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| WK | LSN | STRAND | SUB-STRAND | SPECIFIC_LEARNING_OUTCOMES | LEARNING_EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 |
Leadership
|
Listening and Speaking; Listening Comprehension
Listening and Speaking; Listening Comprehension |
By the end of the lesson, the learner should be able to:
Explain the meaning of specific and general. Listen to a recording of two passages from a digital device. Discuss whether the information in each is specific or general. Appreciate the importance of listening attentively. Listen to a recording about the dialogue in learner |
Learners to explain the meaning of specific and general.
In groups, learners to listen to a recording of two passages from a digital device and discuss whether the information in each is specific or general In groups, learners to listen to a recording about the dialogue in learner |
Who is leader?
Who is a good leader?
|
KLB; Top Scholar: English Learner
|
Oral questions Oral Report Observation
|
|
| 1 | 2 |
Leadership
|
Listening and Speaking; Listening Comprehension
Reading I Intensive Reading |
By the end of the lesson, the learner should be able to:
Listen to a recording of the passage about Nelson Mandela Identify ways to read a book or a passage. Read the passage, |
In groups, learners to listen to a recording of the passage about Nelson Mandela
In pairs, learners to identify ways to read a book or a passage. In pairs, learners to read the passage, |
How did Mandela help South Africa to get freedom?
|
KLB; Top Scholar: English Learner
|
Oral questions Oral Report Observation
|
|
| 1 | 3 |
Leadership
|
Reading I
Intensive Reading
Reading I Intensive Reading |
By the end of the lesson, the learner should be able to:
Study the mind map and answer the questions that follow. Match the main ideas with their respective supporting details. Appreciate the use of a mind map. Read the passage, |
In pairs, learners to study the mind map and answer the questions that follow.
In pairs, learners to match the main ideas with their respective supporting details. Learners to read the passage, |
Which is the main idea according to this mind map?
Which are the supporting details according to the mind map?
|
KLB; Top Scholar: English Learner
|
Oral questions Oral Report Observation
|
|
| 1 | 4 |
Leadership
|
Grammar
Word Classes: Verbs and Tense
Grammar Word Classes: Verbs and Tense |
By the end of the lesson, the learner should be able to:
Read the passage in learner Construct sentences that describe a leader and what he or she does. Complete each sentences with the correct form of the verb in brackets. Use present and past tense in their day to day life. |
In pairs, learners to read the passage in learner
Individually, learners to think about their favourite leader. Use the present tense to construct sentences that describe that leader and what he or she does. Learners to complete each sentences with the correct form of the verb in brackets. |
What is common about the way some present tense verbs end?
|
KLB; Top Scholar: English Learner
|
Oral questions Oral Report Observation
|
|
| 1 | 5 |
Leadership
|
Reading II
Intensive Reading: Class Readers
Writing; Paragraphing: Using Example and Incidents |
By the end of the lesson, the learner should be able to:
Read the passage, Talk about a good leader from their community. Identify specific qualities that make the leader good. Appreciate different leadership qualities. |
Learners to read the passage,
In groups, learners are guided to talk about a good leader from their community. In groups, learners are guided to identify specific qualities that make the leader good |
How did you know the main characters in the stories or novels were?
|
KLB; Top Scholar: English Learner
|
Oral questions Oral Report Observation
|
|
| 2 | 1 |
Leadership
Family |
Writing; Paragraphing: Using Example and Incidents
Listening and Speaking; Pronunciation: Sounds and Stress |
By the end of the lesson, the learner should be able to:
Study the mind map in learner Read the passage, |
In groups, learners are guided to study the mind map in learner
In pairs, learners to read the passage, |
What is the main idea?
What examples are given to illustrate the main idea?
|
KLB; Top Scholar: English Learner
|
Oral questions Oral Report Observation
|
|
| 2 | 2 |
Family
|
Listening and Speaking; Pronunciation: Sounds and Stress
Listening and Speaking; Pronunciation: Sounds and Stress |
By the end of the lesson, the learner should be able to:
Read the poem, Identify words with the same sound as /oat/ such as, coat, goat Read the passage in learner |
In pairs, learners are guided to read the poem,
In pairs, learners to identify words with the same sound as /oat/ such as, coat, goat In groups, learners to read the passage in learner |
What is the difference in pronunciation between the two words in each pair?
|
KLB; Top Scholar: English Learner
|
Oral questions Oral Report Observation
|
|
| 2 | 3 |
Family
|
Reading I
Study Skills: Synonyms and Antonyms
Reading I Study Skills: Synonyms and Antonyms |
By the end of the lesson, the learner should be able to:
Define synonyms and antonyms. Read the dialogue in learner Study the page in learner |
In pairs, learners to define synonyms and antonyms.
