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| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 2 | 1 |
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
|
|
| 2 | 2 |
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
|
|
| 2 | 3 |
Reading
Grammar in Use Grammar in Use |
Extensive Reading: Independent Reading
Word Classes: Nouns 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 Head Start English Learner's Book pg. 14 Poems Stories Digital devices |
Portfolio assessment
Reading log review
Peer assessment
|
|
| 2 | 4 |
Reading
Writing |
Intensive Reading: Trickster Narratives
Handwriting: Legibility and Neatness |
By the end of the
lesson, the learner
should be able to:
- Identify the main events in trickster narratives - Analyse the characters in narratives - Appreciate the importance of trickster narratives in the inculcation of values |
The learner is guided to:
- Engage in pre-reading activities - Read trickster narratives - Identify main events and tricks - Discuss character traits - Brainstorm moral lessons - Retell narratives - Relate narratives to real life |
Why would we listen to trickster narratives?
|
Head Start English Learner's Book pg. 16
Trickster narratives Digital devices Head Start English Learner's Book pg. 19 Handwriting samples Charts Manila papers |
Oral presentations
Written responses
Storytelling assessment
Group discussions
|
|
| 2 | 5 |
SCIENCE AND HEALTH EDUCATION
Listening and Speaking Reading Reading |
Oral Presentations: Oral Narratives
Intensive Reading: Simple Poems Intensive Reading: Simple Poems |
By the end of the
lesson, the learner
should be able to:
- Outline the oral narrative performance techniques for effective delivery - Use oral narrative techniques during the performance - Appreciate the importance of performance techniques in the successful delivery of oral material |
The learner is guided to:
- Watch live or recorded oral performances - Search for information on performance techniques - Discuss oral performance techniques - Perform oral narratives while peers watch - Compose oral narratives - Suggest ways of performing to peers |
What makes one a good storyteller?
|
Head Start English Learner's Book pg. 24
Digital devices Audio-visual recordings Resource persons Head Start English Learner's Book pg. 28 Poetry books Audio recordings Digital devices Head Start English Learner's Book pg. 30 Audio recordings |
Observation
Oral presentations
Performance assessment
Peer feedback
|
|
| 3 | 1 |
Grammar in Use
Reading |
Word Classes: Nouns
Intensive Reading: Class Reader |
By the end of the
lesson, the learner
should be able to:
- 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:
- 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 can you group things that cannot be counted?
|
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 Head Start English Learner's Book pg. 36 Class reader Reference materials |
Written exercises
Oral questions
Group work assessment
Observation
|
|
| 3 | 2 |
Reading
Writing |
Intensive Reading: Class Reader
Mechanics of Writing: Punctuation Marks |
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:
- Design graphic organizers to identify the setting - Share using summary charts (K-W-W-L) - Make short notes on the setting and author - Visualize what has been learned - Discuss how reading aids lifelong learning |
How would you tell when and where the actions in a story took place?
|
Head Start English Learner's Book pg. 39
Class reader Graphic organizers K-W-W-L charts Head Start English Learner's Book pg. 41 Digital devices Punctuation games Charts Posters |
Graphic organizers
Notes assessment
Observation
Oral presentations
|
|
| 3 | 3 |
Writing
Listening and Speaking Listening and Speaking |
Mechanics of Writing: Punctuation Marks
Listening for the Main Idea Listening for the Main Idea |
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:
- Role-play well-punctuated dialogues and record them - Discuss effectiveness of punctuation marks in expression - Write sentences using appropriate punctuation marks - Create posters showing proper punctuation - Play punctuation games |
How does punctuation help in expressing meaning?
|
Head Start English Learner's Book pg. 42
Digital devices Charts Posters Punctuation games Head Start English Learner's Book pg. 45 Audio recordings Video clips Head Start English Learner's Book pg. 47 Descriptive texts |
Role-play assessment
Written exercises
Observation
Posters evaluation
|
|
| 3 | 4 |
HYGIENE
Reading Grammar in Use |
Reading: Information and Meaning
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 |
Written responses
Observation
Crossword puzzles
Vocabulary assessment
|
|
| 3 | 5 |
Grammar in Use
Reading Reading |
Verbs and Tense
Intensive Reading: Poetry Intensive Reading: Poetry |
By the end of the
lesson, the learner
should be able to:
- Identify regular and irregular verbs in sentences - Use regular and irregular verbs to construct sentences using the past, present, and future tenses - Appreciate the correct use of verbs and tenses for effective communication |
The learner is guided to:
- Participate in language games on tenses - Engage in conversations using verbs in various tenses - Review peers' use of tense in conversations - Give feedback on correct use of tense - Discuss importance of using correct tense |
How can we improve our use of tenses in daily communication?
