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| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 |
Personal Responsibility
|
Listening and Speaking;
Conversational Skills
|
By the end of the
lesson, the learner
should be able to:
Make a list of details that they would need to know for them to properly introduce people. List the tips for an effective self-introduction. Introduce him/herself to their classmates. Use polite language. |
In pairs, learners are guided to make a list of details that they would need to know for them to properly introduce people.
In pairs, learners are guided to list the tips for an effective self-introduction. Learners to introduce him/herself to their classmates |
What is personal responsibility?
|
KLB; Top Scholar: English Learner
|
Oral questions Oral Report Observation
|
|
| 1 | 2 |
Personal Responsibility
|
Listening and Speaking;
Conversational Skills
|
By the end of the
lesson, the learner
should be able to:
Make a list of details that they would need to know for them to properly introduce people. List the tips for an effective self-introduction. Introduce him/herself to their classmates. Use polite language. |
In pairs, learners are guided to make a list of details that they would need to know for them to properly introduce people.
In pairs, learners are guided to list the tips for an effective self-introduction. Learners to introduce him/herself to their classmates |
What is personal responsibility?
|
KLB; Top Scholar: English Learner
|
Oral questions Oral Report Observation
|
|
| 1 | 3 |
Personal Responsibility
|
Listening and Speaking;
Conversational Skills
|
By the end of the
lesson, the learner
should be able to:
Make a list of details that they would need to know for them to properly introduce people. List the tips for an effective self-introduction. Introduce him/herself to their classmates. Use polite language. |
In pairs, learners are guided to make a list of details that they would need to know for them to properly introduce people.
In pairs, learners are guided to list the tips for an effective self-introduction. Learners to introduce him/herself to their classmates |
What is personal responsibility?
|
KLB; Top Scholar: English Learner
|
Oral questions Oral Report Observation
|
|
| 1 | 4 |
Personal Responsibility
|
Listening and Speaking;
Conversational Skills
|
By the end of the
lesson, the learner
should be able to:
Make a list of details that they would need to know for them to properly introduce people. List the tips for an effective self-introduction. Introduce him/herself to their classmates. Use polite language. |
In pairs, learners are guided to make a list of details that they would need to know for them to properly introduce people.
In pairs, learners are guided to list the tips for an effective self-introduction. Learners to introduce him/herself to their classmates |
What is personal responsibility?
|
KLB; Top Scholar: English Learner
|
Oral questions Oral Report Observation
|
|
| 1 | 5 |
Personal Responsibility
|
Listening and Speaking;
Conversational Skills
|
By the end of the
lesson, the learner
should be able to:
Read the dialogue on learner |
Learners to read the dialogue on learner
|
How do you think the student feels after talking to the teacher?
|
KLB; Top Scholar: English Learner
|
Oral questions Oral Report Observation
|
|
| 2 | 1 |
Personal Responsibility
|
Extensive Reading: Independent Reading
|
By the end of the
lesson, the learner
should be able to:
Select appropriate reading materials from a library or online sources. State the importance of reading on their own Use reference materials systematically to find necessary information. Appreciate the use of references materials for life-long learning. |
Learners are guided to select appropriate reading materials from a library or online sources (encyclopedias, biographies, dictionaries, journals and magazine)
Learners to state the importance of reading on their own. Learners are guided to use reference materials systematically to find necessary information Learners are guided to demonstrate in interest using references materials for life-long learning. |
Why is it important to read on your own
|
KLB; Top Scholar: English Learner
|
Oral questions Oral Report Observation
|
|
| 2 | 2 |
Personal Responsibility
|
Extensive Reading: Independent Reading
|
By the end of the
lesson, the learner
should be able to:
Select appropriate reading materials from a library or online sources. State the importance of reading on their own Use reference materials systematically to find necessary information. Appreciate the use of references materials for life-long learning. |
Learners are guided to select appropriate reading materials from a library or online sources (encyclopedias, biographies, dictionaries, journals and magazine)
Learners to state the importance of reading on their own. Learners are guided to use reference materials systematically to find necessary information Learners are guided to demonstrate in interest using references materials for life-long learning. |
Why is it important to read on your own
|
KLB; Top Scholar: English Learner
|
Oral questions Oral Report Observation
|
|
| 2 | 3 |
Personal Responsibility
|
Grammar; Word Classes: Nouns
|
By the end of the
lesson, the learner
should be able to:
Read the poem in learner |
In groups, learners are guided to read the poem in learner
|
Which types of nouns are commonly used?
