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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 Reading |
Polite Language: Telephone Etiquette
Extensive Reading: Independent Reading |
By the end of the
lesson, the learner
should be able to:
- Identify polite words and phrases in telephone conversations. - Use polite expressions in telephone conversations. - Acknowledge the importance of telephone etiquette. |
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. - Discuss how to take a message and leave a message during a telephone conversation. |
How do we ensure politeness in a telephone conversation?
|
Moran Skills in English pg. 1
Dictionary Digital devices Lesson notes Moran Skills in English pg. 2 Class rules Digital devices Moran Skills in English pg. 3 Library Online fiction and non-fiction texts |
Observation
Oral questions
Role play
Peer assessment
|
|
| 2 | 2 |
Reading
Grammar in Use Grammar in Use Reading Reading Writing Writing |
Extensive Reading: Independent Reading
Word Classes: Compound Nouns Word Classes: Compound Nouns Intensive Reading: Short Stories Intensive Reading: Short Stories Writing Legibly and Neatly Writing Legibly and Neatly |
By the end of the
lesson, the learner
should be able to:
- Read grade appropriate materials for lifelong learning. - Recommend to peers suitable fiction and non-fiction materials to read. - Value the importance of reading widely. |
The learner is guided to:
- Study the reading log table and understand its components. - Choose interesting stories from books or the Internet on the subject of the right to education. - Read the materials independently within a period of one week. - Copy the table and add details about each book read in their reading logs. - Discuss what they have read by going through their reading logs in groups. - List new words identified and find their meanings. |
Why is it important to read widely?
|
Moran Skills in English pg. 6
Reading logs Dictionary Library Moran Skills in English pg. 7 Charts Digital devices Lesson notes Moran Skills in English pg. 8 Word cards Moran Skills in English pg. 10 Short story text Digital devices Moran Skills in English pg. 12 Short story text Moran Skills in English pg. 13 Lined paper Sample handwriting Moran Skills in English pg. 15 Sample texts Assessment checklist |
Written questions
Group discussions
Peer assessment
Reading logs
|
|
| 2 | 3 |
SCIENTIFIC INNOVATIONS
Listening and Speaking Listening and Speaking Reading Reading |
Oral Presentations: Songs
Intensive Reading: Simple Poems Intensive Reading: Simple Poems |
By the end of the
lesson, the learner
should be able to:
- Identify features of songs. - Use performance techniques when singing songs. - Appreciate the role of songs in the society. |
The learner is guided to:
- Watch recordings of songs from the Kenya drama and music festivals. - Discuss the performance techniques that make the presentations appealing and make notes. - Read the song "Our beautiful bride" individually. - Sing the song to a tune of their choice. - Identify features of songs in "Our beautiful bride". |
How can one improve the presentation of a song to make it interesting?
|
Moran Skills in English pg. 16
Digital devices Song recordings Lesson notes Moran Skills in English pg. 18 Recording equipment Performance space Moran Skills in English pg. 19 Poetry books Daughter of Nature Moran Skills in English pg. 21 Charts for display |
Observation
Oral questions
Performance assessment
Peer review
|
|
| 2 | 4 |
Grammar in Use
Reading Reading |
Word Classes: Collective Nouns
Intensive Reading: Short Story Intensive Reading: Short Story |
By the end of the
lesson, the learner
should be able to:
- Identify collective nouns from a text. - Categorize collective nouns according to people, animals or things. - Value the use of appropriate collective nouns in communication. |
The learner is guided to:
- Listen to an audio text that the teacher will play. - List the names that refer to groups of people, animals or things in the passage. - Search for texts that have collective nouns from the Internet or books. - Read several texts to classmates and list the collective nouns used. - Read the paragraph "How to innovate" and identify words that refer to groups of people, animals or items. |
Why is it important to use collective nouns in communication?
|
Moran Skills in English pg. 22
Lesson notes Digital devices Teacher's Guide Moran Skills in English pg. 23 Teacher's Guide Charts Digital devices Moran Skills in English pg. 24 Class Readers Lesson notes Moran Skills in English pg. 27 Class readers - Short stories |
Assessment rubrics
Written tests
Oral questions
Checklists
|
|
| 2 | 5 |
Writing
Listening and Speaking |
Mechanics of Writing: Punctuation
Listening Comprehension |
By the end of the
lesson, the learner
should be able to:
- Punctuate a given text using commas, apostrophes, and capital letters correctly. - Explain the uses of commas, apostrophes, and capital letters. - Value the importance of correct punctuation in writing. |
The learner is guided to:
- Use a dictionary to find the meaning of the following words: comma, apostrophe, and capital letter. - Search for information about how to use a comma, an apostrophe, and capital letters in writing. - Read a paragraph and take note of the commas, apostrophes, and capital letters and explain how they are used. - Identify the capital letters in the passage and discuss why each is used. - Rewrite a passage with missing punctuation marks using commas, apostrophes, and capital letters correctly. |
Why should a text be well punctuated?
|
Moran Skills in English pg. 29
Digital devices Reference materials Sample texts Moran Skills in English pg. 31 Moran Skills in English pg. 32 Audio recordings Lesson notes |
Written exercises
Editing activities
Peer assessment
Punctuation quizzes
Observation
|
|
| 3 | 1 |
POLLUTION
Listening and Speaking Reading Reading Grammar in Use |
Listening Comprehension
Intensive Reading Intensive Reading Word Classes: Primary Auxiliaries |
By the end of the
lesson, the learner
should be able to:
- Infer the meanings of unfamiliar words using context clues. - Relate cause and effect in a listening text. - Value the role of careful listening in communication. |
The learner is guided to:
- Complete a table using information from the text on pollution, following key words like "therefore," "because," "as a result." - Give the meaning of specific words as used in the listening text. - Construct sentences using the words. - Make a list of unfamiliar words and practice pronouncing them correctly. - Look up the meaning of words from an online or printed dictionary. - Discuss the benefits of listening for details. |
Why should we listen keenly?
|
Moran Skills in English pg. 33
Dictionary Digital devices Resource person Lesson notes Teacher's guide Moran Skills in English pg. 35 Reference materials Moran Skills in English pg. 37 Reference materials Sample texts |
Fill in gaps
Oral questions
Vocabulary exercises
Group discussions
|
|
| 3 | 2 |
Grammar in Use
Reading Reading Writing |
Word Classes: Primary Auxiliaries
Intensive Reading: Poetry Intensive Reading: Poetry Paragraphing: Sequencing of Ideas |
By the end of the
lesson, the learner
should be able to:
- Use primary auxiliary verbs in sentences correctly. - Distinguish between auxiliary verbs used as helping verbs and main verbs. - Appreciate the importance of primary auxiliary verbs in communication. |
The learner is guided to:
- Write sentences using each of the primary auxiliary verbs identified in the text. - Copy and fill in a table by writing sentences using primary auxiliary verbs for different functions. - Imagine being Furaha in the passage "Saving River Kabuku" and construct sentences about plans to save the river using primary auxiliary verbs. - Fill in blank spaces in sentences using the appropriate forms of the verbs do, be, and have. - Write a paragraph on environmental conservation using primary auxiliary verbs. |
What are the different uses of primary auxiliary verbs?
|
Moran Skills in English pg. 39
Digital devices Charts Reference materials Moran Skills in English pg. 40 Poetry books Charts Moran Skills in English pg. 41 Class noticeboard Digital devices Moran Skills in English pg. 43 Lesson notes Teacher's Guide |
Written exercises
Sentence construction
Paragraph writing
Gap-filling exercises
Peer assessment
|
|
| 3 | 3 |
Writing
Listening and Speaking Listening and Speaking Reading Reading Grammar in Use Grammar in Use Reading |
Paragraphing: Sequencing of Ideas
Listening Comprehension: Selective Listening Listening Comprehension: Selective Listening Intensive Reading Intensive Reading Verbs and Tense Verbs and Tense Intensive Reading: Short story |
By the end of the
lesson, the learner
should be able to:
- Use conjunctions to sequence and connect ideas correctly in a paragraph. - Rearrange sentences to form a coherent paragraph. - Appreciate the role of conjunctions in communication. |
The learner is guided to:
- Find paragraphs from the Internet or books in which conjunctions are used to connect ideas. - Use conjunctions like "and," "because," "then," "later," "after that," "finally," "but," "so," and "first" to sequence ideas correctly in the text "Creating crafts." - Use appropriate conjunctions to combine and sequence sentences. - Rearrange sentences in the text "Where do the bottles go?" to make a logical paragraph using conjunctions. - Write a short composition on pollution using different conjunctions to sequence ideas. |
How can a good paragraph be developed?
