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| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 |
SCIENCE AND HEALTH EDUCATION
Listening and Speaking |
Oral Presentations: Oral Narratives
|
By the end of the
lesson, the learner
should be able to:
- Outline the oral narrative performance techniques for effective delivery - Use oral narrative techniques during the performance - Appreciate the importance of performance techniques in the successful delivery of oral material |
The learner is guided to:
- Watch live or recorded oral performances - Search for information on performance techniques - Discuss oral performance techniques - Perform oral narratives while peers watch - Compose oral narratives - Suggest ways of performing to peers |
What makes one a good storyteller?
|
Head Start English Learner's Book pg. 24
Digital devices Audio-visual recordings Resource persons |
Observation
Oral presentations
Performance assessment
Peer feedback
|
|
| 1 | 2 |
Reading
|
Intensive Reading: Simple Poems
|
By the end of the
lesson, the learner
should be able to:
- Distinguish between poems and other literary genres - Recite a variety of simple poems for enjoyment - Collaborate in poetry recitation for enjoyment and learning |
The learner is guided to:
- Listen to recorded poetry recitation - Discuss what makes reading simple poems interesting - Pick out poems from a variety of texts - Read poems aloud - Recite poems that address science and health issues - Provide feedback to peers |
How are poems different from other forms of literary genres?
|
Head Start English Learner's Book pg. 28
Poetry books Audio recordings Digital devices Head Start English Learner's Book pg. 30 Digital devices Audio recordings |
Recitation assessment
Observation
Peer feedback
Group performance
|
|
| 1 | 3 |
Grammar in Use
|
Word Classes: Nouns
|
By the end of the
lesson, the learner
should be able to:
- Identify count, non-count, singular, and plural nouns from a variety of texts - Use count, non-count, singular, and plural nouns in sentences - Appreciate the importance of the correct use of nouns in communication |
The learner is guided to:
- Search for examples of count/non-count nouns online - Listen to audio text and pick out target nouns - Pick out count/non-count nouns from newspapers and magazines - Identify objects in the classroom and categorize them - Change singular nouns to plural and vice versa |
How can you group things that cannot be counted?
|
Head Start English Learner's Book pg. 31
Digital devices Audio text Newspapers and magazines Head Start English Learner's Book pg. 34 Charts Crossword puzzles |
Written exercises
Oral questions
Group work assessment
Observation
|
|
| 1 | 4 |
Reading
|
Intensive Reading: Class Reader
|
By the end of the
lesson, the learner
should be able to:
- Explain the different parts that aid in previewing a book - Describe the author and the setting of the text in terms of time and place - Underscore the value of reading for lifelong learning |
The learner is guided to:
- Study the cover page of a class reader - Read the blurb and highlight features - Discuss the title of the class reader - Research information about the author and setting - Make oral presentations on their findings - Identify words that describe the setting |
Why should we not judge a book by its cover?
|
Head Start English Learner's Book pg. 36
Class reader Digital devices Reference materials Head Start English Learner's Book pg. 39 Graphic organizers K-W-W-L charts |
Oral presentations
Written responses
Observation
Graphic organizers
|
|
| 1 | 5 |
Writing
|
Mechanics of Writing: Punctuation Marks
|
By the end of the
lesson, the learner
should be able to:
- Recognise the full stop, exclamation mark, and question mark in texts - Use the full stop, exclamation mark, and question mark in sentences - Acknowledge the importance of punctuating sentences accurately |
The learner is guided to:
- Read print or non-print text and identify punctuation marks - Punctuate a text using target punctuation marks - Write a short story using appropriate punctuation - Engage in online or offline punctuation games - Create and display posters with punctuated sentences |
Why is it important to punctuate a text?
|
Head Start English Learner's Book pg. 41
Digital devices Punctuation games Charts Posters Head Start English Learner's Book pg. 42 Posters Punctuation games |
Written exercises
Punctuation games
Observation
Peer assessment
|
|
| 2 | 1 |
HYGIENE
Listening and Speaking Listening and Speaking |
Listening for the Main Idea
|
By the end of the
lesson, the learner
should be able to:
- Identify the main idea from varied descriptive texts - Pick out specific information from varied descriptive texts - Acknowledge the importance of listening skills in communication |
The learner is guided to:
- Listen to audio recordings on hygiene - Identify the main idea from the audio - Listen for specific information and take notes - Search for expressions that signal main ideas - Watch videos and pick out specific information |
What can you do to ensure you capture the main ideas from a speaker?
