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WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
---|---|---|---|---|---|---|---|---|---|
2 | 1 |
THEME;HUMAN RIGHTS.
Listening and Speaking.
Reading. |
Polite Language; Telephone Etiquette.
Extensive reading; Independent Reading. |
By the end of the
lesson, the learner
should be able to:
lesson, be able to; Identify polite words and phrases in telephone conversations. Conduct a telephone conversation using polite words and expressions. Acknowledge the significance of etiquette in telephone conversations. |
In pairs or groups, learners are guided to;
Listen and identify words and phrases that indicate polite language in a telephone conversation from a digital device Role play a telephone dialogue on human rights using polite language. Practise leaving and taking telephone messages over the phone using polite language in the caller card. |
Why should one be polite when speaking over the telephone?
How do we ensure politeness in a telephone conversation?
|
Skills in English pg 1-3.
Digital devices. Recorded telephone conversations. Skills in English pg 3-6. Dictionaries. Newspapers. Digital texts. Storybooks. |
Role play.
Dialogues.
Oral presentations.
Oral interview.
|
|
2 | 2 |
Grammar in Use.
|
Compound Nouns.
|
By the end of the
lesson, the learner
should be able to:
lesson, be able to; State the meaning of compound noun and give I. Identify compound nouns in a text. Use compound nouns in their singular and plural forms to construct sentences. Appreciate the importance of compound nouns in communication. |
In pairs,groups or individually,learners are guided to;
Listen to an audio recording on human rights,identify and list the compound nouns in the recording. Categorise compound nouns into two word or three word nouns from a given list. Search online or in books for more examples of compound nouns and list them. Construct sentences using compound nouns in their singular and plural forms. |
What is a compound noun?
How do compound nouns form plurals?
Why should we use compound nouns when communicating?
|
Skills in English pg 7-9.
Digital devices. Charts. Flashcards. |
Written texts.
Oral questions.
Peer assessment.
|
|
2 | 3 |
Writing.
Reading. |
Writing legibly and neatly.
Short Stories. |
By the end of the
lesson, the learner
should be able to:
lesson, be able to; Classify letters according to height differentials. Write texts legibly and neatly in their notebooks. Advocate the need for legibility and neatness writing. |
Individually or in pairs,learners are guided to;
Write the letters of the alphabet in capital and small letters. Group the letters according to height. Write dictated sentences legibly and neatly. Copy a provided text and shape the letters appropriately. Write a narrative composition on human rights legibly and neatly. Cancel neatly upon making mistakes /incorrect words. |
Why should one write legibly and neatly?
What are the qualities of a good handwriting?
|
Skills in English pg 13-14.
Chart. With alphabets. Skills in English pg 10-12. Chart. |
Peer assessment.
Dictation.
Standardized writing assessment.
Portifolio.
Self-assessment.
|
|
2 | 4 |
Reading.
|
Short Stories.
|
By the end of the
lesson, the learner
should be able to:
lesson, be able to; Use contextual clues to infer the meanings of words. Answer direct and inferential questions from a short story. Acknowledge the role and importance of short stories to a learner. |
In pairs,groups,individually,learners are guided to;
Infer contextual meanings of words based on the events in the story. Find the meaning of words and phrases as used in the story The diplomat. Discuss the relationships between their own lives and those characters in the text. |
How do you tell the meaning of unfamiliar words in a story?
|
Skills in English pg 12.
Dictionaries. |
Question and answers.
Peer assessment.
|
|
2 | 5 |
THEME;SCIENTIFIC INNOVATION.
Grammar in Use.
|
Collective Nouns.
|
By the end of the
lesson, the learner
should be able to:
lesson, be able to; Define the term collective noun and cite examples. Identify collective nouns from a text. Classify collective nouns according to people,animals or things. Appreciate the importance of collective nouns in communication. |
In pairs,groups,individually,learners are guided to;
List the collective nouns as they listen to an audio text. Identify collective nouns in a print text. Classify collective nouns according to people,animals or things. Search the internet or books for texts that have collective nouns and list them down. Construct sentences using collective nouns identified from the search. |
What are the different types of nouns?
What are collective nouns?
|
Skills in English pg 22-23.
Print texts. Audio-text. Charts. Flashcards. Magazines or newspapers. |
Written texts.
Oral questions.
Matching tasks.
|
|
3 | 1 |
Listening and Speaking.
Grammar in Use. |
Oral Presentation;Songs.
Collective Nouns. |
By the end of the
lesson, the learner
should be able to:
lesson, be able to; Identify the features of songs. Discuss the features of songs. Sing the song in learners book in a tune of choice. Appreciate the special features of songs. |
In pairs,groups,learners are guided to;
Watch recordings of songs from Kenya drama and music festivals. Read individually the song Our beautiful bride On learners book and identify the features of songs. Discuss the features of songs. Search the internet for more information about features of songs. |
Which type of songs do you enjoy listening to?
What are some of the features of songs?
What makes songs interesting?
|
Skills in English pg 16-17
Songs. Skills in English pg 23-24. Word puzzles. |
Oral discussions
Oral presentations.
Checklists.