In pairs, learners to read the dialogue in learner In pairs, learners are guided to study the page in learner |
What are synonyms?
What are antonyms?
|
KLB; Top Scholar: English Learner
|
Oral questions Oral Report Observation
|
|
| 2 | 4 |
Family
|
Reading I
Study Skills: Synonyms and Antonyms
Grammar; Comparatives and Superlative Adjectives |
By the end of the lesson, the learner should be able to:
Identify the synonyms and antonyms used in the passage in learner Define comparative and superlative adjectives. Read the two paragraphs in learner |
Individually or in pairs, learners to identify the synonyms and antonyms used in the passage in learner
Learners to define comparative and superlative adjectives. In pairs, learners to read the two paragraphs in learner |
What have you learnt about antonyms?
|
KLB; Top Scholar: English Learner
|
Oral questions Oral Report Observation
|
|
| 2 | 5 |
Family
|
Grammar; Comparatives and Superlative Adjectives
Reading II Intensive Reading: Oral Narratives: Legends |
By the end of the lesson, the learner should be able to:
Read the passage in learner Talk about people they know who are admired for their courage and outstanding achievement. Read the conversation in learner |
In pairs, learners to read the passage in learner
In pairs, learners to talk about people they know who are admired for their courage and outstanding achievement. In pairs, learners to read the conversation in learner |
Which words are used to compare the two dogs in the story?
|
KLB; Top Scholar: English Learner
|
Oral questions Oral Report Observation
|
|
| 3 | 1 |
Family
|
Reading II
Intensive Reading: Oral Narratives: Legends
Writing; Functional Writing: Friendly Letter |
By the end of the lesson, the learner should be able to:
Make predictions based on the pictures and anticipate possible outcome in the story. Read the narrative, Identify parts of a friendly letter. Write a friendly letter that replies to Kim |
In pairs, learners to make predictions based on the pictures and anticipate possible outcome in the story.
Learners to read the narrative, Learners to study the letter in learner |
What is the main character in a legend?
|
KLB; Top Scholar: English Learner
|
Oral questions Oral Report Observation
|
|
| 3 | 2 |
Drug and Substances Abuse
|
Listening and Speaking;
Conversational Skills
Listening and Speaking; Conversational Skills |
By the end of the lesson, the learner should be able to:
Give reasons why people abuse drugs. Make a list of the polite expressions on a manilla paper, flashcards or sticky notes. Recite the choral poem in learner's book, 'No!' Use polite language. Discuss whether or not it is always polite to mention people's names as you introduce them. Read and role play the dialogue in learner's book. Enjoy role playing the dialogue. |
In pairs, learners are guided to give reasons why people abuse drugs
In pairs, learners are guided to make a list of the polite expressions on a manilla paper, flashcards or sticky notes Learners to recite the choral poem in learner's book, 'No!' In groups, learners are guided to discuss whether or not it is always polite to mention people's names as you introduce them In pairs, learners to read and role play the dialogue in learner's book. |
What drugs are abused by young people?
What can we do to avoid interrupting other people?
|
KLB; Top Scholar: English Learner's Book Grade 7 pg. 85-91
Dictionaries Charts Realia Journals Internet Computing devices |
Oral questions Oral Report Observation
|
|
| 3 | 3 |
Drug and Substances Abuse
|
Listening and Speaking;
Conversational Skills
Reading 1 Reading Fluency |
By the end of the lesson, the learner should be able to:
List polite expressions used in conversations. Make posters on turn taking skills and polite interruptions. Use polite expressions as they speak Read the poem in leaner's book. Answer factual and inferential questions from the poem. Act out the poem. Participate in a reading competition. |
Learners to list polite expressions used in conversations
Learners are guided to make posters on turn taking skills and polite interruptions 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. |
Which polite words do you use?