|
Head Start English Learner's Book pg. 45
Audio recordings Digital devices Video clips Head Start English Learner's Book pg. 47 Descriptive texts |
Note-taking assessment
Oral questions
Observation
Listening comprehension
|
|
| 2 | 2 |
Reading
Grammar in Use |
Reading: Information and Meaning
Verbs and Tense |
By the end of the
lesson, the learner
should be able to:
- Distinguish between reading for information and reading for meaning - Infer the meaning of words and phrases from varied texts - Appreciate the importance of reading for information and meaning |
The learner is guided to:
- Distinguish between reading for information and meaning - Scan texts to identify text features - Read texts on hygiene, safety, and security - Organize information by making notes - Infer and share meanings of words from texts |
How would you tell the meaning of a word in a passage?
|
Head Start English Learner's Book pg. 48
Digital devices Reference materials Articles on hygiene Head Start English Learner's Book pg. 52 Texts on hygiene |
Written responses
Observation
Crossword puzzles
Vocabulary assessment
|
|
| 2 | 3 |
Grammar in Use
Reading |
Verbs and Tense
Intensive Reading: Poetry |
By the end of the
lesson, the learner
should be able to:
- Identify regular and irregular verbs in sentences - Use regular and irregular verbs to construct sentences using the past, present, and future tenses - Appreciate the correct use of verbs and tenses for effective communication |
The learner is guided to:
- Participate in language games on tenses - Engage in conversations using verbs in various tenses - Review peers' use of tense in conversations - Give feedback on correct use of tense - Discuss importance of using correct tense |
How can we improve our use of tenses in daily communication?
|
Head Start English Learner's Book pg. 54
Digital devices Language games Flash cards Head Start English Learner's Book pg. 55 Poetry books Poems on hygiene |
Conversation assessment
Peer feedback
Written exercises
Language games
|
|
| 2 | 4 |
Reading
Writing Listening and Speaking |
Intensive Reading: Poetry
Writing Narrative Paragraphs Pronunciation: Consonant Sounds |
By the end of the
lesson, the learner
should be able to:
- Explain the structure of poems - Analyse the structure of varied simple poems - Read short poems addressing varied societal issues - Appreciate the poem's structure in communicating a message |
The learner is guided to:
- Compare the structures of different poems - Relate poem structure to message - Create graphic organizers showing poem structure - Discuss importance of structure in poems - Read and analyze poems on hygiene |
What makes a poem interesting?
|
Head Start English Learner's Book pg. 57
Poetry books Digital devices Graphic organizers Head Start English Learner's Book pg. 59 Sample paragraphs Writing materials KLB Head Start English Grade 7 pg. 157 Audio recordings Tongue twisters Word lists |
Poetry analysis
Oral presentations
Observation
Written responses
|
|
| 2 | 5 |
HEROES AND HEROINES IN KENYA
Listening and Speaking Reading 1 |
Pronunciation: Vowel Sounds and Word Stress
Extensive Reading: Selection of Fictional Materials |
By the end of the
lesson, the learner
should be able to:
- articulate correctly vowel sounds /ʊ/ and /uː/ in words - pronounce words correctly using stress - distinguish the meaning of words based on stress - acknowledge the importance of correct pronunciation in oral communication |
The learner is guided to:
- recite poems with focus on vowel sounds - practice saying words with short and long 'u' sounds - group words by vowel sounds - pronounce words with correct stress patterns |
Why do people find it difficult to pronounce some words?
|
KLB Head Start English Grade 7 pg. 159
Audio recordings Poetry texts Word lists Digital devices KLB Head Start English Grade 7 pg. 162 Storybooks Digital devices Reading journals Fiction collections |
Pronunciation exercises
Poem recitation
Word grouping
Stress pattern identification
|
|
| 3 | 1 |
Reading 1
Grammar in Use |
Extensive Reading: Comprehension of Fictional Materials
Word Classes: Conjunctions-and |
By the end of the
lesson, the learner
should be able to:
- read fictional texts for information and enjoyment - relate fictional texts to real life - value the role of fiction in developing imagination |
The learner is guided to:
- read fiction materials independently - dramatize sections of fictional texts - relate fictional ideas to real life - discuss elements of fiction in texts |
What should you consider when selecting fictional texts for reading?
|
KLB Head Start English Grade 7 pg. 164
Storybooks Digital devices Reading journals Fiction collections KLB Head Start English Grade 7 pg. 166 Reading passages Sentence strips Substitution tables |
Dramatization
Comprehension questions
Character analysis
Reading logs
|
|
| 3 | 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
|
|
| 3 | 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
|
|
| 3 | 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
|
|
| 3 | 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
|
|
| 4 | 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
|
|
| 4 | 2 |
Reading 2
Writing |
Intensive Reading: Monster Narratives
Intensive Reading: Performance of Monster Narratives Functional Writing: Packing Lists |
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 KLB Head Start English Grade 7 pg. 192 Sample packing lists Templates |
Character identification
Narrative analysis
Oral presentations
Written responses
|
|
| 4 | 3 |
Writing
Listening and Speaking |
Functional Writing: Shopping Lists
Interviews |
By the end of the
lesson, the learner
should be able to:
- identify parts of a shopping list - prepare a shopping list for use in a given context - recognize the importance of preparing a shopping list in everyday life |
The learner is guided to:
- examine a sample shopping list - discuss different ways of grouping items - create a shopping list with budget - organize items according to importance |
Why should a shopping list be prepared?