|
KLB; Top Scholar: English Learner
|
Oral questions Oral Report Observation
|
|
| 2 | 4 |
Personal Responsibility
|
Grammar; Word Classes: Nouns
|
By the end of the
lesson, the learner
should be able to:
Read the poem in learner |
In groups, learners are guided to read the poem in learner
|
Which types of nouns are commonly used?
|
KLB; Top Scholar: English Learner
|
Oral questions Oral Report Observation
|
|
| 2 | 5 |
Personal Responsibility
|
Grammar; Word Classes: Nouns
|
By the end of the
lesson, the learner
should be able to:
Read the poem in learner |
In groups, learners are guided to read the poem in learner
|
Which types of nouns are commonly used?
|
KLB; Top Scholar: English Learner
|
Oral questions Oral Report Observation
|
|
| 3 | 1 |
Personal Responsibility
|
Reading II
Intensive reading: Trickster Narratives
|
By the end of the
lesson, the learner
should be able to:
Read the story, |
In pairs, learners to read the story,
|
Which animal characters trick others in oral narrative?
What lessons do you learn from the story?
|
KLB; Top Scholar: English Learner
|
Oral questions Oral Report Observation
|
|
| 3 | 2 |
Personal Responsibility
|
Reading II
Intensive reading: Trickster Narratives
|
By the end of the
lesson, the learner
should be able to:
Read the story, |
In pairs, learners to read the story,
|
Which animal characters trick others in oral narrative?
What lessons do you learn from the story?
|
KLB; Top Scholar: English Learner
|
Oral questions Oral Report Observation
|
|
| 3 | 3 |
Personal Responsibility
|
Reading II
Intensive reading: Trickster Narratives
|
By the end of the
lesson, the learner
should be able to:
Read the story, |
In pairs, learners to read the story,
|
Which animal characters trick others in oral narrative?
What lessons do you learn from the story?
|
KLB; Top Scholar: English Learner
|
Oral questions Oral Report Observation
|
|
| 3 | 4 |
Personal Responsibility
|
Reading II
Intensive reading: Trickster Narratives
|
By the end of the
lesson, the learner
should be able to:
Read the story, |
In pairs, learners to read the story,
|
Which animal characters trick others in oral narrative?
What lessons do you learn from the story?
|
KLB; Top Scholar: English Learner
|
Oral questions Oral Report Observation
|
|
| 3 | 5 |
Personal Responsibility
|
Writing
Handwriting: Legibility and Neatness
|
By the end of the
lesson, the learner
should be able to:
State the importance of neat and legible handwriting. Select a paragraph from a class reader and write it down as quickly and as legibly as possible. Appreciate the importance of writing neatly and legibly. |
Learners to listen to a story that the teacher will read.
Learners are guided to identify the words used to show a number of things being described. Learners are guided to construct sentences using phrasal quantifiers |
What is the importance of neat and legible handwriting?
|
KLB; Top Scholar: English Learner
|
Oral questions Oral Report Observation
|
|
| 4 | 1 |
Science and Health Education
|
Listening and Speaking; Oral Presentation
|
By the end of the
lesson, the learner
should be able to:
Identify what makes the performance of an oral 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?
|
KLB; Top Scholar: English Learner
|
Oral questions Oral Report Observation
|
|
| 4 | 2 |
Science and Health Education
|
Listening and Speaking; Oral Presentation
|
By the end of the
lesson, the learner
should be able to:
Identify what makes the performance of an oral 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?
|
KLB; Top Scholar: English Learner
|
Oral questions Oral Report Observation
|
|
| 4 | 3 |
Science and Health Education
|
Reading 1
Intensive Reading: Simple Poems
|
By the end of the
lesson, the learner
should be able to:
Read the poem |
Learners to read the poem
|
Which of the poem would be easiest for you to memorise word by word?
|
KLB; Top Scholar: English Learner
|
Oral questions Oral Report Observation
|
|
| 4 | 4 |
Science and Health Education
|
Reading 1
Intensive Reading: Simple Poems
|
By the end of the
lesson, the learner
should be able to:
Read the poem |
Learners to read the poem
|
Which of the poem would be easiest for you to memorise word by word?
|
KLB; Top Scholar: English Learner
|
Oral questions Oral Report Observation
|
|
| 4 | 5 |
Science and Health Education
|
Reading 1
Intensive Reading: Simple Poems
|
By the end of the
lesson, the learner
should be able to:
Read the poem |
Learners to read the poem
|
Which of the poem would be easiest for you to memorise word by word?
|
KLB; Top Scholar: English Learner
|
Oral questions Oral Report Observation
|
|
| 5 | 1 |
Science and Health Education
|
Grammar
Word Classes: Nouns
|
By the end of the
lesson, the learner
should be able to:
Read the passage in learner |
Learners are guided to read the passage in learner
|
What are non-count nouns?
