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| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 2 | 1 |
HUMAN RIGHTS
Listening and Speaking Listening and Speaking |
Polite Language: Telephone Etiquette
|
By the end of the
lesson, the learner
should 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. |
The learner is 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. - Match polite telephone conversation expressions with appropriate responses from the cards provided. - Practise leaving and taking telephone messages over the phone using polite language on a caller card. |
Why should one be polite when speaking over telephone?
|
Smartminds English pg. 1
Digital device Audio recording Flash cards Teacher's guide Smartminds English pg. 2 Digital devices Reference books Chart papers |
Observation
Oral questions
Role play
Peer assessment
Checklist
|
|
| 2 | 2 |
Reading
|
Extensive Reading: Independent Reading
|
By the end of the
lesson, the learner
should be able to:
- Identify print and non-print texts that are interesting to read. - Read a range of texts for information. - Appreciate the importance of reading for enjoyment. |
The learner is guided to:
- With guidance, visit the school or class library. - Skim through grade-appropriate print and electronic reading materials. - Scan grade-appropriate print and electronic reading materials. - Read materials on human rights at their pace within a specified period. - Discuss what they have read. - Write down the main ideas in the texts they have read. - Use a dictionary to look up the meaning of vocabulary acquired from independent reading. |
Why should one read widely?
|
Smartminds English pg. 3
Library books Digital devices Dictionary Reading log Teacher's guide Smartminds English pg. 4 Various reading materials |
Reading logs
Observation
Oral questions
Group discussions
Written assignments
|
|
| 2 | 3 |
Grammar in Use
|
Word Classes: Compound Nouns
|
By the end of the
lesson, the learner
should be able to:
- Identify compound nouns in a text. - Explain how compound nouns are formed. - Value the correct use of compound nouns in communication. |
The learner is guided to:
- Study pictures and identify words formed by joining the names of two pictures. - Think of and share other compound words. - Listen to an audio recording of a passage and identify compound nouns. - In groups, classify the compound nouns into closed, open or hyphenated compound nouns. - Form compound nouns with two or three words from given columns. - Discuss and write down the plural forms of compound nouns. |
Why should we use compound nouns when communicating?
|
Smartminds English pg. 5
Audio recording Picture cards Digital devices Teacher's guide Charts |
Oral questions
Written exercises
Group work assessment
Observation
Word identification
|
|
| 2 | 4 |
Grammar in Use
Reading |
Word Classes: Compound Nouns
Intensive Reading: Short Stories |
By the end of the
lesson, the learner
should be able to:
- Use compound nouns in their singular and plural forms. - Construct sentences using compound nouns correctly. - Appreciate the importance of compound nouns in communication. |
The learner is guided to:
- In groups, search for more examples of compound nouns. - Complete tables with the plural forms of compound nouns. - Use compound nouns to construct sentences in singular and plural forms. - Fill in blanks in sentences with correct compound nouns. - In groups, create a colourful poster on human rights using compound nouns. - Play riddling games involving compound nouns. |
How are plurals of compound nouns formed?
|
Smartminds English pg. 6
Word cards Digital devices Charts Poster materials Teacher's guide Smartminds English pg. 7 Short story collection |
Sentence construction
Cloze tests
Poster evaluation
Peer assessment
Riddle games
|
|
| 2 | 5 |
Reading
Writing |
Intensive Reading: Short Stories
Writing Legibly and Neatly |
By the end of the
lesson, the learner
should be able to:
- Use contextual clues to infer the meanings of words. - Answer direct and inferential questions from a short story. - Acknowledge the role of reading in communication. |
The learner is guided to:
- Individually, read the short story again. - Answer questions given at the end of the story or asked by the teacher. - In groups, discuss human rights issues brought out in the story. - Identify and list new words in the story. - Write down the meanings of the words as used in the story. - Discuss which characters they admire in the story and why. - Compare characters in the story to people in real life. |
How do you tell the meaning of unfamiliar words in a story?
|
Smartminds English pg. 8
Short story collection Dictionary Digital devices Teacher's guide Letter charts Sample handwritings Exercise books |
Written answers
Vocabulary tests
Group discussions
Character analysis
Observation
|
|
| 3 | 1 |
Writing
|
Writing Legibly and Neatly
|
By the end of the
lesson, the learner
should be able to:
- Write a text, legibly and neatly. - Cancel words or sentences neatly when making corrections. - Advocate the need for legibility and neatness in writing. |
The learner is guided to:
- Copy sentences in a neat and legible handwriting. - Space letters, words and sentences correctly. - Rewrite a provided text legibly and neatly. - Cancel words or sentences neatly when composing a text. - Split words that are joined appropriately. - Write dictated sentences legibly and neatly. - Write a narrative composition on human rights legibly and neatly. |
What are the qualities of a good handwriting?
|
Smartminds English pg. 9
Sample texts Exercise books Dictation texts Teacher's guide |
Dictation exercises
Composition writing
Neat cancellation check
Peer assessment
Handwriting assessment
|
|
| 3 | 2 |
SCIENTIFIC INNOVATIONS
Listening and Speaking |
Oral Presentations: Songs
|
By the end of the
lesson, the learner
should be able to:
- Identify features of songs. - Sing songs using appropriate expressions and gestures. - Appreciate the role of songs in society. |
The learner is guided to:
- Sing a song after the teacher using appropriate actions. - Identify what the song is about and the features that make it interesting. - Count the number of verses in the song and lines in each verse. - Identify the chorus, repeated words, and lines in the song. - Identify the similes and metaphors used in the song and explain their meaning. - Discuss differences and similarities between a robot and a human being. |
How can one improve the presentation of a song to make it interesting?
