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

Reading 1

Study Skills: Note Making Formats

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

Note-making exercises Main idea identification Supporting detail organization Template completion

Reading 1
Grammar in Use

Study Skills: Creating Notes
Word Classes: Articles

By the end of the lesson, the learner should be able to:

- identify keywords and main points in texts
- organize information using notes and mind maps
- appreciate the importance of note-making in studying

The learner is guided to:
- select key points from passages
- identify supporting details for main points
- create table notes with key information
- develop mind maps to organize information

How can we organize information effectively?

KLB Head Start English Grade 7 pg. 183
Mind map templates
Digital devices
Reading texts
Note-making guides
KLB Head Start English Grade 7 pg. 185
Reading passages
Word cards
Article charts

Mind map assessment Note organization Table completion Peer review

Grammar in Use

Word Classes: Possessives

By the end of the lesson, the learner should be able to:

- identify possessives in texts
- use possessives in sentences
- acknowledge the importance of possessives for effective communication

The learner is guided to:
- read sentences and identify possessives
- underline possessives in paragraphs
- fill in blanks with appropriate possessives
- compose songs using possessives and articles

How can we show ownership in English?

KLB Head Start English Grade 7 pg. 187
Reading passages
Word cards
Digital devices
Charts

Written exercises Song composition Gap filling Peer assessment

Reading 2

Intensive Reading: Monster Narratives
Intensive Reading: Performance of Monster Narratives

By the end of the lesson, the learner should be able to:

- identify characters in monster narratives
- explain traits of characters in given monster narratives
- relate monster narratives to real life situations
- appreciate the importance of monster narratives in life

The learner is guided to:
- describe monsters/ogres from stories
- search for features of monster narratives
- discuss what monsters represent
- relate monster narratives to real life

What is the relevance of oral narratives in modern society?

KLB Head Start English Grade 7 pg. 188
Monster narratives
Digital devices
Resource person
Reference materials
KLB Head Start English Grade 7 pg. 190
Digital recording devices
Performance space
Anthology templates
Resource person

Character identification Narrative analysis Oral presentations Written responses

Writing

Functional Writing: Packing Lists

By the end of the lesson, the learner should be able to:

- identify ways of grouping items in packing lists
- write a packing list for a specified event
- recognize the importance of preparing a packing list in everyday life

The learner is guided to:
- examine a sample packing list
- discuss ways of grouping items on a list
- create a packing list template
- write a packing list for a specific event

Why is it important to prepare a packing list?

KLB Head Start English Grade 7 pg. 192
Sample packing lists
Digital devices
Templates
Reference materials

Packing list assessment Template creation Item grouping exercises Peer review

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

PROFESSIONS

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

Observation Oral questions Reading logs Assessment rubric

Reading I
Grammar in Use

Extensive Reading: Non-fiction Materials
Word Classes: Adjectives Formed from Nouns

By the end of the lesson, the learner should be able to:

- Infer the meaning of words and phrases from varied texts.
- Identify new vocabulary from non-fiction texts.
- Use new vocabulary in sentences.
- Value reading as a means of expanding vocabulary.

The learner is guided to:
- Read a variety of non-fiction materials.
- Identify new words in the materials.
- Work out the meaning of the words from context.
- Use the words to construct sentences.
- Share their reading experiences with peers.

How can we work out the meaning of new words in a text?

KLB Top Scholar pg. 201
Dictionary
Library
Digital devices
KLB Top Scholar pg. 203

Vocabulary tests Sentence construction Peer assessment Written exercises

Grammar in Use

Word Classes: Adjectives Formed from Verbs

By the end of the lesson, the learner should be able to:

- Identify adjectives formed from verbs in texts.
- Form adjectives from verbs using appropriate suffixes.
- Use adjectives formed from verbs in sentences correctly.
- Value the correct use of adjectives in communication.

The learner is guided to:
- Differentiate between verbs and adjectives.
- Form adjectives from verbs using suffixes like -y, -able, -ous, -ful, -less, -ive, -ing.
- Play language games featuring adjectives.
- Construct sentences using adjectives formed from verbs.
- Edit texts with incorrect adjective usage.

How are adjectives formed from verbs?

KLB Top Scholar pg. 205
Dictionary
Digital devices
Charts

Fill-in-gaps exercises Written tests Game performance Editing exercises

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

Character analysis Oral discussions Written responses Dramatization

Reading II
Writing

Intensive Reading: Dilemma Narratives
Spelling: Antonyms, Synonyms and Numbers

By the end of the lesson, the learner should be able to:

- Relate the lessons learnt in the dilemma narrative to real life experiences.
- Draw a chart showing the sequence of events in dilemma narrative.
- Dramatise parts of the dilemma narrative.
- Appreciate the lessons learnt from the dilemma narrative.