Written texts.
|
|
3 | 2 |
Listening and Speaking.
|
Oral Presentations; Songs.
|
By the end of the
lesson, the learner
should be able to:
lesson, be able to; Outline the performance technique of songs. Use performance techniques when presenting songs. Write songs on Scientific Innovation. Appreciate the role of songs in the society. |
In groups,pairs,learners are guided to;
Watch recording of songs from kenya drama and music festivals. Discuss the performance techniques that make the presentations appealing. Identify songs of their choice and present it to the rest of the learners using performance techniques. Write songs on scientific innovations. Sing and record the songs on a tablet. |
What makes songs interesting?
How can one improve the presentation of a song?
|
Skills in English pg 17-18
Songs. Tablets. |
Oral presentations.
Oral discussions.
Checklists..
|
|
3 | 3 |
Reading.
|
Intensive Reading.
Simple Poems.
Intensive Reading; Simple Poems. |
By the end of the
lesson, the learner
should be able to:
lesson, be able to; Identify the persona in a given poem. Search the internet or books for more information about the persona. Recite the poem in learners book using gestures,facial expressions and movement. |
In groups,pairs,learners are guided to;
Read the poem Challenges are opportunities. Identify and discuss the voices in the poem. Recite the poem and use facial expressions,gestures. Search from internet or books for more information about persona and share their findings. |
Who is a persona in a poem?
How is a poem different from a passage?
|
Skills in English pg 19-20.
Poems. Digital devices. Skills in English pg 20-21. |
Oral discussions.
Oral presentations.
Checklists.
Written texts.
|
|
3 | 4 |
Writing.
|
Mechanics of Writings;
Punctuation.
|
By the end of the
lesson, the learner
should be able to:
lesson, be able to; Outline the uses of comma,apostrophe and capital letter. Punctuate a given text using commas,apostrophes and capital letters correctly. Use the apostrophe,comma and capital letter appropriately in composition writing. Advocate the use of correct punctuation in writing. |
In pairs,individually,learners are guided to;
List the uses of capital letter,comma and apostrophe. Read a given text and take note of the commas,apostrophe and capital letter used and explain how they are used. Punctuate a passage correctly using commas,apostrophes and capital letters. Write a short composition on scientific innovation and use commas,apostrophe and capital letters appropriately. |
Why should a text be well punctuated?
How does wrong punctuation affect writing?
|
Skills in English pg 29-30.
Digital devices. Charts. |
Peer assessment
Written text.
Checklists.
|
|
3 | 5 |
Reading.
THEME; POLLUTION. Grammar in use. |
Short Story.
Primary Auxiliaries. |
By the end of the
lesson, the learner
should be able to:
lesson, be able to; Identify the time and place of the short story. Highlight the episodes in the short story. Appreciate the differences in culture and setting. |
In groups,pairs,learners are guided to;
Read the short story Our innovation and identify its time and place. Retell the short story in learners book and highlight the main events in the correct order in which they happened. Tease out the geographical setting,the historical period and the culture from which the story is based looking at words and elements used in the story. |
Which places would you like to visit?
Which time in history would you desire to live?
|
Skills in English pg 24-27
Stories. Videos. Digital devices. Skills in English pg 37-39. Chart. Magazine and newspaper. |
Oral discussions.
Checklists.
Question and answer.
Reading aloud.
|
|
4 | 1 |
Listening and Speaking.
|
Listening Comprehension.
|
By the end of the
lesson, the learner
should be able to:
lesson, be able to; Identify the main idea from a cause and effect text. Pinpoint specific information from a cause and effect text. Infer meanings of unfamiliar words using context clues. Acknowledge the importance of listening for detail. |
Individually,in pairs ,learners are guided to;
Listen to a cause and effect text on pollution being read by teacher . Pick out the main idea from the cause and effect text. Respond to oral questions based on the text correctly. Make a list of unfamiliar words and give meaning of words using context clues. Construct correct sentences using the given words. |
Why is it important to listen keenly?
What should one look for when listening to a text?
|
Skills in English pg 32-33.
Dictionaries. Audio text. |
Checklists.oral questions.
Peer assessment.
|
|
4 | 2 |
Reading.
|
Intensive reading.
|
By the end of the
lesson, the learner
should be able to:
lesson, be able to; Read the passage in learners book. Answer questions based on the given text correctly Acknowledge the importance of good reading skills in life. |
Individually,in groups,pairs,learners are guided to;
Predict events by focusing on the title and illustrations in the text. Silently read the passage to internalize the information. Read the passage aloud in turns and answer the questions. Retell the events in the story in the order they occurred. |
Which skills should one use in order to read effectively?
|
Skills in English pg 33-36.
|
Reading loudly.
Answering questions.
Self & peer assessment.
|
|
4 | 3 |
Reading.
Writing. |
Intensive reading.
Paragraphing; Sequencing of Ideas. |
By the end of the
lesson, the learner
should be able to:
lesson, be able to; Infer meanings of words in the given text correctly. Construct sentences about pollution using the words used in the passage. |
In pairs,individually,learners are guided to;
Infer the meaning of given words using synonyms and contexts. Form sentences about pollution using the words given in the table. |
How can one improve the way they read?
|
Skills in English pg 36.