|
Smartminds English pg. 11
Audio recordings Video clips Digital devices Teacher's guide |
Oral presentations
Song performance
Observation
Peer assessment
Identification of features
|
|
| 3 | 3 |
Listening and Speaking
Reading |
Oral Presentations: Songs
Intensive Reading: Simple Poems |
By the end of the
lesson, the learner
should be able to:
- Use performance techniques when singing. - Write songs on a scientific innovation. - Value the aesthetic nature of songs. |
The learner is guided to:
- Watch recordings of songs from the Kenya Music Festival. - Discuss the non-verbal aspects that made the performances interesting. - Make notes on features such as facial expressions, gestures, eye contact, body movement, props, musical instruments, and costumes. - Identify a cultural song from any community in Kenya and practice performing it. - In pairs, compose and write a song on scientific innovations. - Practice singing and performing the song using appropriate non-verbal cues. - Record their performance using a digital device and share it with peers for discussion. |
What techniques can be used to make a song performance appealing?
|
Smartminds English pg. 12
Video recordings Digital devices Cultural songs Costumes Teacher's guide Smartminds English pg. 14 Poetry books Dictionary Charts |
Song composition
Performance evaluation
Peer feedback
Recording analysis
Observation
|
|
| 3 | 4 |
Reading
Grammar in Use |
Intensive Reading: Simple Poems
Word Classes: Collective Nouns |
By the end of the
lesson, the learner
should be able to:
- Relate the message in the poem with real life experiences. - Create simple poems on scientific innovations. - Appreciate the role of poems in communication. |
The learner is guided to:
- In groups, practice reciting and dramatizing the poem on scientific innovations. - Recite and dramatize the poem in class, giving each other feedback. - Discuss how the innovations in the poem have been experienced in real life. - In groups, discuss some disadvantages of the scientific innovations mentioned in the poem. - In pairs, compose a poem on the advantages of scientific innovations. - Write the poem neatly on a chart or type it using a digital device. - Display the poem in class or on the school noticeboard and discuss its structure and message. |
How can you say what is in the poem in your own words?
|
Smartminds English pg. 15
Poetry books Charts Digital devices Display materials Teacher's guide Smartminds English pg. 16 Pictures Audio recording |
Poem recitation
Dramatization
Poem composition
Peer assessment
Display evaluation
|
|
| 3 | 5 |
Grammar in Use
|
Word Classes: Collective Nouns
|
By the end of the
lesson, the learner
should be able to:
- Use singular and plural forms of collective nouns correctly in sentences. - Form sentences using collective nouns. - Value correct use of collective nouns in communication. |
The learner is guided to:
- Write down the plural forms of collective nouns from given flashcards. - Construct oral sentences on scientific innovations using collective nouns in singular and plural forms. - Fill in blanks in sentences with appropriate collective nouns. - Form correct sentences from a substitution table using collective nouns. - Fill in crossword puzzles using collective nouns. - Create and solve crossword puzzles with peers using collective nouns in singular and plural forms. |
What are the functions of collective nouns?
|
Smartminds English pg. 18
Flashcards Crossword puzzles Charts Substitution tables Teacher's guide |
Sentence construction
Cloze tests
Crossword puzzles
Oral presentations
Peer assessment
|
|
| 4 | 1 |
Reading
|
Intensive Reading: Short Story
|
By the end of the
lesson, the learner
should be able to:
- Identify the setting - time and place - of a short story. - Explain the elements of setting in a short story. - Value the importance of setting in a short story. |
The learner is guided to:
- Watch videos showing various places at different times. - Study pictures showing different places and times of day. - Identify and compare the places, time of day, way of life, and dressing styles shown in the pictures. - Read a paragraph and identify the setting in terms of place and time. - Read a short story selected by the teacher. - Sit in groups and take turns to retell the story. - Write down the correct order of events in the story on a chart. |
Which places would you like to visit?
|
Smartminds English pg. 19
Videos Pictures Short story collection Charts Digital devices Teacher's guide Smartminds English pg. 20 Reference books Cameras/drawing materials |
Story retelling
Setting identification
Written exercises
Group discussions
Chart evaluation
|
|
| 4 | 2 |
Writing
|
Mechanics of Writing: Punctuation
|
By the end of the
lesson, the learner
should be able to:
- Identify uses of commas, apostrophes, and capital letters in a text. - Explain the rules for using commas, apostrophes, and capital letters. - Value the correct use of punctuation in writing. |
The learner is guided to:
- Read a passage and identify commas, apostrophes, and capital letters. - Discuss how commas, apostrophes, and capital letters are used in the passage. - Study the uses of commas, apostrophes, and capital letters from a chart. - In groups, search for more uses of commas, apostrophes, and capital letters online or in reference books. - Note down findings and share with classmates. - Punctuate sentences correctly using commas, apostrophes, and capital letters. |
Why should a text be well punctuated?
