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SCHEME OF WORK
English
Grade 8 2025
TERM III
School


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WK LSN STRAND SUB-STRAND LESSON LEARNING OUTCOMES LEARNING EXPERIENCES KEY INQUIRY QUESTIONS LEARNING RESOURCES ASSESSMENT METHODS REFLECTION
1 1
HEROES AND HEROINES: AFRICA

Grammar in Use
Word Classes: Conjunctions - because, that, when, if, unless, and since
By the end of the lesson, the learner should be able to:

-
-Identify the listed conjunctions from a group of words.
-Use the listed conjunctions correctly in sentences.
-Appreciate the correct use of conjunctions in communication.
The learner is guided to:
-Work with peers to read a text.
-Identify conjunctions such as because, that, when, if, unless, and since from the text individually.
-Fill in blanks in sentences using the listed conjunctions individually.
-Make sentences using the listed conjunctions.
Why should we join sentences correctly?
KLB Top Scholar pg. 135
-Charts with conjunctions
-Digital devices
-Workbooks
-Teacher's Guide
Observation -Written exercises -Gap-filling activities -Sentence construction
1 2
Grammar in Use
Reading
Word Classes: Conjunctions - because, that, when, if, unless, and since
Intensive Reading: Similes and Metaphors
By the end of the lesson, the learner should be able to:

-
-Create dialogues using the listed conjunctions.
-Identify conjunctions in a poem or song.
-Appreciate the correct use of conjunctions in communication.
The learner is guided to:
-Collaborate to create dialogues using the listed conjunctions.
-Search online and offline for examples of the listed conjunctions.
-Create posters on heroes/heroines using sentences with conjunctions and display them on the walls.
-Recite poems featuring conjunctions/listen to songs and identify the conjunctions used.
How can one join two or more sentences?
KLB Top Scholar pg. 137
-Digital devices
-Posters
-Audio recordings
-Teacher's Guide
KLB Top Scholar pg. 140
-Short stories with similes and metaphors
-Dictionary
Observation -Oral presentations -Written dialogues -Poster assessment
1 3
Reading
Writing
Intensive Reading: Similes and Metaphors
Creative Writing: Narrative Compositions
By the end of the lesson, the learner should be able to:

-
-Use similes and metaphors in their own sentences.
-Explain the meaning of similes and metaphors in context.
-Acknowledge the importance of similes and metaphors in communication.
The learner is guided to:
-List the similes and metaphors they know.
-Construct sentences using the similes and metaphors in the context of African heroes and heroines.
-Create a chart of common similes and metaphors with their meanings.
Why should short stories be read?
KLB Top Scholar pg. 143
-Short stories
-Charts
-Digital devices
-Teacher's Guide
KLB Top Scholar pg. 144
-Sample narrative compositions
-Planning templates
Observation -Written exercises -Creative writing -Chart assessment
1 4
Writing
Creative Writing: Narrative Compositions
By the end of the lesson, the learner should be able to:

-
-Create a narrative composition using revealing details.
-Edit and revise the narrative composition for clarity and correctness.
-Acknowledge the value of quality narrative compositions.
The learner is guided to:
-Write a narrative composition individually.
-Collaborate with peers to check each other's work for correctness of language, relevance to the topic, punctuation, and spelling.
-Review their work individually and make corrections where necessary.
-Publish their work by sharing it through email, social media, posters, or class display.
How can you make your composition interesting?
KLB Top Scholar pg. 145
-Sample compositions
-Digital devices
-Publishing platforms
-Teacher's Guide
Written composition -Peer assessment -Self-assessment -Final composition assessment
1 5
ART

Listening and Speaking
Listening and Speaking
Oral Presentations
By the end of the lesson, the learner should be able to:

-
-Identify the items in the format of a speech.
-Present a written speech using effective speaking skills.
-Acknowledge the importance of good speaking skills for effective communication.
The learner is guided to:
-Search online and offline for the format of a speech.
-Listen to or watch a recorded speech from a digital device.
-Identify the introduction, body and conclusion of the speech they have listened to or watched.
-Work with peers to write down points on how they can appreciate their heritage through art.
How can you make a speech presentation interesting?
KLB Top Scholar pg. 147
-Digital devices
-Recorded speeches
-Speech formats
-Teacher's Guide
KLB Top Scholar pg. 149
-Speech templates
-Feedback forms
Observation -Oral questions -Speech format identification -Group work assessment
2 1
Reading
Study Skills: Note Making
By the end of the lesson, the learner should be able to:

-
-Identify key points in a text.
-Make notes from a written text.
-Appreciate the importance of note making in learning.
The learner is guided to:
-Work with peers to search online and offline on how to make notes.
-Read a given text on art and identify the key points.
-Identify verbal sign posts and share with peers.
-Make notes on the margin and peer review.
How do we determine what to include in our notes during note making?
KLB Top Scholar pg. 150
-Texts on art
-Note-making templates
-Digital devices
-Teacher's Guide
KLB Top Scholar pg. 151
-Sample notes
-Texts
-Charts
Observation -Note-making assessment -Peer review -Written questions
2 2
Grammar in Use
Word Classes: Determiners and Quantifiers
By the end of the lesson, the learner should be able to:

-
-Identify demonstratives (this, these, that, those) and quantifiers (few, a few, little, a little) in a given text.
-Use demonstratives in sentences for clarity of communication.
-Appreciate the importance of demonstratives and quantifiers in communication.
The learner is guided to:
-Identify quantifiers (few and many) and demonstratives (this, these and that and those).
-Point out various items that are at different distances.
-Determine the correct demonstratives to use in different circumstances.
-Generate the plural forms of the demonstrative pronouns, with peers.
Why do we use demonstratives and quantifiers?
KLB Top Scholar pg. 152
-Charts with demonstratives and quantifiers
-Objects at different distances
-Digital devices
-Teacher's Guide
KLB Top Scholar pg. 154
-Substitution tables
-Charts
Observation -Oral questions -Written exercises -Gap-filling activities
2 3
Reading
Intensive Reading: Short story
By the end of the lesson, the learner should be able to:

-
-Highlight the main events in the story.
-Identify the setting in the short story.
-Appreciate the importance of literature in life.
The learner is guided to:
-Read a given short story.
-Discuss with peers the main events.
-Use a graphic organizer to highlight the events in the story.
-Research the meaning of setting from online and offline sources and make notes.
-Discuss the setting of the short story they have read.
How do events flow logically in a story?
KLB Top Scholar pg. 155
-Short story
-Graphic organizers
-Digital devices
-Teacher's Guide
-Discussion prompts
-Art materials
Observation -Oral questions -Written exercises -Graphic organizer assessment
2 4
Writing
Functional Writing: Thank you notes and Congratulatory notes
By the end of the lesson, the learner should be able to:

-
-Recognize the key elements and layout of a thank you note and a congratulatory note.
-Use the correct format to write a thank you note.
-Critique thank you notes for correctness and relevance.
The learner is guided to:
-List some of the occasions when we write a thank you note and a congratulatory note.
-Write a thank you note in pairs.
-Search for samples of a thank you note from the internet, newspapers, magazines and textbooks and read through them in pairs.
-Identify the key aspects (components) of a thank you note.
How are strong emotions expressed in writing?
KLB Top Scholar pg. 156
-Sample thank you notes
-Digital devices
-Newspapers and magazines
-Teacher's Guide
Observation -Written thank you notes -Peer review -Format identification
2 5
Writing
Listening and Speaking
Functional Writing: Thank you notes and Congratulatory notes
Conversational Skills: Interviews
By the end of the lesson, the learner should be able to:

-
-Write a congratulatory note correctly.
-Critique congratulatory notes for correctness and relevance.
-Acknowledge the importance of expressing gratitude and congratulations in writing.
The learner is guided to:
-Download a congratulatory note from the internet and read through it in pairs.
-Identify the key aspects (components) of a congratulatory note.
-Collaborate to write a congratulatory note individually.
-Paste the completed work on the wall.
-Conduct a gallery walk and give feedback for each other's work.
-Share the congratulatory note online, through email, or posters.
Why should one write how they feel about something?
KLB Top Scholar pg. 157
-Sample congratulatory notes
-Digital devices
-Display materials
-Teacher's Guide
KLB Top Scholar pg. 159
-Recorded interviews
-Television/radio interviews
Observation -Written congratulatory notes -Gallery walk feedback -Final note assessment
3 1
CHOOSING A CAREER

Listening and Speaking
Reading
Conversational Skills: Interviews
Extensive Reading: Non-fiction
By the end of the lesson, the learner should be able to:

-
-Use polite words and expressions when conducting an interview.
-Apply appropriate non-verbal cues during interviews.
-Acknowledge the role of interviews in presenting reality.
The learner is guided to:
-Search online and offline for typical questions and answers in a radio or television interview.
-Conduct a hot seating episode that relates to experiences people go through in their various careers.
-Observe and practice appropriate gestures and facial expressions while conducting interviews.
-Evaluate interviews conducted by peers.
How do we show respect for others people's opinion?
KLB Top Scholar pg. 160
-Digital devices
-Charts with polite expressions
-Interview templates
-Teacher's Guide
KLB Top Scholar pg. 161
-Non-fiction books
-Newspapers
-Magazines
-Dictionaries
Observation -Oral presentations -Interview simulations -Self-assessment
3 2
Reading
Grammar in Use
Extensive Reading: Non-fiction
Word Classes: Adverbs
By the end of the lesson, the learner should be able to:

-
-Extract specific information from non-fiction texts.
-Share information gained from extensive reading with peers.
-Appreciate the importance of reading for information.
The learner is guided to:
-Read various texts on careers and note the key points.
-Share with peers what he or she has read about.
-Respond to questions about specific details in the texts they have read.
-Create a presentation on information gained from extensive reading.
What do you consider when selecting a reading text?
KLB Top Scholar pg. 162
-Non-fiction books
-Digital devices
-Reading journals
-Teacher's Guide
KLB Top Scholar pg. 163
-Charts with adverbs
-Texts on careers
-Substitution tables
Reading logs -Written exercises -Oral presentations -Peer assessment
3 3
Grammar in Use
Reading
Word Classes: Adverbs
Intensive Reading: Lessons Learnt
By the end of the lesson, the learner should be able to:

-
-Use adverbs formed from adjectives in sentences.
-Create texts using adverbs formed from adjectives.
-Appreciate the value of adverbs in communication.
The learner is guided to:
-Search the internet, newspapers or magazine for examples of adverbs formed from adjectives, with peers.
-Fill in blanks using adverbs formed from adjectives.
-Compile a list of instructions using adverbs formed from adjectives.
-Make a list of adverbs formed from adjectives and display them on charts and posters.
-Compose short poems using adverbs formed from adjectives.
What are the functions of adverbs?
KLB Top Scholar pg. 166
-Newspapers
-Magazines
-Digital devices
-Charts
-Teacher's Guide
KLB Top Scholar pg. 167
-Short story
-Video recordings
Observation -Written exercises -Creative compositions -Poem assessment
3 4
Reading
Writing
Intensive Reading: Lessons Learnt
Mechanics of Writing: Prefixes and Suffixes
By the end of the lesson, the learner should be able to:

-
-Relate the lessons learnt in the short story to real life.
-Apply the lessons learnt to personal situations.
-Appreciate the role of stories in addressing societal issues.
The learner is guided to:
-Role play the episodes that carry the main lessons in the short story.
-Make connections between situations in their own lives and the episodes in the text.
-Use the lessons learnt to write a composition and share it with peers.
How can one derive lessons from a short story?
KLB Top Scholar pg. 170
-Short story
-Digital devices
-Writing materials
-Teacher's Guide
KLB Top Scholar pg. 171
-Texts with prefixed and suffixed words
-Dictionaries
Observation -Role play assessment -Written composition -Peer assessment
3 5
Writing
Listening and Speaking
Mechanics of Writing: Prefixes and Suffixes
Listening to Respond: Attitude
By the end of the lesson, the learner should be able to:

-
-Use prefixes and suffixes correctly in sentences.
-Break down words into prefixes and suffixes.
-Acknowledge the influence of prefixes and suffixes on meaning and formation of words.
The learner is guided to:
-Break down words into prefixes and suffixes.
-Listen to a dictated list of words with prefixes and suffixes and write them down.
-Formulate sentences using words with prefixes and suffixes.
-Fill in blanks in a writing with the correct form of words with prefixes and suffixes.
-Search for more examples of words with prefixes and suffixes from books, newspapers, internet among others, with peers.
Which words with suffixes and prefixes are confusing?
KLB Top Scholar pg. 174
-Word lists
-Digital devices
-Newspapers
-Dictionaries
-Teacher's Guide
KLB Top Scholar pg. 175
-Song recordings
-Song lyrics
Observation -Dictation -Written exercises -Sentence construction
4 1
MODERN FASHION