Dictionary. Skills in English pg 43-44. Charts. Digital devices. Dictionaries. Flashcards. |
Matching tasks.
Oral discussions.
Peer assessment.
|
|
4 | 4 |
Writing.
|
Paragraphing;
Sequencing of Ideas.
|
By the end of the
lesson, the learner
should be able to:
lesson, be able to; Use conjunctions to sequence and connect ideas correctly in a paragraph. Rearrange jumbled sentences to form a cohensive paragraph using conjuctions. |
In pairs,individually,learners are guided to;
Combine sentences to form paragraphs using the appropriate conjuctions. Rearrange jumbled sentences to a make a paragraph using the conjunctions given. Use different conjuctions in writing a composition on pollution to show a sequence of ideas. |
Why is it important to use conjuctions in writing?
|
Skills in English pg 44-45.
|
Self-assessment.
Written texts.
Checklists.
Questions and answers.
|
|
4 | 5 |
Reading.
THEME;CONSUMER ROLES AND RESPONSIBILITIES. Listening and Speaking. |
Poetry.
Selective Listening. |
By the end of the
lesson, the learner
should be able to:
lesson, be able to; Identify the aspects of structure in a given poem. Discuss the message and main ideas in a given poem. Acknowledge the role of poems in communicating ideas. |
In groups,pairs,learners are guided to;
Brainstorm on the structure of poems;poet,number of stanzas and lines. Read a given poem and identify its structure. Explain the words ,phrases and sentences in the poem that help to decipher the surface and deeper meaning. Compose a poem on pollutionand display it a portifolio,chart /class noticeboard. |
How is a poem different from a passage?
What messages do poems convey?
|
Skills in English pg 40-43.
Poems. Charts. Skills in English pg 47-48. Audio texts. |
Learners portifolio.
Reading aloud.
Question and answers.
Peer assessment
Checklists.
|
|
5 | 1 |
Reading.
|
Intensive Reading.
|
By the end of the
lesson, the learner
should be able to:
lesson, be able to; Identify reading strategies for use on given texts. Select main ideas and details from written texts. Acknowledge reading for main ideas and details as a comprehension skill. |
In groups,pairs,individually,learners are guided to;
Read and discuss the selected reading strategies. Read and underline the main ideas and details in texts on consumer roles and responsibilities. Fill in substitution tables with specific details from texts. Complete a mind map with focus on main idea and details. |
Why should one read for main ideas?
How can you improve your reading?
|
Skills in English pg 49-52.
Mind maps. Digital devices. |
Reading aloud.
Question and answers.
Learners summary .
Peer assessment.
|
|
5 | 2 |
Grammar in Use.
|
Verbs and Tenses.
|
By the end of the
lesson, the learner
should be able to:
lesson, be able to; Identify verbs in the simple present and simple past tense in a text. Explain how the simple present and simple past tenses of verbs are formed. Advocate appropriate use of tenses in communication. |
In groups,pairs,individually,learners are guided to;
Explain what are simple present and simple past tense and give relevant examples. Underline verbs in simple present and simple past tense in a text on consumer rights and responsibilities. Reflect on the formation of simple present and simple past tense form of verbs. Search from internet or books for texts about consumer roles and responsibilities and identify verbs in simple present and past tense forms. |
Why is correct use of tenses important?
|
Skills in English pg 52-53.
Digital devices. Newspaper. Skills in English pg 54-55 Charts. |
Checklists.
Written tests.
Oral questions.
Peer assessment.
|
|
5 | 3 |
Reading.
|
Short Story.
|
By the end of the
lesson, the learner
should be able to:
lesson, be able to; Identify the characters in a short story. Use contextual clues to infer character traits of characters in a short story. Acknowledge the role of characters in a short story. |
In groups,pair,individually,learners are guided to;
Read the short story Buyer,beware and retell what they have read. Describe the character traits of the characters in the short story using different adjectives. Compare and contrast the traits of the characters in the short story. Role play the different characters in the short story. Make connections between their own lives those of characters in short story. |
What should one look for when reading a story?
What qualities do you admire in people?
|
Skills in English pg 55-58.
Short stories. Dictionaries. |
Oral questions.
Oral discussions.
Role play.
Simulations.
Reading aloud.
Checklists.
|
|
5 | 4 |
Writing.
|
Paragraphing ;Connectors of sequence.
Paragraphing ;connectors of sequence. |
By the end of the
lesson, the learner
should be able to:
lesson, be able to; State the meaning of connectors of sequence. Identify connectors of sequence from a given text. Search from the internet or in books other connectors of sequence and list them. |
In groups,pairs,individually,learners are guided to;
Read a given text on consumer rights and responsibilities and identify the connectors of sequence used. Search online and offline and list other connectors of sequence. Construct sentences using the listed connectors of sequence. |
Which words are used to connect ideas in a paragraph?
How can a good paragraph be developed?
|
Skills in English pg 59.
Digital devices. Magazine. Newspaper. Skills in English pg 60. |
Peer assessment
Checklists.
Writing assessment.
Self assessment.
|
|
5 | 5 |
THEME;RELATIONSHIPS;PEERS.