|
Head Start English Learner's Book pg. 54
Digital devices Language games Flash cards Head Start English Learner's Book pg. 55 Poetry books Poems on hygiene Head Start English Learner's Book pg. 57 Graphic organizers |
Conversation assessment
Peer feedback
Written exercises
Language games
|
|
| 4 | 1 |
Writing
Listening and Speaking |
Writing Narrative Paragraphs
Listening Comprehension: Selective Listening |
By the end of the
lesson, the learner
should be able to:
- 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:
- 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 we write paragraphs?
|
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 |
Written paragraphs
Peer assessment
Observation
Paragraph structure analysis
|
|
| 4 | 2 |
LEADERSHIP
Listening and Speaking Reading Reading |
Listening Comprehension: Selective Listening
Intensive Reading 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 Head Start English Learner's Book pg. 67 Newspaper articles |
Listening comprehension
Note-taking assessment
Peer evaluation
Observation
|
|
| 4 | 3 |
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:
- Underline verbs in simple present and past tense - Reflect on formation of simple present and past tense - Construct sentences on leadership using appropriate tense - Type constructed sentences using digital devices - Search for verbs used in different tenses |
Why is it necessary to indicate when an activity takes place?
|
Head Start English Learner's Book pg. 68
Digital devices Reference materials Leadership texts Head Start English Learner's Book pg. 71 Charts Language games Head Start English Learner's Book pg. 72 Class reader Reader's theatre script |
Written exercises
Observation
Sentence construction
Peer assessment
|
|
| 4 | 4 |
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 | 5 |
Writing
Listening and Speaking Listening and Speaking |
Paragraphing: Using Examples and Incidents
Pronunciation: Sounds and Word Stress Pronunciation: Sounds and Word Stress |
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 |
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 |
How does a well-written paragraph enhance communication?
|
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 Word pairs Flash cards |
Written paragraphs
Paragraph structure analysis
Peer assessment
Observation
|
|
| 5 | 1 |
FAMILY
Reading Reading |
Study Skills: Synonyms and Antonyms
|
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:
- Use reference materials to locate synonyms and antonyms - Check meaning and pronunciation from dictionary - Search for synonyms and antonyms in digital texts - Create crossword puzzles using synonyms and antonyms - Use synonyms and antonyms in sentences |
Why do we use antonyms and synonyms?
|
Head Start English Learner's Book pg. 84
Dictionaries Encyclopedia Digital devices Reference books Head Start English Learner's Book pg. 87 Charts Flashcards |
Written exercises
Crossword puzzles
Oral presentations
Observation
|
|
| 5 | 2 |
Grammar in Use
Reading |
Comparative and Superlative Adjectives
Intensive Reading: Oral Narratives |
By the end of the
lesson, the learner
should be able to:
- Identify comparative and superlative adjectives in texts - Use comparative and superlative adjectives in communication - Acknowledge the value of comparative and superlative forms of adjectives in communication |
The learner is guided to:
- Identify comparative and superlative adjectives from texts - Search online for examples of comparative and superlative adjectives - Construct sentences using comparative and superlative adjectives - Play language games featuring adjectives - Use substitution tables to complete sentences |
Why is it important to make comparisons in life?
|
Head Start English Learner's Book pg. 89
Digital devices Reference materials Flash cards Charts Head Start English Learner's Book pg. 91 Charts Reference materials Head Start English Learner's Book pg. 92 Legend narratives |
Written exercises
Sentence construction
Language games
Observation
|
|
| 5 | 3 |
Reading
Writing |
Intensive Reading: Oral Narratives
Functional Writing: Friendly Letters |
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:
- Reflect on impact of actions on society - Discuss how to collect narratives from community - Use mind maps to show benefits of moral lessons - Research community needs addressed through legends - Collaborate to develop legend narratives |
How can legends help communities address current needs?