|
Smartminds English pg. 21
Sample texts Punctuation charts Digital devices Reference books Teacher's guide |
Written exercises
Punctuation identification
Group presentations
Sentence correction
Observation
|
|
| 4 | 3 |
Writing
|
Mechanics of Writing: Punctuation
|
By the end of the
lesson, the learner
should be able to:
- Punctuate a given text using commas, apostrophes, and capital letters correctly. - Use the apostrophe, comma and capital letters appropriately in composition writing. - Advocate the use of correct punctuation in writing. |
The learner is guided to:
- Punctuate sentences correctly using commas, apostrophes, and capital letters. - In pairs, check each other's work and correct any mistakes. - Write a composition on the benefits of scientific innovations using commas, apostrophes, and capital letters correctly. - Exchange compositions in pairs and assess each other's punctuation. - Rewrite the composition using the suggestions provided by their partner. - Display the final composition in the classroom or type it on a digital device and share with peers. |
How does wrong punctuation affect writing?
|
Smartminds English pg. 22
Sentence worksheets Digital devices Display materials Composition books Teacher's guide |
Composition writing
Peer assessment
Punctuation correction
Final composition evaluation
Observation
|
|
| 4 | 4 |
POLLUTION
Listening and Speaking Listening and Speaking |
Listening Comprehension
|
By the end of the
lesson, the learner
should be able to:
- Identify the main idea from a cause and effect text. - Pinpoint specific information from a cause and effect text. - Acknowledge the importance of listening for detail. |
The learner is guided to:
- Listen to a cause and effect text on pollution being read by the teacher or from a digital device. - Pick out the main idea from the cause and effect text. - Respond to oral questions based on the text correctly. - Identify and write down the ideas presented in the text. - Make a list of unfamiliar words and practice pronouncing them. - Give the meaning of specific words using context clues. |
What should one look for when listening to a text?
|
Smartminds English pg. 25
Audio text Digital devices Dictionary Teacher's guide Smartminds English pg. 26 |
Oral questions
Note-taking
Vocabulary exercises
Listening assessment
Observation
|
|
| 4 | 5 |
Reading
|
Intensive Reading
|
By the end of the
lesson, the learner
should be able to:
- Predict events in a text from the title and illustrations. - Identify the main idea and supporting details in a passage. - Value reading as a source of information. |
The learner is guided to:
- Study the picture in the story and read the title. - Predict what the story is about from the picture and title. - Individually, silently read a passage on pollution to internalize the information. - Read the passage aloud in turns and answer oral questions. - In pairs, retell the story. - Answer the questions given after the passage correctly. |
How can one improve the way they read?
|
Smartminds English pg. 26
Reading passage Digital devices Pictures Teacher's guide Smartminds English pg. 30 Dictionary |
Reading aloud
Silent reading
Written answers
Oral questions
Prediction assessment
|
|
| 5 | 1 |
Grammar in Use
|
Word Classes: Primary Auxiliaries
|
By the end of the
lesson, the learner
should be able to:
- Identify primary auxiliary verbs in a text. - Explain the functions of primary auxiliary verbs. - Value the role of primary auxiliary verbs in communication. |
The learner is guided to:
- Read sentences and identify the main verbs. - Discuss how words in color in the sentences have been used. - In pairs, recite a choral verse and identify all the primary helping verbs. - In groups, search for the functions of primary helping verbs from reference books or the Internet. - Note down findings and present them to classmates. |
What are the functions of verbs in sentences?
|
Smartminds English pg. 30
Choral verse text Digital devices Reference books Charts Teacher's guide Smartminds English pg. 31 Sentence exercises |
Verb identification
Group presentations
Oral questions
Written exercises
Observation
|
|
| 5 | 2 |
Reading
|
Intensive Reading: Poetry
|
By the end of the
lesson, the learner
should be able to:
- Identify the structure of a poem. - Explain the message in a poem. - Appreciate the aesthetic value of poetry. |
The learner is guided to:
- Read a poem on pollution. - Identify the labeled parts of the poem (title, poet, line, stanza). - Identify rhyming words and repeated words in the poem. - Discuss the message of the poem. - In groups, search for components of the structure of a poem from the Internet or reference books. - Note down findings and present them to classmates. |
How are strong emotions expressed in poetry?
|
Smartminds English pg. 32
Poetry book Digital devices Reference books Charts Teacher's guide |
Poetry analysis
Oral presentations
Group discussions
Written exercises
Observation
|
|
| 5 | 3 |
Reading
Writing |
Intensive Reading: Poetry
Paragraphing: Sequencing of Ideas |
By the end of the
lesson, the learner
should be able to:
- Identify the persona in a poem. - Relate the ideas in a poem to real life. - Recognize the role of poems in addressing societal issues. |
The learner is guided to:
- Read the poem "Paradise Lost" and identify its structure. - Identify the main idea, persona, instances of repetition, and their importance. - Explain the meaning of words in color in the poem. - Discuss how the persona has been affected by pollution. - In groups, recite and dramatize the poem. - Share experiences of pollution in their community and suggest solutions. |
Why do people write poems about environmental issues?
|
Smartminds English pg. 35
Poetry book Digital devices Charts Teacher's guide Smartminds English pg. 36 Sample paragraphs Reference books |
Poetry recitation
Dramatization
Vocabulary tests
Group discussions
Observation
|
|
| 5 | 4 |
Writing
|
Paragraphing: Sequencing of Ideas
|
By the end of the
lesson, the learner
should be able to:
- Use conjunctions to sequence and connect ideas correctly in a paragraph. - Write a well-structured paragraph on pollution. - Appreciate the role of conjunctions in communication. |
The learner is guided to:
- Combine pairs of sentences using suitable conjunctions. - Rearrange the combined sentences to form a paragraph that flows logically. - In pairs, exchange work and check each other's use of conjunctions. - Fill in blanks in a paragraph with suitable conjunctions. - Write a narrative composition on the effects of environmental pollution using conjunctions to sequence and connect ideas. |
How can a good paragraph be developed?
