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| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 2 |
PERSONAL RESPONSIBILITY
Listening and Speaking |
Conversational Skills: Polite Language
|
By the end of the
lesson, the learner
should be able to:
- Identify polite expressions used in the introduction of self and others - Use polite expressions in the introduction of self and others in different speaking contexts - Model respectful behaviour during introductions |
The learner is guided to:
- List necessary details needed for effective introduction - Brainstorm types of introduction - List polite expressions for introductions - Match expressions to introduction types - Discuss importance of polite language - Play introduction games - Role-play self-introductions |
Why is it important for people to introduce themselves?
|
Head Start English Learner's Book pg. 2
Digital devices Audio recording Flash cards |
Observation
Oral questions
Role play
Self and peer assessment
|
|
| 1 | 3 |
Listening and Speaking
Reading |
Conversational Skills: Polite Language
Extensive Reading: Independent Reading |
By the end of the
lesson, the learner
should be able to:
- Identify polite expressions used in the introduction of self and others - Use polite expressions in the introduction of self and others in different speaking contexts - Model respectful behaviour during introductions |
The learner is guided to:
- Review audio/video of formal and informal introductions - Practice introductions in groups - Use respectful language in introductions - Play introduction games - Match expressions to introduction types |
How can we show respect during introductions?
|
Head Start English Learner's Book pg. 4
Digital devices Audio recording Flash cards Head Start English Learner's Book pg. 5 School library Storybooks |
Observation
Oral presentations
Role play
Self and peer assessment
|
|
| 1 | 4 |
Reading
Grammar in Use |
Extensive Reading: Independent Reading
Word Classes: Nouns |
By the end of the
lesson, the learner
should be able to:
- Identify a variety of texts for independent reading - Read selected materials for information and enjoyment - Appreciate the value of independent reading in lifelong learning |
The learner is guided to:
- Set reading goals and timelines - Use reading logs to track reading - Establish good reading habits - Keep portfolios of reading experiences - Form reading clubs - Discuss books read |
What should you consider when selecting reading materials?
|
Head Start English Learner's Book pg. 8
Reading logs Library books Digital reading materials Head Start English Learner's Book pg. 11 Digital devices Flash cards Charts |
Portfolio assessment
Reading log review
Peer assessment
|
|
| 1 | 5 |
Grammar in Use
Reading |
Word Classes: Nouns
Intensive Reading: Trickster Narratives |
By the end of the
lesson, the learner
should be able to:
- Identify the different types of nouns from a print or digital text - Use different types of nouns in sentences - Appreciate the role of correct grammar in written and spoken communication |
The learner is guided to:
- Listen to a poem or story and categorize nouns - Mention examples of nouns in classroom and school - Play language games with nouns - Create poems using different noun types - Present their work to the class |
How do nouns help us communicate effectively?
|
Head Start English Learner's Book pg. 14
Poems Stories Digital devices Head Start English Learner's Book pg. 16 Trickster narratives |
Written compositions
Presentations
Peer assessment
Observation
|
|
| 1 | 6 |
Writing
Listening and Speaking |
Handwriting: Legibility and Neatness
Oral Presentations: Oral Narratives |
By the end of the
lesson, the learner
should be able to:
- Describe features of legible and neat handwriting for efficient writing - Write texts legibly and neatly for effective communication - Acknowledge the importance of writing neatly and legibly |
The learner is guided to:
- Study samples of neat handwriting - Discuss features of good handwriting - Practice handwriting games - Correct bad handwriting habits - Copy texts on personal responsibility - Write paragraphs legibly - Share for peer evaluation |
Why should we write legibly and clearly?
|
Head Start English Learner's Book pg. 19
Handwriting samples Charts Manila papers Head Start English Learner's Book pg. 24 Digital devices Audio-visual recordings Resource persons |
Handwriting samples
Peer assessment
Observation
Handwriting competitions
|
|
| 2 | 1-2 |
SCIENCE AND HEALTH EDUCATION
Reading Reading Grammar in Use |
Intensive Reading: Simple Poems
Word Classes: Nouns |
By the end of the
lesson, the learner
should be able to:
- Distinguish between poems and other literary genres - Recite a variety of simple poems for enjoyment - Collaborate in poetry recitation for enjoyment and learning - Identify count, non-count, singular, and plural nouns from a variety of texts - Use count, non-count, singular, and plural nouns in sentences - Appreciate the importance of the correct use of nouns in communication |
The learner is guided to:
- Listen to recorded poetry recitation - Discuss what makes reading simple poems interesting - Pick out poems from a variety of texts - Read poems aloud - Recite poems that address science and health issues - Provide feedback to peers The learner is guided to: - Search for examples of count/non-count nouns online - Listen to audio text and pick out target nouns - Pick out count/non-count nouns from newspapers and magazines - Identify objects in the classroom and categorize them - Change singular nouns to plural and vice versa |
How are poems different from other forms of literary genres?
How can you group things that cannot be counted? |
Head Start English Learner's Book pg. 28
Poetry books Audio recordings Digital devices Head Start English Learner's Book pg. 30 Digital devices Audio recordings Head Start English Learner's Book pg. 31 Digital devices Audio text Newspapers and magazines Head Start English Learner's Book pg. 34 Charts Crossword puzzles |
Recitation assessment
Observation
Peer feedback
Group performance
Written exercises Oral questions Group work assessment Observation |
|
| 2 | 3 |
Reading
|
Intensive Reading: Class Reader
|
By the end of the
lesson, the learner
should be able to:
- Explain the different parts that aid in previewing a book - Describe the author and the setting of the text in terms of time and place - Underscore the value of reading for lifelong learning |
The learner is guided to:
- Study the cover page of a class reader - Read the blurb and highlight features - Discuss the title of the class reader - Research information about the author and setting - Make oral presentations on their findings - Identify words that describe the setting |
Why should we not judge a book by its cover?
|
Head Start English Learner's Book pg. 36
Class reader Digital devices Reference materials Head Start English Learner's Book pg. 39 Graphic organizers K-W-W-L charts |
Oral presentations
Written responses
Observation
Graphic organizers
|
|
| 2 | 4 |
Writing
|
Mechanics of Writing: Punctuation Marks
|
By the end of the
lesson, the learner
should be able to:
- Recognise the full stop, exclamation mark, and question mark in texts - Use the full stop, exclamation mark, and question mark in sentences - Acknowledge the importance of punctuating sentences accurately |
The learner is guided to:
- Read print or non-print text and identify punctuation marks - Punctuate a text using target punctuation marks - Write a short story using appropriate punctuation - Engage in online or offline punctuation games - Create and display posters with punctuated sentences |
Why is it important to punctuate a text?