|
KLB; Top Scholar: English Learner
|
Oral questions Oral Report Observation
|
|
| 5 | 2 |
Science and Health Education
|
Grammar
Word Classes: Nouns
|
By the end of the
lesson, the learner
should be able to:
Read the passage in learner |
Learners are guided to read the passage in learner
|
What are non-count nouns?
|
KLB; Top Scholar: English Learner
|
Oral questions Oral Report Observation
|
|
| 5 | 3 |
Science and Health Education
|
Grammar
Word Classes: Nouns
|
By the end of the
lesson, the learner
should be able to:
Read the passage in learner |
Learners are guided to read the passage in learner
|
What are non-count nouns?
|
KLB; Top Scholar: English Learner
|
Oral questions Oral Report Observation
|
|
| 5 | 4 |
Science and Health Education
|
Grammar
Word Classes: Nouns
|
By the end of the
lesson, the learner
should be able to:
Read the passage in learner |
Learners are guided to read the passage in learner
|
What are non-count nouns?
|
KLB; Top Scholar: English Learner
|
Oral questions Oral Report Observation
|
|
| 5 | 5 |
Science and Health Education
|
Grammar
Word Classes: Nouns
|
By the end of the
lesson, the learner
should be able to:
Read the passage in learner |
Learners are guided to read the passage in learner
|
What are non-count nouns?
|
KLB; Top Scholar: English Learner
|
Oral questions Oral Report Observation
|
|
| 6 | 1 |
Science and Health Education
|
Grammar
Word Classes: Nouns
|
By the end of the
lesson, the learner
should be able to:
Search for an article on science and health education on the Internet, a newspaper or a magazine. Identify all the count, non-count, singular and plural nouns used in the article and write them on a chart. Use plural nouns in sentences. |
Learners are guided to search for an article on science and health education on the Internet, a newspaper or a magazine
Learners are guided to identify all the count, non-count, singular and plural nouns used in the article and write them on a chart |
What are plural nouns?
|
KLB; Top Scholar: English Learner
|
Oral questions Oral Report Observation
|
|
| 6 | 2 |
Science and Health Education
|
Grammar
Word Classes: Nouns
|
By the end of the
lesson, the learner
should be able to:
Search for an article on science and health education on the Internet, a newspaper or a magazine. Identify all the count, non-count, singular and plural nouns used in the article and write them on a chart. Use plural nouns in sentences. |
Learners are guided to search for an article on science and health education on the Internet, a newspaper or a magazine
Learners are guided to identify all the count, non-count, singular and plural nouns used in the article and write them on a chart |
What are plural nouns?
|
KLB; Top Scholar: English Learner
|
Oral questions Oral Report Observation
|
|
| 6 | 3 |
Science and Health Education
|
Grammar
Word Classes: Nouns
|
By the end of the
lesson, the learner
should be able to:
Search for an article on science and health education on the Internet, a newspaper or a magazine. Identify all the count, non-count, singular and plural nouns used in the article and write them on a chart. Use plural nouns in sentences. |
Learners are guided to search for an article on science and health education on the Internet, a newspaper or a magazine
Learners are guided to identify all the count, non-count, singular and plural nouns used in the article and write them on a chart |
What are plural nouns?
|
KLB; Top Scholar: English Learner
|
Oral questions Oral Report Observation
|
|
| 6 | 4 |
Science and Health Education
|
Grammar
Word Classes: Nouns
|
By the end of the
lesson, the learner
should be able to:
Search for an article on science and health education on the Internet, a newspaper or a magazine. Identify all the count, non-count, singular and plural nouns used in the article and write them on a chart. Use plural nouns in sentences. |
Learners are guided to search for an article on science and health education on the Internet, a newspaper or a magazine
Learners are guided to identify all the count, non-count, singular and plural nouns used in the article and write them on a chart |
What are plural nouns?
|
KLB; Top Scholar: English Learner
|
Oral questions Oral Report Observation
|
|
| 6 | 5 |
Science and Health Education
|
Reading II
Intensive Reading: Class Readers
|
By the end of the
lesson, the learner
should be able to:
Read through the front and back covers of different class readers. Draw a diagram showing the author, setting place, setting time and characters. Appreciate the importance of class readers. |
Learners are guided to read through the front and back covers of different class readers, such as,
|
What are class readers?
|
KLB; Top Scholar: English Learner
|
Oral questions Oral Report Observation
|
|
| 7 | 1 |
Science and Health Education
|
Writing; Mechanics of Writing: Punctuation Marks
|
By the end of the
lesson, the learner
should be able to:
Read the interview between Wanjiru and Mr Mwaliko and Oduor. Record themselves as they act out the interview. Identify the punctuation marks used at the end of the sentences in the dialogue. Enjoy acting out the conversation. |
Learners to read the interview between Wanjiru and Mr Mwaliko and Oduor.