|
Moran Skills in English pg. 45
Digital devices Crossword puzzles Lesson notes Moran - Skills in English pg. 47 Digital devices Audio recordings Teacher's Guide Moran - Skills in English pg. 48 Moran - Skills in English pg. 49 Video clips Lesson notes Moran - Skills in English pg. 50 Reference materials Moran - Skills in English pg. 52 Charts Moran - Skills in English pg. 53 Flashcards Moran - Skills in English pg. 55 Reference books |
Written assignments
Paragraph construction
Peer assessment
Composition writing
Editing tasks
|
|
| 3 | 4 |
CONSUMER ROLES AND RESPONSIBILITIES
Reading Writing Writing Listening and Speaking Listening and Speaking Reading |
Intensive Reading: Short story
Paragraphing: Connectors of sequence Paragraphing: Connectors of sequence Pronunciation Pronunciation Study Skills: Reference materials |
By the end of the
lesson, the learner
should be able to:
- Use contextual clues to infer character traits. - Compare and contrast the traits of characters in a short story. - Value the importance of characters in a short story. |
The learner is guided to:
- Discuss how Harrison's actions in the passage help understand what kind of person he is. - Identify information in the story that shows what kind of person Harrison is. - Fill in details to describe the traits of other characters in the story using a table. - Compare the character traits of Mr. Mututo and Dan's father. - Identify differences in the character traits of Dan and Harrison. - Role-play the interactions between Dan and Harrison, and between Dan and his father. |
Which words help describe the qualities of characters?
|
Moran - Skills in English pg. 56
Character trait charts Lesson notes Digital devices Moran - Skills in English pg. 59 Charts Digital devices Reference books Moran - Skills in English pg. 60 Manila paper Moran - Skills in English pg. 62 Audio recordings Lesson notes Moran - Skills in English pg. 64 Text with marked stress Moran - Skills in English pg. 66 Dictionary Thesaurus Encyclopedia |
Role play
Character analysis
Written responses
Observation
Peer assessment
|
|
| 3 | 5 |
RELATIONSHIPS: PEERS
Reading Grammar in Use Grammar in Use Reading Reading Writing Writing |
Study Skills: Reference materials
Word Classes: Adjectives Word Classes: Adjectives Intensive Reading: Short story Intensive Reading: Short story Functional Writing: Apology Letters Functional Writing: Apology Letters |
By the end of the
lesson, the learner
should be able to:
- Use reference materials to obtain information on varied subjects. - Find the spelling, pronunciation, and meaning of words using a dictionary. - Acknowledge the role of reference materials in lifelong learning. |
The learner is guided to:
- Use selected reference materials to find specific information about peer relationships. - Find the spelling, pronunciation, and meaning of selected words. - Find synonyms of words using a thesaurus. - Use an encyclopedia to search for more information about peer relationships. - Construct sentences using the words found in reference materials. - Create crossword puzzles using the antonyms and synonyms learned. |
How can one use reference materials appropriately?
|
Moran - Skills in English pg. 67
Dictionary Thesaurus Encyclopedia Digital devices Reference books Moran - Skills in English pg. 69 Charts Lesson notes Teacher's Guide Moran - Skills in English pg. 70 Crossword puzzles Lesson notes Moran - Skills in English pg. 71 Reference books Moran - Skills in English pg. 73 Role-play scripts Moran - Skills in English pg. 74 Sample letters Audio recordings Moran - Skills in English pg. 75 Assessment guide |
Crossword puzzles
Written exercises
Group presentations
Observation
|
|
| 4 | 1 |
REHABILITATION
Listening and Speaking Listening and Speaking Reading Reading Grammar in Use Grammar in Use Reading Reading |
Conversational Skills: Disagreeing Politely
Reading Fluency: Poem Reading Fluency: Poem Word Classes: Adverbs Word Classes: Adverbs Intensive Reading: Short story Intensive Reading: Short story |
By the end of the
lesson, the learner
should be able to:
- List ways of disagreeing politely. - Use conversational strategies to disagree appropriately. - Value the need to speak politely during communication. |
The learner is guided to:
- Study pictures depicting people in conversation and discuss what might be happening. - Role-play the events in the pictures. - Identify words and phrases used to show politeness in their role-play. - Watch a short video in which speakers disagree politely. - Identify polite expressions used in the video. - Role-play the events in the video in pairs. - Read the conversation "Too much of something" and identify polite expressions used. |
Which words or phrases are used to show politeness?
|
Moran - Skills in English pg. 78
Digital devices Video recordings Pictures Lesson notes Moran - Skills in English pg. 79 Dialogue scripts Moran - Skills in English pg. 80 Reference books Lesson notes Dictionary Moran - Skills in English pg. 82 Poem texts Dictionary Moran - Skills in English pg. 84 Moran - Skills in English pg. 85 Crossword puzzles Charts Reference books Moran - Skills in English pg. 87 Teacher's Guide Moran - Skills in English pg. 88 Graphic organizers |
Role play
Observation
Oral presentation
Group discussions
|
|
| 4 | 2 |
Writing
Listening and Speaking Listening and Speaking Reading Reading Grammar in Use |
Mechanics of Writing
Listening for Detail Listening for Detail Intensive Reading: Visuals Intensive Reading: Visuals Word Classes: Pronouns |
By the end of the
lesson, the learner
should be able to:
- Identify commonly misspelt words in a text. - Spell words with silent vowels (-ie and -ei) correctly. - Value the importance of correct spelling in writing. |
The learner is guided to:
- Read the passage "Suffer no more" and pick out misspelt words. - Spell the misspelt words correctly. - Confirm their spellings using a dictionary. - Pick out words that have silent vowels from a given list. - Study words with the vowels i and e appearing together and the rule for their spelling (i before e, except after c). - Note exceptions to the rule. - Read words in two columns and note the differences between them. - Form new words by combining words with prefixes and suffixes. |
Why should words be spelt correctly?
|
Moran - Skills in English pg. 90
Dictionary Digital devices Word lists Lesson notes Moran - Skills in English pg. 92 Reference books Moran - Skills in English pg. 95 Audio recording on wildlife Digital devices Teacher's guide Audio recording Teacher's guide Passage "A happy song" Pictures of wildlife Reference materials Posters Charts Moran - Skills in English pg. 97 Visuals on wildlife Charts Moran - Skills in English pg. 101 Poem "When there is no one to help" |
Written exercises
Spelling tests
Word formation tasks
Observation
|
|
| 4 | 3 |
NATURAL RESOURCES: WILDLIFE
Grammar in Use Reading Reading Writing Writing Listening and Speaking Listening and Speaking |
Word Classes: Pronouns
Intensive Reading: Short story Intensive Reading: Short story Composition Writing Composition Writing Listening and Responding: Oral Narratives - Myths Listening and Responding: Oral Narratives - Myths |
By the end of the
lesson, the learner
should be able to:
- Identify reflexive pronouns correctly - Use reflexive pronouns in sentences correctly - Show respect for correct usage of pronouns in communication |
The learner is guided to:
- Study a chart displaying indefinite and reflexive pronouns - Complete sentences using appropriate indefinite pronouns - Construct sentences using indefinite pronouns from a substitution table - Fill in gaps using correct reflexive pronouns - Construct sentences using reflexive pronouns from a substitution table - Use charts to explain differences between indefinite and reflexive pronouns |
How do we use reflexive pronouns correctly?
|
Moran - Skills in English pg. 102
Charts on pronouns Digital devices Substitution tables Teacher's guide Moran - Skills in English pg. 104 Short story "Touring the wild" Reference materials Moran - Skills in English pg. 106 Charts PowerPoint presentation Moran - Skills in English pg. 107 Sample dialogues Moran - Skills in English pg. 108 Assessment checklist Reference materials Moran - Skills in English pg. 111 Audio recordings Video recordings Myth "How Wechakhulia Hill was formed" Moran - Skills in English pg. 112 |
Sentence construction
Gap filling exercises
Group discussions
Peer assessment
Oral questions
|
|
| 4 | 4 |
TOURISM: DOMESTIC
Reading Reading Grammar in Use Grammar in Use Reading Reading Writing |
Intensive Reading: Poem
Word Classes: Simple prepositions Word Classes: Simple prepositions Intensive Reading: Poetry Intensive Reading: Poetry Assessment of writing |
By the end of the
lesson, the learner
should be able to:
- Select required information from a text - Use nonverbal cues to bring out the message in a poem - Appreciate the importance of comprehension in life |
The learner is guided to:
- Read the poem "Local tourists" - Identify characters, themes and aspects of style such as repetition from the poem - Infer the meaning of words from the context - Rap/recite the poem in turns using relevant non-verbal cues - Answer direct and inferential questions based on the poem - Retell events depicted in the poem in own words |
How can one tell the meaning of unfamiliar words used in a text? Why should one support an opinion about a story or person with evidence?