|
Head Start English Learner's Book pg. 41
Digital devices Punctuation games Charts Posters Head Start English Learner's Book pg. 42 Posters Punctuation games |
Written exercises
Punctuation games
Observation
Peer assessment
|
|
| 2 | 5 |
HYGIENE
Listening and Speaking Listening and Speaking |
Listening for the Main Idea
|
By the end of the
lesson, the learner
should be able to:
- Identify the main idea from varied descriptive texts - Pick out specific information from varied descriptive texts - Acknowledge the importance of listening skills in communication |
The learner is guided to:
- Listen to audio recordings on hygiene - Identify the main idea from the audio - Listen for specific information and take notes - Search for expressions that signal main ideas - Watch videos and pick out specific information |
What can you do to ensure you capture the main ideas from a speaker?
|
Head Start English Learner's Book pg. 45
Audio recordings Digital devices Video clips Head Start English Learner's Book pg. 47 Descriptive texts |
Note-taking assessment
Oral questions
Observation
Listening comprehension
|
|
| 2 | 6 |
Reading
Grammar in Use Grammar in Use |
Reading: Information and Meaning
Verbs and Tense Verbs and Tense |
By the end of the
lesson, the learner
should be able to:
- Distinguish between reading for information and reading for meaning - Infer the meaning of words and phrases from varied texts - Appreciate the importance of reading for information and meaning |
The learner is guided to:
- Distinguish between reading for information and meaning - Scan texts to identify text features - Read texts on hygiene, safety, and security - Organize information by making notes - Infer and share meanings of words from texts |
How would you tell the meaning of a word in a passage?
|
Head Start English Learner's Book pg. 48
Digital devices Reference materials Articles on hygiene Head Start English Learner's Book pg. 52 Texts on hygiene Head Start English Learner's Book pg. 54 Language games Flash cards |
Written responses
Observation
Crossword puzzles
Vocabulary assessment
|
|
| 3 | 1-2 |
Reading
Writing Listening and Speaking |
Intensive Reading: Poetry
Writing Narrative Paragraphs Listening Comprehension: Selective Listening |
By the end of the
lesson, the learner
should be able to:
- Explain the structure of poems - Analyse the structure of varied simple poems - Read short poems addressing varied societal issues - Identify the parts of a narrative paragraph - Compose a narrative paragraph with the appropriate structure - Acknowledge the significance of paragraphing in written communication |
The learner is guided to:
- Source poems from books and online resources - Brainstorm on parts of a poem - Read short poems on personal hygiene and health issues - Analyze how poems are broken into stanzas and lines - Study varied poems and present structures The learner is guided to: - Identify parts of a well-written paragraph - Read samples of narrative paragraphs - Discuss the flow of ideas in paragraphs - Write paragraphs about hygiene issues - Present paragraphs for peer review |
Why do people write poems?
Why do we write paragraphs? |
Head Start English Learner's Book pg. 55
Poetry books Digital devices Poems on hygiene Head Start English Learner's Book pg. 57 Graphic organizers Head Start English Learner's Book pg. 59 Digital devices Sample paragraphs Writing materials Head Start English Learner's Book pg. 63 Audio recordings Role play scripts |
Observation
Oral questions
Written analysis
Graphic organizers
Written paragraphs Peer assessment Observation Paragraph structure analysis |
|
| 3 | 3 |
LEADERSHIP
Listening and Speaking Reading |
Listening Comprehension: Selective Listening
Intensive Reading |
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 listening text - Listen and respond to texts on leadership - Emphasize the value of listening skills in communication |
The learner is guided to:
- Answer questions posed by the speaker in a leadership text - Identify general information in recordings - Pick out specific details from audio clips - Discuss importance of selective listening - Take notes on specific information |
What factors interfere with one's ability to listen well?
|
Head Start English Learner's Book pg. 64
Audio recordings Digital devices Note-taking materials Reading materials Mind maps |
Listening comprehension
Note-taking assessment
Peer evaluation
Observation
|
|
| 3 | 4 |
Reading
Grammar in Use |
Intensive Reading
Verbs and Tense |
By the end of the
lesson, the learner
should be able to:
- Discuss the identified reading strategies - Select main ideas and details from a variety of written texts - Acknowledge the importance of reading for main ideas and details as a comprehension skill |
The learner is guided to:
- Search for newspaper articles on leadership - Identify main ideas and details in articles - Create mind maps to represent ideas and details - Discuss importance of reading for main ideas - Share reading strategies with peers |
What techniques can help identify main ideas in a text?
|
Head Start English Learner's Book pg. 67
Newspaper articles Digital devices Mind maps Head Start English Learner's Book pg. 68 Reference materials Leadership texts |
Written exercises
Mind map assessment
Observation
Group discussions
|
|
| 3 | 5 |
Grammar in Use
Reading |
Verbs and Tense
Intensive Reading: Class Readers |
By the end of the
lesson, the learner
should be able to:
- Identify verbs in the simple present and simple past tense in a text - 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:
- Complete sentences using correct tense of verbs - Create charts showing words in tenses - Play language games using verbs in tenses - Hold conversations using correct tenses - Discuss importance of using correct tense |
How can we improve our use of tenses in communication?
|
Head Start English Learner's Book pg. 71
Digital devices Charts Language games Head Start English Learner's Book pg. 72 Class reader Reader's theatre script |
Written exercises
Conversation assessment
Language games
Chart evaluation
|
|
| 3 | 6 |
Reading
Writing |
Intensive Reading: Class Readers
Paragraphing: Using Examples and Incidents |
By the end of the
lesson, the learner
should be able to:
- Identify the main characters in a class reader - Explain how the characters make the story flow - Make predictions based on the title and the sections read - Appreciate the role of characters in the class reader |
The learner is guided to:
- Write a summary about how main characters make the story flow - Create character sketches of main characters - Discuss roles of characters in the story - Make predictions about future events - Reflect on character development |
What marks the climax of a story?
|
Head Start English Learner's Book pg. 74
Class reader Digital devices Character sketch templates Head Start English Learner's Book pg. 75 Mind maps Sample paragraphs |
Written summaries
Character sketches
Oral presentations
Peer assessment
|
|
| 4 | 1-2 |
Writing
Listening and Speaking FAMILY Listening and Speaking Reading |
Paragraphing: Using Examples and Incidents
Pronunciation: Sounds and Word Stress Pronunciation: Sounds and Word Stress Study Skills: Synonyms and Antonyms |
By the end of the
lesson, the learner
should be able to:
- Outline examples and incidents to include in a paragraph - Create a well-developed paragraph using examples and incidents - Appreciate the importance of well-written paragraphs in writing - Identify the consonant and vowel sounds in words - Articulate consonants and vowel sounds for oral fluency - Distinguish the meaning of words on the basis of stress - Advocate the role of correct pronunciation in communication |
The learner is guided to:
- Plan to write a paragraph about leadership - Create topic sentence or introduction - Include supporting examples and incidents - Provide clear conclusions - Present paragraph for feedback and revision The learner is guided to: - Distinguish word meaning based on stress - Play language games to distinguish word meaning - Practice pronouncing minimal pairs with target sounds - Discuss importance of correct pronunciation - Create tongue twisters using target sounds |
How does a well-written paragraph enhance communication?