The learner is guided to:
- Discuss the lessons from the dilemma narrative.
- Relate the lessons to real-life experiences.
- Draw charts showing sequence of events.
- Dramatise parts of the narrative.
- Watch adaptations of dilemma narratives.

How can narratives contribute to decision making?

KLB Top Scholar pg. 209
Charts
Digital devices
KLB Top Scholar pg. 210
Dictionary

Oral presentation Dramatization Charts evaluation Written reflection

Writing

Spelling: Antonyms, Synonyms and Numbers

By the end of the lesson, the learner should be able to:

- Write numbers correctly in words.
- Use antonyms, synonyms, and numbers in words correctly in writing.
- Value the correct spelling of numbers in communication.

The learner is guided to:
- Write numbers in words.
- Identify numbers in sentences.
- Correct texts with wrong spellings.
- Write sentences using correctly spelled numbers.
- Create stories using antonyms, synonyms and numbers.
- Engage in spelling games such as crossword puzzles.

Why is it important to write numbers in words?

KLB Top Scholar pg. 213
Dictionary
Digital devices
Crossword puzzles

Spelling tests Written exercises Peer review Game performance

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

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

Written responses Oral questions Vocabulary tests Comprehension exercises

Reading I
Grammar in Use

Intensive Reading: Comprehension
Phrasal Verbs

By the end of the lesson, the learner should be able to:

- Summarize information from a short text.
- Role-play the characters and events in the text.
- Give an appropriate title to a story or passage.
- Appreciate the importance of reading comprehension in lifelong learning.

The learner is guided to:
- Read passages and summarize main points.
- Role-play characters and events.
- Create visual representations of the text.
- Suggest appropriate titles for untitled passages.
- Make connections between the text and real life.

What makes a text comprehensible?

KLB Top Scholar pg. 220
Reading texts
Digital devices
KLB Top Scholar pg. 221
Dictionary

Summary writing Role play Title creation Visual representations

Grammar in Use

Phrasal Verbs

By the end of the lesson, the learner should be able to:

- Use given phrasal verbs correctly in sentence construction.
- Construct sentences using phrasal verbs formed from put, come and give.
- Value the correct use of phrasal verbs in communication.

The learner is guided to:
- Create sentences using phrasal verbs.
- Search for more phrasal verbs online.
- Share sentences with peers for assessment.
- Create charts displaying phrasal verbs and meanings.
- Play language games using phrasal verbs.

How do phrasal verbs change the meaning of verbs?

KLB Top Scholar pg. 223
Dictionary
Digital devices
Charts

Sentence construction Oral presentation Peer assessment Chart evaluation

Reading II

Class Reader: Main Ideas

By the end of the lesson, the learner should be able to:

- Identify the main ideas in a class reader.
- Discuss the main ideas in the class reader.
- Value the importance of identifying main ideas in a text.

The learner is guided to:
- Read a section of the class reader.
- Identify the main ideas.
- Draw a sequence chart of main events.
- Discuss lessons learned from the section.
- Relate lessons to real-life situations.

What would you consider when selecting a storybook to read?

KLB Top Scholar pg. 225
Class reader
Charts
KLB Top Scholar pg. 227
Digital devices

Main idea identification Oral discussion Sequence charts Written summary

Writing

The Writing Process: Dialogues

By the end of the lesson, the learner should be able to:

- Outline the format of a dialogue.
- Recognize the structure of a dialogue.
- Acknowledge the importance of the writing process in acquiring good writing skills.

The learner is guided to:
- Study sample dialogues.
- Identify the format and structure of dialogues.
- Dramatize sample dialogues.
- Fill in missing parts of a dialogue.
- Discuss the writing process for dialogues.

What should we consider before writing a dialogue?

KLB Top Scholar pg. 228
Sample dialogues
Digital devices

Format identification Dramatization Gap-filling exercises Oral discussion

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

LAND TRAVEL

Listening and Speaking

Listening Comprehension: Extensive Listening

By the end of the lesson, the learner should be able to:

- Identify vocabulary used in songs on land travel.
- Construct sentences orally using vocabulary learnt.
- Acknowledge the importance of extensive listening in communication.

The learner is guided to:
- Identify vocabulary used in songs on land travel.
- Infer meanings of words from context.
- Construct sentences using the vocabulary.
- Sing choral songs on land travel.
- Discuss the importance of extensive listening.

Why is it important to listen to different types of songs?