|
KLB; Top Scholar: English Learner's Book Grade 7 pg. 89-91
Dictionaries Journals Internet Computing devices Charts |
Oral questions Oral Report Observation
|
|
| 3 | 4 |
Drug and Substances Abuse
|
Grammar in Use; Work Classes: Adverbs
Grammar in Use; Work Classes: Adverbs |
By the end of the lesson, the learner should be able to:
Define an adverb. Read the passage in learner's book and identify the adverbs used. Arrange the nouns in the passage into adverbs of manner and place. Use adverbs in their daily conversations. Identify types of adverbs. Construct sentences using adverbs of manner, time and place. Appreciate the use of adverbs sentences. |
Learners are guided to define an adverb
Learners to read the passage in learner's book and identify the adverbs used. Learners are guided to arrange the nouns in the passage into adverbs of manner and place. Learners are guided to identify types of adverbs Learners to construct sentences using adverbs of manner, time and place. |
What is an adverb?
|
KLB; Top Scholar: English Learner's Book Grade 7 pg. 91-94
Dictionaries Charts Realia Journals Internet Computing devices Newspapers Magazines |
Oral questions Oral Report Observation
|
|
| 3 | 5 |
Drug and Substances Abuse
|
Intensive Reading: Oral Literature: Songs
Intensive Reading: Oral Literature: Songs |
By the end of the lesson, the learner should be able to:
Define a lullaby. Sing the lullaby in learner's book. Answer the questions that follow. Have fun and enjoy singing the song. Create lullabies to soothe a baby to sleep or to stop crying. Sing the lullabies. Identify the words or lines that are repeated. Have fun and enjoy singing lullabies. |
Learners are guided to define a lullaby.
In pairs, learners to sing the lullaby in learner's book In pairs, learners to answer the questions that follow Learners to create lullabies to soothe a baby to sleep or to stop crying. Learners are guided to sing the lullabies. In pairs or individually, learners are guided to identify the words or lines that are repeated. |
What are the singer's feelings towards the baby in each lullaby?
|
KLB; Top Scholar: English Learner's Book Grade 7 pg. 94-95
Dictionaries Internet Computing devices |
Oral questions Oral Report Observation
|
|
| 4 | 1 |
Drug and Substances Abuse
|
Writing; Mechanics of Writing: Commonly Misspelt Words
Writing; Mechanics of Writing: Commonly Misspelt Words |
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. Write a story titled 'A Drug Free Neighbourhood'. Use some of the commonly misspelt words they have learnt. Fill in the crossword puzzle using the clues provided to make complete words. Have a desire to educate people about drug and substance abuse. |
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. Learners are guided to write a story titled 'A Drug Free Neighbourhood'. Use some of the commonly misspelt words they have learnt. In groups, learners to fill in the crossword puzzle using the clues provided to make complete words |
Why is it important to spell words correctly?
Which words do you find difficult to spell and why?
|
KLB; Top Scholar: English Learner's Book Grade 7 pg. 95-100
Dictionaries Charts Realia Journals Internet Computing devices |
Oral questions Oral Report Observation
|
|
| 4 | 2 |
Natural Resources: Forests
|
Listening and Speaking;
Listening for Details
Listening and Speaking; Listening for Details |
By the end of the lesson, the learner should be able to:
Study the picture and talk about the importance of forests. Listen to the story being read and write down the important details. Appreciate the importance of detailed information. Prepare a short speech on the topic: 'What I Love about Forests' Read the passage in learner's book and then answer the questions that follow. Appreciate proper pronunciation of words during communication. |
Learners are guided to study the picture and talk about the importance of forests.
Learners are guided to listen to the story being read and write down the important details. In groups, learners are guided to prepare a short speech on the topic: 'What I Love about Forests' Learners are guided to read the passage in learner's book and then answer the questions that follow |
What is the importance of detailed information?
|
KLB; Top Scholar: English Learner's Book Grade 7 pg. 101-104
Dictionaries Charts Journals Internet Computing devices Realia |
Oral questions Oral Report Observation
|
|
| 4 | 3 |
Natural Resources: Forests
|
Reading I; Intensive Reading: Visuals
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. Identify national or community needs that they can communicate about using visuals. Create some of the visuals. Appreciate the importance of visuals. |
Learners are guided to define visuals.