|
Smartminds English pg. 38
Sentence worksheets Digital devices Composition books Teacher's guide |
Sentence combining
Paragraph arrangement
Cloze exercises
Composition writing
Peer assessment
|
|
| 5 | 5 |
CONSUMER ROLES AND RESPONSIBILITIES
Listening and Speaking |
Listening Comprehension: Selective Listening
|
By the end of the
lesson, the learner
should be able to:
- Distinguish between specific and general information from a listening text. - Select specific information from a text. - Value the importance of selective listening. |
The learner is guided to:
- Discuss the difference between general and specific information. - In pairs, take turns to read sentences and identify ones that give general and specific information. - Listen to an audio passage on consumer roles and responsibilities. - Identify the general information in the passage. - Answer specific questions from the passage. |
Why is it important to get the main points from an oral text?
|
Smartminds English pg. 39
Audio text Digital devices Sentence cards Teacher's guide |
Oral questions
Information classification
Listening assessment
Note-taking
Observation
|
|
| 6 |
At the middle of term, after midterm exams. There will be endterm exam |
||||||||
| 7 | 1 |
Listening and Speaking
Reading |
Listening Comprehension: Selective Listening
Intensive Reading: Reading for the Main Idea and Details |
By the end of the
lesson, the learner
should be able to:
- Listen and respond to texts appropriately. - Find the meanings of new words from a listening text. - Emphasize the value of listening skills in communication. |
The learner is guided to:
- Find out the meaning of words and phrases from the audio passage as used in the context. - In groups, search for an audio recording of a story on consumer roles and responsibilities. - Listen attentively to the story and identify the main idea. - Make notes on the specific information in the story. - Present their findings to classmates. - Role-play a scene from the story. |
How can you ensure you capture the relevant information from a speaker?
|
Smartminds English pg. 40
Audio recordings Dictionary Digital devices Teacher's guide Reading passages Video clips Charts |
Vocabulary tests
Oral presentations
Role play
Note-taking
Peer assessment
|
|
| 7 | 2 |
Reading
Grammar in Use |
Intensive Reading: Reading for the Main Idea and Details
Verbs and Tense: Simple Present Tense |
By the end of the
lesson, the learner
should be able to:
- Select main ideas and details from written texts. - Create mind maps showing main ideas and supporting details. - Acknowledge reading for main ideas and details as a comprehension skill. |
The learner is guided to:
- Read a newspaper article on consumer roles and responsibilities. - In groups, identify the main idea and supporting details in the article. - Draw a mind map showing the main idea and supporting details. - Display the chart in the classroom and give each other feedback. - Answer questions from the newspaper article. - Form correct sentences based on the article using a substitution table. |
How do you identify the key points while reading a text?
|
Smartminds English pg. 42
Newspaper article Charts Digital devices Teacher's guide Smartminds English pg. 44 Reading passage |
Mind map creation
Written answers
Sentence construction
Group discussions
Peer assessment
|
|
| 7 | 3 |
Grammar in Use
|
Verbs and Tense: Simple Past Tense
|
By the end of the
lesson, the learner
should be able to:
- Write sentences using the simple present tense. - Write sentences using the simple past tense. - Advocate appropriate use of tense in communication. |
The learner is guided to:
- Change sentences from present to past tense. - Study how the simple past tense is formed for regular and irregular verbs. - Identify verbs in the simple past tense from a passage. - Construct sentences using verbs in the simple past tense. - Fill in blanks with the correct form of verbs in brackets. - In groups, create a poster on consumer roles and responsibilities using sentences in simple present tense. |
How do we form the simple past tense?
|
Smartminds English pg. 46
Verb cards Digital devices Poster materials Teacher's guide |
Tense transformation
Verb identification
Sentence construction
Cloze exercises
Poster creation
|
|
| 7 | 4 |
Reading
|
Intensive Reading: Short Story
|
By the end of the
lesson, the learner
should be able to:
- Identify the characters in a short story. - Describe the traits of characters in a short story. - Value the role of character development in a story. |
The learner is guided to:
- Discuss qualities they admire and dislike in people. - Read a short story selected by the teacher. - In pairs, take turns to retell the main events in the story. - Identify and write down all the characters in the story. - Describe the traits of each character using adjectives with evidence from the story. - Draw a character trait chart and display it in the classroom. |
What qualities do you admire in people?
|
Smartminds English pg. 47
Short story collection Character trait chart Digital devices Teacher's guide Smartminds English pg. 48 Character comparison chart Role-play props |
Character identification
Trait description
Chart creation
Peer assessment
Story retelling
|
|
| 7 | 5 |
Writing
|
Paragraphing: Connectors of Sequence
|
By the end of the
lesson, the learner
should be able to:
- Identify connectors of sequence from a given text. - Explain the role of connectors of sequence in a paragraph. - Value the importance of logical sequencing in writing. |
The learner is guided to:
- In pairs, take turns to describe the order of activities they do every morning using connectors of sequence. - In groups, read a paragraph and identify words that show the sequence of events. - Discuss other words that can be used to show the sequence of events in a paragraph. - Study the concept of connectors of sequence. - In groups, search for other examples of connectors of sequence. |
How can a good paragraph be developed?