KLB Top Scholar pg. 234
Audio recordings
Digital devices

Vocabulary usage Singing performance Sentence construction Peer assessment

Reading I

Intensive Reading: Comprehension Strategies

By the end of the lesson, the learner should be able to:

- Identify key ideas from a passage.
- Summarise key ideas from a passage.
- Create mental images from the events in a passage.
- Value the role of comprehension strategies in reading.

The learner is guided to:
- Read passages on land travel issues.
- Identify the main ideas in the passages.
- Discuss opinions about characters or ideas.
- Summarise key ideas through paraphrasing.
- Create mental images from descriptions.

What is the importance of reading a passage?

KLB Top Scholar pg. 233
Reading passages
Digital devices
KLB Top Scholar pg. 235

Summary writing Main idea identification Oral discussion Written responses

Grammar in Use

Sentences: Simple Sentences

By the end of the lesson, the learner should be able to:

- Identify simple sentences from varied texts.
- Explain the structure of simple sentences.
- Appreciate the role of simple sentences in communication.

The learner is guided to:
- Read texts and identify simple sentences.
- Listen to stories and write down simple sentences.
- Distinguish between simple and other sentence types.
- Identify subject and verb in simple sentences.
- Search for articles with simple sentences.

What is the role of sentences in a text?

KLB Top Scholar pg. 236
Lesson notes
Digital devices
Charts

Sentence identification Oral questions Written exercises Observation

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

Reading II

Oral Literature: Praise Songs

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

Performance assessment Collaboration observation Peer evaluation Presentation skills

Writing

Creative Writing: Narrative Composition

By the end of the lesson, the learner should be able to:

- Explain the meaning of specified idioms in context.
- Use idioms correctly in sentences.
- Appreciate the role of idioms in creative writing.

The learner is guided to:
- Brainstorm reasons for using idiomatic expressions.
- Identify idioms in texts and poems.
- Explain meanings of idioms from context.
- Confirm meanings from dictionaries.
- Construct sentences using idioms.

What makes a story memorable?

KLB Top Scholar pg. 241
Dictionary
Digital devices
KLB Top Scholar pg. 243
Writing materials
Sample narratives

Idiom identification Meaning explanation Sentence construction Written exercises

SPORTS-OUTDOOR GAMES

Listening and Speaking

Pronunciation: Consonant Sounds

By the end of the lesson, the learner should be able to:

- Identify words with the sounds /v/, /f/, /n/ and /ŋ/ from a text.
- Pronounce words with the sounds /v/, /f/, /n/ and /ŋ/ in sentences.
- Appreciate the importance of correct pronunciation in oral communication.

The learner is guided to:
- Listen to audio clips with target sounds.
- Identify words with sounds /v/, /f/, /n/ and /ŋ/.
- Practice pronouncing words with target sounds.
- Sort words based on pronunciation.
- Recite poems or sing songs with target sounds.

Why should you pronounce words correctly?

KLB Top Scholar pg. 245
Audio recordings
Digital devices

Pronunciation assessment Sound identification Recitation Peer evaluation

Listening and Speaking
Reading I

Pronunciation: Intonation
Study Skills: Summarising

By the end of the lesson, the learner should be able to:

- Use correct intonation for yes/no and wh-questions.
- Ask questions using appropriate intonation.
- Value the role of intonation in effective communication.

The learner is guided to:
- Listen to conversations with questions.
- Identify rising and falling intonation.
- Practice asking yes/no and wh-questions.
- Role-play conversations using appropriate intonation.
- Record dialogues for self-assessment.

How can one improve his or her pronunciation?

KLB Top Scholar pg. 247
Audio recordings
Digital devices
KLB Top Scholar pg. 248
Sample texts

Question formation Intonation assessment Role play evaluation Recording analysis

Reading I

Study Skills: Summarising

By the end of the lesson, the learner should be able to:

- Write a summary of ideas from varied texts.
- Apply summarizing techniques to different texts.
- Appreciate the importance of summarising in effective reading.

The learner is guided to:
- Make notes of main ideas from texts.
- Write summaries from notes.
- Edit summaries for clarity and conciseness.
- Share summaries for peer feedback.
- Discuss the purpose of summarizing.

What factors should one consider when summarising an event?

KLB Top Scholar pg. 250
Sample texts
Digital devices

Summary writing Note-making assessment Peer evaluation Editing skills

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

Subject-verb identification Labeling exercises Table completion Written exercises

Grammar in Use
Reading II

Sentences: Subject-verb Agreement
Class Reader: Features of Style

By the end of the lesson, the learner should be able to:

- Construct sentences ensuring subject-verb agreement.
- Edit sentences for correct subject-verb agreement.
- Value the importance of correct grammar in communication.