Learners to identify different types of visuals. Learners to draw different types visuals In groups, learners to identify national or community needs that they can communicate about using visuals. In groups, learners are guided to create some of the visuals. |
Why is it important to interpret pictures and photographs correctly?
|
KLB; Top Scholar: English Learner's Book Grade 7 pg. 104-107
Dictionaries Journals Internet Computing devices Charts |
Oral questions Oral Report Observation
|
|
| 4 | 4 |
Natural Resources: Forests
|
Grammar; Word Classes: Personal and Possessive pronouns
Grammar; Word Classes: Personal and Possessive pronouns |
By the end of the lesson, the learner should be able to:
Explain the meaning of pronouns. Read the passage in learner's book and identify the pronouns used. Arrange the pronouns in the passage into personal and possessive pronouns. Use personal and possessive pronouns in their daily conversations. Define personal and possessive pronouns Construct sentences using personal and possessive pronouns Appreciate the use of pronouns in sentences. |
Learners are guided to explain the meaning of pronouns.
In groups, learners to read the passage in learner's book and identify the pronouns used. Learners to arrange the pronouns in the passage into personal and possessive pronouns 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 personal and possessive pronouns. |
What are personal pronouns?
What are possessive pronouns?
|
KLB; Top Scholar: English Learner's Book Grade 7 pg. 107-109
Dictionaries Charts Realia Journals Internet Computing devices |
Oral questions Oral Report Observation
|
|
| 4 | 5 |
Natural Resources: Forests
|
Reading II; Intensive Reading: Characters in Class Readers
Reading II; Intensive Reading: Characters in Class Readers |
By the end of the lesson, the learner should be able to:
Define class readers. Identify characters in class reader. Recognize different types of class readers. Appreciate the importance of class readers. Read the story, 'Julius' Vision' Discuss how minor characters in the class readers relate to one another. Answer factual and inferential questions from the passage. Enjoy reading the story. |
Learners are guided to define class readers.
Learners to identify characters in class reader. In groups, learners are guided to recognize different types of class readers Learners are guided to read the story, 'Julius' Vision' In groups, learners are guided to discuss how minor characters in the class readers relate to one another. Learners are guided to answer factual and inferential questions from the passage |
Which characters seems to do the most in each class reader?
Which characters say or do little in the class readers?
|
KLB; Top Scholar: English Learner's Book Grade 7 pg. 109
Dictionaries Charts Internet Computing devices KLB; Top Scholar: English Learner's Book Grade 7 pg. 110-112 |
Oral questions Oral Report Observation
|
|
| 5 | 1 |
Natural Resources: Forests
|
Writing; Composition Writing: The Writing Process
Writing; Composition Writing: The Writing Process |
By the end of the lesson, the learner should be able to:
Watch a video on the writing process the teacher will play for you. Draw a mind map representing the different steps of the writing process. Appreciate the importance of writing neatly and legibly. Read the passage and talk about whether or not it is well-written Writing a narrative composition following the writing process. Appreciate the importance of writing neatly and legibly |
Learners are guided to watch a video on the writing process the teacher will play for you.
Learners are guided to draw a mind map representing the different steps of the writing process Learners are guided to read the passage and talk about whether or not it is well-written Learners to writing a narrative composition following the writing process |
What is the importance of neat and legible handwriting?
|
KLB; Top Scholar: English Learner's Book Grade 7 pg. 112-116
Dictionaries Charts Realia Journals Internet Computing devices Class readers |
Oral questions Oral Report Observation
|
|
| 5 | 2 |
Travel
|
Listening and Speaking; Listening Comprehension: Explanatory Narratives
Listening and Speaking; Listening Comprehension: Explanatory Narratives |
By the end of the lesson, the learner should be able to:
Identify the features of explanatory narratives. Create a story that explain why the cat lives with human beings. Appreciate the features of explanatory narrative. Identify what makes the performance of an explanatory narrative more enjoyable. Watch videos of people telling explanatory narrative. Make notes on how the story is made interesting. Appreciate ways of making an explanatory narrative more interesting. |
In groups, learners are guided to identify the features of oral narratives
Learners to create a story that explain why the cat lives with human beings Learners are guided to identify what makes the performance of an explanatory narrative more enjoyable. Learners to watch videos of people telling explanatory narrative. Make notes on how the story is made interesting |
What are explanatory narrative?