|
Smartminds English pg. 49
Sample paragraphs Digital devices Reference books Teacher's guide |
Connector identification
Paragraph analysis
Group discussions
Oral presentations
Research assessment
|
|
| 8 | 1 |
Writing
Listening and Speaking |
Paragraphing: Connectors of Sequence
Pronunciation: Sounds /θ/ and /ð/ |
By the end of the
lesson, the learner
should be able to:
- Sequence ideas in a given paragraph. - Use connectors of sequence in paragraph writing. - Appreciate the use of idea connectors for clarity in communication. |
The learner is guided to:
- List connectors of sequence in their exercise books. - Construct oral sentences using the connectors of sequence. - Fill in blanks in a passage with suitable connectors of sequence. - Write a paragraph on consumer roles and responsibilities using connectors of sequence. - Read their paragraphs aloud and get feedback. - Rewrite their work using suggestions from peers. |
What is the importance of a well-developed paragraph?
|
Smartminds English pg. 50
Exercise books Digital devices Sample paragraphs Teacher's guide Smartminds English pg. 52 Video Word lists |
Paragraph writing
Cloze exercises
Oral presentations
Peer assessment
Final paragraph evaluation
|
|
| 8 | 2 |
RELATIONSHIPS: PEERS
Listening and Speaking |
Pronunciation: Sounds /ɒ/ and /ͻ:/ and Emphatic Stress
|
By the end of the
lesson, the learner
should be able to:
- Pronounce words that have target sounds correctly. - Apply emphatic stress correctly in varied contexts. - Acknowledge the role of correct pronunciation in communication. |
The learner is guided to:
- In groups, read sentences aloud and identify words with the th sound. - Classify words into those with voiced and voiceless th sounds. - Practice saying tongue twisters with th sounds. - Listen to pairs of words with the o sound and notice the difference in pronunciation. - Identify words with the o sound from a passage. - Classify words with the same vowel sound. - Listen to sentences with emphatic stress and identify stressed words. |
Why do we say some words in a sentence with more force than others?
|
Smartminds English pg. 55
Audio recordings Word flashcards Digital devices Teacher's guide |
Sound classification
Tongue twisters
Stress identification
Word charts
Oral presentations
|
|
| 8 | 3 |
Reading
|
Study Skills: Reference Materials
|
By the end of the
lesson, the learner
should be able to:
- Select relevant reference materials for varied tasks. - Explain the uses of different reference materials. - Value the importance of reference materials in learning. |
The learner is guided to:
- Discuss common reference materials they use. - Match puzzle pieces about different reference materials and their uses. - Read a passage about learners using reference materials for a spelling competition. - Identify reference materials the learners used to check spellings, meanings, synonyms, and antonyms. - In pairs, dictate words to each other and use a dictionary to check spellings and meanings. |
What is the importance of reference materials?
|
Smartminds English pg. 56
Reference materials (dictionary, thesaurus, encyclopedia) Digital devices Puzzle pieces Teacher's guide Smartminds English pg. 57 Dictionary Thesaurus Encyclopedia |
Reference material identification
Puzzle matching
Dictation exercises
Oral presentations
Observation
|
|
| 8 | 4 |
Grammar in Use
|
Word Classes: Adjectives - Gradable and Non-gradable Adjectives
|
By the end of the
lesson, the learner
should be able to:
- Identify gradable adjectives from a text. - Explain how gradable adjectives are used in communication. - Value the importance of adjectives in description. |
The learner is guided to:
- Discuss what the learners in pictures are saying about different objects. - In pairs, describe things and people in the classroom using adjectives in comparative and superlative forms. - Study the concept of gradable adjectives. - Examine examples of gradable adjectives in their comparative and superlative forms. - Note how gradable adjectives can be used with words like very, so, quite, rather, really, and extremely. |
When is it necessary to describe a noun?
|
Smartminds English pg. 58
Picture cards Digital devices Charts Teacher's guide Smartminds English pg. 60 Adjective lists Sample texts |
Adjective identification
Comparative/superlative exercises
Oral descriptions
Written exercises
Observation
|
|
| 8 | 5 |
Reading
|
Intensive Reading: Short Story - Dialogue and Repetition
|
By the end of the
lesson, the learner
should be able to:
- Identify dialogue and repetition in a short story. - Explain the importance of dialogue in character development. - Value the role of literary devices in storytelling. |
The learner is guided to:
- Discuss features that make stories interesting. - Read sentences and identify repeated words. - Discuss the importance of repetition in a story. - In groups, search for information on repetition and dialogue in short stories. - Study the concept of repetition and dialogue as features of style in writing. - Read a short story selected by the teacher. - In pairs, take turns to retell the story. |
What makes stories interesting to read?
|
Smartminds English pg. 62
Short story collection Digital devices Reference books Teacher's guide |
Story retelling
Feature identification
Group discussions
Research assessment
Observation
|
|
| 9 | 1 |
Reading
Writing |
Intensive Reading: Short Story - Dialogue and Repetition
Functional Writing: Apology Letters |
By the end of the
lesson, the learner
should be able to:
- Explain the importance of repetition and dialogue in a short story. - Analyze how dialogue reveals character traits. - Acknowledge the role of dialogue and repetition in fiction writing. |
The learner is guided to:
- In groups, identify examples of dialogue in the short story. - Discuss the message in each dialogue identified. - Describe how dialogues bring out the traits of different characters. - Compare the characters in the story to people in real life. - Role-play one of the dialogues from the story. - Identify examples of repetition in the story and discuss its importance. |
How does dialogue help us understand characters better?