Learners to identify the punctuation marks used at the end of the sentences in the dialogue. In groups of three, learners to record themselves as they act out the interview. |
What are punctuation marks?
|
KLB; Top Scholar: English Learner
|
Oral questions Oral Report Observation
|
|
| 7 | 2 |
Science and Health Education
|
Writing; Mechanics of Writing: Punctuation Marks
|
By the end of the
lesson, the learner
should be able to:
Read the interview between Wanjiru and Mr Mwaliko and Oduor. Record themselves as they act out the interview. Identify the punctuation marks used at the end of the sentences in the dialogue. Enjoy acting out the conversation. |
Learners to read the interview between Wanjiru and Mr Mwaliko and Oduor.
Learners to identify the punctuation marks used at the end of the sentences in the dialogue. In groups of three, learners to record themselves as they act out the interview. |
What are punctuation marks?
|
KLB; Top Scholar: English Learner
|
Oral questions Oral Report Observation
|
|
| 7 | 3 |
Hygiene
|
Listening and Speaking; Listening for Information and the Most important idea
|
By the end of the
lesson, the learner
should be able to:
Listen to a recording and write what the recording is about. Answer factual and inferential questions. Discuss the importance of listening for the most important ideas and particular details. Appreciate the importance of listening attentively. |
Learners are guided to listen to a recording and write what the recording is about
Learners to answer factual and inferential questions. In groups, learners to discuss the importance of listening for the most important ideas and particular details. |
Why is it important to listen?
|
KLB; Top Scholar: English Learner
|
Oral questions Oral Report Observation
|
|
| 7 | 4 |
Hygiene
|
Listening and Speaking; Listening for Information and the Most important idea
|
By the end of the
lesson, the learner
should be able to:
Listen to a recording and write what the recording is about. Answer factual and inferential questions. Discuss the importance of listening for the most important ideas and particular details. Appreciate the importance of listening attentively. |
Learners are guided to listen to a recording and write what the recording is about
Learners to answer factual and inferential questions. In groups, learners to discuss the importance of listening for the most important ideas and particular details. |
Why is it important to listen?
|
KLB; Top Scholar: English Learner
|
Oral questions Oral Report Observation
|
|
| 7 | 5 |
Hygiene
|
Listening and Speaking; Listening for Information and the Most important idea
|
By the end of the
lesson, the learner
should be able to:
Listen to a recording and write what the recording is about. Answer factual and inferential questions. Discuss the importance of listening for the most important ideas and particular details. Appreciate the importance of listening attentively. |
Learners are guided to listen to a recording and write what the recording is about
Learners to answer factual and inferential questions. In groups, learners to discuss the importance of listening for the most important ideas and particular details. |
Why is it important to listen?
|
KLB; Top Scholar: English Learner
|
Oral questions Oral Report Observation
|
|
| 8 | 1 |
Hygiene
|
Listening and Speaking; Listening for Information and the Most important idea
|
By the end of the
lesson, the learner
should be able to:
Watch the video the teacher will play. Answer factual and inferential questions. Identify expressions that introduces the most ideas. Use different expressions in their day to day life. |
Learners to identify sentences in which passive and active voices were used.
In pairs, learners to talk about the difference between active and passive voice |
How many steps are there in washing hands properly?
|
KLB; Top Scholar: English Learner
|
Oral questions Oral Report Observation
|
|
| 8 | 2 |
Hygiene
|
Listening and Speaking; Listening for Information and the Most important idea
|
By the end of the
lesson, the learner
should be able to:
Watch the video the teacher will play. Answer factual and inferential questions. Identify expressions that introduces the most ideas. Use different expressions in their day to day life. |
Learners to identify sentences in which passive and active voices were used.
In pairs, learners to talk about the difference between active and passive voice |
How many steps are there in washing hands properly?
|
KLB; Top Scholar: English Learner
|
Oral questions Oral Report Observation
|
|
| 8 | 3 |
Hygiene
|
Listening and Speaking; Listening for Information and the Most important idea
|
By the end of the
lesson, the learner
should be able to:
Watch the video the teacher will play. Answer factual and inferential questions. Identify expressions that introduces the most ideas. Use different expressions in their day to day life. |
Learners to identify sentences in which passive and active voices were used.