|
Head Start English Learner's Book pg. 94
Legend narratives Digital devices Mind maps Head Start English Learner's Book pg. 96 Sample letters Charts Writing materials |
Narrative creation
Mind map analysis
Observation
Group presentations
|
|
| 5 | 4 |
Writing
Listening and Speaking Listening and Speaking |
Functional Writing: Friendly Letters
Conversational Skills: Polite Interruption Conversational Skills: Turn-taking |
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:
- Type friendly letters on digital devices - Display letters for feedback - Revise letters based on feedback - Discuss importance of friendly letters - Share final letters with classmates |
How do friendly letters differ from other types of letters?
|
Head Start English Learner's Book pg. 98
Digital devices Sample letters Charts Writing materials 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 |
Written letters
Format assessment
Peer evaluation
Observation
|
|
| 5 | 5 |
DRUG AND SUBSTANCE ABUSE
Reading 1 Reading 1 |
Reading Fluency: Speed and Accuracy
Reading Fluency: Expression |
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 |
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 |
Why is it important to read fluently?
|
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 |
Observation
Oral reading
Peer feedback
Timed reading exercises
|
|
| 6 | 1 |
Grammar in Use
Reading 2 |
Word Classes: Adverbs of Time
Word Classes: Adverbs of Place and Manner Intensive Reading: Oral Literature-Songs (Lullabies) |
By the end of the
lesson, the learner
should be able to:
- 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:
- 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 necessary to indicate when an activity takes place?
|
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 KLB Head Start English Grade 7 pg. 112 Audio recordings Resource person Lullaby texts |
Written exercises
Oral questions
Sentence construction
Gap filling exercises
|
|
| 6 | 2 |
Reading 2
Writing Writing |
Intensive Reading: Oral Literature-Songs (Features of Lullabies)
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:
- identify features of lullabies - compose and perform lullabies with appropriate techniques - relate lullabies to real life situations - appreciate the importance of lullabies in the community |
The learner is guided to:
- pick lullabies from different communities - discuss the features of lullabies - compose and perform lullabies in groups - analyze the messages in lullabies |
What features make a good lullaby?
|
KLB Head Start English Grade 7 pg. 114
Audio recorder Digital devices Resource person Sample lullabies KLB Head Start English Grade 7 pg. 115 Dictionary Word lists Crossword puzzles KLB Head Start English Grade 7 pg. 116 Sample texts |
Performance
Composition assessment
Peer evaluation
Observation
|
|
| 6 | 3 |
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
|
|
| 6 | 4 |
Reading 1
Grammar in Use |
Intensive Reading: Information from Visuals
Intensive Reading: Interpreting Visuals Word Classes: Personal Pronouns |
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 KLB Head Start English Grade 7 pg. 124 Reading passages Flash cards Digital devices |
Observation
Oral questions
Visual interpretation exercises
Story creation from visuals
|
|
| 6 | 5 |
Grammar in Use
Reading 2 |
Word Classes: Possessive Pronouns
Intensive Reading: Minor Characters |
By the end of the
lesson, the learner
should be able to:
- identify possessive pronouns in texts - use possessive pronouns in sentences correctly - appreciate the value of proper use of pronouns |
The learner is guided to:
- identify possessive pronouns in sentences - underline possessive pronouns in a paragraph - fill in blanks with correct possessive pronouns - write a paragraph using possessive pronouns |
How do we show that something belongs to somebody?
|
KLB Head Start English Grade 7 pg. 127
Reading passages Charts Flash cards Digital devices KLB Head Start English Grade 7 pg. 129 Class reader Digital devices Character charts Role play props |
Written exercises
Gap filling
Paragraph writing
Peer assessment
|
|
| 7 | 1 |
Reading 2
Writing Writing |
Intensive Reading: Character Relationships
Composition Writing: Pre-writing and Drafting Composition Writing: Editing, Revising and Publishing |
By the end of the
lesson, the learner
should be able to:
- 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:
- analyze character relationships in the class reader - create a character relationship map - dramatize interactions between minor characters - discuss the importance of minor characters |
How would you describe the behaviour of your classmates?