|
KLB Head Start English Grade 7 pg. 193
Sample shopping lists Digital devices Templates Reference materials KLB Top Scholar pg. 197 Audio clips Video clips |
Shopping list assessment
Budget planning
Item categorization
Peer review
|
|
| 4 | 4 |
PROFESSIONS
Reading I Reading I |
Extensive Reading: Non-fiction Materials
|
By the end of the
lesson, the learner
should be able to:
- Select reading materials from digital or non-digital sources. - Read grade appropriate non-fiction materials independently for lifelong learning. - Recommend to peers suitable non-fiction materials to read. - Appreciate the importance of reading for enjoyment. |
The learner is guided to:
- Identify non-fiction material to read. - Read texts on varied issues. - Skim through texts for main ideas. - Scan texts for specific information. - Prepare and maintain a reading log. - Recommend texts to peers. |
Why should we read non-fiction materials?
|
KLB Top Scholar pg. 199
Library Digital devices Online texts KLB Top Scholar pg. 201 Dictionary Digital devices |
Observation
Oral questions
Reading logs
Assessment rubric
|
|
| 4 | 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
|
|
| 5 | 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
|
|
| 5 | 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
|
|
| 5 | 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
|
|
| 5 | 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
|
|
| 5 | 5 |
Grammar in Use
Reading II |
Phrasal Verbs
Class Reader: Main Ideas |
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 KLB Top Scholar pg. 225 Class reader |
Gap-filling exercises
Matching activities
Oral questions
Written tests
|
|
| 6 | 1 |
Reading II
Writing |
Class Reader: Main Ideas
The Writing Process: Dialogues |
By the end of the
lesson, the learner
should be able to:
- Summarize the main ideas in a class reader. - Dramatize events based on the main ideas. - Appreciate the role of main ideas in understanding a text. |
The learner is guided to:
- Summarize sections of the class reader. - Dramatize key events. - Create visual representations of main ideas. - Discuss how main ideas contribute to overall meaning. - Watch video adaptations of stories. |
How can the main ideas help us understand a text better?
|
KLB Top Scholar pg. 227
Class reader Digital devices KLB Top Scholar pg. 228 Sample dialogues |
Dramatization
Summary writing
Visual representation
Oral discussion
|
|
| 6 | 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
|
|
| 6 | 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
|
|
| 6 | 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
|
|
| 6 | 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
|
|
| 7 | 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
|
|
| 7 | 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
|
|
| 7 | 3 |
SPORTS-OUTDOOR GAMES
Listening and Speaking Reading I Reading I |
Pronunciation: Intonation
Study Skills: Summarising 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 KLB Top Scholar pg. 250 |
Question formation
Intonation assessment
Role play evaluation
Recording analysis
|
|
| 7 | 4 |
Grammar in Use
|
Sentences: Subject-verb Agreement
|
By the end of the
lesson, the learner
should be able to:
- Identify the subject and verb in sentences. - Explain the principle of subject-verb agreement. - Appreciate the importance of subject-verb agreement in communication. |
The learner is guided to:
- Read sentences and identify subjects and verbs. - Label subjects and verbs in sentences. - Study examples of subject-verb agreement. - Pick out subjects and verbs from passages. - Create tables of subjects and corresponding verbs. |
How do we construct sentences?
|
KLB Top Scholar pg. 251
Charts Digital devices Sample texts KLB Top Scholar pg. 253 Digital devices |
Subject-verb identification
Labeling exercises
Table completion
Written exercises
|
|
| 7 | 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
|
|
| 8 | 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
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| 8 | 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
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| 8 | 3 |
Reading I
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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
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| 8 | 4 |
Grammar in Use
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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
|
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| 8 | 5 |
Reading II
|
Poetry
|
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 |
Poem recitation
Subject matter identification
Repetition recognition
Stanza description
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| 9 |
Assessments |
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| 10 | 1 |
Writing
|
Functional Writing: Notices
Functional Writing: Posters |
By the end of the
lesson, the learner
should be able to:
- Outline the format of presenting notices. - Identify parts of a notice. - Value the role of notices in disseminating information. |
The learner is guided to:
- Study sample notices. - Identify parts of notices. - Discuss the purpose of notices. - Compare notices with other text types. - Label parts of sample notices. |
What kind of messages do notices convey?
|
KLB Top Scholar pg. 277
Sample notices Digital devices KLB Top Scholar pg. 279 Sample posters Digital devices Art materials |
Parts identification
Purpose explanation
Format outline
Comparison analysis
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