|
Smartminds English pg. 63
Short story collection Chart paper Digital devices Teacher's guide Sample apology letter |
Dialogue analysis
Role play
Character comparison
Repetition identification
Group discussions
|
|
| 9 | 2 |
Writing
|
Functional Writing: Apology Letters
|
By the end of the
lesson, the learner
should be able to:
- Write a letter of apology based on a given context. - Use appropriate language and tone in apology letters. - Acknowledge the role of letter writing in communication. |
The learner is guided to:
- Study the detailed parts of an apology letter. - In groups, search for sample formal apology letters from the Internet or reference materials. - Discuss the language and content of the letters found. - Write an apology letter for being late to school for a second time. - In groups, review each other's letters and suggest corrections. - Rewrite the letter incorporating peer feedback. - Write an apology letter to a parent or guardian and report the response received. |
How can we express sincere apologies in writing?
|
Smartminds English pg. 66
Sample apology letters Digital devices Reference books Teacher's guide |
Letter writing
Peer review
Final letter assessment
Oral reports
Portfolio check
|
|
| 9 | 3 |
REHABILITATION
Listening and Speaking |
Conversational Skills: Disagreeing Politely
|
By the end of the
lesson, the learner
should be able to:
- Identify polite words and expressions used to disagree during a conversation - Use conversational strategies to disagree politely - Acknowledge the importance of etiquette in telephone conversations |
The learner is guided to:
- Watch a short video or read an excerpt in which speakers disagree appropriately and identify polite expressions used - List ways of disagreeing politely from the video or excerpt - Role play events depicted in the video or excerpt - Practise disagreeing politely in pairs - Listen to a dialogue where characters disagree politely |
Which polite words and phrases are used when disagreeing with someone?
|
Smartminds English Grade 8 pg. 67
Charts Digital devices Video clips |
Observation
Role play
Oral questions
Peer assessment
|
|
| 9 | 4 |
Listening and Speaking
Reading |
Conversational Skills: Non-verbal Cues
Reading Fluency: Poem |
By the end of the
lesson, the learner
should be able to:
- Apply non-verbal cues to express varied moods and feelings - Conduct a conversation using appropriate non-verbal cues - Advocate for the need to speak politely during communication |
The learner is guided to:
- Watch a video or role play showing various non-verbal cues during conversations - Identify non-verbal cues such as shaking the head, nodding, raising eyebrows and smiling - Work with peers to write a short dialogue depicting disagreeing politely - Incorporate appropriate non-verbal cues in the dialogue - Present the dialogue to the rest of the class |
How do we use non-verbal cues to express different moods and feelings?
|
Smartminds English Grade 8 pg. 68
Resource person Digital devices Class rules Smartminds English Grade 8 pg. 70 Library Poems on rehabilitation |
Observation schedule
Oral presentation
Checklists
Assessment rubrics
|
|
| 9 | 5 |
Reading
Grammar in Use |
Reading Fluency: Rhythm and Expression
Word Classes: Adverbs of Frequency |
By the end of the
lesson, the learner
should be able to:
- Read a text accurately with rhythm and expression - Apply fluency strategies when reading a text - Value the importance of rhythm and expression in reading |
The learner is guided to:
- Listen to a recording of a poem being read fluently - Observe how the reader incorporates rhythm and expression - Practice reading the poem with appropriate rhythm and expression - Work with peers to read the poem aloud in turns - Recite poems aloud in class - Give feedback on peers' reading fluency |
Why is it important to read at the right speed?
|
Smartminds English Grade 8 pg. 71
Digital devices Audio recordings Poems on rehabilitation Smartminds English Grade 8 pg. 72 Charts Crossword puzzles |
Oral reading assessment
Observation
Checklists
Peer feedback
|
|
| 10 | 1 |
Grammar in Use
Reading |
Word Classes: Adverbs of Degree
Intensive Reading: Short Story |
By the end of the
lesson, the learner
should be able to:
- Identify adverbs of degree from a text - Use adverbs of degree correctly in sentences - Value the importance of adverbs of degree in communication |
The learner is guided to:
- Read a passage and identify adverbs of degree - Construct sentences using adverbs of degree - Hold conversations using adverbs of degree - Fill in blank spaces in sentences with appropriate adverbs of degree - Compose a song on rehabilitation incorporating adverbs of frequency and degree |
What is the function of adverbs of degree in sentences?
|
Smartminds English Grade 8 pg. 74
Charts Digital devices Exercise books Smartminds English Grade 8 pg. 76 Short story collection Talking tree template |
Written exercises
Oral presentation
Sentence construction
Assessment rubric
|
|
| 10 | 2 |
Reading
|
Intensive Reading: Main Ideas and Relevant Details
|
By the end of the
lesson, the learner
should be able to:
- Relate the main ideas in the short story to real life situations - Retell the story while citing issues on rehabilitation - Value the role of short stories in addressing societal issues |
The learner is guided to:
- Identify gender roles highlighted in the short story - Discuss how gender roles in the story relate to real life - Retell the storyline of the short story to peers - Dramatize the main events in the short story - Comment on each other's performances |
What lessons can be learned from the short story?