Listening and Speaking.
|
Pronunciation.
|
By the end of the
lesson, the learner
should be able to:
lesson, be able to; Identify words with souds /o/ and /th/ in a given text. Pronounce words that have the target sounds correctly. Acknowledge the role of correct pronunciation in communication. |
In pairs,individually,learners are guided to;
To interact with an audio recording featuring the sounds /o/ and /th/ List the words that contain the mentioned sounds from print or digital texts. Pronounce the identified words. Play word games involving the target sounds |
How can one improve ones pronounciation?
|
Skills in English pg 62-63
Word games. Digital devices. Audio recording. |
Peer assessment.
Self assessment.
Oral presentations.
|
|
6 | 1 |
Listening and Speaking.
|
Pronounciation.
|
By the end of the
lesson, the learner
should be able to:
lesson, be able to; Search online or offline for the meaning of emphatic stress. Apply emphatic stress correctly in varied contexts. |
In pairs,groups,individually,learners are guided to;
Search the meaning of emphatic stress from internet or books. Listen to a series of sentences and identify the stressed words. Recite the poem in learners book and emphasize on the underlined words. Read sentences and stress given words appropriately. |
Why are some words in a sentence pronounced with greater force than others?
|
Skills in English pg 64-65.
Poems. |
Peer assessment.
Self assessment.
Oral presentation.
Checklists.
|
|
6 | 2 |
Grammar in Use.
|
Adjectives.
|
By the end of the
lesson, the learner
should be able to:
lesson, be able to; Define the term adjectives,gradable and non-gradable adjectives. Identify gradable and non-gradable adjectives from a text. Group the adjectives as either gradable or non-gradable adjectives. |
In pairs,individually,learners are guided to;
Explain the meaning of adjectives,gradable and non-gradable adjectives. Search for gradable and non-gradable adjectives from digital and print texts. Identify gradable and non-gradable adjectives from the texts. Classify the adjectives as either gradable or non-gradable adjectives. Recite a poem featuring gradable and non-gradable adjectives. |
Which words describe nouns?
When is it necessary to describe a noun?
|
Skills in English pg 69-70.
Digital devices. Print texts. Skills in English pg 70-71. Crossword puzzle. |
Checklists
Written tests.
Peer assessment.
Oral questions.
|
|
6 | 3 |
Reading.
|
Study Skills;
Reference materials.
|
By the end of the
lesson, the learner
should be able to:
lesson, be able to; Define the term reference materials. List the common reference materials used in learning. Select relevant reference materials for varied tasks. Acknowledge the role of reference materials in lifelong learning. |
In pairs,individually,groups,learners are guided to;
Brainstorm on the meaning of reference materials. Mention some of the common reference materials used in learning. Use appropriate reference materials to carry out various tasks. |
What is the importance of reference materials?
|
Skills in English pg 66-68.
Dictionaries. |
Oral discussion.
Peer assessment.
|
|
6 | 4 |
Reading.
Writing. |
Study Skills; Reference materials.
Functional Writing; Apology Letters. |
By the end of the
lesson, the learner
should be able to:
lesson, be able to; Use reference materials to obtain information on varied subjects. |
In pairs,groups,learners are guided to;
Look for the synonyms of various words from a thesaurus. Construct sentences using the given words. Give antonyms of the words given. Create crossword puzzles using the antonyms and synonyms learnt. Use an encyclopedia to search for information on various topics. |
How can one use reference materials appropriately?
|
Skills in English pg 68.
Thesaurus. Digital devices. Reference materials. Skills in English pg75-76. Samples of letters of apology. |
Peer assessment.
Checklists.
|
|
6 | 5 |
Reading.
|
Intensive reading ; Short story.
|
By the end of the
lesson, the learner
should be able to:
lesson, be able to; Read the short story A memorableadventure aloud . Identity repetition and use of dialogue in the short story. Discuss the message in the dialogues in a short story. Acknowledge the role of dialogue and repetition in fiction writing. |
In groups,pairs,individually,learners are guided to;
Read the short story in learners book. Retell the events in the story a memorable adventure in turns. Identify and write the repeated words and phrases as well as the use of dialogue in the short story. Discuss the message in the dialogue in the short story and share their views in class. Role play any incidence of dialogue in the short story. |
What is repetition and dialogue?
What stylistic devices are found in short stories?
What type of stories are interesting to read?
|
Skills in English pg 71-73.
Story books. |
Role play.
Reading aloud.
Checklists
Peer assessment.
Written test.
Simulations.
|
|
7 | 1 |
Reading.
THEME; REHABILITATION. Listening and Speaking. |
Intensive reading;Short story.
Conversational skills; Disagreeing politely. |
By the end of the
lesson, the learner
should be able to:
lesson, be able to; Explain the importance of repetition and dialogue in a short story. Describe how dialogues bring out the traits of the different speakers. |
In pairs,groups,individually,learners are guided to;
Search online and offline for the importance of repetition and dialogue in a short story and make notes. Explain their findings to their peers. Illustrate how dialogues in short stories bring out the traits of the different speakers. Write a short paragraph on the theme of peers and use repetition and dialogue appropriately. |
What is the importance of repetition and dialogue in a fiction writing?
How does dialogues bring out the character traits of speakers?
|
Skills in English pg 73-74.