|
KLB; Top Scholar: English Learner's Book Grade 7 pg. 117-119
Dictionaries Internet Computing devices Newspapers Magazines Charts |
Oral questions Oral Report Observation
|
|
| 5 | 3 |
Travel
|
Listening and Speaking; Listening Comprehension: Explanatory Narratives
Reading I; Intensive Reading |
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 explanatory narratives. Have fun and enjoy performing the explanatory narrative. Explain the meaning of reading for interpretation and reading for evaluation. Listen to a recording of the poem, 'Mother to Her child' Enjoy reading the poem. |
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 explanatory narratives Learners to explain the meaning of reading for interpretation and reading for evaluation In pairs, learners to Listen to a recording of the poem, 'Mother to Her child' |
What can you do to make the performance of an explanatory narrative more enjoyable?
|
KLB; Top Scholar: English Learner's Book Grade 7 pg. 117-119
Dictionaries Charts Realia Journals Internet Computing devices KLB; Top Scholar: English Learner's Book Grade 7 pg. 119-122 |
Oral questions Oral Report Observation
|
|
| 5 | 4 |
Travel
|
Reading I; Intensive Reading
Grammar; Word Classes: Simple Prepositions |
By the end of the lesson, the learner should be able to:
Read the poem, 'Growing Pains' and answer the questions that follow. Talk about the main idea of the poem and the details that support it. Write a summary of what the poem is talking about. Have fun and enjoy reading the poems. Define prepositions. Sing the sing in learner's book. Identify all the prepositions in the song. Appreciate the use of prepositions. |
In pairs, learners to Read the poem, 'Growing Pains' and answer the questions that follow
In pairs, learners to talk about the main idea of the poem and the details that support it In pairs, learners to write a summary of what the poem is talking about Learners to define prepositions. In pairs, learners to sing the sing in learner's book. Identify all the prepositions in the song |
Where are the events of this poem taking place?
Who are the people involve in these events?
|
KLB; Top Scholar: English Learner's Book Grade 7 pg. 119-122
Dictionaries Charts Realia Journals Internet Computing devices KLB; Top Scholar: English Learner's Book Grade 7 pg. 122-124 |
Oral questions Oral Report Observation
|
|
| 5 | 5 |
Travel
|
Grammar; Word Classes: Simple Prepositions
Reading II; Intensive Reading: Poetry |
By the end of the lesson, the learner should be able to:
Match the verbs in the left column with the prepositions in the right column. Construct sentences using prepositions. Use prepositions in their day to day lives. Read the poem, 'Betrothed' Identify the characters in the poem. Act out the poem. Enjoy reading and acting the poem. |
Learners are guided to match the verbs in the left column with the prepositions in the right column.
In pairs, learners to construct sentences using prepositions. Learners are guided to read the poem, 'Betrothed' In groups, learners to identify the characters in the poem. In groups, learners to act out the poem |
What are the uses of prepositions?
|
KLB; Top Scholar: English Learner's Book Grade 7 pg. 122-124
Dictionaries Internet Computing devices KLB; Top Scholar: English Learner's Book Grade 7 pg. 124-127 |
Oral questions Oral Report Observation
|
|
| 6 | 1 |
Travel
|
Writing: Composition Writing: Self-Assessment
Writing: Composition Writing: Self-Assessment |
By the end of the lesson, the learner should be able to:
Search online or in books for information on assessing their own narrative composition. Give reasons why self-assessment is important. Assess a composition using a checklist. Appreciate the importance of a checklist. Read the passage, 'How to Assess a Narrative Composition' Write a narrative composition about a class trip. Assess their compositions. Appreciate the importance of self-assessment. |
Learners are guided to search online or in books for information on assessing their own narrative composition
In pairs, learners are guided to give reasons why self-assessment is important In groups, learners to assess a composition using a checklist Learners are guided to read the passage, 'How to Assess a Narrative Composition' In groups, learners to write a narrative composition about a class trip. Learners to assess their composition. |
What is self-assessment?