|
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 KLB Head Start English Grade 7 pg. 134 Editing checklists |
Character map assessment
Role play evaluation
Written analysis
Observation
|
|
| 7 | 2 |
TRAVEL
Listening and Speaking Reading 1 |
Listening Comprehension: Explanatory Narratives
Intensive Reading: Reading for Interpretation |
By the end of the
lesson, the learner
should be able to:
- identify the characters from a listening text - sequence the events in explanatory narratives - explain the moral lessons in an explanatory narrative - acknowledge the importance of listening comprehension in communication |
The learner is guided to:
- listen to an explanatory narrative and retell it - search for information on explanatory narratives - discuss the behaviour of characters - identify and discuss moral lessons from narratives |
What are the functions of oral narratives?
|
KLB Head Start English Grade 7 pg. 137
Audio recordings Digital devices Resource person Story books KLB Head Start English Grade 7 pg. 139 Dictionary Poetry texts Reading materials |
Oral retelling
Moral lesson identification
Character analysis
Listening comprehension exercises
|
|
| 7 | 3 |
Grammar in Use
Reading 2 |
Word Classes: Simple Prepositions of Agent and Instrument
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 simple prepositions of agent and instrument in texts - use prepositions of agent and instrument in sentences - appreciate the importance of well-formed sentences in communication |
The learner is guided to:
- identify prepositions in sentences - fill in blanks with prepositions of agent and instrument - construct sentences using prepositions - complete sentences using a substitution table |
What is the role of sentences in a text?
|
KLB Head Start English Grade 7 pg. 143
Reading passages Charts Digital devices Flashcards KLB Head Start English Grade 7 pg. 145 Crossword puzzles Charts KLB Head Start English Grade 7 pg. 150 Poetry texts Sticky notes Character charts |
Written exercises
Gap filling
Sentence construction
Oral questions
|
|
| 7 | 4 |
Reading 2
Writing Writing |
Intensive Reading: Character Traits in Poetry
Composition Writing: Self-Assessment of Introduction Composition Writing: Self-Assessment of Body and Conclusion |
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 KLB Head Start English Grade 7 pg. 154 |
Character analysis
Written descriptions
Role play assessment
Oral presentations
|
|
| 7 | 5 |
HEROES AND HEROINES IN KENYA
Listening and Speaking Listening and Speaking |
Pronunciation: Consonant Sounds
Pronunciation: Vowel Sounds and Word Stress |
By the end of the
lesson, the learner
should be able to:
- identify words with the sounds /t/, /d/, /l/ and /r/ from a text - pronounce words with the sounds /t/, /d/, /l/ and /r/ in sentences - acknowledge the importance of correct pronunciation in oral communication |
The learner is guided to:
- role-play a dialogue with focus on pronunciation - practice saying word pairs with target sounds - identify words with sounds /t/, /d/, /l/ and /r/ - say tongue twisters with target sounds |
Why should you pronounce words correctly?
|
KLB Head Start English Grade 7 pg. 157
Audio recordings Digital devices Tongue twisters Word lists KLB Head Start English Grade 7 pg. 159 Poetry texts Word lists Digital devices |
Pronunciation exercises
Tongue twister performance
Oral reading
Peer assessment
|
|
| 8 | 1 |
Reading 1
Grammar in Use |
Extensive Reading: Selection of Fictional Materials
Extensive Reading: Comprehension of Fictional Materials Word Classes: Conjunctions-and |
By the end of the
lesson, the learner
should be able to:
- identify a variety of fictional texts for extensive reading - select appropriate fictional texts for reading - appreciate the importance of fiction in life |
The learner is guided to:
- identify fictional material by examining cover page, blurb, and title - read texts on national heroes and heroines - list new words and phrases encountered - retell stories in their own words |
Why is it important to read fictional materials?
|
KLB Head Start English Grade 7 pg. 162
Storybooks Digital devices Reading journals Fiction collections KLB Head Start English Grade 7 pg. 164 KLB Head Start English Grade 7 pg. 166 Reading passages Sentence strips Substitution tables |
Reading logs
Vocabulary lists
Story retelling
Observation
|
|
| 8 | 2 |
Grammar in Use
Reading 2 |
Word Classes: Conjunctions-but and or
Intensive Reading: Sequence of Events 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 |
Written exercises
Paragraph writing
Sentence construction
Peer assessment
|
|
| 8 | 3 |
Reading 2
Writing Listening and Speaking |
Intensive Reading: Character Analysis in Class Reader
Creative Writing: Narrative Compositions Oral Presentations: Speeches |
By the end of the
lesson, the learner
should be able to:
- analyze the actions of characters in a class reader - relate the events in the class reader to real life - value the importance of character analysis in literary appreciation |
The learner is guided to:
- discuss how characters make the story flow - relate events in class reader to real life - discuss possible solutions to problems portrayed - create character charts for analysis |
How do characters contribute to the flow of a story?