|
Moran - Skills in English pg. 112
Poem "Local tourists" Digital devices Reference materials Charts Teacher's guide Moran - Skills in English pg. 115 Dictionary Visual aids Moran - Skills in English pg. 116 Pictures showing positions Moran - Skills in English pg. 117 Newspapers Magazines Crossword puzzles Moran - Skills in English pg. 118 Poem "We won't let you!" Moran - Skills in English pg. 119 Poems "You lied to me" and "Trembling in magic" Moran - Skills in English pg. 121 Sample composition "The visit of my life" Assessment guidelines |
Poem recitation
Written exercises
Oral presentations
Peer assessment
Group discussions
|
|
| 4 | 5 |
Writing
Listening and Speaking Listening and Speaking Reading Reading Grammar in Use Grammar in Use |
Assessment of writing
Pronunciation: Sounds Vowels Stressed and unstressed words Extensive Reading: Grade appropriate fiction Materials - Characters Extensive Reading: Grade appropriate fiction Materials - Characters Word Classes: Conjunctions Word Classes: Conjunctions |
By the end of the
lesson, the learner
should be able to:
- Assess a composition written by self or peers and suggest corrections for errors - Write a composition free of errors - Appreciate the importance of feedback to improve a composition |
The learner is guided to:
- Write a composition on the subject of domestic tourism - Exchange compositions with other groups - Read through the other group's composition and identify errors - Suggest corrections to be made - Assess the composition written in the previous activity - Correct the errors identified - Write the final draft after making necessary corrections - Type the composition on a digital device and display it on the classroom gallery wall or noticeboard - Conduct a gallery walk to view compositions by other groups |
How can one improve their writing skills?
|
Moran - Skills in English pg. 122
Digital devices Sample compositions Assessment guidelines Teacher's guide Moran - Skills in English pg. 124 Audio recordings Charts Word lists Moran - Skills in English pg. 125 Poem "If I knew" Charts with stressed and unstressed words Moran - Skills in English pg. 127 Passage "African heroes and heroines" Reference materials Character trait charts Moran - Skills in English pg. 129 Dictionaries Moran - Skills in English pg. 130 Passage about African heroes Poem "If you knew" Songs Moran - Skills in English pg. 132 Crossword puzzles |
Composition writing
Error identification
Peer assessment
Self-assessment
Editing exercises
|
|
| 5 | 1 |
HEROES AND HEROINES: AFRICA
Reading Reading Writing Writing Listening and Speaking Listening and Speaking Reading |
Intensive Reading: Similes and metaphors
Creative Writing: Narrative Compositions Creative Writing: Narrative Compositions Oral Presentations Oral Presentations Study Skills: Note Making |
By the end of the
lesson, the learner
should be able to:
- List the similes and metaphors in a given short story - Use similes and metaphors in their own sentences - Value the importance of similes and metaphors in communication |
The learner is guided to:
- Explain what makes short stories interesting - Read the short story "Finding a hero" - Answer questions based on the story - Point out the main events in the story - Discuss how the events make the story flow - Learn about metaphors and similes - Search for the meaning of simile and metaphor from a textbook or the Internet - Identify and list similes and metaphors used in the story |
How do events flow logically in a story?
|
Moran - Skills in English pg. 133
Short story "Finding a hero" Digital devices Reference materials Dictionaries Teacher's guide Moran - Skills in English pg. 134 Charts with similes and metaphors Moran - Skills in English pg. 136 Story "Beyond achievements" Planning templates Moran - Skills in English pg. 138 Posters Assessment checklists Moran - Skills in English pg. 140 Audio recordings Sample speeches Moran - Skills in English pg. 141 Moran - Skills in English pg. 142 Text "Creative careers" Note making templates |
Simile and metaphor identification
Sentence construction
Oral presentations
Written exercises
Group discussions
|
|
| 5 | 2 |
ART
Reading Grammar in Use Grammar in Use Reading Reading Writing Writing |
Study Skills: Note Making
Word Classes: Determiners Word Classes: Quantifiers Intensive Reading: Short story Intensive Reading: Short story Functional Writing: Thank you notes and Congratulatory notes Functional Writing: Thank you notes and Congratulatory notes |
By the end of the
lesson, the learner
should be able to:
- Make notes on the margin and space letters, words and sentences correctly - Rewrite or re-read notes and reorganize into categories - Appreciate the role of note making in comprehension |
The learner is guided to:
- Identify verbal signposts in the text "Creative careers" - Study the notes in the right column of a table made from the text - Identify abbreviations in the notes and their meanings - Carry out steps with a printed copy of the passage such as circling key points, making notes on the margin, paraphrasing, creating abbreviations - Write down repeated ideas in the text - Reread the notes and key points marked in the passage - Write a clean copy of notes while organizing ideas |
How do we determine what to include in our notes during note making?
|
Moran - Skills in English pg. 144
Text "Creative careers" Digital devices Note taking templates Reference materials Teacher's guide Moran - Skills in English pg. 146 Pictures showing demonstrative use Text "Talented Brothers" Charts with demonstratives Moran - Skills in English pg. 148 Text "Art in my life" Charts with quantifiers Real objects for demonstration Moran - Skills in English pg. 151 Story "Loiyangalani Art Exhibition" Event sequence charts Moran - Skills in English pg. 152 Setting analysis charts Moran - Skills in English pg. 154 Sample thank you notes Note templates Moran - Skills in English pg. 155 Note writing templates Assessment criteria Posters for display |
Note organization exercise
Abbreviation identification
Written exercises
Peer review
Group discussions
|
|
| 5 | 3 |
CHOOSING A CAREER
Listening and Speaking Listening and Speaking Reading Reading Grammar in Use Grammar in Use Reading |
Conversational Skills: interviews
Extensive Reading: Non-fiction Extensive Reading: Non-fiction Word Classes: Adverbs Word Classes: Adverbs Intensive Reading: Lessons Learnt |
By the end of the
lesson, the learner
should be able to:
- Identify polite words and expressions in a radio or television interview - Use polite words and expressions when conducting an interview - Value polite language during interviews |
The learner is guided to:
- Read questions from Mwala and Matano and identify differences between them - Determine who between Mwala and Matano has used polite words - Listen to a recorded radio or television interview - Identify and list polite words and expressions used in the interview - Role-play the interview in groups - Discuss why polite language should be used during interviews |
Why is it important to use polite language during an interview?
|
Moran - Skills in English pg. 157
Recorded interviews Digital devices Reference materials Radio/television interviews Teacher's guide Moran - Skills in English pg. 158 Sample interviews Interview question lists Text "Choosing a career" Non-fiction texts Moran - Skills in English pg. 159 Dictionaries Moran - Skills in English pg. 161 Newspapers Magazines Moran - Skills in English pg. 162 Posters and charts Gap filling exercises Moran - Skills in English pg. 164 Short story "A career talk" Lesson analysis charts |
Polite expression identification
Role play
Oral presentations
Written exercises
Group discussions
|
|
| 5 | 4 |
Reading
Writing Writing Listening and Speaking Listening and Speaking Reading Reading |
Intensive Reading: Lessons Learnt
Mechanics of Writing: Prefixes and Suffixes Mechanics of Writing: Prefixes and Suffixes Listening to Respond: Attitude Listening to Respond: Attitude Intensive Reading: Comprehension Strategies Intensive Reading: Comprehension Strategies |
By the end of the
lesson, the learner
should be able to:
- Relate the lessons learnt in the short story to real life situations - Apply lessons learnt to personal situations - Appreciate the relevance of the short story in addressing real life issues |
The learner is guided to:
- Answer questions based on the story "A career talk" - Retell the story in pairs - Role-play sections of the story that bring out main lessons - Identify and role-play other events that bring out main lessons - Relate events in own life to those in the story - Write a composition on the subject of careers and assess in pairs - Relate lessons learnt to experiences, people or things around them - Watch or listen to a recorded story and identify lessons learnt - Compare lessons to personal experiences - Discuss ways of deriving lessons from short stories |
What issues in the society are addressed by stories?
|
Moran - Skills in English pg. 165
Short story "A career talk" Digital devices Recorded stories Reference materials Teacher's guide Moran - Skills in English pg. 167 Texts with prefixes and suffixes Word lists Moran - Skills in English pg. 168 Dictated words list Gap filling exercises Moran - Skills in English pg. 170 Audio recordings of songs Song lyrics Audio recordings Charts Digital devices Moran - Skills in English pg. 171 Pictures Manila papers Moran - Skills in English pg. 172 Dictionary Charts |
Role play
Composition writing
Lesson application
Oral presentations
Group discussions
|
|
| 5 | 5 |
MODERN FASHION
Grammar in Use Grammar in Use Reading Reading Writing Writing |
Phrasal Verbs
Short Story: Characters Short Story: Characters The Writing Process The Writing Process |
By the end of the
lesson, the learner
should be able to:
- Identify phrasal verbs correctly in a text - Explain how phrasal verbs are formed - Acknowledge the role of phrasal verbs in effective communication |
The learner is guided to:
- Study a conversation provided by the teacher to identify phrasal verbs - Discuss how phrasal verbs are formed - Compare meanings of individual words to meanings of entire phrases - Read a passage "Trendsetter" and identify the phrasal verbs highlighted in the passage - Search from the Internet or in textbooks for more examples of phrasal verbs formed from the verbs make, pass and look - List the phrasal verbs found |
How are phrasal verbs formed?