|
Smartminds English Grade 8 pg. 77
Short story collection Mind maps Digital devices |
Oral presentation
Written questions
Role play
Peer assessment
|
|
| 10 | 3 |
Writing
|
Mechanics of Writing: Commonly Misspelt Words
Mechanics of Writing: Prefixes and Suffixes |
By the end of the
lesson, the learner
should be able to:
- Spell commonly misspelt words correctly - Identify misspelt words in a text - Appreciate the importance of correct spelling in writing |
The learner is guided to:
- Read a passage on drug abuse and pick out misspelt words - Check the correct spelling of identified words using a dictionary - Rewrite sentences with misspelt words correctly - Dictate words to each other and check for correct spelling - Create task cards with commonly misspelt words |
Why should words be spelt correctly?
|
Smartminds English Grade 8 pg. 77
Dictionary Digital devices Task cards Smartminds English Grade 8 pg. 81 Word cards |
Dictation
Written exercises
Spelling tests
Peer assessment
|
|
| 10 | 4 |
NATURAL RESOURCES: WILDLIFE
Listening and Speaking Listening and Speaking |
Listening for Detail: Main Ideas
Listening for Detail: Specific Information |
By the end of the
lesson, the learner
should be able to:
- Identify main ideas in a listening text - Respond appropriately to questions based on a listening text - Acknowledge the importance of listening for details |
The learner is guided to:
- Listen to a recorded text on wildlife and answer questions from the text - Discuss the main ideas from the text - Take notes while listening to capture important details - Listen to a passage read by peers or the teacher and outline the main ideas - Discuss answers based on the given text |
How should one listen for detail?
|
Smartminds English Grade 8 pg. 82
Audio recordings Digital devices Note-taking materials Smartminds English Grade 8 pg. 83 Digital audio Listening texts |
Oral questioning
Listening comprehension test
Note-taking assessment
Observation
|
|
| 10 | 5 |
Reading
|
Intensive Reading: Visuals
|
By the end of the
lesson, the learner
should be able to:
- Identify different visuals in given contexts - Make connections between visuals and written text - Appreciate the role of visuals in simplifying representation |
The learner is guided to:
- Study information presented in optical illusions in print/electronic devices - Make inferences of implied meaning from the visuals - Connect visuals such as pictures, graphs, and illustrations with written texts - Write a summary of what has been viewed in the visuals depicting human-wildlife conflict |
What information do we obtain from visuals?
|
Smartminds English Grade 8 pg. 83
Pictures Charts Digital devices Video clips |
Written summaries
Oral presentations
Visual interpretation tasks
Observation
|
|
| 11 | 1 |
Reading
Grammar in Use |
Intensive Reading: Visual Interpretation
Word Classes: Indefinite Pronouns |
By the end of the
lesson, the learner
should be able to:
- Interpret visuals correctly for meaning - Create visuals to represent written information - Value the role of visuals in enhancing communication |
The learner is guided to:
- Match visuals to their correct messages - Study pictures and answer questions about them - Draw pictures representing main events in a story about wildlife - Create posters with pictures and messages on wildlife conservation - Present and explain their visuals to the class |
How can one interpret a visual correctly?
|
Smartminds English Grade 8 pg. 85
Pictures Charts Drawing materials Manila papers Smartminds English Grade 8 pg. 86 Digital devices Flash cards |
Visual creation assessment
Oral presentation
Peer assessment
Observation
|
|
| 11 | 2 |
Grammar in Use
Reading |
Word Classes: Reflexive Pronouns
Intensive Reading: Short Story - Characters |
By the end of the
lesson, the learner
should be able to:
- Identify reflexive pronouns correctly - Use reflexive pronouns in sentences accurately - Value the importance of pronouns in communication |
The learner is guided to:
- Listen to a poem and identify reflexive pronouns used - Distinguish between indefinite and reflexive pronouns - Construct sentences using reflexive pronouns - Form sentences from a table using reflexive pronouns - Play language games using flashcards with different pronouns |
Why do we use reflexive pronouns?
|
Smartminds English Grade 8 pg. 88
Charts Digital devices Flash cards Poem recordings Smartminds English Grade 8 pg. 89 Short story collection Character maps |
Written exercises
Sentence construction
Language games assessment
Oral questioning
|
|
| 11 | 3 |
Reading
|
Intensive Reading: Character Traits
|
By the end of the
lesson, the learner
should be able to:
- Describe the traits of characters in a short story - Relate the characters in the short story to real-life experiences - Value the role of character development in short stories |
The learner is guided to:
- Categorize characters as good or bad based on their actions and words - Write paragraphs describing the traits of characters - Compare and contrast the traits of different characters - Relate characters in the story to people they know in real life - Discuss how characters contribute to the theme of wildlife conservation |
How do characters in a story relate to people in real life?
|
Smartminds English Grade 8 pg. 90
Short story text Character trait charts Digital devices |
Written character analysis
Oral presentations
Peer assessment
Observation
|
|
| 11 | 4 |
Writing
|
Composition Writing: Prewriting
Composition Writing: Drafting and Editing |
By the end of the
lesson, the learner
should be able to:
- Identify the steps in the writing process - Brainstorm ideas for writing on wildlife - Appreciate the importance of planning before writing |
The learner is guided to:
- Discuss the steps in the writing process - Search for information and ideas on wildlife from the internet - Brainstorm with peers and outline ideas to include in a dialogue - Organize ideas in a logical sequence - Create a mind map of ideas for a composition on wildlife |
How would you ensure that your composition is clear and interesting?