Listening and Speaking
Reading
Listening to Respond: Attitude
Intensive Reading: Comprehension Strategies
By the end of the lesson, the learner should be able to:

-
-Use appropriate words and expressions to express their attitude towards a given song.
-Perform a song showing relevant emotions.
-Acknowledge how choice of words affects the reader.
The learner is guided to:
-Perform one of the songs they have listened to, showing the appropriate feelings.
-Use various expressions to describe their feelings about songs.
-Categorize expressions based on whether they show positive, neutral, or negative attitudes.
-Listen to selected songs and express their feelings about them using appropriate language.
What makes one like or dislike a song?
KLB Top Scholar pg. 177
-Digital devices
-Song recordings
-Expression cards
-Teacher's Guide
KLB Top Scholar pg. 178
-Passage on modern fashion
-Dictionaries
Observation -Oral presentations -Performance assessment -Expression categorization
4 2
Reading
Grammar in Use
Intensive Reading: Comprehension Strategies
Phrasal Verbs
By the end of the lesson, the learner should be able to:

-
-Use contextual clues to infer information and meanings of words correctly in a text.
-Create visual representations of mental images from a text.
-Acknowledge the role of comprehension in effective communication.
The learner is guided to:
-Present mental pictures from the text on charts and display them.
-Take a side in a debate on "Dress My Choice" and prepare supporting points.
-Share their opinions with the class.
-Create visual representations of the mental images from the text.
How do we get information from a text?
KLB Top Scholar pg. 180
-Passage on modern fashion
-Charts
-Art materials
-Teacher's Guide
KLB Top Scholar pg. 181
-Passages with phrasal verbs
-Digital devices
-Newspapers
-Magazines
Observation -Chart presentations -Debate assessment -Visual representations
4 3
Grammar in Use
Reading
Phrasal Verbs
Short Story: Characters
By the end of the lesson, the learner should be able to:

-
-Use the phrasal verbs correctly in sentences.
-Look up the meanings of phrasal verbs in dictionaries.
-Acknowledge the role of phrasal verbs in making conversations interesting.
The learner is guided to:
-Look up the meanings of phrasal verbs identified using print or online dictionaries.
-Write down each phrasal verb on a separate flashcard.
-Construct sentences using the phrasal verbs, related to fashion.
-Complete sentences by filling in blanks with appropriate phrasal verbs.
-Play games involving the formation and use of phrasal verbs.
How can one tell the meaning of a phrasal verb?
KLB Top Scholar pg. 182
-Phrasal verb dictionaries
-Flashcards
-Digital devices
-Teacher's Guide
KLB Top Scholar pg. 183
-"The Three Questions" story
-Character analysis charts
Observation -Sentence construction -Gap-filling exercises -Game participation
4 4
Reading
Writing
Short Story: Characters
The Writing Process
By the end of the lesson, the learner should be able to:

-
-Write a paragraph on the character traits of a character from the story.
-Relate the characters in the story to people in real life.
-Appreciate the role of characters in stories.
The learner is guided to:
-Write one paragraph on the character traits of the king.
-Describe people they know who are similar to the characters in the story.
-Discuss what lessons they can learn from the character of the king in the story.
-In groups, act out the parts of the story that have dialogue.
How can character traits be described?
KLB Top Scholar pg. 183
-"The Three Questions" story
-Writing materials
-Role play props
-Teacher's Guide
KLB Top Scholar pg. 184
-Books on writing process
-Digital devices
-Manila paper
Observation -Written paragraphs -Role play -Group discussions
4 5
Writing
The Writing Process
By the end of the lesson, the learner should be able to:

-
-Write a dialogue on a given topic correctly.
-Edit and revise a dialogue for improvement.
-Acknowledge the importance of the writing process.
The learner is guided to:
-Individually write a dialogue on modern fashion, ensuring that each speaker begins on a new line.
-Revise the dialogue considering additions, subtractions, rearrangements, and improvements.
-Proofread their draft with attention to punctuation, spelling, capitalization, and grammar.
-Share their final dialogue with their group members.
-Suggest improvements to peers' dialogues.
Why should one write a dialogue?
KLB Top Scholar pg. 186
-Sample dialogues
-Writing materials
-Editing checklists
-Teacher's Guide
Observation -Written dialogues -Peer assessment -Final dialogue assessment
5 1
CONSUMER PROTECTION

Listening and Speaking
Listening and Speaking
Extensive Listening: Poems
By the end of the lesson, the learner should be able to:

-
-Identify messages in poems.
-Perform poems using appropriate techniques.
-Acknowledge the role of poems in society.
The learner is guided to:
-Watch recordings or performances of poems on the need for consumer protection and patriotism for enjoyment.
-With peers, discuss the different messages in the poems.
-Discuss in groups the performance techniques that make the presentations appealing.
-Identify poems on the need for consumer protection and perform them while recording themselves, in groups.
How can you improve the presentation of a poem?
KLB Top Scholar pg. 187
-Digital devices
-Video recordings
-Poems on consumer protection
-Teacher's Guide
KLB Top Scholar pg. 189
Observation -Oral presentations -Group presentations -Peer assessment
5 2
Reading
Intensive Reading: Comprehension Strategies
By the end of the lesson, the learner should be able to:

-
-Identify the key points in a passage on consumer protection.
-Answer direct and inferential questions on a passage.
-Acknowledge the importance of understanding consumer rights.
The learner is guided to:
-Read a passage on why consumers should be protected.
-Answer questions based on the passage.
-Explain the meaning of unfamiliar words as used in the passage.
-Confirm word meanings from a dictionary.
What do you remember most after reading a text?
KLB Top Scholar pg. 190
-Passage on consumer protection
-Dictionaries
-Teacher's Guide
KLB Top Scholar pg. 192
-Charts
Observation -Written answers -Oral questions -Word meaning explanations
5 3
Grammar in Use
Word Classes: Compound Sentences
By the end of the lesson, the learner should be able to:

-
-Identify compound sentences from texts.
-Explain how compound sentences are formed.
-Appreciate the usage of compound sentences in communication.
The learner is guided to:
-Study pairs of sentences and identify how they form compound sentences.
-Make compound sentences using coordinating conjunctions learned.
-Share sentences with other groups and correct one another where necessary.
-Read a passage and write down all the compound sentences.
Why should we join sentences correctly?
KLB Top Scholar pg. 193
-Charts with compound sentences
-Passages with compound sentences
-Teacher's Guide
KLB Top Scholar pg. 194
-Charts
-Digital devices
-Video on coordinating conjunctions
Observation -Sentence construction -Sentence identification -Peer assessment
5 4
Reading
Short Story: Style
By the end of the lesson, the learner should be able to:

-
-Identify the narrator in a short story.
-Answer comprehension questions based on a short story.
-Appreciate the creative use of language in short stories.
The learner is guided to:
-Take turns to read the short story "Door Curtains."
-Answer questions about the narrator and setting of the story.
-List the key events in the story.
-Work in pairs to narrate the story in turns, using their own words.
What makes a short story interesting to read?
KLB Top Scholar pg. 195
-"Door Curtains" story
-Digital devices
-Teacher's Guide
KLB Top Scholar pg. 199
-Notes on literary devices
Observation -Oral questions -Written answers -Story narration -Event sequencing
5 5
Writing
Creative Narrative Composition: Idioms
By the end of the lesson, the learner should be able to:

-
-Explain the meaning of the specified idioms in context.
-Identify idioms in sentences.
-Appreciate the value of idioms in spoken and written communication.
The learner is guided to:
-Study expressions like "have the guts," "burn the midnight oil," etc., and discuss what they think each expression means.
-Use an online or print dictionary to confirm whether the meaning they guessed is correct.
-Read through sentences and take note of how the highlighted idioms have been used.
-Play the game "Where do I fit in?" using task cards with idioms and sentences with blanks.
What makes a story outstanding?
KLB Top Scholar pg. 200
-Idiom cards
-Dictionaries
-Digital devices
-Teacher's Guide
Observation -Idiom meaning explanations -Game participation -Peer assessment
6 1
Writing
Listening and Speaking
Creative Narrative Composition: Idioms
Pronunciation and Intonation
By the end of the lesson, the learner should be able to:

-
-Compose a narrative composition using the specified idioms.
-Edit and peer-review narrative compositions.
-Appreciate the value of idioms in spoken and written communication.
The learner is guided to:
-Write a narrative composition using at least five of the idioms they have learned in this theme.
-Exchange books with partners and go through each other's compositions.
-Give feedback on correct use of idioms, punctuation marks, paragraphing, spelling, neatness, and legibility.
-Revise compositions based on feedback received.
How can we improve our writing skills?
KLB Top Scholar pg. 202
-Sample compositions
-Writing materials
-Feedback forms
-Teacher's Guide
KLB Top Scholar pg. 203
-Word lists
-Digital devices
Observation -Written compositions -Peer review -Final composition assessment
6 2
SPORTS: OLYMPICS