Why do people find it difficult to pronounce some words? |
Head Start English Learner's Book pg. 77
Digital devices Sample paragraphs Mind maps Head Start English Learner's Book pg. 79 Audio recordings Pronunciation charts Head Start English Learner's Book pg. 82 Digital devices Audio recordings Word pairs Flash cards Head Start English Learner's Book pg. 84 Dictionaries Encyclopedia Reference books |
Written paragraphs
Paragraph structure analysis
Peer assessment
Observation
Pronunciation assessment Observation Language games Peer evaluation |
|
| 4 | 3 |
Reading
Grammar in Use Grammar in Use |
Study Skills: Synonyms and Antonyms
Comparative and Superlative Adjectives Comparative and Superlative Adjectives |
By the end of the
lesson, the learner
should be able to:
- Identify synonyms and antonyms of words from written texts - Spell synonyms and antonyms correctly for writing fluency - Use synonyms and antonyms in sentences - Appreciate the importance of correct use of words in communication |
The learner is guided to:
- Practice pronouncing synonyms and antonyms in pairs - Design charts with antonyms and synonyms correctly spelled - Create vocabulary games using synonyms and antonyms - Match words with their synonyms and antonyms - Build vocabulary through usage of synonyms and antonyms |
How can we expand our vocabulary using synonyms and antonyms?
|
Head Start English Learner's Book pg. 87
Dictionaries Digital devices Charts Flashcards Head Start English Learner's Book pg. 89 Reference materials Flash cards Charts Head Start English Learner's Book pg. 91 Reference materials |
Oral presentations
Vocabulary tests
Chart assessment
Peer evaluation
|
|
| 4 | 4 |
Reading
|
Intensive Reading: Oral Narratives
|
By the end of the
lesson, the learner
should be able to:
- Identify heroic characters in legends - Explain the moral lessons in legends - Discuss why legends are important in various communities - Relate the characters in the legends to real life |
The learner is guided to:
- Predict actions of characters in legends - Read a heroic narrative aloud in turns - Identify characters in legends - Discuss heroic acts in legends - Relate legends to their actions - Identify moral lessons from legends |
Why is it important to learn about heroes in society?
|
Head Start English Learner's Book pg. 92
Legend narratives Digital devices Reference materials Head Start English Learner's Book pg. 94 Mind maps |
Oral reading
Character analysis
Written responses
Observation
|
|
| 4 | 5 |
Writing
|
Functional Writing: Friendly Letters
|
By the end of the
lesson, the learner
should be able to:
- Identify the parts of a friendly letter - Compose a friendly letter using the correct format - Appreciate the role of friendly letters in communication |
The learner is guided to:
- Read sample friendly letters - Identify and underline parts of a friendly letter - Create a friendly letter individually - Exchange letters with peers for feedback - Incorporate feedback from peers |
Why do we write friendly letters?
|
Head Start English Learner's Book pg. 96
Sample letters Digital devices Charts Writing materials Head Start English Learner's Book pg. 98 |
Written letters
Format assessment
Peer evaluation
Observation
|
|
| 4 | 6 |
DRUG AND SUBSTANCE ABUSE
Listening and Speaking Listening and Speaking |
Conversational Skills: Polite Interruption
Conversational Skills: Turn-taking |
By the end of the
lesson, the learner
should be able to:
- identify verbal and non-verbal forms of polite interruptions - apply turn-taking skills in different speaking contexts - use verbal and non-verbal cues to interrupt a conversation politely - acknowledge the importance of politeness in communication |
The learner is guided to:
- watch dialogues depicting turn-taking skills and interrupting politely - practise interrupting someone politely in pairs - identify instances of turn taking and polite interruptions - write examples of polite expressions on sticky notes |
How can you ensure that you do not dominate in a conversation?
|
KLB Head Start English Grade 7 pg. 100
Audio recordings Video clips Flash cards Sticky notes KLB Head Start English Grade 7 pg. 101 Audio recorder Manila paper Choral verse |
Observation
Oral presentation
Role play
Peer assessment
|
|
| 5 | 1-2 |
Reading 1
Grammar in Use |
Reading Fluency: Speed and Accuracy
Reading Fluency: Expression Word Classes: Adverbs of Time Word Classes: Adverbs of Place and Manner |
By the end of the
lesson, the learner
should be able to:
- identify instances of expressive reading from a reading or digital text - read a text at the right speed with accuracy - appreciate the importance of reading fluency in communication - identify adverbs of time in texts - use adverbs of time in sentences - acknowledge the value of adverbs of time in communication |
The learner is guided to:
- listen to news clips and comment on presenters' speed and accuracy - brainstorm ways of reading effectively - read texts with appropriate expressions and speed - time themselves while reading excerpts The learner is guided to: - identify adverbs of time from a passage - construct sentences using adverbs of time - fill in blanks with appropriate adverbs of time - complete substitution tables with adverbs of time |
Why is it important to read fluently?
