make predictions about the characters, events and the message in a given text. - Skim a text to get the gist. - Scan a text to obtain specific information. - Advocate the role of reading fluency in communication. |
The learner is guided to:
- Practise ignoring unknown words while reading. - Practise timed reading in groups with fluency. - Read a text on tourist attraction sites in the world at the right speed. - Pronounce words and sounds accurately. - Display the right emotions and feelings when reading a text. - Record a text such as a poem, a story or newspaper article and save the recording in a digital device. |
1. What strategies can help improve reading fluency?
2. How does reading fluency affect comprehension?
|
KLB Top Scholar pg. 258
Digital recording devices Texts on world tourist sites Stopwatch KLB Top Scholar pg. 261 Sentence strips Text extracts Digital devices |
Timed reading
Pronunciation assessment
Reading logs
Recorded reading evaluation
Fluency rubrics
|
|
9 | 2 |
Grammar in Use
|
Sentences: Imperative (Commands and Requests) and Exclamatory Sentences
|
By the end of the
lesson, the learner
should be able to:
- Identify instances where the two types of sentences are used correctly in printed handouts or online texts. - Punctuate given texts by use of the appropriate punctuation marks. - Appreciate the use of exclamatory and imperative sentences in spoken language. |
The learner is guided to:
- Underline and label sentences appropriately as imperative or exclamatory in a given text. - Convert statements into exclamatory sentences. - Create imperative sentences giving instructions to visitors at tourist sites. - Role play situations requiring imperative and exclamatory sentences. - Create a travel guide using imperative sentences. |
1. How do imperative sentences differ from other sentence types?
2. When are exclamatory sentences most effectively used?
|
KLB Top Scholar pg. 262
Worksheets Travel guides Digital devices |
Written exercises
Sentence conversion
Travel guide assessment
Role play evaluation
Sentence construction
|
|
9 | 3 |
Reading II
|
Intensive Reading: Poems
|
By the end of the
lesson, the learner
should be able to:
- Explain why it is important to relate ideas learnt in poems to real life. - Relate ideas in poems on tourist attraction sites to real life. - Acknowledge the need to relate ideas in poems to real life. |
The learner is guided to:
- Read given grade appropriate on poems about tourist attraction sites (world) for enjoyment. - Discuss the meaning of the poems in groups. - Pick out the key ideas in the poems. - In groups, relate the ideas in the poem with real life experiences. |
1. Why is it important to relate ideas read in works of art to real life?
2. What is the role of poems in the society?
|
KLB Top Scholar pg. 263
Poems about tourist sites Digital devices Poetry anthologies |
Poem analysis
Group discussion
Key idea identification
Oral presentations
Written reflections
|
|
9 | 4 |
Reading II
Writing |
Intensive Reading: Poems
Emails |
By the end of the
lesson, the learner
should be able to:
- Explain why it is important to relate ideas learnt in poems to real life. - Relate ideas in poems on tourist attraction sites to real life. - Acknowledge the need to relate ideas in poems to real life. |
The learner is guided to:
- Discuss the importance of relating ideas in poems to real life experiences. - Analyze poems about different tourist attraction sites in the world. - Identify figurative language used in the poems to create vivid descriptions. - Create visual representations of the tourist sites described in the poems. - Share personal experiences related to the ideas expressed in the poems. |
1. How do poets use language to create vivid descriptions of places?
2. How can poetry enhance our understanding of different tourist sites?
|
KLB Top Scholar pg. 264
Poetry collections Drawing materials Digital devices KLB Top Scholar pg. 265 Sample emails Digital devices Email templates |
Poetry analysis
Visual representations
Personal reflections
Oral presentations
Group discussions
|
|
9 | 5 |
Writing
|
Emails
|
By the end of the
lesson, the learner
should be able to:
- Identify the key elements of an email. - Apply the elements in writing an email. - Appreciate the importance of writing emails. |
The learner is guided to:
- Display some of the emails on the talking walls. - Write an improved email to a friend about a tourist attraction site they have visited or would like to visit. - Type the email and send it to a friend (if possible). - Create an email about planning a trip to a world famous tourist site. - Include appropriate details about travel arrangements, accommodation, and activities. |
1. What makes an effective email?
2. How has email communication changed the way we communicate?
|
KLB Top Scholar pg. 266
Digital devices with email capability Sample travel emails Display boards |
Email composition assessment
Display evaluation
Communication effectiveness
Digital literacy skills
Peer feedback
|
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