|
Moran - Skills in English pg. 174
Dictionary Digital devices Charts Teacher's Guide Moran - Skills in English pg. 175 Digital or print dictionaries Sentence strips Moran - Skills in English pg. 177 Short story Character charts Digital devices Moran - Skills in English pg. 179 Role-play scripts Moran - Skills in English pg. 180 Sample dialogues Manila papers Moran - Skills in English pg. 181 Assessment checklist |
Written exercises
Matching exercises
Oral questions
Observation
|
|
| 6 | 1 |
CONSUMER PROTECTION
Listening and Speaking Listening and Speaking Reading Reading |
Extensive Listening: Poems
Intensive Reading: Comprehension Strategies Intensive Reading: Comprehension Strategies |
By the end of the
lesson, the learner
should be able to:
- Identify messages in poems - Perform poems using appropriate techniques - Acknowledge the role of poems in society |
The learner is guided to:
- Watch performances of poems provided by the teacher - Write key ideas in the poems listened to - In pairs, identify and discuss the messages in the poems - Present findings to classmates |
What messages are conveyed in poems?
|
Moran - Skills in English pg. 183
Digital devices Audio recordings of poems Teacher's Guide Poems Recording devices Charts Moran - Skills in English pg. 184 Comprehension passages Dictionary Digital devices Moran - Skills in English pg. 186 Summary maps/charts Drawing materials |
Observation
Oral questions
Peer assessment
Group presentations
|
|
| 6 | 2 |
Grammar in Use
Reading Reading |
Word Classes: Compound Sentences
Short Story: Style Short Story: Style |
By the end of the
lesson, the learner
should be able to:
- Identify compound sentences from texts - Identify coordinating conjunctions used in compound sentences - Appreciate the usage of compound sentences in communication |
The learner is guided to:
- Read a text about a customer purchasing shoes - Find conjunctions and, but, or and so in the text - Identify the sentences joined by these conjunctions and read them aloud - Search online or in grammar books for texts about consumer protection - Read the texts and identify compound sentences that use coordinating conjunctions |
Why do we join sentences?
|
Moran - Skills in English pg. 187
Grammar books Digital devices Charts Teacher's Guide Moran - Skills in English pg. 188 Assessment checklist Sentence strips Moran - Skills in English pg. 189 Short story Pictures Digital devices Moran - Skills in English pg. 191 Notes on style |
Written exercises
Identification tasks
Oral reading
Observation
|
|
| 6 | 3 |
Writing
Listening and Speaking Listening and Speaking |
Creative Narrative Composition: Idioms
Pronunciation and Intonation Pronunciation and Intonation |
By the end of the
lesson, the learner
should be able to:
- Explain the meaning of specified idioms in context - Identify idioms in a text - Acknowledge the value of idioms in spoken and written communication |
The learner is guided to:
- Read the passage "The apple of my eye" - In pairs, discuss what makes the passage interesting - List phrases highlighted in the passage - Discuss the meaning of idioms and how they are used - Explain the meaning of each of the idioms used in the text |
What makes a story outstanding?
|
Moran - Skills in English pg. 192
Text with idioms Dictionary Digital devices Moran - Skills in English pg. 193 Assessment checklist Sample idioms Digital devices Teacher's Guide Moran - Skills in English pg. 195 Audio dictionary Word lists Moran - Skills in English pg. 196 Sentence strips Digital recordings Lesson notes |
Oral questions
Identification tasks
Written exercises
Group discussions
|
|
| 6 | 4 |
SPORTS: OLYMPICS
Reading Reading Grammar in Use Grammar in Use |
Study Skills
Sentences: Active and Passive Voice Sentences: Active and Passive Voice |
By the end of the
lesson, the learner
should be able to:
- Identify the main ideas in a descriptive text - Make notes from a descriptive text - Appreciate the role of note making in studying |
The learner is guided to:
- Explain the steps to follow when writing a summary of a text - Read the passage "Safety in sports" - Answer questions based on the passage - In groups, discuss how key points in a text can be identified - Write a list of key points a sportsperson should consider to avoid injury in sports - In pairs, share and compare lists |
Why is it important to summarize information?
|
Moran - Skills in English pg. 197
Descriptive text Note-making templates Digital devices Moran - Skills in English pg. 200 Summary samples Digital devices Teacher's Guide Moran - Skills in English pg. 201 Sentence strips Grammar books Moran - Skills in English pg. 202 Charts |
Written questions
Note-making
Group discussions
Pair work
|
|
| 6 | 5 |
Reading
Writing Writing |
Extensive reading: Short story
Creative Writing: Descriptive Writing Creative Writing: Descriptive Writing |
By the end of the
lesson, the learner
should be able to:
- Identify the ideas in the short story - Relate the ideas from the short story to real life experiences - Acknowledge the value of short stories in reflecting social issues |
The learner is guided to:
- Study the picture in the story "The entire world was watching" - Describe what is taking place in the picture - Read the story "The entire world was watching" - Answer questions based on the story - Identify the ideas brought out in the story - In pairs, discuss the events in the story - List and discuss characters mentioned in the story |
Where does a writer get what to write about?
|
Moran - Skills in English pg. 203
Short story Pictures Digital devices Moran - Skills in English pg. 205 Analysis tables Recording devices Digital devices Teacher's Guide Moran - Skills in English pg. 206 Descriptive passages Dictionary Charts Moran - Skills in English pg. 207 Videos of sporting events Assessment checklist |
Oral questions
Written exercises
Group discussions
Observation
|
|
| 7 | 1 |
TOURIST ATTRACTION SITES: AFRICA
Listening and Speaking Listening and Speaking Reading |
Oral Reports: Events
Reading Fluency |
By the end of the
lesson, the learner
should be able to:
- Identify the items in the format of an oral report - Present a written report using effective speaking skills - Acknowledge the importance of oral reports in communication |
The learner is guided to:
- In pairs, plan a presentation about a tourist attraction site in Africa - Study pictures provided by the teacher - In pairs, discuss the activities taking place in the pictures - In pairs, discuss the correct sequence of the pictures - In groups, discuss experiences during a visit to a tourist attraction site - Retell the events that took place during the visit in the correct order |
How can you make your presentation convincing?
|
Moran - Skills in English pg. 209
Pictures Digital devices Charts Teacher's Guide Moran - Skills in English pg. 210 Feedback table Sample oral reports Moran - Skills in English pg. 211 Reading texts Stopwatch/timer Digital devices |
Oral presentations
Picture sequencing
Group discussions
Observation
|
|
| 7 | 2 |
Reading
Grammar in Use Grammar in Use Reading |
Reading Fluency
Types of Sentences: Interrogative sentences Types of Sentences: Interrogative sentences Poems |
By the end of the
lesson, the learner
should be able to:
- Read texts accurately, with expression and at the right speed - Apply fluency strategies when reading a text - Value the significance of poems in communication |
The learner is guided to:
- Preview the story "Tourist attraction sites" - Skim through the text by reading the title and first sentence of every paragraph to get the main idea - Scan through the text to find characters - Read the story aloud, ignoring unfamiliar words - Answer questions based on the story - Read and recite the text "The wonders of Africa" in groups - Discuss emotions and feelings displayed when reading the text - Search from the Internet or in books for stories and poems on tourist attraction sites in Africa and read them aloud |
Why should we read a text at the right speed?
|
Moran - Skills in English pg. 212
Stories and poems Digital devices Reading passages Teacher's Guide Moran - Skills in English pg. 215 Text with questions Dialogue Charts Moran - Skills in English pg. 217 Diagrams Dialogue samples Moran - Skills in English pg. 219 Poem texts Lesson notes |
Oral reading
Group recitation
Written questions
Peer assessment
|
|
| 7 | 3 |
Reading
Writing Writing Listening and Speaking Listening and Speaking Reading |
Poems
Functional Writing: Personal Journals Functional Writing: Personal Journals Polite Language: Euphemism Polite Language: Debate Independent Reading: Grade Appropriate Text |
By the end of the
lesson, the learner
should be able to:
- Match words with their meanings from the poem - Identify lessons from the poem - Recognize the role of poems in lifelong learning |
The learner is guided to:
- Copy and match words from the poem with their meanings - Find words or phrases in a stanza of the poem that describe people or things that pollute River Nile - Complete words with missing letters from the poem - Use complete words in sentences - In groups, discuss what the poem teaches about the dangers of pollution, benefits of a river to the environment, and the importance of having a goal - Point out lessons brought out through relationships between characters in the poem - Present work in posters and display on noticeboards |
Which lessons have you learnt from poems before?