Why is it necessary to indicate when an activity takes place? |
KLB Head Start English Grade 7 pg. 104
Audio clips Reading texts Stopwatch Digital devices KLB Head Start English Grade 7 pg. 106 Poem texts Choral verse Audio recordings KLB Head Start English Grade 7 pg. 108 Reading passages Charts Flash cards Digital devices KLB Head Start English Grade 7 pg. 110 Digital devices Charts |
Observation
Oral reading
Peer feedback
Timed reading exercises
Written exercises Oral questions Sentence construction Gap filling exercises |
|
| 5 | 3 |
Reading 2
|
Intensive Reading: Oral Literature-Songs (Lullabies)
Intensive Reading: Oral Literature-Songs (Features of Lullabies) |
By the end of the
lesson, the learner
should be able to:
- identify repeated words and phrases in lullabies - use appropriate techniques when performing lullabies - pick out key messages communicated in lullabies - appreciate the importance of lullabies in real life |
The learner is guided to:
- listen to audio recordings of lullabies - identify instances of repetition in lullabies - perform lullabies with appropriate techniques - discuss the functions of lullabies |
Why are lullabies important in our community?
|
KLB Head Start English Grade 7 pg. 112
Audio recordings Digital devices Resource person Lullaby texts KLB Head Start English Grade 7 pg. 114 Audio recorder Sample lullabies |
Performance
Oral questions
Observation
Peer assessment
|
|
| 5 | 4 |
Writing
|
Mechanics of Writing: Commonly Misspelt Words
Mechanics of Writing: Using Commonly Misspelt Words |
By the end of the
lesson, the learner
should be able to:
- recognise commonly misspelt words in texts - identify ways of correcting commonly misspelt words - value the relationship between accurate spelling and effective written communication |
The learner is guided to:
- mention words they find difficult to spell - check spelling of words in dictionaries - discuss ways of correcting commonly misspelt words - search for commonly misspelt words online |
How can we improve our spelling?
|
KLB Head Start English Grade 7 pg. 115
Dictionary Digital devices Word lists Crossword puzzles KLB Head Start English Grade 7 pg. 116 Sample texts |
Spelling tests
Written exercises
Peer assessment
Crossword puzzle completion
|
|
| 5 | 5 |
NATURAL RESOURCES-FORESTS
Listening and Speaking Listening and Speaking |
Listening Comprehension: Clues for Details
Listening Comprehension: Note-taking |
By the end of the
lesson, the learner
should be able to:
- identify clues that signal details from a listening text - take detailed notes on a listening text - acknowledge the importance of listening for details |
The learner is guided to:
- listen to a text and identify words introducing details - search for signposts that introduce details - discuss kinds of details to look for in a text - identify expressions that signal details |
What factors interfere with one's ability to listen well?
|
KLB Head Start English Grade 7 pg. 119
Audio recordings Digital devices Charts Note-taking materials KLB Head Start English Grade 7 pg. 120 Note-taking materials Charts |
Observation
Oral questions
Note-taking assessment
Listening comprehension exercises
|
|
| 5 | 6 |
Reading 1
|
Intensive Reading: Information from Visuals
Intensive Reading: Interpreting Visuals |
By the end of the
lesson, the learner
should be able to:
- identify types of information conveyed by visuals for comprehension - interpret visuals for information - appreciate the importance of visual interpretation skills in different texts |
The learner is guided to:
- list common visuals like road signs and billboards - search for different types of information visuals convey - discuss issues that visuals can address - apply comprehension strategies to interpret visuals |
Why are pictures and photographs important in written texts?
|
KLB Head Start English Grade 7 pg. 122
Visual materials Digital devices Maps Charts Photographs KLB Head Start English Grade 7 pg. 123 National symbols Drawing materials |
Observation
Oral questions
Visual interpretation exercises
Story creation from visuals
|
|
| 6 | 1-2 |
Grammar in Use
Reading 2 Reading 2 Writing |
Word Classes: Personal Pronouns
Word Classes: Possessive Pronouns Intensive Reading: Minor Characters Intensive Reading: Character Relationships Composition Writing: Pre-writing and Drafting |
By the end of the
lesson, the learner
should be able to:
- distinguish between personal and possessive pronouns in sentences - use personal pronouns in sentences appropriately - appreciate the value of proper use of pronouns - identify the relations between minor characters in a class reader - link characters' reactions to their relationships - appreciate the importance of character analysis in literary works |
The learner is guided to:
- identify personal pronouns in a passage - complete sentences using correct personal pronouns - make sentences using a substitution table - create sentences about class members using pronouns The learner is guided to: - analyze character relationships in the class reader - create a character relationship map - dramatize interactions between minor characters - discuss the importance of minor characters |
Why should we avoid unnecessary repetition?
How would you describe the behaviour of your classmates? |
KLB Head Start English Grade 7 pg. 124
Reading passages Charts Flash cards Digital devices KLB Head Start English Grade 7 pg. 127 KLB Head Start English Grade 7 pg. 129 Class reader Digital devices Character charts Role play props KLB Head Start English Grade 7 pg. 130 Class reader Character maps Digital devices Role play props KLB Head Start English Grade 7 pg. 132 Sample compositions Mind maps Reference materials |
Written exercises
Oral questions
Sentence construction
Chart evaluation
Character map assessment Role play evaluation Written analysis Observation |
|
| 6 | 3 |
Writing
Listening and Speaking |
Composition Writing: Editing, Revising and Publishing
Listening Comprehension: Explanatory Narratives |
By the end of the
lesson, the learner
should be able to:
- write a narrative composition following the writing process - edit and revise compositions for improvement - value the importance of the writing process |
The learner is guided to:
- organize information into sentences and paragraphs - read through drafts for flow of information - check grammar, spelling and punctuation - rewrite composition with corrections |
What makes a well-written composition?
|
KLB Head Start English Grade 7 pg. 134
Digital devices Sample compositions Editing checklists Reference materials KLB Head Start English Grade 7 pg. 137 Audio recordings Resource person Story books |
Final composition assessment
Editing checklist review
Peer assessment
Self-assessment
|
|
| 6 | 4 |
TRAVEL
Reading 1 Grammar in Use |
Intensive Reading: Reading for Interpretation
Word Classes: Simple Prepositions of Agent and Instrument |
By the end of the
lesson, the learner
should be able to:
- distinguish main ideas from supporting details from poems - use contextual clues to infer the meaning of words and phrases in a text - make connections between events in a poem and real life - acknowledge the role of reading comprehension in lifelong learning |
The learner is guided to:
- discuss what reading for interpretation entails - visualize events, people, and places in poems - infer meanings of vocabulary based on context - use digital devices to check meaning of words |
How can you identify the message in a poem?
|
KLB Head Start English Grade 7 pg. 139
Digital devices Dictionary Poetry texts Reading materials KLB Head Start English Grade 7 pg. 143 Reading passages Charts Flashcards |
Poem analysis
Vocabulary exercises
Written responses
Oral presentations
|
|
| 6 | 5 |
Grammar in Use
Reading 2 |
Word Classes: Simple Prepositions of Direction
Intensive Reading: Human Characters in Poetry |
By the end of the
lesson, the learner
should be able to:
- identify prepositions of direction in texts - use prepositions of direction in sentences - attest to the importance of well-formed sentences in communication |
The learner is guided to:
- identify prepositions of direction in sentences - fill in blanks with prepositions of direction - construct sentences using a substitution table - create crossword puzzles with prepositions |
What constitutes a simple sentence?