What is the importance of checklist?
|
KLB; Top Scholar: English Learner's Book Grade 7 pg. 127-128
Dictionaries Realia Internet Computing devices KLB; Top Scholar: English Learner's Book Grade 7 pg. 128-130 Charts |
Oral questions Oral Report Observation
|
|
| 6 | 2 |
Heroes and Heroines- Kenya
|
Listening and Speaking: Pronunciation: Consonant and Vowel Sounds
Listening and Speaking: Pronunciation: Consonant and Vowel Sounds |
By the end of the lesson, the learner should be able to:
Identify constant and vowels Sounds. Read the conversation between Dorty and Mother aloud. Identify words with the same sound as /t/ and /d/ such as wrote, den Appreciate the importance of correct pronunciation of words Read the poem in 's book. Recite the poem in 's book. Enjoy reciting the poem. |
In pairs, learners are guided to identify constant and vowels Sounds.
Learners to read the conversation between Dorty and Mother aloud. Learners to identify words with the same sound as /t/ and /d/ such as wrote, den In groups, read the poem in the learner's book. In groups, learners to recite the poem in the learner's book. |
Who is your hero?
Why do you consider this person a hero?
|
KLB; Top Scholar: English Learner's Book Grade 7 pg. 131-133
Dictionaries Realia Computing devices KLB; Top Scholar: English Learner's Book Grade 7 pg. 134-135 Internet |
Oral questions Oral Report Observation
|
|
| 6 | 3 |
Heroes and Heroines- Kenya
|
Listening and Speaking: Pronunciation: Consonant and Vowel Sounds
Reading I; Extensive Reading: Grade Appropriate Fictional Materials |
By the end of the lesson, the learner should be able to:
Listen to an audio recording. Identify nouns and verbs from the recording. Talk about the importance of correct pronunciation and stress. Appreciate the importance of correct pronunciation. Define the term fictional. Talk about their favourite storybooks. Appreciate the importance of reading widely |
In groups, learners to listen to an audio recording.
Individually, learners to identify nouns and verbs from the recording. Learners to talk about the importance of correct pronunciation and stress Learners to define the term fictional In groups, learners to talk about their favourite storybooks |
What have you learnt about nouns and verbs?
|
KLB; Top Scholar: English Learner's Book Grade 7 pg. 135-136
Dictionaries Charts Realia Internet Computing devices KLB; Top Scholar: English Learner's Book Grade 7 pg. 136-137 |
Oral questions Oral Report Observation
|
|
| 6 | 4 |
Heroes and Heroines- Kenya
|
Reading I; Extensive Reading: Grade Appropriate Fictional Materials
Grammar; Word Classes: Conjunctions and, but, or |
By the end of the lesson, the learner should be able to:
Read the passage, 'Dedan Kimathi's Early Years' Retell the story of Dedan Kimathi. Select a part and dramatize it in front of the class. Have fun and enjoy dramatizing the story. Define conjunctions. Identify uses of conjunctions. Fill in the spaces using conjunctions. Construct sentences using conjunctions. Appreciate the uses of conjunctions. |
In groups, learners to read the passage, 'Dedan Kimathi's Early Years'
In groups, learners to retell the story of Dedan Kimathi. In groups, learners to select a part and dramatize it in front of the class. Learners are guided define conjunctions. In groups, learners to identify uses of conjunctions In groups, learners to fill in the spaces using conjunctions. In groups, learners to construct sentences using conjunctions. |
What true details do you learn about Dedan Kimathi from the passage?
|
KLB; Top Scholar: English Learner's Book Grade 7 pg. 137-139
Dictionaries Charts Realia Internet Computing devices KLB; Top Scholar: English Learner's Book Grade 7 pg. 140-141 |
Oral questions Oral Report Observation
|
|
| 6 | 5 |
Heroes and Heroines- Kenya
|
Reading II
Intensive Reading: Class reader
Reading I Intensive Reading: Class reader |
By the end of the lesson, the learner should be able to:
Read the passage, 'The Password' Answer the questions that follow. Make short notes on the events that occur in the passage. Appreciate the uses of class readers. Talk about the characters and how they make the events in the story happen. Act out the events of the passage. Enjoy acting the story. |
In pairs, learners to read the passage, 'The Password'
In pairs, learners to answer the questions that follow. In pairs, learners are guided to make short notes on the events that occur in the passage In pairs, learners to talk about the characters and how they make the events in the story happen In pairs, learners are guided to act out the events of the passage |
Why does Sauna's uncle decide to take him to school?