|
Moran - Skills in English pg. 220
Vocabulary matching exercises Posters Digital devices Word cards Moran - Skills in English pg. 221 Sample journals Charts Teacher's Guide Journals/notebooks Assessment checklist Posters Skills in English pg. 1 Dictionary Audio recordings Charts Skills in English pg. 3 Recorded debating sessions Debate rules chart Skills in English pg. 6 Online fiction and non-fiction texts Library resources |
Matching exercises
Word completion
Group discussions
Poster displays
|
|
| 7 | 4 |
CITIZENSHIP
Reading Grammar in Use Grammar in Use Intensive Reading Intensive Reading Writing Writing |
Independent Reading: Creating a Reading Log
Gender Neutral Language: Identifying Gender Bias Gender Neutral Language: Using Gender Neutral Words Play: Structure and Setting - Identifying Structure Play: Structure and Setting - Analyzing Setting Legibility and Neatness: Identifying Sections Legibility and Neatness: Creating Neat Texts |
By the end of the
lesson, the learner
should be able to:
- Create a reading log for monitoring reading activities. - Recommend to peers suitable fiction and non-fiction materials to read. - Value the importance of keeping track of reading activities. |
The learner is guided to:
- Maintain a reading log showing their reading activities and thoughts about what they read. - Keep vocabulary journals. - Prepare a reading log for the titles of the fiction and non-fiction texts. - Share and discuss their reading experiences with peers. - Recommend suitable reading materials to peers. |
How can we develop a good reading culture?
|
Skills in English pg. 9
Reading log templates Sample reading logs Digital devices Skills in English pg. 12 English songs Video clips Digital devices Charts Skills in English pg. 14 Crossword puzzles Charts Posters Skills in English pg. 16 Class reader (play) Charts with play structure Skills in English pg. 19 Role play props Skills in English pg. 22 Sample handwritten texts Handwriting assessment rubrics Skills in English pg. 24 Audio recordings Video recordings Sample texts |
Reading logs assessment
Peer assessment
Written assignments
Observation checklists
|
|
| 7 | 5 |
SCIENCE FICTION
Listening and Speaking Listening and Speaking Reading Reading |
Oral Literature: Short Forms - Characteristics
Oral Literature: Short Forms - Performance Intensive Reading: Simple Poems - Identifying Style Intensive Reading: Simple Poems - Appreciation |
By the end of the
lesson, the learner
should be able to:
- Identify the characteristics of riddles, tongue twisters and proverbs. - Explain the functions of riddles, tongue twisters and proverbs. - Appreciate the cultural value of short forms of oral literature. |
The learner is guided to:
- Use digital or print resources to search for information on the meaning and characteristics of riddles, proverbs and tongue twisters. - Write down their findings in note books. - Discuss the functions of the proverbs, tongue twisters and riddles. - Give examples of riddles, tongue twisters and proverbs. - Fill in crossword puzzles using riddles and proverbs. |
Why are riddles, proverbs and tongue twisters important?
|
Skills in English pg. 26
Digital devices Resource person Reference books Crossword puzzles Skills in English pg. 29 Resource books Charts Skills in English pg. 31 Poems Sample poems with rhyme and repetition Skills in English pg. 33 Charts Daughter of Nature |
Oral questions
Written exercises
Crossword puzzle assessment
Group discussion evaluation
|
|
| 8 | 1 |
Grammar in Use
Reading |
Nouns and Quantifiers: Identifying Quantifiers
Nouns and Quantifiers: Using Quantifiers Intensive Reading: Plot - Key Events |
By the end of the
lesson, the learner
should be able to:
- Identify quantifiers used with count, non-count or both categories. - Use the different quantifiers in sentences. - Appreciate the importance of quantifiers in communication. |
The learner is guided to:
- Use digital devices to search for information on the meaning of quantifiers and quantifiers used with count and non-count nouns. - Read a short passage in which quantifiers are used to describe count and non-count nouns. - Identify quantifiers that are used with count, non-count nouns. - Form sentences using the different quantifiers with count and non-count nouns. - Prepare charts showing the quantifiers used with count, non-count nouns and both of them. |
Why is it important to express the quantity of something correctly?
|
Skills in English pg. 34
Digital devices Lesson notes Teacher's Guide Charts Skills in English pg. 36 Newspapers Magazines Sample texts Skills in English pg. 37 Class Readers - Play Sample plot summaries |
Written exercises
Sentence construction
Chart presentation
Observation checklists
|
|
| 8 | 2 |
Reading
Writing Writing Listening and Speaking |
Intensive Reading: Plot - Real Life Connections
Mechanics of Writing: Punctuation - Identification Mechanics of Writing: Punctuation - Application Listening Comprehension: Argumentative Text |
By the end of the
lesson, the learner
should be able to:
- Make connections between events in a play and real life. - Role play a section of a play in groups. - Acknowledge the importance of a plot in a literary work. |
The learner is guided to:
- Make connections between events in a play and real life. - Role play a section of the Play in groups. - Discuss how events in the play relate to real life experiences. - Analyze how plot development creates interest in a play. - Create a plot diagram illustrating key events. |
How do events in plays reflect real life situations?
|
Skills in English pg. 40
Class Readers - Play Digital devices Role play props Skills in English pg. 41 Newspapers Magazines Sample texts Skills in English pg. 44 Sample texts Posters Writing materials Skills in English pg. 45 Audio texts Lesson notes Teacher's Guide |
Role play assessment
Plot diagram evaluation
Group discussion
Peer assessment
|
|
| 8 | 3 |
ENVIRONMENTAL CONSERVATION
Listening and Speaking Reading Reading Grammar in Use |
Listening Comprehension: Selecting Details
Reading for Information and Meaning: Context Clues Reading for Information and Meaning: Making Connections Modal Auxiliaries: Identification |
By the end of the
lesson, the learner
should be able to:
- Listen for main idea and specific information in an argumentative text. - Identify arguments in a listening text. - Acknowledge the need for comprehension in communication. |
The learner is guided to:
- Listen to a news bulletin and pick out the main idea and specific details. - Watch a debate or interview and pick out required information. - Watch a video of a presentation of a poem, song or story and identify specific details. - Infer the meaning of unfamiliar words in groups. - Answer questions based on the passage. |
How do the specific details in a text enhance comprehension?
|
Skills in English pg. 47
News bulletins Video clips Digital devices Song recordings Dictionaries Grade appropriate texts Lesson notes Skills in English pg. 50 Environmental texts Crossword puzzles Skills in English pg. 51 Sample texts with modal auxiliaries Lesson notes Charts |
Listening comprehension tasks
Question and answer
Group discussion assessment
Inference evaluation
|
|
| 8 | 4 |
Grammar in Use
Reading Reading Writing |
Modal Auxiliaries: Application
Poems: Structure - Identifying Features Poems: Structure - Analyzing Personification Structure of a Paragraph: Characteristics |
By the end of the
lesson, the learner
should be able to:
- Use modal auxiliaries to express different moods. - Value the importance of using modal auxiliaries in communication. - Show confidence in using modal auxiliaries in communication. |
The learner is guided to:
- Match the modal auxiliaries with the correct quantifiers. - View pictures and diagrams and ask questions using modal auxiliaries. - Use modal auxiliaries correctly to express permission, requests, ability and obligation. - In groups, discuss the functions of modal auxiliaries. - Construct sentences using modal auxiliaries correctly. |
How can we improve our use of modal auxiliaries in daily communication?
|
Skills in English pg. 54
Picture charts Digital devices Sample texts Lesson notes Skills in English pg. 56 Poems Charts with poem structure Sample poems Skills in English pg. 59 Poems with personification Charts Skills in English pg. 61 Newspaper articles Magazines Textbooks |
Sentence construction
Matching exercises
Group discussion assessment
Oral presentations
|
|
| 8 | 5 |
Writing
Listening and Speaking Listening and Speaking Reading |
Structure of a Paragraph: Creating Paragraphs
Selective Listening: Required Information Selective Listening: Making Judgments Intensive Reading: Prediction |
By the end of the
lesson, the learner
should be able to:
- Create a paragraph that is well developed, coherent and unified. - Acknowledge the need for concise paragraphs in written communication. - Demonstrate commitment to writing well-formed paragraphs. |
The learner is guided to:
- Write a paragraph on a topic of interest that is coherent, unified, and contains well-developed thoughts. - Assess the paragraphs in groups. - Discuss ways to ensure that paragraphs display unity and coherence. - Revise paragraphs based on peer feedback. |
How can you ensure that your paragraphs are well formed?