|
KLB Head Start English Grade 7 pg. 145
Reading passages Crossword puzzles Digital devices Charts KLB Head Start English Grade 7 pg. 150 Poetry texts Sticky notes Character charts |
Written exercises
Crossword puzzles
Sentence construction
Peer assessment
|
|
| 6 | 6 |
Reading 2
Writing |
Intensive Reading: Character Traits in Poetry
Composition Writing: Self-Assessment of Introduction |
By the end of the
lesson, the learner
should be able to:
- relate human characters in poems to real life - describe the lessons learned from characters in poems - value the role of character analysis in poetry appreciation |
The learner is guided to:
- describe traits of characters using adjectives - share character descriptions on sticky notes - relate poem characters to real life people - discuss lessons learned from characters |
What can we learn from characters in poems?
|
KLB Head Start English Grade 7 pg. 152
Poetry texts Digital devices Sticky notes Role play props KLB Head Start English Grade 7 pg. 153 Sample compositions Assessment checklists Reference materials |
Character analysis
Written descriptions
Role play assessment
Oral presentations
|
|
| 7 | 1-2 |
Writing
Listening and Speaking HEROES AND HEROINES IN KENYA Listening and Speaking Reading 1 |
Composition Writing: Self-Assessment of Body and Conclusion
Pronunciation: Consonant Sounds Pronunciation: Vowel Sounds and Word Stress Extensive Reading: Selection of Fictional Materials |
By the end of the
lesson, the learner
should be able to:
- write narrative compositions and assess the body and conclusion - identify and correct spelling, punctuation, and grammatical errors - value the importance of assessment in composition writing - articulate correctly vowel sounds /ʊ/ and /uː/ in words - pronounce words correctly using stress - distinguish the meaning of words based on stress - acknowledge the importance of correct pronunciation in oral communication |
The learner is guided to:
- write a narrative composition about travel - use a checklist to assess body and conclusion - identify and correct errors in compositions - discuss importance of composition assessment The learner is guided to: - recite poems with focus on vowel sounds - practice saying words with short and long 'u' sounds - group words by vowel sounds - pronounce words with correct stress patterns |
How can one improve their composition writing skills?
Why do people find it difficult to pronounce some words? |
KLB Head Start English Grade 7 pg. 154
Assessment checklists Digital devices Sample compositions Reference materials KLB Head Start English Grade 7 pg. 157 Audio recordings Tongue twisters Word lists KLB Head Start English Grade 7 pg. 159 Audio recordings Poetry texts Word lists Digital devices KLB Head Start English Grade 7 pg. 162 Storybooks Digital devices Reading journals Fiction collections |
Composition writing
Error identification
Self-assessment
Peer review
Pronunciation exercises Poem recitation Word grouping Stress pattern identification |
|
| 7 | 3 |
Reading 1
Grammar in Use |
Extensive Reading: Comprehension of Fictional Materials
Word Classes: Conjunctions-and |
By the end of the
lesson, the learner
should be able to:
- read fictional texts for information and enjoyment - relate fictional texts to real life - value the role of fiction in developing imagination |
The learner is guided to:
- read fiction materials independently - dramatize sections of fictional texts - relate fictional ideas to real life - discuss elements of fiction in texts |
What should you consider when selecting fictional texts for reading?
|
KLB Head Start English Grade 7 pg. 164
Storybooks Digital devices Reading journals Fiction collections KLB Head Start English Grade 7 pg. 166 Reading passages Sentence strips Substitution tables |
Dramatization
Comprehension questions
Character analysis
Reading logs
|
|
| 7 | 4 |
Grammar in Use
Reading 2 Reading 2 |
Word Classes: Conjunctions-but and or
Intensive Reading: Sequence of Events in Class Reader Intensive Reading: Character Analysis in Class Reader |
By the end of the
lesson, the learner
should be able to:
- identify the conjunctions 'but' and 'or' in sentences - use the conjunctions 'but' and 'or' in sentences accurately - value the role of conjunctions in connecting ideas |
The learner is guided to:
- identify conjunctions in dialogues - construct sentences using 'but' and 'or' - complete sentences with appropriate conjunctions - write paragraphs using all three conjunctions |
Why is it important to use 'but' and 'or' correctly?
|
KLB Head Start English Grade 7 pg. 167
Reading passages Digital devices Substitution tables Sentence strips KLB Head Start English Grade 7 pg. 169 Class reader Sequence charts Note cards KLB Head Start English Grade 7 pg. 171 Character charts |
Written exercises
Paragraph writing
Sentence construction
Peer assessment
|
|
| 7 | 5 |
Writing
Listening and Speaking |
Creative Writing: Narrative Compositions
Oral Presentations: Speeches |
By the end of the
lesson, the learner
should be able to:
- identify features of narrative composition in creative writing - create well-written narrative compositions on a variety of topics - appreciate the importance of writing in day-to-day life |
The learner is guided to:
- search for features of a well-written narrative - read samples of narrative compositions - plan a narrative about a hero/heroine - write a narrative composition (240 words) |
Which things make a narrative composition memorable?
|
KLB Head Start English Grade 7 pg. 174
Sample compositions Digital devices Planning templates Reference materials KLB Head Start English Grade 7 pg. 178 Audio recordings Sample speeches Video clips |
Composition assessment
Planning template completion
Peer evaluation
Chart creation
|
|
| 7 | 6 |
MUSIC
Listening and Speaking Reading 1 |
Oral Presentations: Delivering Speeches
Study Skills: Note Making Formats |
By the end of the
lesson, the learner
should be able to:
- rehearse speeches using appropriate presentation techniques - deliver speeches with confidence and proper expression - value the importance of preparation in speech delivery |
The learner is guided to:
- practice presenting a speech in groups - write short speeches on importance of music - present speeches with appropriate techniques - record presentations for feedback and improvement |
What makes a speech interesting?
|
KLB Head Start English Grade 7 pg. 179
Digital recording devices Sample speeches Presentation rubrics Speech templates KLB Head Start English Grade 7 pg. 180 Sample notes Digital devices Note-making templates Reading texts |
Speech delivery assessment
Recording evaluation
Peer feedback
Self-assessment
|
|
| 8 | 1-2 |
Reading 1
Grammar in Use Grammar in Use Reading 2 |
Study Skills: Creating Notes
Word Classes: Articles Word Classes: Possessives Intensive Reading: Monster Narratives |
By the end of the
lesson, the learner
should be able to:
- identify keywords and main points in texts - organize information using notes and mind maps - appreciate the importance of note-making in studying - identify possessives in texts - use possessives in sentences - acknowledge the importance of possessives for effective communication |
The learner is guided to:
- select key points from passages - identify supporting details for main points - create table notes with key information - develop mind maps to organize information The learner is guided to: - read sentences and identify possessives - underline possessives in paragraphs - fill in blanks with appropriate possessives - compose songs using possessives and articles |
How can we organize information effectively?