Listening and Speaking
Listening and Speaking
Pronunciation and Intonation
By the end of the lesson, the learner should be able to:

-
-Identify words with other silent consonant letters (h, k, g, p, t, b).
-Pronounce words with silent consonant letters correctly.
-Acknowledge the importance of correct pronunciation in communication.
The learner is guided to:
-Say all the words with the silent letter "h" from a given list.
-Record themselves as they read out the words they have picked using a digital device.
-Share their recording with other groups.
-Give each other feedback on whether they picked the right words.
-Work in groups to search online or in books for words with silent letters k, g, p, t, and b.
-Listen to recordings of words and identify those with silent letters.
What are some of the words with silent letters?
KLB Top Scholar pg. 204
-Word lists
-Digital devices
-Recording equipment
-Teacher's Guide
KLB Top Scholar pg. 205
-Sentence pairs
-Dialogue scripts
Observation -Pronunciation assessment -Recording assessment -Word identification -Peer feedback
6 3
Reading
Study Skills
By the end of the lesson, the learner should be able to:

-
-Identify the main ideas in a descriptive text.
-Explain the steps in note making and summary writing.
-Acknowledge the role of note making and summarizing texts.
The learner is guided to:
-Talk about the steps that are followed when making notes and writing a summary.
-Write down these steps.
-Share ideas on the qualities of well-written notes and summaries.
-Read a passage on "Safety in Ancient Olympics" and examine notes made from the passage.
-Study the rough draft and final copy of a summary made from the notes.
Why is it important to summarize information?
KLB Top Scholar pg. 206
-Passages on Olympics
-Sample notes and summaries
-Teacher's Guide
KLB Top Scholar pg. 209
-Passage on Olympics safety
-Digital devices
-Note-making materials
KLB Top Scholar pg. 210
-Notes from previous lesson
-Connectors list
-Writing materials
Observation -Step identification -Note comparison -Summary analysis
6 4
Grammar in Use
Sentences: Active and Passive Voice
By the end of the lesson, the learner should be able to:

-
-Identify sentences in the active and passive voice.
-Explain the differences between active and passive voice.
-Appreciate the use of active and passive voice in effective communication.
The learner is guided to:
-Study pairs of sentences and tell each other the differences between sentences in active voice and those in passive voice.
-Note the characteristics of active and passive sentences.
-Rewrite active sentences in passive voice and vice versa using provided instructions.
Why should one use a variety of sentences?
KLB Top Scholar pg. 211
-Sentence pairs
-Charts with active/passive sentences
-Teacher's Guide
KLB Top Scholar pg. 212
-Text on sports injuries
-Sentence transformation exercises
Observation -Voice identification -Sentence transformation -Written exercises
6 5
Reading
Extensive Reading: Short Story
By the end of the lesson, the learner should be able to:

-
-Identify the ideas in the short story.
-Relate the ideas from the short story to real life experiences.
-Appreciate the value of short stories in reflecting social issues.
The learner is guided to:
-Read the short story "Door Curtains" again.
-Work in groups to tell each other if they know about living in rented houses.
-Discuss why people hang door curtains and what issues the story raises.
-Talk about the events in the story, the characters, and how they show challenges of living in a crowded place.
Where does a writer get what to write about?
KLB Top Scholar pg. 213
-"Door Curtains" story
-Discussion questions
-Teacher's Guide
Observation -Group discussions -Character analysis -Theme identification
7 1
Reading
Extensive Reading: Short Story
By the end of the lesson, the learner should be able to:

-
-Compare and contrast characters in the short story.
-Dramatize sections of the short story.
-Appreciate the value of short stories in reflecting social issues.
The learner is guided to:
-Talk about how they relate with neighbors at home and whether it is good for neighbors to know so much about each other.
-Discuss why Belinda is not liked in the story and if Cucu is liked by her neighbors.
-Describe people they know who are like Belinda and Cucu.
-Pick a section of the story, assign character roles, and dramatize it for the class.
-Identify the main idea the author communicates in the story.
How are stories related to what happens in real life?
KLB Top Scholar pg. 214
-"Door Curtains" story
-Drama props
-Character analysis charts
-Teacher's Guide
Observation -Character comparison -Drama performance -Main idea identification -Peer assessment
7 2
Writing
Creative Writing: Descriptive Writing
By the end of the lesson, the learner should be able to:

-
-Identify words and expressions for describing people, places and events.
-Categorize descriptive words according to the five senses.
-Value the place of description in written and spoken communication.
The learner is guided to:
-Study descriptive words and sort them into categories according to the sense they describe.
-Read a sample descriptive composition.
-Write down the descriptive words used in the composition.
-Group the words into those that describe people, places, and events.
-Further group the words into those that describe touch, smell, sight, taste, and hearing.
Which words or expressions do we use to describe things, events or people?
KLB Top Scholar pg. 215
-Descriptive word lists
-Sample compositions
-Categorization charts
-Teacher's Guide
Observation -Word categorization -Descriptive word identification -Paragraph writing -Peer assessment
7 3
Writing
Listening and Speaking
Creative Writing: Descriptive Writing
Oral Reports: Events
By the end of the lesson, the learner should be able to:

-
-Write a descriptive composition on people, places and events.
-Edit and revise descriptive compositions.
-Value the place of description in written and spoken communication.
The learner is guided to:
-Study pictures or watch a video and write a paragraph to describe the event shown.
-Talk about favorite Olympic sports in groups.
-Imagine taking part in a favorite sport at the Olympics and write a composition to describe what happens.
-Share compositions with group members and give each other feedback.
-Correct compositions if necessary and share with other learners.
How can description make our writing better?
KLB Top Scholar pg. 218
-Pictures of Olympic events
-Videos of Olympic events
-Writing materials
-Teacher's Guide
KLB Top Scholar pg. 219
-Pictures of tourism activities
-Digital devices
-Videos on tourism activities
Observation -Descriptive paragraph -Full composition -Peer feedback -Final composition
7 4
TOURIST ATTRACTION SITES: AFRICA

Listening and Speaking
Listening and Speaking
Oral Reports: Events
By the end of the lesson, the learner should be able to:

-
-Recount events that take place outside the classroom.
-Order the sequence of events in a visit.
-Acknowledge the role of oral reports in communication.
The learner is guided to:
-Imagine the class has recently visited a national park and take turns to describe the visit.
-Order the sequence of events regarding this visit and share what they have done with the rest of the group.
-Include where they visited, how they traveled, what they saw, and what they learned in their report.
-Read a report about a visit to the Mountain Gorillas in Rwanda and discuss it.
Why do we give oral reports?
KLB Top Scholar pg. 220
-Sample oral reports
-Digital devices
-Teacher's Guide
KLB Top Scholar pg. 221
-Charts with presentation tips
Observation -Oral presentations -Sequence organization -Group discussions
7 5
Reading
Reading Fluency
By the end of the lesson, the learner should be able to:

-
-Identify techniques of reading fast.
-Explain the qualities of a good reader.
-Acknowledge the value of fluency in reading to enhance understanding.
The learner is guided to:
-Talk about favorite newscasters on radio or television and what they like about the way they read the news.
-Talk about the qualities of a good reader.
-Display these qualities on a chart.
-Familiarize themselves with reading material by looking at titles, headings, sub-headings, and pictures.
-Get a general idea of text by reading the introduction, main sentences in each paragraph, and the last paragraph.
Why is it important to be a fluent reader?
KLB Top Scholar pg. 222
-Charts with reading qualities
-Sample texts
-Digital devices
-Teacher's Guide
KLB Top Scholar pg. 223
-Passages on Egyptian civilization
-Books on pyramids
Observation -Group discussions -Chart presentations -Reading assessments
8 1
Reading
Grammar in Use
Reading Fluency
Types of Sentences: Interrogative Sentences
By the end of the lesson, the learner should be able to:

-
-Read poems fluently and with expression.
-Identify key information in a poem.
-Acknowledge the value of fluency in reading to enhance understanding.
The learner is guided to:
-Look at the title, picture, and first line of each stanza of a poem and predict what it's about.
-Go through the poem quickly to identify specific descriptions.
-Read the poem at the right speed, using voice and facial expressions effectively without letting new words slow them down.
-Explain the meaning of words like reconciliation, pulverize, ravages, and troubled as used in the poem.
-Form a circle and each read a stanza of "The African Elephant" poem, ensuring smooth transition between readers.
-Recite the poem as a choral verse for the whole class.
Why should we read at the right speed?
KLB Top Scholar pg. 224
-"The African Elephant" poem
-Vocabulary lists
-Teacher's Guide
KLB Top Scholar pg. 225
-Passage about African attractions
-Charts with question types
Observation -Reading assessment -Poem recitation -Choral verse performance -Vocabulary explanation
8 2
Grammar in Use
Types of Sentences: Interrogative Sentences
By the end of the lesson, the learner should be able to:

-
-Identify question tags in sentences.
-Explain how question tags are formed.
-Appreciate the role of correctly framed questions in communication.
The learner is guided to:
-Read a dialogue and identify how sentences end with question tags.
-Observe that question tags come at the end of statements followed by a comma.
-Learn that if a statement is positive, the question tag is negative, and if the statement is negative, the question tag is positive.
-Understand that question tags are used to check or ask if someone agrees with you.
-Add question tags to given statements.
How do we answer questions?
KLB Top Scholar pg. 226
-Sentences with question tags
-Exercises on question tags
-Teacher's Guide
KLB Top Scholar pg. 228
-Dialogues with various question types
-Digital devices
-Charts for display
Observation -Question tag identification -Sentence completion -Written exercises
8 3
Reading
Poems
By the end of the lesson, the learner should be able to:

-
-Identify the ideas in poems.
-Recite poems with appropriate expression.
-Acknowledge the role of poems in addressing societal issues.
The learner is guided to:
-Read the poem "In the Shadow of Our Parents" in groups.
-Recite the poem and discuss how to dramatize it.
-Decide who will act which part and dramatize the poem.
-Ask for feedback from other groups regarding their performance.
-Discuss the message of the poem.
What messages are found in poems?
KLB Top Scholar pg. 229
-"In the Shadow of Our Parents" poem
-Drama props
-Teacher's Guide
Observation -Poem recitation -Drama performance -Group discussions -Peer feedback
8 4
Reading
Poems
By the end of the lesson, the learner should be able to:

-
-Read the poem "COVID-19 and Our Humanity" with expression.
-Dramatize the poem effectively.
-Derive the lesson learnt from the poem.
The learner is guided to:
-Read the poem "COVID-19 and Our Humanity" in groups.
-Discuss how to dramatize the poem and decide who will act which part.
-Dramatize the poem and ask for feedback from other groups.
-Talk about the message of the poem.
-In groups, talk about Mama Silvia in the first poem and the grandfather in the second poem.
-Present lessons learnt from each poem on posters and display them for peer review.
How can poetry address social issues?
KLB Top Scholar pg. 231
-"COVID-19 and Our Humanity" poem
-Drama props
-Poster materials
-Teacher's Guide
Observation -Poem recitation -Drama performance -Poster presentations -Peer feedback
8 5
Writing
Functional Writing: Personal Journals
By the end of the lesson, the learner should be able to:

-
-Outline the components of a personal journal.
-Explain the purpose of keeping a journal.
-Acknowledge the importance of journaling in life.
The learner is guided to:
-Take turns to talk about personal experience in keeping a journal.
-Discuss why keeping a journal is important and what they have done with journals kept so far.
-Look at a sample journal and talk about what they have learned from it.
-Study the sample journal and identify features like heading, time, date of entry, and the entry itself.
Why do we write journals?
KLB Top Scholar pg. 232
-Sample journals
-Digital devices
-Teacher's Guide
Observation -Group discussions -Journal analysis -Feature identification
9

End term Exams

10 1
Writing
Functional Writing: Personal Journals
By the end of the lesson, the learner should be able to:

-
-Create a personal journal on varied experiences.
-Edit and revise journal entries.
-Acknowledge the importance of journaling in life.
The learner is guided to:
-Share the kind of experiences they would like to record in their journal, such as a visit to a national park.
-Consider details like which park was visited, date of visit, preparation, and experiences at the park.
-Individually enter these details and memorable experiences in their journal.
-Re-read the entries and add anything they might have left out.
-Ensure entries make sense and refer to important experiences.
-Publish journal entries on posters or share on social media platforms.
-Listen to feedback from classmates.
What would you like to remember about an experience?
KLB Top Scholar pg. 233
-Journal templates
-Writing materials
-Posters
-Digital devices
-Teacher's Guide
Observation -Journal entries -Entry revision -Poster presentations -Peer feedback

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