|
Skills in English pg. 64
Digital devices Sample well-formed paragraphs Writing materials Paragraph assessment checklist Skills in English pg. 66 News bulletins Video presentations Audio recordings Skills in English pg. 68 Audio recordings Video clips Posters Skills in English pg. 69 Reading texts on consumer laws Illustrations Prediction charts |
Paragraph writing assessment
Peer assessment
Paragraph revision
Group discussion evaluation
|
|
| 9 | 1 |
CONSUMER LAWS AND POLICIES
Reading Grammar in Use Grammar in Use Intensive Reading |
Intensive Reading: Comprehension
Present and Past Perfect Aspect: Identification Present and Past Perfect Aspect: Application Play: Identification of Characters - Traits |
By the end of the
lesson, the learner
should be able to:
- Answer direct and inferential questions for comprehension. - Infer the meaning of new words and phrases using contextual clues. - Relate the characters, events and places in the text to real life. - Appreciate the importance of comprehension in lifelong learning. |
The learner is guided to:
- Deduce the meaning of words using contextual clues. - Make connections between events in the story and real life. - Answer direct and inferential questions from a comprehension passage on consumer laws and policies. - Make notes from a passage on consumer laws and policies. - Write a summary using the notes. |
Why is summary writing an important reading skill?
|
Skills in English pg. 72
Comprehension passages Digital devices Dictionaries Note-making templates Skills in English pg. 74 Sample texts with perfect aspects Lesson notes Charts Skills in English pg. 77 Newspaper articles Magazines Books Skills in English pg. 79 Class reader - Play Character trait charts Role play props |
Comprehension questions
Summary writing assessment
Vocabulary exercises
Note-making evaluation
|
|
| 9 | 2 |
Intensive Reading
Writing Writing Listening and Speaking Listening and Speaking |
Play: Identification of Characters - Actions
Narrative and Descriptive Paragraphs: Identification Narrative and Descriptive Paragraphs: Creation Pronunciation: Semi-vowels Pronunciation: Diphthongs |
By the end of the
lesson, the learner
should be able to:
- Describe the actions of the characters using appropriate adverbs. - Value the need to describe people and situations appropriately. - Demonstrate appreciation for characterization in plays. |
The learner is guided to:
- Describe the actions of the characters using various adverbs. - Relate the characters in a play to people in real life. - Discuss the behaviour of the characters in small groups. - Write an essay on their favourite characters. - Share and discuss their essays with peers. |
How does describing actions of characters aid our understanding of a play?
|
Skills in English pg. 82
Class reader - Play Digital devices Essay writing templates Character action charts Skills in English pg. 84 Sample narrative and descriptive paragraphs Internet resources Print sources Skills in English pg. 87 Sample paragraphs Paragraph review checklists Writing materials Skills in English pg. 90 Digital devices Audio recordings Lesson notes Teacher's Guide Skills in English pg. 92 |
Essay writing assessment
Group discussion evaluation
Character action description
Peer assessment
|
|
| 9 | 3 |
RELATIONSHIPS: COMMUNITY
Reading Reading Grammar in Use Grammar in Use Reading Reading Writing |
Reference Materials: Dictionary
Reference Materials: Thesaurus and Encyclopaedia Order of Adjectives: Types of Adjectives Order of Adjectives: Correct Order Play: Style - Identification Play: Style - Analysis Letter of Application: Structure |
By the end of the
lesson, the learner
should be able to:
- Outline various types of reference materials and their uses. - Use the dictionary to check the meaning and usage of words. - Acknowledge the value of reference materials in research. |
The learner is guided to:
- Search the internet for more information about dictionaries and their purpose. - Compare print and digital dictionaries. - Read a passage from a textbook, newspaper, or magazine. - Identify unfamiliar words in the passage. - Look up the meaning of the words in a dictionary. - Utilize the dictionary for reference purposes. - Spell words correctly. - Classify words into various classes. |
Why do we use reference materials?
|
Skills in English pg. 95
Digital devices Dictionaries Textbooks Newspapers Magazines Skills in English pg. 97 Thesaurus Encyclopaedias Textbooks Skills in English pg. 99 Charts Pictures Crossword puzzles Skills in English pg. 101 Flash cards Skills in English pg. 103 Class readers - Play Lesson notes Teacher's guide Skills in English pg. 106 Skills in English pg. 108 Sample application letters Magazines Newspapers |
Observation
Question and answer
Written exercises
Dictionary use exercises
Peer assessment
|
|
| 9 | 4 |
Writing
Listening and Speaking Listening and Speaking Reading Reading Grammar in Use Grammar in Use |
Letter of Application: Writing
Conversational skills: Negotiation skills - Words and Phrases Conversational skills: Negotiation skills - Verbal and Non-verbal Cues Reading Fluency: Speed and Accuracy Reading Fluency: Expression Comparison of Adverbs: Forms Comparison of Adverbs: Usage |
By the end of the
lesson, the learner
should be able to:
- Write a letter of application for placement at Senior Secondary School using all the components. - Edit and revise a letter of application. - Advocate the need to adhere to the format of formal letter writing. |
The learner is guided to:
- Write a letter of application for placement at Senior Secondary School using the taught components. - Exchange the letter with other learners for peer assessment. - Edit the letters of application in small groups for correctness. - Revise the letter and input corrections suggested by peers. - Share the letters of application on the class noticeboard, school noticeboard or online. |
How can one ensure a letter of application meets the expected standards?
|
Skills in English pg. 110
Digital devices Sample application letters Rubrics Textbooks Skills in English pg. 112 Video clips Audio recordings Lesson notes Skills in English pg. 115 Conversational poems Skills in English pg. 116 Storybooks Textbooks Newspapers Magazines Skills in English pg. 119 Poems Newspapers Skills in English pg. 121 Audio clips Charts Substitution tables Skills in English pg. 123 Video recordings Substitution tables |
Written exercises
Peer assessment
Final letter evaluation
Checklists
Assessment rubrics
|
|
| 9 | 5 |
LEISURE TIME
Reading Reading Writing Writing Listening and Speaking Listening and Speaking Reading |
Intensive Reading - Play: Themes
Intensive Reading - Play: Analysis Mechanics of Writing: Spelling of Words with Double Letters Mechanics of Writing: Spelling Games and Activities Oral Poetry: Features Oral Poetry: Performance Reading for Interpretation: Point of View |
By the end of the
lesson, the learner
should be able to:
- Identify the themes in a play or a section of a play. - Illustrate themes in a play with examples. - Recognize the role of literary appreciation in critical thinking. |
The learner is guided to:
- Read the play "The Free Weekend". - Outline and illustrate the themes in the play. - In groups discuss the themes in a play. - Engage in a hot seating activity featuring some of the themes. - Relate the themes to real life experiences. |
What are some of the issues authors write about?
|
Skills in English pg. 124
Digital devices Class readers - Play Lesson notes Teacher's guide Skills in English pg. 127 Video recording equipment Lesson notes Skills in English pg. 129 Dictionaries Word lists Dictation exercises Skills in English pg. 132 Crossword puzzles Word search games Spelling bee materials Textbooks Skills in English pg. 154 Audio recordings Poem collections Skills in English pg. 156 Video recordings Skills in English pg. 157 Poetry collections |
Observation
Written analysis
Hot seat exercises
Group discussions
Checklists
|
|
| 10 | 1 |
TOURISM: INTERNATIONAL
Reading Grammar in Use Grammar in Use Reading Reading Writing Writing |
Reading for Interpretation: Analysis
Complex Prepositions: Identification Complex Prepositions: Usage Poetry: Characters - Identification Poetry: Characters - Analysis Assessing Writing: Qualities Assessing Writing: Application |
By the end of the
lesson, the learner
should be able to:
- Analyze the point of view in a poem. - Compose a short poem with a specific point of view. - Acknowledge the importance of the point of view in the understanding of a poem. |
The learner is guided to:
- Compose a short poem individually. - Discuss the various points of view in the poems in small groups. - Analyze how point of view affects the meaning and impact of a poem. - Present and explain the point of view in their own poems. |
How does point of view affect our understanding of a poem?
|
Skills in English pg. 159
Digital devices Poetry collections Writing materials Textbooks Skills in English pg. 160 Magazines Newspapers Books Skills in English pg. 161 References Sentence strips Skills in English pg. 162 Lesson notes Skills in English pg. 164 Recording equipment Character trait charts Skills in English pg. 165 Sample compositions Assessment rubrics Skills in English pg. 167 Composition samples |
Original poem assessment
Point of view analysis
Group discussion evaluation
Peer feedback
Checklists
|
|
| 10 | 2 |
HEROES AND HEROINES: WORLD
Listening and Speaking Listening and Speaking Reading Reading Grammar in Use Grammar in Use Reading Reading |
Diphthongs and Sentence Stress: Diphthongs
Diphthongs and Sentence Stress: Emphasis Extensive Reading: Selection Extensive Reading: Application Conjunctions: Correlative Conjunctions - Identification Conjunctions: Correlative Conjunctions - Usage Play: Style - Features Play: Style - Analysis |
By the end of the
lesson, the learner
should be able to:
- Identify words with the diphthongs /aʊ/ and /ʊə/ in a text. - Pronounce diphthongs accurately. - Value correct pronunciation in speech. |
The learner is guided to:
- Identify the diphthongs /aʊ/ as in out, house /ʊə/ as in sure, cure. - Read a passage featuring the diphthongs/aʊ/ and /ʊə/. - Recite poems featuring the diphthongs/aʊ/ and /ʊə/. - Underline words with the diphthongs from texts. - In groups, read aloud words with the diphthongs /aʊ/ and /ʊə/ from flashcards. |
Why is it important to pronounce words correctly?