How can we show ownership in English? |
KLB Head Start English Grade 7 pg. 183
Mind map templates Digital devices Reading texts Note-making guides KLB Head Start English Grade 7 pg. 185 Reading passages Word cards Article charts KLB Head Start English Grade 7 pg. 187 Reading passages Word cards Digital devices Charts KLB Head Start English Grade 7 pg. 188 Monster narratives Resource person Reference materials |
Mind map assessment
Note organization
Table completion
Peer review
Written exercises Song composition Gap filling Peer assessment |
|
| 8 |
HALF TERM |
||||||||
| 9 | 1-2 |
Reading 2
Writing Writing Listening and Speaking |
Intensive Reading: Performance of Monster Narratives
Functional Writing: Packing Lists Functional Writing: Shopping Lists Interviews |
By the end of the
lesson, the learner
should be able to:
- narrate monster narratives from their immediate environment - dramatize monster narratives with appropriate techniques - collect and analyze monster narratives from the community - value the moral lessons in monster narratives - identify parts of a shopping list - prepare a shopping list for use in a given context - recognize the importance of preparing a shopping list in everyday life |
The learner is guided to:
- act out monster narratives - discuss character traits in monster narratives - collect narratives from the community - compile narratives into an anthology The learner is guided to: - examine a sample shopping list - discuss different ways of grouping items - create a shopping list with budget - organize items according to importance |
What should one consider when collecting narratives among people of varied socio-cultural backgrounds?
Why should a shopping list be prepared? |
KLB Head Start English Grade 7 pg. 190
Digital recording devices Performance space Anthology templates Resource person KLB Head Start English Grade 7 pg. 192 Sample packing lists Digital devices Templates Reference materials KLB Head Start English Grade 7 pg. 193 Sample shopping lists Digital devices Templates Reference materials KLB Top Scholar pg. 197 Audio clips Video clips |
Performance assessment
Anthology compilation
Character analysis
Moral lesson identification
Shopping list assessment Budget planning Item categorization Peer review |
|
| 9 | 3 |
PROFESSIONS
Reading I Reading I |
Extensive Reading: Non-fiction Materials
|
By the end of the
lesson, the learner
should be able to:
- Select reading materials from digital or non-digital sources. - Read grade appropriate non-fiction materials independently for lifelong learning. - Recommend to peers suitable non-fiction materials to read. - Appreciate the importance of reading for enjoyment. |
The learner is guided to:
- Identify non-fiction material to read. - Read texts on varied issues. - Skim through texts for main ideas. - Scan texts for specific information. - Prepare and maintain a reading log. - Recommend texts to peers. |
Why should we read non-fiction materials?
|
KLB Top Scholar pg. 199
Library Digital devices Online texts KLB Top Scholar pg. 201 Dictionary Digital devices |
Observation
Oral questions
Reading logs
Assessment rubric
|
|
| 9 | 4 |
Grammar in Use
|
Word Classes: Adjectives Formed from Nouns
Word Classes: Adjectives Formed from Verbs |
By the end of the
lesson, the learner
should be able to:
- Identify adjectives formed from nouns in texts. - Form adjectives from nouns using appropriate suffixes. - Appreciate the importance of proper use of adjectives in communication. |
The learner is guided to:
- Search for information on adjective formation. - Read texts and identify adjectives formed from nouns. - Form adjectives from nouns using suffixes like -ly, -y, -al, -ish, -ous, -ic, -ful. - Fill in blanks with correct adjective forms. - Construct sentences using formed adjectives. |
How are adjectives formed from nouns?
|
KLB Top Scholar pg. 203
Dictionary Digital devices KLB Top Scholar pg. 205 Digital devices Charts |
Written exercises
Oral questions
Sentence construction
Peer assessment
|
|
| 9 | 5 |
Reading II
|
Intensive Reading: Dilemma Narratives
|
By the end of the
lesson, the learner
should be able to:
- Describe the characters in a given dilemma narrative. - Recognise a closing formula as a feature of dilemma narratives. - Analyse the characters in a dilemma narrative. - Appreciate the importance of characters in dilemma narratives. |
The learner is guided to:
- Read a dilemma narrative. - Identify and describe the characters. - Discuss the closing formula in dilemma narratives. - Analyse character traits from actions and dialogue. - Discuss what makes dilemma narratives interesting. |
What are the qualities of a good narrator?
|
KLB Top Scholar pg. 207
Digital devices Dilemma narratives KLB Top Scholar pg. 209 Charts Digital devices |
Character analysis
Oral discussions
Written responses
Dramatization
|
|
| 9 | 6 |
Writing
Listening and Speaking |
Spelling: Antonyms, Synonyms and Numbers
Listening to Respond: Views or Opinions |
By the end of the
lesson, the learner
should be able to:
- Recognise antonyms, synonyms in words from a selected text. - Use antonyms and synonyms correctly in writing. - Appreciate the usage of antonyms and synonyms in effective writing. |
The learner is guided to:
- Read texts and identify antonyms and synonyms. - Listen to dictation of texts with antonyms and synonyms. - Search for antonyms and synonyms from various sources. - Compile lists of antonyms and synonyms. - Use antonyms and synonyms in sentences. - Exchange work for peer assessment. |
Why is it important to tell the synonyms and antonyms of words?
|
KLB Top Scholar pg. 210
Dictionary Digital devices KLB Top Scholar pg. 213 Digital devices Crossword puzzles KLB Top Scholar pg. 216 Audio recordings Manila paper |
Written exercises
Dictation
Peer assessment
Sentence construction
|
|
| 10 | 1-2 |
TRADITIONAL FASHION
Listening and Speaking Reading I Reading I Grammar in Use |
Listening to Respond: Views or Opinions
Intensive Reading: Comprehension Intensive Reading: Comprehension Phrasal Verbs |
By the end of the
lesson, the learner
should be able to:
- Express personal views/opinions appropriately. - Respond to others' views/opinions respectfully. - Value respecting divergent views in communication. - Summarize information from a short text. - Role-play the characters and events in the text. - Give an appropriate title to a story or passage. - Appreciate the importance of reading comprehension in lifelong learning. |
The learner is guided to:
- Hold discussions on traditional fashion using opinion expressions. - Debate on traditional vs. modern fashion. - Observe rules of polite expression of opinions. - Give and receive feedback on opinions expressed. - Reflect on importance of expressing opinions. The learner is guided to: - Read passages and summarize main points. - Role-play characters and events. - Create visual representations of the text. - Suggest appropriate titles for untitled passages. - Make connections between the text and real life. |
How can we show respect when expressing different opinions?
