PROFESSIONS

Listening and Speaking

Interviews

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

- Identify reasons for sitting an interview.
- Articulate points clearly and confidently during an oral interview.
- Respond confidently to questions during an interview.
- Appreciate the importance of interviews in getting school placement and scholarships.

The learner is guided to:
- Listen to audio clips on school placement and scholarship interviews.
- Discuss reasons for sitting interviews.
- Watch video clips on interviews.
- Role-play interviews in pairs or small groups.
- Record and share role-plays.

Why are interviews important?

KLB Top Scholar pg. 197
Digital devices
Audio clips
Video clips

Oral presentation Observation Peer assessment Role play

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

Grammar in Use

Word Classes: Adjectives Formed from Nouns

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

Written exercises Oral questions Sentence construction Peer assessment

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

Intensive Reading: Dilemma Narratives

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

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:

- 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

TRADITIONAL FASHION

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

Oral presentation Observation Role play Chart evaluation

Listening and Speaking

Listening to Respond: Views or Opinions

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

- Express personal views/opinions appropriately.
- Respond to others' views/opinions respectfully.
- Value respecting divergent views in communication.

The learner is guided to:
- Hold discussions on traditional fashion using opinion expressions.
- Debate on traditional vs. modern fashion.
- Observe rules of polite expression of opinions.
- Give and receive feedback on opinions expressed.
- Reflect on importance of expressing opinions.

How can we show respect when expressing different opinions?

KLB Top Scholar pg. 217
Digital devices
Charts with opinion expressions

Debate participation Observation checklist Peer assessment Oral presentation

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

Main idea identification Oral discussion Sequence charts Written summary

Reading II

Class Reader: Main Ideas

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

Dramatization Summary writing Visual representation Oral discussion

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

Summary writing Main idea identification Oral discussion Written responses

Reading I

Intensive Reading: Comprehension Strategies

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

Vocabulary exercises Comprehension questions Retelling assessment Inferential questions

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
KLB Top Scholar pg. 238
Mind maps
Substitution tables
Digital devices

Sentence identification Oral questions Written exercises Observation

Reading II

Oral Literature: Praise Songs

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

- Identify the purpose and occasions for which praise songs are performed.
- Discuss the relationship between the singer and the person being praised.
- Appreciate the purpose of praise songs in communication.

The learner is guided to:
- Listen to praise songs from various sources.
- Identify the purpose of praise songs.
- Discuss occasions when praise songs are performed.
- Analyze the relationship between singer and subject.
- Identify character traits revealed in praise songs.

Why do we sing?

KLB Top Scholar pg. 239
Audio recordings
Digital devices

Oral discussion Purpose identification Character analysis Written reflection

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

Idiom identification Meaning explanation Sentence construction Written exercises

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

SPORTS-OUTDOOR GAMES

Listening and Speaking

Pronunciation: Intonation

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

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:

- Identify the main ideas in texts.
- Distinguish between main text and summary.
- Value the importance of summaries in learning.

The learner is guided to:
- Compare original texts with summaries.
- Discuss differences in length and presentation.
- Identify main ideas in passages.
- Brainstorm steps for summarizing.
- Read passages and select key points.

Why is it important to summarise information?

KLB Top Scholar pg. 248
Sample texts
Digital devices

Main idea identification Summary comparison Oral discussion Written responses

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

Descriptive word identification Paragraph comparison Phrase creation Oral presentation

Writing

Creative Writing: Descriptive Writing

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

- Write a descriptive composition on a given subject.
- Apply descriptive techniques in writing.
- Appreciate the importance of creative writing in communication.

The learner is guided to:
- Plan descriptive compositions on sports.
- Draft descriptive compositions.
- Include vivid sensory details.
- Share compositions for peer review.
- Revise compositions based on feedback.

What makes a description vivid and effective?

KLB Top Scholar pg. 262
Writing materials
Sample descriptions

Descriptive writing Peer assessment Sensory detail usage Final composition evaluation

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

Reading I

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

Reading assessment Strategy identification Pronunciation check Pacing 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

Sentence identification Grouping exercises Role play assessment Oral discussion

Grammar in Use

Affirmative and Negative Sentences

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

- Construct affirmative and negative sentences.
- Convert affirmative sentences to negative and vice versa.
- Appreciate the importance of using appropriate sentence types.

The learner is guided to:
- Change affirmative sentences to negative.
- Change negative sentences to affirmative.
- Construct original affirmative and negative sentences.
- Hold conversations using both sentence types.
- Write dialogues using both sentence types.

When do we use negative statements?

KLB Top Scholar pg. 274
Charts
Digital devices

Sentence conversion Sentence construction Dialogue writing Conversation assessment

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

Writing

Functional Writing: Notices

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

Parts identification Purpose explanation Format outline Comparison analysis

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