|
KLB Head Start English Grade 7 pg. 171
Class reader Character charts Digital devices Note cards KLB Head Start English Grade 7 pg. 174 Sample compositions Planning templates Reference materials KLB Head Start English Grade 7 pg. 178 Audio recordings Sample speeches Video clips |
Character chart completion
Problem-solution analysis
Written responses
Oral presentations
|
|
| 8 | 4 |
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 | 5 |
Reading 1
Grammar in Use Grammar in Use |
Study Skills: Creating Notes
Word Classes: Articles Word Classes: Possessives |
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 |
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 |
How can we organize information effectively?
|
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 Charts |
Mind map assessment
Note organization
Table completion
Peer review
|
|
| 9 | 1 |
Reading 2
Writing |
Intensive Reading: Monster Narratives
Intensive Reading: Performance of Monster Narratives Functional Writing: Packing Lists |
By the end of the
lesson, the learner
should be able to:
- identify characters in monster narratives - explain traits of characters in given monster narratives - relate monster narratives to real life situations - appreciate the importance of monster narratives in life |
The learner is guided to:
- describe monsters/ogres from stories - search for features of monster narratives - discuss what monsters represent - relate monster narratives to real life |
What is the relevance of oral narratives in modern society?
|
KLB Head Start English Grade 7 pg. 188
Monster narratives Digital devices Resource person Reference materials 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 Templates |
Character identification
Narrative analysis
Oral presentations
Written responses
|
|
| 9 | 2 |
Writing
Listening and Speaking |
Functional Writing: Shopping Lists
Interviews |
By the end of the
lesson, the learner
should be able to:
- 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:
- examine a sample shopping list - discuss different ways of grouping items - create a shopping list with budget - organize items according to importance |
Why should a shopping list be prepared?
|
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 |
Shopping list assessment
Budget planning
Item categorization
Peer review
|
|
| 9 | 3 |
PROFESSIONS
Reading I Reading I Grammar in Use |
Extensive Reading: Non-fiction Materials
Word Classes: Adjectives Formed from Nouns |
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 KLB Top Scholar pg. 203 |
Observation
Oral questions
Reading logs
Assessment rubric
|
|
| 9 | 4 |
Grammar in Use
Reading II |
Word Classes: Adjectives Formed from Verbs
Intensive Reading: Dilemma Narratives |
By the end of the
lesson, the learner
should be able to:
- Identify adjectives formed from verbs in texts. - Form adjectives from verbs using appropriate suffixes. - Use adjectives formed from verbs in sentences correctly. - Value the correct use of adjectives in communication. |
The learner is guided to:
- Differentiate between verbs and adjectives. - Form adjectives from verbs using suffixes like -y, -able, -ous, -ful, -less, -ive, -ing. - Play language games featuring adjectives. - Construct sentences using adjectives formed from verbs. - Edit texts with incorrect adjective usage. |
How are adjectives formed from verbs?
|
KLB Top Scholar pg. 205
Dictionary Digital devices Charts KLB Top Scholar pg. 207 Dilemma narratives |
Fill-in-gaps exercises
Written tests
Game performance
Editing exercises
|
|
| 9 | 5 |
Reading II
Writing Writing |
Intensive Reading: Dilemma Narratives
Spelling: Antonyms, Synonyms and Numbers Spelling: Antonyms, Synonyms and Numbers |
By the end of the
lesson, the learner
should be able to:
- Relate the lessons learnt in the dilemma narrative to real life experiences. - Draw a chart showing the sequence of events in dilemma narrative. - Dramatise parts of the dilemma narrative. - Appreciate the lessons learnt from the dilemma narrative. |
The learner is guided to:
- Discuss the lessons from the dilemma narrative. - Relate the lessons to real-life experiences. - Draw charts showing sequence of events. - Dramatise parts of the narrative. - Watch adaptations of dilemma narratives. |
How can narratives contribute to decision making?