Digital devices. Storybooks. Skills in English pg 78-80. Short videos. Pictures. |
Peer assessment.
Checklists.
Writing assessment.
Oral questions.
|
|
7 | 2 |
Grammar in use.
|
Word classes;
Adverbs.
|
By the end of the
lesson, the learner
should be able to:
lesson, be able to; State the meaning of adverbs.adverbs of frequency and degree. Identify adverbs of frequency and degree correctly from a text. Use adverbs of frequency and degree correctly in sentences. Appreciate the importance of using adverbs correctly in communication. |
In pairs,groups,individually,learners are guided to;
Explain the meaning of adverbs,adverbs of degree and frequency . Identify the adverbs of frequency and degree from a text. Watch a video and pick out the adverbs of degree and frequency. Construct sentences using adverbs of degree and frequency. Fill in crossword puzzle using adverbs of degree and frequency. Search online for more examples of adverbs of degree and frequency. |
Why should one use adverbs correctly?
Which words would one use to describe how often an action is done?
|
Skills in English pg 84-86.
Crossword puzzle. Digital devices. Charts. Video clips. |
Puzzles.
Written tests.
Checklists.
Assessment rubrics.
Substitution tables.
Gap-filling.
|
|
7 | 3 |
Writing.
|
Mechanics of Writing.
|
By the end of the
lesson, the learner
should be able to:
lesson, be able to; Spell commonly misspelt words correctly. Use prefixes and suffixes correctly in writing. Acknowledge the importance of correct spellings in writing. |
In pairs,individually,learners are guided to;
Read passages given and pick out the misspelt words. Make a list of words with prefixes and suffixes used in a passage. Use dictionary to find out if the spellings of the words you have listed are correct. Construct sentences using the listed words. |
Why should we spell words correctly?
How are words formed?
|
Skills in English pg 90-92.
Dictionaries. Flashcards. |
Peer assessment.
Writing assessment.
Checklists.
Assessment rubrics.
|
|
7 | 4 |
Writing.
Reading. |
Mechanics of Writing.
Reading Fluency;Poem. |
By the end of the
lesson, the learner
should be able to:
lesson, be able to; Write words with silent vowels (-ie and |
In pairs,groups,individually ,learners are guided to;
Pick out words with silent vowels from a list. Search for more examples of words with prefixes,suffixes and silent vowels from newspapers and magazines. Construct sentences using words with silent vowels. Select the correct form of prefixes or suffix for given words from a table. Write short composition based on the theme using words with prefixes,suffixes and silent vowels. |
Which suffixed or prefixed words do you find challenging to spell?
|
Skills in English pg 92-94.
Charts. Flashcards. Dictionaries. Skills in English pg 80-81. |
Peer assessment.
Writing assessment.
Dictation.
Self-assessment.
Written tests.
Assessment rubric.
Checklists.
|
|
7 | 5 |
Reading.
|
Reading Fluency;Poem.
|
By the end of the
lesson, the learner
should be able to:
lesson, be able to; Apply fluency strategies when reading a text. |
In pairs,groups,individually,learners are guided to;
Recite the poem in learners book and answer the questions. Look for poems or passages on rehabilitation online or books. Practise reading the texts selected accurately,with expression and at the right speed and record teir results. |
Why should we read at the right speed?
|
Skills in English pg 82-83
Watches. Tables. Print texts. Poems. |
Peer assessment.
Checklists
Reading aloud.
Assessment rubric.
|
|
8 | 1 |
Listening and Speaking.
Grammar in Use. |
Listening for Detail.
Word Classes; Pronouns. |
By the end of the
lesson, the learner
should be able to:
lesson, be able to; Identify the main ideas in a listening text. Respond appropriately to questions based on the listening text. Acknowledge the importance of listening for detail in life. |
Individually,in pairs,groups,learners are guided to:
Listen to a recorded text on wildlife and answer questions from the text. Discuss the main ideas in the text. Listen to a passage read by teacher or peers and outline the main ideas from the text individually. Discuss answers based on a given text. |
Why should you listen attentively?
What information do we pick out from a listening text?
|
Skills in English pg 95.
Recorded texts. Skills in English pg101-103. Audio texts. Charts. Print texts. Digital devices. |
Peer assessment.
Assessment rubric.
Self-assessment.
Standardized listening assessments.
Oral discussion.
|
|
8 | 2 |
Reading,
|
Intensive readin; Short Story.
|
By the end of the
lesson, the learner
should be able to:
lesson, be able to; Identify the main ideas in the short story. Summarise the key events in the short story. Relate the main ideas in the short story to real life situations. Appreciate the relevance of the short story in addressing real life issues. |
Individually,in pairs,groups,learners are guided to;
Read a prescribed section of the short story I think it is time. Discuss the storyline of the short story. Summarise the key events in the short story in a talking tree. Role play a section of the short story. |
Why do we read short stories?
|
Skills in English pg 87-89.
Short stories. Talking tress. |
Oral discussion.
Peer assessment.
Checklists.
Assessment rubrics.
Learner summaries of what they read.
Reading aloud.
|
|
8 | 3 |
Writing.
Reading. |
Composition writing.