|
Skills in English pg. 170
Digital devices Audio recordings Flashcards Dictionaries Poems Skills in English pg. 172 Recording equipment Poems Textbooks Skills in English pg. 175 Video clips Book collections Library resources Skills in English pg. 177 Note-taking materials Skills in English pg. 180 Newspapers Magazines Books Skills in English pg. 182 Charts Sentence strips Role play materials Skills in English pg. 183 Class readers - Play Lesson notes Skills in English pg. 187 Video recording equipment Lesson notes |
Observation
Pronunciation assessment
Recitation evaluation
Peer feedback
Checklists
|
|
| 10 | 3 |
Writing
Listening and Speaking Listening and Speaking Reading Reading |
Narrative Compositions: Elements
Narrative Compositions: Writing Impromptu Speeches: Preparation Impromptu Speeches: Delivery Note Making: Main Ideas Note Making: Organization |
By the end of the
lesson, the learner
should be able to:
- Identify the elements of a narrative composition. - Plan a narrative composition. - Value planning in the writing process. |
The learner is guided to:
- Read samples of narrative compositions from text books. - Identify the introduction, body and conclusion of a sample composition. - Brainstorm possible topics for narrative compositions. - Tell a story from their own experiences. - Plan a narrative composition. |
How should we organize our compositions?
|
Skills in English pg. 190
Digital devices Sample compositions Planning templates Textbooks Skills in English pg. 192 Writing materials Editing checklists Display materials Skills in English pg. 194 Dictionaries Speech samples Lesson notes Skills in English pg. 195 Recording equipment Speech topics Feedback forms Skills in English pg. 196 Argumentative passages Note-making templates Skills in English pg. 199 Graphic organizers Chart materials |
Element identification
Plan assessment
Storytelling evaluation
Peer feedback
Checklists
|
|
| 10 | 4 |
SOCIAL AND MASS MEDIA
Grammar in Use Grammar in Use Reading Reading Writing Writing Listening and Speaking |
Determiners: Numerals
Determiners: Ordinals Play: Project - Planning Play: Project - Performance Filling Forms: Application Forms - Identification Filling Forms: Application Forms - Completion Conversation Skills: Job Interviews |
By the end of the
lesson, the learner
should be able to:
- Identify numerals used as determiners in a text. - Use numerals as determiners in sentences. - Value the correct use of determiners. |
The learner is guided to:
- Read a short passage in which numerals are used as determiners. - Identify numerals that are used as determiners. - Form sentences using numerals as determiners. - Match the numerals with appropriate nouns. - State the names of objects and events in the school that can be described using numerals. |
Why is it important to express the quantity of something correctly?
|
Skills in English pg. 202
Digital devices Sample passages Matching exercises Textbooks Skills in English pg. 204 Sentence strips Skills in English pg. 205 Video clips Class readers - Play Props and costumes Skills in English pg. 207 Recording equipment Props and costumes Performance space Skills in English pg. 209 Sample application forms Lists of forms Skills in English pg. 212 Application forms Pens with clear handwriting Skills in English Grade 9 (p. 214) Video clips on job interviews Digital devices Internet resources |
Identification exercises
Sentence construction
Matching assessment
Peer feedback
Checklists
|
|
| 10 | 5 |
INCOME GENERATING ACTIVITIES
Listening and Speaking Reading Reading Grammar in Use Grammar in Use Reading Reading Writing |
Conversation Skills: Job Interviews
Extensive Reading: Fiction Extensive Reading: Fiction Word Classes: Nouns Word Classes: Nouns Grade-appropriate Play: Lessons learnt Grade-appropriate Play: Lessons learnt Mechanics of Writing: Spelling |
By the end of the
lesson, the learner
should be able to:
- Answer appropriate questions in mock job interviews - Recognise excellent interview skills as a positive step towards getting a job - Value the importance of job interviews in income generation |
The learner is guided to:
- In pairs, plan the questions that can be asked by the interviewer and interviewee in given situations - Carry out a mock job interview using the questions prepared - Change roles and role-play the interview again - Record the interviews using a digital device or write them out - Select best recorded or written dialogue and exchange it with other learners for assessment - Share comments and receive comments from the learners who reviewed the interview - Discuss how success in a job interview supports income generation for oneself, one's family and one's community |
Why is it important to prepare for a job interview?
|
Skills in English Grade 9 (p. 215)
Digital recording devices Sample job interview questions Internet resources Skills in English Grade 9 (p. 217) Fiction books Digital devices Library books Sample fiction and non-fiction texts Skills in English Grade 9 (p. 218) Graphic organisers Display materials Camera/digital device for taking photographs Skills in English Grade 9 (p. 221) Sample texts Word cards Dictionaries Charts Skills in English Grade 9 (p. 222) Newspapers Magazines Chart papers Skills in English Grade 9 (p. 223) Play excerpts Skills in English Grade 9 (p. 224) Skills in English Grade 9 (p. 227) Sample abbreviations Reference materials |
Role play
Peer assessment
Written questions
Recordings
Observation schedules
|
|
| 11 | 1 |
Writing
Listening and Speaking Listening and Speaking Reading |
Mechanics of Writing: Spelling
Listening to Respond: Expressing Feelings Listening to Respond: Expressing Feelings Intensive Reading: Comprehension Strategies |
By the end of the
lesson, the learner
should be able to:
- Spell words correctly for effective communication - Write common abbreviations correctly - Demonstrate awareness of word splitting at the end of a line |
The learner is guided to:
- Study sentences and note the words that are split at the end of a line - Search from the internet or in books for information on what to consider when splitting words at the end of a line - Make notes from their search and present findings in class - Write words that can be abbreviated - Spell words correctly that the teacher will dictate - Rewrite sentences, abbreviating the underlined words - Write sentences about income-generating activities that include abbreviations - Write a paragraph on how to save money from income-generating activities using words that need to be abbreviated - Peer assess the paragraphs and rewrite them incorporating corrections |
Which words do we normally abbreviate?
|
Skills in English Grade 9 (p. 228)
Dictionaries Reference materials Digital devices Chart papers Sample abbreviations Word lists Skills in English Grade 9 (p. 232) Poetry books Audio recordings Recording equipment Skills in English Grade 9 (p. 233) Video recordings Audio equipment Sample poems Skills in English Grade 9 (p. 234) Reading passages Internet resources Printed materials |
Written exercises
Dictation
Paragraph writing
Peer assessment
Word splitting exercises
Abbreviation exercises
|
|
| 11 | 2 |
PERSONAL GROOMING
Reading Grammar in Use Grammar in Use Reading |
Intensive Reading: Comprehension Strategies
Phrasal Verbs Phrasal Verbs Play: Characterisation |
By the end of the
lesson, the learner
should be able to:
- Summarise ideas in a passage - Apply the skills of making inferences and drawing conclusions in independent reading |
The learner is guided to:
- Read passages such as "Stay well groomed" - Identify the main ideas in the passage and make notes - Use the notes to write a summary of the ideas in the passage - Present summaries on charts and post them on the classroom wall - Invite classmates to view and review the summaries - Review the summaries of peers - Explain the importance of making summaries - Search for texts on personal grooming from the internet, books, newspapers or magazines - Make notes on main ideas, infer information and the meanings of unfamiliar words or expressions |
Why is it important to summarise information from a text?
|
Skills in English Grade 9 (p. 236)
Reading passages Digital devices Chart papers Dictionaries Reference materials Internet resources Skills in English Grade 9 (p. 238) Sample texts Word cards Skills in English Grade 9 (p. 240) Skills in English Grade 9 (p. 241) Play excerpts |
Written summaries
Chart presentations
Peer assessment
Observation
Gallery walk
Question and answer
|
|
| 11 | 3 |
Reading
Writing Writing |
Play: Characterisation
The Writing Process The Writing Process |
By the end of the
lesson, the learner
should be able to:
- Use the clues to describe the characters in a play - Appreciate the role of characterisation in determining virtues and vices in society |
The learner is guided to:
- Use clues to describe the characters and their traits in plays - Create character maps for each character and display them in the classroom gallery - Listen to feedback from classmates and use suggestions to improve character maps - Rehearse and dramatize parts of plays, bringing out the traits of the characters - Make good use of verbal and non-verbal cues - Watch video clips of plays and identify clues that can be used to describe character traits - Role-play different characters in a hot-seating game - Play character identification games |
What makes plays interesting?