|
KLB; Top Scholar: English Learner's Book Grade 7 pg. 141-144
Dictionaries Charts Realia Internet Computing devices |
Oral questions Oral Report Observation
|
|
| 7 | 1 |
Heroes and Heroines- Kenya
|
Writing; Creative Writing: Narrative Compositions
Writing; Creative Writing: Narrative Compositions |
By the end of the lesson, the learner should be able to:
Identify features of narrative compositions. Take turns to talk about the funniest, hardest, saddest or most surprising experiences of their life. Appreciate narrative compositions. Read the story in learner's book. Create well-written narrative compositions on different topics. |
Learners to identify features of narrative compositions.
In pairs or in groups, learners to take turns to talk about the funniest, hardest, saddest or most surprising experiences of their life. In pairs, learners to read the story in learner's book In groups, learners are guided to create well-written narrative compositions on different topics. |
What are narrative compositions?
|
KLB; Top Scholar: English Learner's Book Grade 7 pg. 144-145
Dictionaries Charts Realia Internet Computing devices |
Oral questions Oral Report Observation
|
|
| 7 | 2 |
Music
|
Listening and Speaking; Oral Presentation: Delivering Speeches
Listening and Speaking; Oral Presentation: Delivering Speeches |
By the end of the lesson, the learner should be able to:
Define the term speech. Identify features of oral presentation. Listen to a recording on features of oral presentation and take notes. Have a desire to make a speech. Read the speech, 'Riddle. Riddle' Talk about the importance of delivering speech. Appreciate the importance of delivering speech. |
Individually, learners to define the term speech.
Learners to identify features of oral presentation. In groups, learners to listen to a recording on features of oral presentation and take notes. Learners to read the speech, 'Riddle. Riddle' Learners are guided to talk about the importance of delivering speech. |
What is a speech?
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KLB; Top Scholar: English Learner's Book Grade 7 pg. 151
Dictionaries Charts Realia Internet Computing devices KLB; Top Scholar: English Learner's Book Grade 7 pg. 151-153 |
Oral questions Oral Report Observation
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| 7 | 3 |
Music
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Reading I; Study Skills: Note Making
Reading I; Study Skills: Note Making |
By the end of the lesson, the learner should be able to:
Explain the meaning of note-making. Discuss how useful sub-divisions are in note-making. Talk about why it is important to make notes. Appreciate the importance of note-making. Read the passage, 'We get Paid and Do What We Love Most' Identify and discuss the meaning of the key words in the passage. |
In groups, learners are guided to explain the meaning of note-making.
In groups, learners are guided to discuss how useful sub-divisions are in note-making. In groups, learners are guided to talk about why it is important to make notes In groups, learners are guided to read the passage, 'We get Paid and Do What We Love Most' In groups, learners are guided to identify and discuss the meaning of the key words in the passage. |
What is note-making?
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KLB; Top Scholar: English Learner's Book Grade 7 pg. 60-61
Dictionaries Charts Realia Computing devices KLB; Top Scholar: English Learner's Book Grade 7 pg. 153-155 Internet |
Oral questions Oral Report Observation
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| 7 | 4 |
Music
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Reading I; Study Skills: Note Making
Grammar; Word Classes: Determiners |
By the end of the lesson, the learner should be able to:
Read the passage, 'The importance of Music' Make notes on the origin and role of the music. Appreciate the importance of music. Define determiners. Identify the uses of determiners. Recite the poem, 'The Spice of Life' and identify determiners. Appreciate the uses of determiners. |
In pairs, learners to Read the passage, 'The importance of Music'
In pairs, learners to Make notes on the origin and role of the music. In pairs, learners are guided to define determiners In pairs, learners are guided to identify the uses of determiners. In pairs, learners are guided to recite the poem, 'The Spice of Life' and identify determiners |
What is the role music?