|
Smartminds English Grade 8 pg. 91
Digital devices Mind map templates Reference materials Smartminds English Grade 8 pg. 92 Sample dialogues Editing checklists |
Mind map assessment
Observation
Peer assessment
Outline evaluation
|
|
| 11 | 5 |
TOURISM: DOMESTIC
Listening and Speaking Listening and Speaking |
Listening and Responding: Oral Narratives - Myths
Listening and Responding: Moral Lessons in Myths |
By the end of the
lesson, the learner
should be able to:
- Identify the characters in a given myth - Narrate the key events in a given myth - Acknowledge the role of oral literature in lifelong learning |
The learner is guided to:
- Predict events in a myth from the title or pictures - Listen to a narration of a myth from their community - Retell the myth to their peers - Watch a video recording of a myth - Identify the characters in the myth - Collaborate to answer questions from the story |
How can you tell what is going to happen in a story?
|
Smartminds English Grade 8 pg. 93
Video recordings Digital devices Resource person Smartminds English Grade 8 pg. 94 Oral literature texts Resource person Digital devices |
Oral narrative retelling
Observation
Question and answer
Peer assessment
|
|
| 12 | 1 |
Reading
|
Intensive Reading: Poem
Intensive Reading: Message and Style |
By the end of the
lesson, the learner
should be able to:
- Select required information from a poem - Use nonverbal cues to bring out the message in a poem - Make judgements on the information in a poem |
The learner is guided to:
- Identify the characters, themes and aspects of style in a poem - Infer the meaning of words from the context - Recite the poem using relevant non-verbal cues - Answer direct and inferential questions based on the poem - Retell events depicted in the poem in their own words |
How can one tell the meaning of unfamiliar words used in a poem?
|
Smartminds English Grade 8 pg. 95
Poem text Digital devices Dictionary Smartminds English Grade 8 pg. 96 Reference materials |
Oral recitation
Written comprehension
Non-verbal expression assessment
Observation
|
|
| 12 | 2 |
Grammar in Use
|
Word Classes: Prepositions of Position
|
By the end of the
lesson, the learner
should be able to:
- Identify prepositions of position correctly - Use prepositions of position in sentences correctly - Appreciate the role of prepositions of position in communication |
The learner is guided to:
- Study pictures and describe the position of objects using prepositions - Read sentences and identify prepositions of position - Construct sentences using different prepositions of position - Describe positions of items in the classroom using prepositions - Fill in gaps with appropriate prepositions of position |
How do we show where a person or thing is?
|
Smartminds English Grade 8 pg. 97
Pictures Charts Digital devices Flash cards |
Written exercises
Sentence construction
Gap-filling tasks
Observation
|
|
| 12 | 3 |
Grammar in Use
Reading |
Word Classes: Prepositions of Time and Place
Intensive Reading: Inanimate Characters |
By the end of the
lesson, the learner
should be able to:
- Identify prepositions of time and place correctly - Use prepositions of time and place in sentences accurately - Value the importance of prepositions in communication |
The learner is guided to:
- Listen to a passage and identify prepositions of time and place - Construct sentences using prepositions of time and place - Fill in blanks in sentences with appropriate prepositions - Hold conversations using prepositions of time, place and position - Create crossword puzzles using prepositions |
How do you show the position of a thing or the time something happens?
|
Smartminds English Grade 8 pg. 98
Charts Digital devices Flash cards Crossword templates Smartminds English Grade 8 pg. 100 Poem text Reference materials Digital devices |
Written exercises
Conversational assessment
Crossword puzzle creation
Peer assessment
|
|
| 12 | 4 |
Reading
Writing |
Intensive Reading: Creation with Inanimate Characters
Assessment of Writing: Identifying Errors |
By the end of the
lesson, the learner
should be able to:
- Relate inanimate characters in poems to real life - Create a poem with inanimate characters - Value the role of inanimate characters in enhancing creativity |
The learner is guided to:
- Discuss people in real life with similar traits to the inanimate characters - Search for more poems with inanimate characters - Choose an inanimate object related to domestic tourism - Compose a poem on the chosen object or idea - Display their poems in the classroom or school noticeboard |
Why are inanimate characters important in a poem?
|
Smartminds English Grade 8 pg. 102
Poetry books Digital devices Manila paper Display materials Sample compositions Assessment checklists Digital devices |
Poem creation assessment
Oral presentation
Peer assessment
Display evaluation
|
|
| 12 | 5 |
Writing
|
Assessment of Writing: Editing and Improving
|
By the end of the
lesson, the learner
should be able to:
- Edit a composition to correct identified errors - Write a well-structured composition on domestic tourism - Value the importance of feedback in improving writing |
The learner is guided to:
- Work with peers to create a narrative composition on domestic tourism - Exchange compositions with peers for review - Edit compositions to correct errors in structure, content, grammar, and mechanics - Take part in a gallery walk to view and comment on peers' work - Revise their compositions based on feedback |
What are some of the common mistakes we make in our writing?
|
Smartminds English Grade 8 pg. 103
Editing checklists Digital devices Sample compositions |
Final composition assessment
Editing skills evaluation
Gallery walk participation
Peer feedback
|
|
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