What makes a text comprehensible? |
KLB Top Scholar pg. 217
Digital devices Charts with opinion expressions KLB Top Scholar pg. 218 Reading texts KLB Top Scholar pg. 220 Reading texts Digital devices KLB Top Scholar pg. 221 Dictionary |
Debate participation
Observation checklist
Peer assessment
Oral presentation
Summary writing Role play Title creation Visual representations |
|
| 10 | 3 |
Grammar in Use
Reading II |
Phrasal Verbs
Class Reader: Main Ideas |
By the end of the
lesson, the learner
should be able to:
- Use given phrasal verbs correctly in sentence construction. - Construct sentences using phrasal verbs formed from put, come and give. - Value the correct use of phrasal verbs in communication. |
The learner is guided to:
- Create sentences using phrasal verbs. - Search for more phrasal verbs online. - Share sentences with peers for assessment. - Create charts displaying phrasal verbs and meanings. - Play language games using phrasal verbs. |
How do phrasal verbs change the meaning of verbs?
|
KLB Top Scholar pg. 223
Dictionary Digital devices Charts KLB Top Scholar pg. 225 Class reader |
Sentence construction
Oral presentation
Peer assessment
Chart evaluation
|
|
| 10 | 4 |
Reading II
Writing |
Class Reader: Main Ideas
The Writing Process: Dialogues |
By the end of the
lesson, the learner
should be able to:
- Summarize the main ideas in a class reader. - Dramatize events based on the main ideas. - Appreciate the role of main ideas in understanding a text. |
The learner is guided to:
- Summarize sections of the class reader. - Dramatize key events. - Create visual representations of main ideas. - Discuss how main ideas contribute to overall meaning. - Watch video adaptations of stories. |
How can the main ideas help us understand a text better?
|
KLB Top Scholar pg. 227
Class reader Digital devices KLB Top Scholar pg. 228 Sample dialogues |
Dramatization
Summary writing
Visual representation
Oral discussion
|
|
| 10 | 5 |
Writing
Listening and Speaking |
The Writing Process: Dialogues
Listening Comprehension: Extensive Listening |
By the end of the
lesson, the learner
should be able to:
- Apply the writing process in writing a dialogue. - Create well-structured dialogues on given topics. - Value the writing process in creating effective dialogues. |
The learner is guided to:
- Plan dialogues on traditional fashion. - Draft dialogues following the correct format. - Review dialogues in pairs. - Edit dialogues based on feedback. - Share final dialogues with class. |
How does the writing process improve dialogue writing?
|
KLB Top Scholar pg. 230
Writing materials Sample dialogues KLB Top Scholar pg. 232 Audio recordings Digital devices |
Dialogue writing
Peer assessment
Final dialogue evaluation
Presentation
|
|
| 10 | 6 |
LAND TRAVEL
Listening and Speaking Reading I |
Listening Comprehension: Extensive Listening
Intensive Reading: Comprehension Strategies |
By the end of the
lesson, the learner
should be able to:
- Identify vocabulary used in songs on land travel. - Construct sentences orally using vocabulary learnt. - Acknowledge the importance of extensive listening in communication. |
The learner is guided to:
- Identify vocabulary used in songs on land travel. - Infer meanings of words from context. - Construct sentences using the vocabulary. - Sing choral songs on land travel. - Discuss the importance of extensive listening. |
Why is it important to listen to different types of songs?
|
KLB Top Scholar pg. 234
Audio recordings Digital devices KLB Top Scholar pg. 233 Reading passages |
Vocabulary usage
Singing performance
Sentence construction
Peer assessment
|
|
| 11 | 1-2 |
Reading I
Grammar in Use Grammar in Use Reading II |
Intensive Reading: Comprehension Strategies
Sentences: Simple Sentences Sentences: Simple Sentences Oral Literature: Praise Songs |
By the end of the
lesson, the learner
should be able to:
- Deduce the meaning of words from context. - Respond to factual and inferential questions correctly. - Appreciate the importance of comprehension strategies in effective reading. - Construct simple sentences on a variety of issues. - Apply simple sentences in conversations. - Value the importance of using variety of sentences in communication. |
The learner is guided to:
- Infer meanings of words based on context. - Complete exercises using learned vocabulary. - Answer factual and inferential questions. - Retell sections of passages with peers. - Relate passage content to real-life situations. The learner is guided to: - Make sentences from mind maps. - Complete substitution tables with simple sentences. - Hold conversations using simple sentences. - Write dialogues using simple sentences. - Tell chain stories using simple sentences. |
What makes people write passages?
What constitutes a simple sentence? |
KLB Top Scholar pg. 235
Reading passages Digital devices KLB Top Scholar pg. 236 Lesson notes Digital devices Charts KLB Top Scholar pg. 238 Mind maps Substitution tables Digital devices KLB Top Scholar pg. 239 Audio recordings |
Vocabulary exercises
Comprehension questions
Retelling assessment
Inferential questions
Sentence construction Dialogue writing Chain story assessment Peer evaluation |
|
| 11 | 3 |
Reading II
Writing Writing |
Oral Literature: Praise Songs
Creative Writing: Narrative Composition Creative Writing: Narrative Composition |
By the end of the
lesson, the learner
should be able to:
- Perform praise songs sung in their immediate environment. - Collaborate with peers in performing praise songs. - Value the cultural significance of praise songs. |
The learner is guided to:
- Identify praise songs from their community. - Practice singing praise songs. - Perform praise songs to the class. - Collaborate in group performances. - Share experiences after performances. |
What are the qualities of a good singer?