Intensive Reading; Visuals. |
By the end of the
lesson, the learner
should be able to:
lesson, be able to; Identify the steps in the writing process. Write a dialogue on a given topic. Appreciate the importance of the writing process in enhancing clear communication. |
In groups,induividually or in pairs,learners are guided to;
Discuss the steps in the writing process. Brainstorm with peers about the topic given. Search for ideas and information to include in the dialogue. Write a rough draft of the dialogue on topic based on an issue such as wildlife. Revise the dialogue and correct and adjust where necessary. |
Why is it important to plan before writing?
How would you ensure that you make your composition clear and interesting?
|
Skills in English pg 108-109.
Samples of dialogues. Digital devices. Course books. Skills in English pg 96-98. Pictures. Graphs. Videos. |
Peers assessment.
Writing assessment.
Checklists
Assessment rubric.
|
|
8 | 4 |
Reading.
|
Intensive Reading;Visuals.
|
By the end of the
lesson, the learner
should be able to:
lesson, be able to; Appreciate the role of visuals simplifying representation. |
In pairs,groups,individually,learners are guided to:
Write a summary of what has been viewed in the visuals which may depict human wildlife conflict. Present a piece of written information in form of a visual. |
How can one interpret a visual correctly?
|
Skills in English pg 99-100.
Word puzzle. Pictures. Charts. |
Drawing.
Peer assessment.
Assessment rubrics.
Checklists.
|
|
8 | 5 |
Reading.
|
Short story.
|
By the end of the
lesson, the learner
should be able to:
lesson, be able to; Identify the characters in a given short story. Explain the relationship between the characters in the short story. Appreciate the role the characters in short story depicting real life experience. |
In pairs,groups,individually,learners are guided to:
Read the short story Touring the wild and pick out the characters. Discuss the things done by the characters in the short story. Distinguish between main and minor characters. Use relationship trees diagrams,character map to show how the characters relate to each other. Display the tree diagram via a manilla paper. |
How do characters make the story to come alive?
How does one identify qualities of characters in a short story.?
|
Skills in English pg 104-107.
Tree diagrams. Manilla papers. Charts. Short stories. |
Reading aloud.
Assessment rubric.
Checklist.
Oral discussion
Peer assessment.
Learners summaries.
|
|
9 | 1 |
Rehabilitation.
|
Listening and Speaking; Disagreeing politely
|
By the end of the
lesson, the learner
should be able to:
Explain the meaning of rehabilitation. Identify ways to disagree politely while having a conversation. Use polite language. |
In pairs, learners are guided to explain the meaning of rehabilitation.
In pairs, learners are guided to make a list of the polite expressions on a manilla paper, flashcards or sticky notes. In pairs, learners are guided to identify ways to disagree politely while having a conversation. |
What is rehabilitation?
What can we do to avoid interrupting other people?
|
Moran; Skills in English Learner's Book Grade 8 pg. 78-79
Dictionaries Charts Realia Journals Internet Computing devices Moran; Skills in English Learner's Book Grade 8 pg. 79-80 |
Oral questions Oral Report Observation
|
|
9 | 2 |
Rehabilitation.
|
Reading Poem
|
By the end of the
lesson, the learner
should be able to:
Identify ways of reading fast. Read the text, |
In pairs or individually, learners are guided to identify ways of reading fast.
In pairs or individually, learners are guided to read the text, |
Why should we read at the right speed?
|
Moran; Skills in English Learner's Book Grade 8 pg. 80-82
Dictionaries Charts Realia Journals Internet Computing devices |
Oral questions Oral Report Observation
|
|
9 | 3 |
Rehabilitation.
|
Reading Poem
Grammar in Use; Work Classes: Adverbs |
By the end of the
lesson, the learner
should be able to:
Read the poem in leaner's book. Answer factual and inferential questions from the poem. Act out the poem. Participate in a reading competition. |
In groups, learners are guided to read the poem in leaner's book
In groups, learners are guided to answer factual and inferential questions from the poem. In groups, learners are guided to act out the poem. |
What do you like reading on your own?
|
Moran; Skills in English Learner's Book Grade 8 pg. 82-84
Dictionaries Charts Realia Journals Internet Computing devices Moran; Skills in English Learner's Book Grade 8 pg. 84-85 |
Oral questions Oral Report Observation
|
|
9 | 4 |
Rehabilitation.
|
Grammar in Use; Work Classes: Adverbs
|
By the end of the
lesson, the learner
should be able to:
Identify types of adverbs. Construct sentences using adverbs of frequency and degree. Appreciate the use of adverbs sentences. |
Learners are guided to identify types of adverbs
Learners to construct sentences using adverbs of frequency and degree. |
What are possible positive results of rehabilitation?
|
Moran; Skills in English Learner's Book Grade 8 pg. 85-86
Dictionaries Charts Realia Journals Internet Computing devices |
Oral questions Oral Report Observation
|
|
9 | 5 |
Rehabilitation.
|
Reading: Short story
|
By the end of the
lesson, the learner
should be able to:
Read the story. Explain the meaning of the new words. Advocate the use of correct pronunciation. |
In groups or in pairs, learners are guided to read the story on page 87.
|
Why do we read short stories?
|
Moran; Skills in English Learner's Book Grade 8 pg. 87-89
Dictionaries Charts Realia Journals Internet Computing devices Moran; Skills in English Learner's Book Grade 8 pg. 89-90 |
Oral questions Oral Report Observation
|
|
10 | 1 |
Rehabilitation.
|
Writing
|
By the end of the
lesson, the learner
should be able to:
State the importance of spelling words correctly. Read the passage and identify the words that are commonly misspelt. Construct sentences using vocabulary learnt about drug and substance abuse. Appreciate the importance of spelling words correctly. |
In groups, learners are guided to state the importance of spelling words correctly
In pairs, learners are guided to read the passage and identify the words that are commonly misspelt In pairs, learners are guided to construct sentences using vocabulary learnt about drug and substance abuse. |
Why is it important to spell words correctly?