In pairs, learners to talk about the difference between active and passive voice |
How many steps are there in washing hands properly?
|
KLB; Top Scholar: English Learner
|
Oral questions Oral Report Observation
|
|
| 8 | 4 |
Hygiene
|
Listening and Speaking; Listening for Information and the Most important idea
|
By the end of the
lesson, the learner
should be able to:
Watch the video the teacher will play. Answer factual and inferential questions. Identify expressions that introduces the most ideas. Use different expressions in their day to day life. |
Learners to identify sentences in which passive and active voices were used.
In pairs, learners to talk about the difference between active and passive voice |
How many steps are there in washing hands properly?
|
KLB; Top Scholar: English Learner
|
Oral questions Oral Report Observation
|
|
| 8 | 5 |
Hygiene
|
Reading I
Reading for information
|
By the end of the
lesson, the learner
should be able to:
Read the passage, |
Learners are guided to read the passage,
|
Why is hygiene important?
|
KLB; Top Scholar: English Learner
|
Oral questions Oral Report Observation
|
|
| 9 | 1 |
Hygiene
|
Grammar; Word Classes: Verbs and Tense
|
By the end of the
lesson, the learner
should be able to:
Read the passage in learner |
Learners to read the passage in learner
|
What are regular verbs?
What are irregular verbs?
|
KLB; Top Scholar: English Learner
|
Oral questions Oral Report Observation
|
|
| 9 | 2 |
Hygiene
|
Grammar; Word Classes: Verbs and Tense
|
By the end of the
lesson, the learner
should be able to:
Read the passage in learner |
Learners to read the passage in learner
|
What are regular verbs?
What are irregular verbs?
|
KLB; Top Scholar: English Learner
|
Oral questions Oral Report Observation
|
|
| 9 | 3 |
Hygiene
|
Reading II
Intensive Reading: Poetry
|
By the end of the
lesson, the learner
should be able to:
Read the poems, |
In groups, read the poems,
|
Who is a persona?
What is the poem about?
|
KLB; Top Scholar: English Learner
|
Oral questions Oral Report Observation
|
|
| 9 | 4 |
Hygiene
|
Reading II
Intensive Reading: Poetry
|
By the end of the
lesson, the learner
should be able to:
Read the poems, |
In groups, read the poems,
|
Who is a persona?
What is the poem about?
|
KLB; Top Scholar: English Learner
|
Oral questions Oral Report Observation
|
|
| 9 | 5 |
Hygiene
|
Reading II
Intensive Reading: Poetry
|
By the end of the
lesson, the learner
should be able to:
Read the poems, |
In groups, read the poems,
|
Who is a persona?
What is the poem about?
|
KLB; Top Scholar: English Learner
|
Oral questions Oral Report Observation
|
|
| 10 | 1 |
Hygiene
|
Writing Narrative Paragraph
|
By the end of the
lesson, the learner
should be able to:
Study the paragraph in learner |
In groups, learners to study the paragraph in learner
|
How is the paragraph introduced?
How does the paragraph end?
|
KLB; Top Scholar: English Learner
|
Oral questions Oral Report Observation
|
|
| 10 | 2 |
Hygiene
|
Writing Narrative Paragraph
|
By the end of the
lesson, the learner
should be able to:
Study the paragraph in learner |
In groups, learners to study the paragraph in learner
|
How is the paragraph introduced?
How does the paragraph end?
|
KLB; Top Scholar: English Learner
|
Oral questions Oral Report Observation
|
|
| 10 | 3 |
Hygiene
|
Writing Narrative Paragraph
|
By the end of the
lesson, the learner
should be able to:
Study the paragraph in learner |
In groups, learners to study the paragraph in learner
|
How is the paragraph introduced?
How does the paragraph end?
|
KLB; Top Scholar: English Learner
|
Oral questions Oral Report Observation
|
|
| 10 | 4 |
Hygiene
|
Writing Narrative Paragraph
|
By the end of the
lesson, the learner
should be able to:
Study the paragraph in learner |
In groups, learners to study the paragraph in learner
|
How is the paragraph introduced?
How does the paragraph end?
|
KLB; Top Scholar: English Learner
|
Oral questions Oral Report Observation
|
|
| 10 | 5 |
Hygiene
|
Writing Narrative Paragraph
|
By the end of the
lesson, the learner
should be able to:
Study the paragraph in learner |
In groups, learners to study the paragraph in learner
|
How is the paragraph introduced?
How does the paragraph end?
|
KLB; Top Scholar: English Learner
|
Oral questions Oral Report Observation
|
Your Name Comes Here