|
Skills in English Grade 9 (p. 245)
Play excerpts Digital devices Character maps Chart papers Video clips Drama props Skills in English Grade 9 (p. 247) Sample writing process charts Internet resources Reference materials Sample dialogues Skills in English Grade 9 (p. 249) Digital recording devices Props for dramatization |
Role play
Drama performances
Character maps
Hot-seating games
Peer assessment
Observation
|
|
| 11 | 4 |
SEA TRAVEL
Listening and Speaking Listening and Speaking Reading Reading |
Extensive Listening: Speeches
Intensive Reading: Visualising and Summarising Intensive Reading: Visualising and Summarising |
By the end of the
lesson, the learner
should be able to:
- Identify the issue addressed by the different speeches listened to - Take notes on the points made by the different speakers on the issue - Value the information shared in the speeches |
The learner is guided to:
- Tell classmates how a speech they listened to inspired them to take a certain course of action - Listen to speeches that the teacher will read aloud - Answer questions based on the speeches they have listened to - Take turns to ask and answer more questions based on the speeches - Identify the main issue being addressed in the speeches - Discuss the themes identified in the speeches - Search for speeches of interest on the internet, radio and television |
How can you ensure that you remember what you hear from a speech?
|
Skills in English Grade 9 (p. 251)
Audio recordings Video clips Digital devices Internet resources Sample speeches Skills in English Grade 9 (p. 252) Digital recording devices Audio recording equipment Social media platforms Notes from previous lesson Skills in English Grade 9 (p. 253) Reading passages Sensory vocabulary lists Chart papers Skills in English Grade 9 (p. 256) Graphic organisers Reference materials |
Oral questions
Written responses
Observation
Note taking
Group discussions
|
|
| 11 | 5 |
Grammar in Use
Reading Reading |
Sentences: Complex Sentences
Grade-appropriate Play: Style Grade-appropriate Play: Style |
By the end of the
lesson, the learner
should be able to:
- Identify subordinating conjunctions in sentences - Construct complex sentences using subordinating conjunctions - Value the purpose of subordinating conjunctions in sentences |
The learner is guided to:
- Read sentences to identify main ideas - Study sentences and suggest words that could join them into one - Read passages like "Secrets of a ship" and identify complex sentences - Identify words that link clauses to form complex sentences - In pairs, identify and underline subordinating clauses in sentences - Pick out and label subordinating conjunctions used in passages - Circle subordinating conjunctions in sentences - Read more complex sentences from various sources and identify subordinating conjunctions |
What is the role of conjunctions in sentences?
|
Skills in English Grade 9 (p. 257)
Reading passages Reference materials Digital devices Chart papers Sentence samples Skills in English Grade 9 (p. 259) Substitution tables Skills in English Grade 9 (p. 261) Play excerpts Graphic organisers Skills in English Grade 9 (p. 262) Digital recording devices Drama props Script writing materials |
Written exercises
Identification tasks
Sentence labelling
Observation
Peer assessment
Question and answer
|
|
| 12 | 1 |
Writing
Listening and Speaking Listening and Speaking |
Creative Writing: Idioms
Intonation in Sentences: Question Tags Intonation in Sentences: Question Tags |
By the end of the
lesson, the learner
should be able to:
- Explain the meaning of given idioms in different contexts - Use idioms appropriately in speech and writing - Value the role of idioms in enhancing written and oral communication |
The learner is guided to:
- Read sentences and study pictures to identify idioms - Explain what idioms are and give examples they are familiar with - Read passages like "On the open sea" and "With open arms" that use idioms - Identify idioms used in the passages - In groups, explain what each idiom means based on how it is used in the passages - Search online and in dictionaries for meanings of given idioms - Fill in the gaps in sentences with appropriate idioms - Present idioms and their meanings in a diagram |
What is an idiom?
|
Skills in English Grade 9 (p. 264)
Reading passages Dictionaries Digital devices Internet resources Reference materials Chart papers Skills in English Grade 9 (p. 267) Sample compositions Language game materials Skills in English Grade 9 (p. 269) Audio recordings Sentence samples Conversation scripts Skills in English Grade 9 (p. 271) World Cup related materials |
Written exercises
Gap filling
Diagrams
Observation
Group discussions
Question and answer
|
|
| 12 | 2 |
SPORTS - WORLD CUP (FOOTBALL)
Reading Reading Grammar in Use Grammar in Use |
Summarising: Argumentative Texts
Sentences: Direct and Indirect Speech Sentences: Direct and Indirect Speech |
By the end of the
lesson, the learner
should be able to:
- Pick out the main points discussed in a text - Organise an outline of points into a coherent whole - Value the importance of identifying main ideas when reading |
The learner is guided to:
- Read paragraphs and identify the main argument - Identify supporting points raised to support the main argument - Read argumentative texts like "Beyond the trophy" - Select the main idea in the text and state it in a short phrase - Read more argumentative texts based on the World Cup from various sources - For each text, pick out the main points discussed - Organize main points and supporting points in texts in tables - Organize outlines of main points and supporting points so they flow logically and clearly |
How do we write summaries?
|
Skills in English Grade 9 (p. 272)
Reading passages Digital devices Internet resources Reference materials Chart papers Argumentative texts Skills in English Grade 9 (p. 274) Display materials Skills in English Grade 9 (p. 275) Sentence samples Skills in English Grade 9 (p. 277) Video recordings |
Written exercises
Oral presentations
Tables and outlines
Observation
Question and answer
Group discussions
|
|
| 12 | 3 |
Reading
Writing Writing |
Intensive Reading: Play - Relating to Real Life
Descriptive Writing (280-320 words) Descriptive Writing (280-320 words) |
By the end of the
lesson, the learner
should be able to:
- Identify the characters in a play - Discuss the various themes in a play - Value the connection between plays and real life experiences |
The learner is guided to:
- Read plays like "World Cup football" - Answer questions based on the play - In pairs, identify the characters in the play - Based on statements made by characters in the play, identify values that can be used to describe characters - In pairs, identify and discuss the themes in the play - Complete tables with themes and evidence for each theme from the play - In groups, use notes to discuss how various themes in the play are brought out |
What are the features of a play?
|
Skills in English Grade 9 (p. 279)
Play excerpts Digital devices Chart papers Reference materials Skills in English Grade 9 (p. 282) Digital recording devices Drama props Costumes Internet resources Skills in English Grade 9 (p. 284) Sample compositions Dictionaries Literary excerpts Skills in English Grade 9 (p. 286) Sensory vocabulary lists Display materials Pictures of World Cup events |
Oral discussions
Written responses
Theme tables
Group presentations
Observation
Question and answer
|
|
| 12 | 4 |
TOURIST ATTRACTION SITES - WORLD
Listening and Speaking Listening and Speaking Reading Reading |
Oral Reports: News (Role-play)
Reading Fluency Reading Fluency |
By the end of the
lesson, the learner
should be able to:
- Read a short report within a specified number of minutes - Analyse a recorded grade-appropriate oral news report - Value the importance of clear and concise news reporting |
The learner is guided to:
- Tell classmates about favourite news presenters or speakers and what they like about their voice use - Discuss instances where they may be required to give an oral presentation - Define what an oral report is - Read a short news report provided by the teacher - In pairs, practice reading fluently setting a goal for reading time - Identify a text to practice fluent reading in groups - Set a target time for reading the chosen text - Discuss ways to improve reading speed to reach targets - Create tables to record reading time |
Who is your favourite news presenter and why?
|
Skills in English Grade 9 (p. 289)
News report samples Digital devices Audio recordings Video clips Timing devices Skills in English Grade 9 (p. 291) Digital recording devices Reference materials Chart papers Skills in English Grade 9 (p. 292) Reading passages Reading fluency charts Skills in English Grade 9 (p. 294) |
Oral presentations
Timed reading
Observation
Pair work
Group discussions
Question and answer
|
|
| 12 | 5 |
Grammar in Use
Reading Reading Writing Writing |
Sentences: Imperative and Exclamatory
Intensive Reading: Poems Intensive Reading: Poems Emails Emails |
By the end of the
lesson, the learner
should be able to:
- Identify instances where the two types of sentences are used correctly in printed or online texts - Construct imperative and exclamatory sentences - Value the importance of sentence variety in communication |
The learner is guided to:
- Read sentences and identify similarities in their first words - Study conversations and identify which show commands and which show requests - Note the kinds of words used at the beginning of statements and when such sentences are used - Identify elements that indicate imperative sentences - In groups, list rules they would like to see applied in school and state them as imperative sentences - Read sentences that end with exclamation marks and discuss why they use this punctuation - Read the text "The Great Wall" and identify imperative and exclamatory sentences - Label each sentence based on its type |
When do you use an exclamatory or an imperative sentence in school?
|
Skills in English Grade 9 (p. 297)
Sentence samples Digital devices Reading passages Reference materials Chart papers Skills in English Grade 9 (p. 299) Text samples Sentence cards Skills in English Grade 9 (p. 300) Poetry books Dictionaries Skills in English Grade 9 (p. 302) Internet resources Skills in English Grade 9 (p. 304) Email diagrams Sample emails Skills in English Grade 9 (p. 305) Display materials |
Written exercises
Sentence identification
Sentence construction
Observation
Group activities
Question and answer
|
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