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KLB; Top Scholar: English Learner's Book Grade 7 pg. 155-156
Dictionaries Charts Computing devices KLB; Top Scholar: English Learner's Book Grade 7 pg. 157 Realia Internet |
Oral questions Oral Report Observation
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|
| 7 | 5 |
Music
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Grammar; Word Classes: Determiners
Grammar; Word Classes: Determiners |
By the end of the lesson, the learner should be able to:
Read the passage in learner's book and identify the articles and possessives. Make flashcards with the possessive they have learnt. Appreciate the importance of possessives. Match the articles with the correct nouns. Compose a song on children's rights. Use articles in their day to day conversations. Appreciated the importance of children rights. |
In pairs, learners to read the passage in learner's book and identify the articles and possessives.
In groups, learners to make flashcards with the possessive they have learnt. In pairs, learners to match the articles with the correct nouns. In groups, learners to compose a song on children's rights. In pairs, learners to use articles in their day to day conversations |
What are articles?
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KLB; Top Scholar: English Learner's Book Grade 7 pg. 157-159
Dictionaries Charts Realia Internet Computing devices KLB; Top Scholar: English Learner's Book Grade 7 pg. 159-160 |
Oral questions Oral Report Observation
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| 8 | 1 |
Music
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Reading II; Intensive Reading: Characters and their Traits
Writing; Functional Writing: Packing and Shopping List |
By the end of the lesson, the learner should be able to:
Read the ogre narrative, 'Anakamuna and Anakanani the ogre' Role play the story of 'Anakamuna and Anakanani the ogre' Have fun reading ogre narratives. Identify parts of a shopping list. Prepare a shopping list showing the items they plan to buy, the quantity and the price of each. Appreciate the importance of shopping list. |
In pairs, learners are guided to read the ogre narrative, 'Anakamuna and Anakanani the ogre'
In pairs, learners to role play the story of 'Anakamuna and Anakanani the ogre' Individually or in pairs, learners to identify parts of a shopping list. Individually or in pairs, learners to prepare a shopping list showing the items they plan to buy, the quantity and the price of each. |
What are ogre narratives?
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KLB; Top Scholar: English Learner's Book Grade 7 pg. 160-163
Dictionaries Charts Realia Internet Computing devices KLB; Top Scholar: English Learner's Book Grade 7 pg. 163-166 |
Oral questions Oral Report Observation
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| 8 | 2 |
TRADITIONAL FASHION
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Listening to Respond: Views/ Opinions
Listening to Respond: Views/ Opinions |
By the end of the lesson, the learner should be able to:
list ways of expressing views/opinions in different contexts, Identify way of expressing views/opinions from texts, c) Acknowledge the value of one use different expressions that indicate own views/opinions in a given text, |
The learner is guided to:
search online and offline for the different ways of expressing views/opinions, listen to an oral narrative and identify the different ways used to express opinions/views, in groups, role play the different characters in the narrative and bring out different ways of expressing opinions/views, explain their feelings towards issues raised in the trickster narrative, write on a chart, the words they have used to describe their feelings. |
How are opinions expressed?
Why is it important to express one
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Digital device,
Recorded narratives pictures Skills in English Grade 7 T.G Pg.164-168 Skills in English Grade 7 PB. Pg. 143-144 |
Checklist
Questions
Journal
Learners portfolio
Written assessment
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| 8 | 3 |
LAND TRAVEL
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Listening Comprehension: Extensive Listening
Listening Comprehension: Extensive Listening |
By the end of the lesson, the learner should be able to:
identify the key issues raised in songs addressing land travel, listen attentively to songs on land travel, C) Acknowledge the importance of extensive listening in communication. use vocabulary identified from songs on land travel correctly, c) Acknowledge the importance of extensive listening in communication. |
The learner is guided to:
listen to songs on local and international land travel from audio recordings, respond to comprehension questions on key issues raised in the song, pick out key issues raised from a song sung by the teacher or resource person on land travel, share ideas on the key issues addressed in the songs they have listened to using wall charts, identify vocabulary used in songs on land travel and infer their meaning from context, construct sentences orally using the vocabulary learnt, sing choral songs on land travel. |
How can we tell the main message in a song?
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Digital device,
Wall charts Play songs Skills in English Grade 7 T.G Pg.178-182 Skills in English Grade 7 PB. Pg. 153-154 |
Checklist
Questions
Journal
Learners portfolio
Written assessment
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| 8-9 |
Exams and Closing |
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