|
KLB Top Scholar pg. 209
Charts Digital devices KLB Top Scholar pg. 210 Dictionary KLB Top Scholar pg. 213 Digital devices Crossword puzzles |
Oral presentation
Dramatization
Charts evaluation
Written reflection
|
|
| 10 | 1 |
TRADITIONAL FASHION
Listening and Speaking Listening and Speaking |
Listening to Respond: Views or Opinions
|
By the end of the
lesson, the learner
should be able to:
- List ways of expressing views/opinions in different contexts. - Use different expressions that indicate own views/opinions. - Acknowledge the value of one's views as a lifelong skill in communication. |
The learner is guided to:
- Listen to oral narratives and identify expressions of opinions. - Role-play different characters expressing opinions. - Search for information on expressing views. - Identify phrases used to express opinions. - Create charts with expressions of opinions. |
Why is it important to express one's opinion?
|
KLB Top Scholar pg. 216
Audio recordings Digital devices Manila paper KLB Top Scholar pg. 217 Charts with opinion expressions |
Oral presentation
Observation
Role play
Chart evaluation
|
|
| 10 | 2 |
Reading I
Grammar in Use |
Intensive Reading: Comprehension
Phrasal Verbs |
By the end of the
lesson, the learner
should be able to:
- Identify the main ideas in a text. - Use contextual clues to infer the meaning of words in a text. - Describe characters, ideas, or events in a text. - Value reading for comprehension. |
The learner is guided to:
- Read passages on traditional fashion. - Identify keywords and main ideas. - Infer meanings of words using contextual clues. - Visualize scenes described in the text. - Answer comprehension questions based on the passage. |
How can we tell the meaning of words and phrases in a text?
|
KLB Top Scholar pg. 218
Digital devices Reading texts KLB Top Scholar pg. 220 Reading texts Digital devices KLB Top Scholar pg. 221 Dictionary |
Written responses
Oral questions
Vocabulary tests
Comprehension exercises
|
|
| 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 Writing |
Class Reader: Main Ideas
The Writing Process: Dialogues 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 KLB Top Scholar pg. 230 Writing materials Sample dialogues |
Dramatization
Summary writing
Visual representation
Oral discussion
|
|
| 10 | 5 |
LAND TRAVEL
Listening and Speaking 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 the key issues raised in songs addressing land travel. - Listen attentively to songs on land travel. - Use vocabulary identified from songs on land travel correctly. |
The learner is guided to:
- Listen to songs on local and international land travel. - Respond to comprehension questions on key issues. - Pick out key issues raised in songs on land travel. - Share ideas on key issues addressed in songs. |
How can we tell the main message in a song?
|
KLB Top Scholar pg. 232
Audio recordings Digital devices KLB Top Scholar pg. 234 KLB Top Scholar pg. 233 Reading passages |
Oral questions
Vocabulary tests
Comprehension exercises
Observation
|
|
| 11 | 1 |
Reading I
Grammar in Use |
Intensive Reading: Comprehension Strategies
Sentences: Simple Sentences |
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. |
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. |
What makes people write passages?
|
KLB Top Scholar pg. 235
Reading passages Digital devices KLB Top Scholar pg. 236 Lesson notes Digital devices Charts |
Vocabulary exercises
Comprehension questions
Retelling assessment
Inferential questions
|
|
| 11 | 2 |
Grammar in Use
Reading II Reading II |
Sentences: Simple Sentences
Oral Literature: Praise Songs Oral Literature: Praise Songs |
By the end of the
lesson, the learner
should be able to:
- 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:
- 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 constitutes a simple sentence?
|
KLB Top Scholar pg. 238
Mind maps Substitution tables Digital devices KLB Top Scholar pg. 239 Audio recordings KLB Top Scholar pg. 240 |
Sentence construction
Dialogue writing
Chain story assessment
Peer evaluation
|
|
| 11 | 3 |
Writing
|
Creative Writing: Narrative Composition
|
By the end of the
lesson, the learner
should be able to:
- Explain the meaning of specified idioms in context. - Use idioms correctly in sentences. - Appreciate the role of idioms in creative writing. |
The learner is guided to:
- Brainstorm reasons for using idiomatic expressions. - Identify idioms in texts and poems. - Explain meanings of idioms from context. - Confirm meanings from dictionaries. - Construct sentences using idioms. |
What makes a story memorable?