Which words do you find difficult to spell and why?
|
Moran; Skills in English Learner's Book Grade 8 pg. 90-92
Dictionaries Charts Realia Journals Internet Computing devices |
Oral questions Oral Report Observation
|
|
10 | 2 |
Rehabilitation.
Natural Resources |
Writing
Listening and Speaking; Listening for Details |
By the end of the
lesson, the learner
should be able to:
Explain the meaning of prefix and suffix. Read the passage on page 92, |
In pairs or individually, learners are guided to explain the meaning of prefix and suffix.
In pairs or individually, learners are guided to read the passage on page 92, |
What are prefixes?
How can you improve your spellings?
|
Moran; Skills in English Learner's Book Grade 8 pg. 92-94
Dictionaries Charts Realia Journals Internet Computing devices Moran; Skills in English Learner's Book Grade 8 pg. 95 |
Oral questions Oral Report Observation
|
|
10 | 3 |
Natural Resources
|
Reading I; Intensive Reading: Visuals
|
By the end of the
lesson, the learner
should be able to:
Describe any signposts or posters in their school or community. Study the pictures in learner's book 8 page 96 and answer the questions that follows. Draw the pictures in learner's book 8 page 96. Appreciate the signposts and posters in their school and community. |
In pairs, learners are guided to describe any signposts or posters in their school or community.
In pairs, learners are guided to study the pictures in learner's book 8 page 96 and answer the questions that follows. In pairs, learners are guided to draw the pictures in learner's book 8 page 96. |
What information did you get from the pictures?
|
Moran; Skills in English Learner's Book Grade 8 pg. 95-96
Dictionaries Charts Realia Journals Internet Computing devices |
Oral questions Oral Report Observation
|
|
10 | 4 |
Natural Resources
|
Reading I; Intensive Reading: Visuals
|
By the end of the
lesson, the learner
should be able to:
Define visuals. Identify different types of visuals. Draw different types visuals. Appreciate the use of visuals. |
Learners are guided to define visuals.
Learners to identify different types of visuals. Learners to draw different types visuals |
Why is it important to interpret pictures and photographs correctly?
|
Moran; Skills in English Learner's Book Grade 8 pg. 96-98
Dictionaries Journals Internet Computing devices |
Oral questions Oral Report Observation
|
|
10 | 5 |
Natural Resources
|
Reading I; Intensive Reading: Visuals
Grammar; Word Classes: Personal and Possessive pronouns |
By the end of the
lesson, the learner
should be able to:
Identify national or community needs that they can communicate about using visuals. Discuss the role of visuals in making information easier to understand. Create some of the visuals. Appreciate the importance of visuals. |
In groups, learners to identify national or community needs that they can communicate about using visuals.
In groups, learners are guided to discuss the role of visuals in making information easier to understand. In groups, learners are guided to create some of the visuals. |
What are the advantages of pictures and photographs over other forms of communication?
|
Moran; Skills in English Learner's Book Grade 8 pg. 98-100
Dictionaries Charts Realia Journals Internet Computing devices Moran; Skills in English Learner's Book Grade 8 pg. 101-102 |
Oral questions Oral Report Observation
|
|
11 | 1 |
Natural Resources
|
Grammar; Word Classes: Personal and Possessive pronouns
|
By the end of the
lesson, the learner
should be able to:
Define indefinite and reflexive pronouns Construct sentences using indefinite and reflexive pronouns Appreciate the use of pronouns in sentences. |
Learners to define personal and possessive pronouns.
Learners are guided to search an article online or from a newspaper story. Read a paragraph and list the different types of pronouns used. In pairs or individually, learners are guided to construct sentences using indefinite and reflexive pronouns. |
Which types of pronouns are commonly used?
|
Moran; Skills in English Learner's Book Grade 8 pg. 103-104
Dictionaries Charts Realia Journals Internet Computing devices |
Oral questions Oral Report Observation
|
|
11 | 2 |
Natural Resources
|
Reading; Characters
Reading; Characters |
By the end of the
lesson, the learner
should be able to:
Read the story, |
Learners are guided to read the story,
|
Who is your favourite character in the story?
|
Moran; Skills in English Learner's Book Grade 8 pg. 104-106
Dictionaries Charts Realia Journals Internet Computing devices Moran; Skills in English Learner's Book Grade 8 pg. 106-107 |
Oral questions Oral Report Observation
|
|
11 | 3 |
Natural Resources
|
Writing; Composition Writing
|
By the end of the
lesson, the learner
should be able to:
Explain the meaning of dialogue. Identify the features of a dialogue. Role- play the dialogue in learner's book 8 page 108 Appreciate the importance of dialogue. |
In groups or in pairs, learners are guided to explain the meaning of dialogue.