|
KLB Top Scholar pg. 240
Audio recordings Digital devices KLB Top Scholar pg. 241 Dictionary KLB Top Scholar pg. 243 Writing materials Sample narratives |
Performance assessment
Collaboration observation
Peer evaluation
Presentation skills
|
|
| 11 | 4 |
SPORTS-OUTDOOR GAMES
Listening and Speaking Listening and Speaking |
Pronunciation: Consonant Sounds
Pronunciation: Intonation |
By the end of the
lesson, the learner
should be able to:
- Identify words with the sounds /v/, /f/, /n/ and /ŋ/ from a text. - Pronounce words with the sounds /v/, /f/, /n/ and /ŋ/ in sentences. - Appreciate the importance of correct pronunciation in oral communication. |
The learner is guided to:
- Listen to audio clips with target sounds. - Identify words with sounds /v/, /f/, /n/ and /ŋ/. - Practice pronouncing words with target sounds. - Sort words based on pronunciation. - Recite poems or sing songs with target sounds. |
Why should you pronounce words correctly?
|
KLB Top Scholar pg. 245
Audio recordings Digital devices KLB Top Scholar pg. 247 |
Pronunciation assessment
Sound identification
Recitation
Peer evaluation
|
|
| 11 | 5 |
Reading I
|
Study Skills: Summarising
|
By the end of the
lesson, the learner
should be able to:
- Identify the main ideas in texts. - Distinguish between main text and summary. - Value the importance of summaries in learning. |
The learner is guided to:
- Compare original texts with summaries. - Discuss differences in length and presentation. - Identify main ideas in passages. - Brainstorm steps for summarizing. - Read passages and select key points. |
Why is it important to summarise information?
|
KLB Top Scholar pg. 248
Sample texts Digital devices KLB Top Scholar pg. 250 |
Main idea identification
Summary comparison
Oral discussion
Written responses
|
|
| 11 | 6 |
Grammar in Use
|
Sentences: Subject-verb Agreement
|
By the end of the
lesson, the learner
should be able to:
- Identify the subject and verb in sentences. - Explain the principle of subject-verb agreement. - Appreciate the importance of subject-verb agreement in communication. |
The learner is guided to:
- Read sentences and identify subjects and verbs. - Label subjects and verbs in sentences. - Study examples of subject-verb agreement. - Pick out subjects and verbs from passages. - Create tables of subjects and corresponding verbs. |
How do we construct sentences?
|
KLB Top Scholar pg. 251
Charts Digital devices Sample texts KLB Top Scholar pg. 253 Digital devices |
Subject-verb identification
Labeling exercises
Table completion
Written exercises
|
|
| 12 | 1-2 |
Reading II
Writing |
Class Reader: Features of Style
Creative Writing: Descriptive Writing |
By the end of the
lesson, the learner
should be able to:
- Identify similes and metaphors in the class reader. - Explain the meaning of similes and metaphors. - Appreciate the role of stylistic devices in literary works. - Identify features of a person, thing, or place that can be described. - Select appropriate descriptive words and phrases. - Value the role of descriptive words in creative writing. |
The learner is guided to:
- Read excerpts from the class reader. - Identify similes and metaphors. - Discuss the meaning of identified stylistic devices. - Make charts of similes and metaphors. - Create sentences using similes and metaphors. The learner is guided to: - Identify things, people, and actions to describe. - Compare informative and descriptive paragraphs. - Search for descriptive words and expressions. - Create descriptive phrases for sporting events. - Identify descriptive language in sample texts. |
Why do we use stylistic devices in writing?
What should we consider when describing something? |
KLB Top Scholar pg. 255
Class reader Charts Digital devices KLB Top Scholar pg. 257 KLB Top Scholar pg. 259 Sample descriptive texts Digital devices KLB Top Scholar pg. 262 Writing materials Sample descriptions |
Stylistic device identification
Meaning explanation
Chart creation
Sentence construction
Descriptive word identification Paragraph comparison Phrase creation Oral presentation |
|
| 12 | 3 |
TOURIST ATTRACTION SITES IN KENYA
Listening and Speaking Listening and Speaking |
Oral Reports: Events within the Classroom
|
By the end of the
lesson, the learner
should be able to:
- Outline the organisation of an oral report of events. - Plan an oral report on classroom events. - Appreciate the value of oral reports in communication. |
The learner is guided to:
- Discuss what makes a good oral report. - Identify parts of an oral report. - Listen to sample oral reports. - Gather information about classroom events. - Make notes for an oral report. |
How can you make an oral report presentation interesting?
|
KLB Top Scholar pg. 265
Sample reports Digital devices KLB Top Scholar pg. 267 Digital devices Notes from previous lesson |
Organisation identification
Note-making assessment
Discussion participation
Observation
|
|
| 12 | 4 |
Reading I
|
Reading Fluency
|
By the end of the
lesson, the learner
should be able to:
- Recognise the use of fluency strategies in the reading process. - Identify what makes a good reader. - Value the importance of reading fluency. |
The learner is guided to:
- Listen to model reading. - Identify characteristics of fluent reading. - Discuss reading strategies. - Practice pronunciation of difficult words. - Read passages with appropriate pacing. |
How can you improve your reading fluency?
|
KLB Top Scholar pg. 268
Reading passages Audio recordings KLB Top Scholar pg. 270 Digital devices Timers |
Reading assessment
Strategy identification
Pronunciation check
Pacing evaluation
|
|
| 12 | 5 |
Grammar in Use
|
Affirmative and Negative Sentences
|
By the end of the
lesson, the learner
should be able to:
- Differentiate between affirmative and negative sentences. - Identify affirmative and negative sentences in texts. - Value the expressive role of sentences in communication. |
The learner is guided to:
- Compare affirmative and negative sentences. - Identify affirmative and negative sentences in texts. - Role-play dialogues with both sentence types. - Group sentences into affirmative and negative. - Discuss the difference in meaning between sentence types. |
When do we use affirmative statements?
|
KLB Top Scholar pg. 272
Sample sentences Digital devices KLB Top Scholar pg. 274 Charts |
Sentence identification
Grouping exercises
Role play assessment
Oral discussion
|
|
| 12 | 6 |
Reading II
Writing Writing |
Poetry
Functional Writing: Notices Functional Writing: Posters |
By the end of the
lesson, the learner
should be able to:
- Identify the subject matter of a poem. - Recognise repeated words and phrases in poems. - Value the role of repetition in poetry. |
The learner is guided to:
- Read poems about tourist attractions. - Recite poems for enjoyment. - Identify repeated words and phrases. - Discuss the subject matter of poems. - Write one-sentence descriptions for each stanza. |
Why would you use a poem instead of a story to pass information?
|
KLB Top Scholar pg. 275
Poems Digital devices KLB Top Scholar pg. 276 Digital devices Mind maps KLB Top Scholar pg. 277 Sample notices KLB Top Scholar pg. 279 Sample posters Art materials |
Poem recitation
Subject matter identification
Repetition recognition
Stanza description
|
|
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