|
KLB Top Scholar pg. 241
Dictionary Digital devices KLB Top Scholar pg. 243 Writing materials Sample narratives |
Idiom identification
Meaning explanation
Sentence construction
Written exercises
|
|
| 11 | 4 |
SPORTS-OUTDOOR GAMES
Listening and Speaking Listening and Speaking Reading I |
Pronunciation: Consonant Sounds
Pronunciation: Intonation Study Skills: Summarising |
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 KLB Top Scholar pg. 248 Sample texts |
Pronunciation assessment
Sound identification
Recitation
Peer evaluation
|
|
| 11 | 5 |
Reading I
Grammar in Use |
Study Skills: Summarising
Sentences: Subject-verb Agreement |
By the end of the
lesson, the learner
should be able to:
- Write a summary of ideas from varied texts. - Apply summarizing techniques to different texts. - Appreciate the importance of summarising in effective reading. |
The learner is guided to:
- Make notes of main ideas from texts. - Write summaries from notes. - Edit summaries for clarity and conciseness. - Share summaries for peer feedback. - Discuss the purpose of summarizing. |
What factors should one consider when summarising an event?
|
KLB Top Scholar pg. 250
Sample texts Digital devices KLB Top Scholar pg. 251 Charts Digital devices Sample texts |
Summary writing
Note-making assessment
Peer evaluation
Editing skills
|
|
| 12 | 1 |
Grammar in Use
Reading II Reading II |
Sentences: Subject-verb Agreement
Class Reader: Features of Style Class Reader: Features of Style |
By the end of the
lesson, the learner
should be able to:
- Construct sentences ensuring subject-verb agreement. - Edit sentences for correct subject-verb agreement. - Value the importance of correct grammar in communication. |
The learner is guided to:
- Choose correct verb forms for given subjects. - Construct sentences with proper agreement. - Edit sentences with agreement errors. - Create oral sentences about sports. - Share sentences for peer assessment. |
Why is it important to use the correct form of verbs with subjects?
|
KLB Top Scholar pg. 253
Charts Digital devices KLB Top Scholar pg. 255 Class reader KLB Top Scholar pg. 257 |
Sentence construction
Editing exercises
Oral presentation
Peer assessment
|
|
| 12 | 2 |
Writing
Listening and Speaking |
Creative Writing: Descriptive Writing
Oral Reports: Events within the Classroom |
By the end of the
lesson, the learner
should be able to:
- 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:
- 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. |
What should we consider when describing something?
|
KLB Top Scholar pg. 259
Sample descriptive texts Digital devices KLB Top Scholar pg. 262 Writing materials Sample descriptions KLB Top Scholar pg. 265 Sample reports |
Descriptive word identification
Paragraph comparison
Phrase creation
Oral presentation
|
|
| 12 | 3 |
TOURIST ATTRACTION SITES IN KENYA
Listening and Speaking Reading I |
Oral Reports: Events within the Classroom
Reading Fluency |
By the end of the
lesson, the learner
should be able to:
- Present an oral report on events that occur within the classroom. - Use appropriate voice projection, tone variation and non-verbal cues. - Value the importance of clear delivery in oral presentations. |
The learner is guided to:
- Practice voice projection and tone variation. - Use non-verbal cues appropriately. - Present oral reports on classroom events. - Record presentations for self-evaluation. - Give and receive feedback on presentations. |
What aspects make an oral presentation effective?
|
KLB Top Scholar pg. 267
Digital devices Notes from previous lesson KLB Top Scholar pg. 268 Reading passages Audio recordings |
Oral presentation
Voice projection assessment
Non-verbal communication
Peer evaluation
|
|
| 12 | 4 |
Reading I
Grammar in Use Grammar in Use |
Reading Fluency
Affirmative and Negative Sentences Affirmative and Negative Sentences |
By the end of the
lesson, the learner
should be able to:
- Apply fluency strategies while reading. - Read with accuracy, appropriate speed, and expression. - Appreciate the role of reading fluency in communication. |
The learner is guided to:
- Practice previewing and prediction. - Apply skimming for main ideas. - Use scanning for specific information. - Read aloud with expression. - Time their reading and assess progress. |
Why is reading fluency important for comprehension?
|
KLB Top Scholar pg. 270
Reading passages Digital devices Timers KLB Top Scholar pg. 272 Sample sentences Digital devices KLB Top Scholar pg. 274 Charts |
Timed reading
Expression assessment
Strategy application
Peer feedback
|
|
| 12 | 5 |
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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