In groups or in pairs, learners are guided to identify the features of a dialogue. In groups or in pairs, learners are guided to role- play the dialogue in learner's book 8 page 108 |
Why should we plan before writing?
|
Moran; Skills in English Learner's Book Grade 8 pg. 107-108
Dictionaries Charts Realia Journals Internet Computing devices |
Oral questions Oral Report Observation
|
|
11 | 4 |
Natural Resources
Tourism: Domestic |
Writing; Composition Writing
Listening and Speaking; Oral narratives |
By the end of the
lesson, the learner
should be able to:
Discuss how to improve dialogues. Discuss the importance pf the writing process in enhancing clear communication. Writing a narrative composition following the writing process. Appreciate the importance of writing neatly and legibly. |
In groups or in pairs, learners are guided to discuss how to improve dialogues.
In groups or in pairs, learners are guided to discuss the importance of the writing process in enhancing clear communication. In groups or in pairs, learners are guided to writing a narrative composition following the writing process. |
How do we make our composition interesting?
|
Moran; Skills in English Learner's Book Grade 8 pg. 109-110
Dictionaries Charts Realia Journals Internet Computing devices Moran; Skills in English Learner's Book Grade 8 pg. 111 |
Oral questions Oral Report Observation
|
|
11 | 5 |
Tourism: Domestic
|
Listening and Speaking; Oral narratives
|
By the end of the
lesson, the learner
should be able to:
Identify what makes the performance of an explanatory narrative more enjoyable. Watch videos of people telling oral narrative. Make notes on how the story is made interesting. Appreciate ways of making an oral narrative more interesting. |
Learners are guided to identify what makes the performance of an oral narrative more enjoyable.
Learners to watch videos of people telling oral narrative. Make notes on how the story is made interesting |
What are the features of oral narratives?
|
Moran; Skills in English Learner's Book Grade 8 pg. 111
Dictionaries Charts Realia Journals Internet Computing devices |
Oral questions Oral Report Observation
|
|
12 | 1 |
Tourism: Domestic
|
Listening and Speaking; Oral narratives
|
By the end of the
lesson, the learner
should be able to:
Choose one narrative and discuss the features they will include in their performance of it. Perform the oral narratives. Have fun and enjoy performing the oral narrative. |
In groups, learners to choose narrative and discuss the features they will include in their performance of it.
In groups, learners are guided to perform the oral narratives |
What can you do to make the performance of an oral narrative more enjoyable?
|
Moran; Skills in English Learner's Book Grade 8 pg. 112
Dictionaries Charts Realia Journals Internet Computing devices |
Oral questions Oral Report Observation
|
|
12 | 2 |
Tourism: Domestic
|
Reading; Poem
|
By the end of the
lesson, the learner
should be able to:
Discuss how to find the meaning of unfamiliar words used in a poem. Read the poem, |
In groups, learners are guided to discuss how to find the meaning of unfamiliar words used in a poem.
In groups, learners are guided to read the poem, |
Why do you think some lines are repeated several times?
|
Moran; Skills in English Learner's Book Grade 8 pg. 113-114
Dictionaries Charts Realia Journals Internet Computing devices Moran; Skills in English Learner's Book Grade 8 pg. 114-116 |
Oral questions Oral Report Observation
|
|
12 | 3 |
Tourism: Domestic
|
Grammar; Word Classes: Simple Prepositions
|
By the end of the
lesson, the learner
should be able to:
Define prepositions. Study the pictures in learner's book 8 page 116. Recognize words that provide information about time, position and place. Appreciate the use of prepositions. |
Learners to define prepositions.
In pairs, learners to Study the pictures in learner's book 8 page 116. In pairs, learners to recognize words that provide information about time, position and place. |
Which words can you use to show where somebody or something is?
What are prepositions?
|
Moran; Skills in English Learner's Book Grade 8 pg. 116-117
Dictionaries Charts Realia Journals Internet Computing devices |
Oral questions Oral Report Observation
|
|
12 | 4 |
Tourism: Domestic
|
Reading II; Intensive Reading: Poetry
Writing: Assessment of writing |
By the end of the
lesson, the learner
should be able to:
Read the poem, |
Learners are guided to read the poem,
|
Which events is taking place in the poem?
What is an inanimate character?
|
Moran; Skills in English Learner's Book Grade 8 pg. 118-120
Dictionaries Charts Realia Journals Internet Computing devices Moran; Skills in English Learner's Book Grade 8 pg. 121 |
Oral questions Oral Report Observation
|
|
12 | 5 |
Tourism: Domestic
|
Writing: Composition Writing: Self-Assessment
|
By the end of the
lesson, the learner
should be able to:
Read the passage, |
Learners are guided to read the passage,
|
What is the importance of self-assessment?
|
Moran; Skills in English Learner's Book Grade 8 pg. 121-123
Dictionaries Charts Realia Journals Internet Computing devices |
Oral questions Oral Report Observation
|
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