The learner is guided to:
- Choose correct verb forms for given subjects.
- Construct sentences with proper agreement.
- Edit sentences with agreement errors.
- Create oral sentences about sports.
- Share sentences for peer assessment.

Why is it important to use the correct form of verbs with subjects?

KLB Top Scholar pg. 253
Charts
Digital devices
KLB Top Scholar pg. 255
Class reader

Sentence construction Editing exercises Oral presentation Peer assessment

Reading II

Class Reader: Features of Style

By the end of the lesson, the learner should be able to:

- Identify dialogue in the class reader.
- Role-play dialogue from the class reader.
- Value the importance of style in literary appreciation.

The learner is guided to:
- Identify dialogue in the class reader.
- Discuss how dialogue helps understand characters.
- Role-play selected dialogues.
- Record role-plays for assessment.
- Discuss real-life applications of stylistic devices.

How do stylistic devices enhance understanding of a text?

KLB Top Scholar pg. 257
Class reader
Digital devices

Dialogue identification Role play assessment Recording analysis Discussion participation

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

TOURIST ATTRACTION SITES IN KENYA

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

Organisation identification Note-making assessment Discussion participation Observation

Listening and Speaking
Reading I

Oral Reports: Events within the Classroom
Reading Fluency

By the end of the lesson, the learner should be able to:

- Present an oral report on events that occur within the classroom.
- Use appropriate voice projection, tone variation and non-verbal cues.
- Value the importance of clear delivery in oral presentations.

The learner is guided to:
- Practice voice projection and tone variation.
- Use non-verbal cues appropriately.
- Present oral reports on classroom events.
- Record presentations for self-evaluation.
- Give and receive feedback on presentations.

What aspects make an oral presentation effective?

KLB Top Scholar pg. 267
Digital devices
Notes from previous lesson
KLB Top Scholar pg. 268
Reading passages
Audio recordings

Oral presentation Voice projection assessment Non-verbal communication Peer evaluation

Reading I

Reading Fluency

By the end of the lesson, the learner should be able to:

- Apply fluency strategies while reading.
- Read with accuracy, appropriate speed, and expression.
- Appreciate the role of reading fluency in communication.

The learner is guided to:
- Practice previewing and prediction.
- Apply skimming for main ideas.
- Use scanning for specific information.
- Read aloud with expression.
- Time their reading and assess progress.

Why is reading fluency important for comprehension?

KLB Top Scholar pg. 270
Reading passages
Digital devices
Timers

Timed reading Expression assessment Strategy application Peer feedback

Grammar in Use

Affirmative and Negative Sentences

By the end of the lesson, the learner should be able to:

- Differentiate between affirmative and negative sentences.
- Identify affirmative and negative sentences in texts.
- Value the expressive role of sentences in communication.

The learner is guided to:
- Compare affirmative and negative sentences.
- Identify affirmative and negative sentences in texts.
- Role-play dialogues with both sentence types.
- Group sentences into affirmative and negative.
- Discuss the difference in meaning between sentence types.

When do we use affirmative statements?

KLB Top Scholar pg. 272
Sample sentences
Digital devices
KLB Top Scholar pg. 274
Charts

Sentence identification Grouping exercises Role play assessment Oral discussion

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

Poem recitation Subject matter identification Repetition recognition Stanza description

Reading II
Writing

Poetry
Functional Writing: Notices

By the end of the lesson, the learner should be able to:

- Analyse ideas in poems.
- Dramatise poems about tourist attractions.
- Appreciate the role of poetry in conveying ideas.

The learner is guided to:
- Identify ideas in poems using title and content.
- Discuss how repetition helps convey ideas.
- Create mind maps of ideas in poems.
- Dramatise poems using placards.
- Relate poems to real-life experiences.

What makes a poem interesting to read?

KLB Top Scholar pg. 276
Poems
Digital devices
Mind maps
KLB Top Scholar pg. 277
Sample notices
Digital devices

Idea analysis Mind map creation Dramatisation Real-life connection

Writing

Functional Writing: Posters

By the end of the lesson, the learner should be able to:

- Design notices and posters on current issues.
- Apply the correct format in creating notices and posters.
- Appreciate the role of notices and posters in information dissemination.

The learner is guided to:
- Study sample posters.
- Identify differences between notices and posters.
- Create notices about school events.
- Design posters about tourist attractions.
- Display notices and posters for peer review.

What makes a poster effective?

KLB Top Scholar pg. 279
Sample posters
Digital devices
Art materials

Notice creation Poster design Format application Peer assessment