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| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 2 | 1 |
FAMILY
Listening and Speaking |
Pronunciation: Sounds and Word Stress
|
By the end of the
lesson, the learner
should be able to:
- Identify the consonant and vowel sounds in words - Articulate consonants and vowel sounds for oral fluency - Distinguish the meaning of words on the basis of stress - Advocate the role of correct pronunciation in communication |
The learner is guided to:
- Pronounce consonant sounds /p/, /b/, /k/ and /g/ from a text - Practice saying short /i/ and long /i:/ sounds in pairs - Watch audio-visual recordings of target sounds - Work with peers to make recording of sounds - Practice saying words with target sounds correctly |
Why is it important to articulate sounds correctly?
|
Head Start English Learner's Book pg. 79
Digital devices Audio recordings Pronunciation charts |
Pronunciation drills
Observation
Oral assessments
Peer evaluation
|
|
| 2 | 2 |
Listening and Speaking
Reading |
Pronunciation: Sounds and Word Stress
Study Skills: Synonyms and Antonyms |
By the end of the
lesson, the learner
should be able to:
- Identify the consonant and vowel sounds in words - Articulate consonants and vowel sounds for oral fluency - Distinguish the meaning of words on the basis of stress - Advocate the role of correct pronunciation in communication |
The learner is guided to:
- Distinguish word meaning based on stress - Play language games to distinguish word meaning - Practice pronouncing minimal pairs with target sounds - Discuss importance of correct pronunciation - Create tongue twisters using target sounds |
Why do people find it difficult to pronounce some words?
|
Head Start English Learner's Book pg. 82
Digital devices Audio recordings Word pairs Flash cards Head Start English Learner's Book pg. 84 Dictionaries Encyclopedia Reference books |
Pronunciation assessment
Observation
Language games
Peer evaluation
|
|
| 2 | 3 |
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:
- Practice pronouncing synonyms and antonyms in pairs - Design charts with antonyms and synonyms correctly spelled - Create vocabulary games using synonyms and antonyms - Match words with their synonyms and antonyms - Build vocabulary through usage of synonyms and antonyms |
How can we expand our vocabulary using synonyms and antonyms?
|
Head Start English Learner's Book pg. 87
Dictionaries Digital devices Charts Flashcards |
Oral presentations
Vocabulary tests
Chart assessment
Peer evaluation
|
|
| 2 | 4 |
Grammar in Use
|
Comparative and Superlative Adjectives
|
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 |
Written exercises
Sentence construction
Language games
Observation
|
|
| 2 | 5 |
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:
- Use flashcards to categorize comparative and superlative adjectives - Compare various items using comparative and superlative adjectives - Create charts of comparative and superlative adjectives - Construct sentences comparing family members - Edit texts with incorrect usage of adjectives |
How do comparative and superlative adjectives enhance description?
|
Head Start English Learner's Book pg. 91
Flash cards Digital devices Charts Reference materials Head Start English Learner's Book pg. 92 Legend narratives |
Written exercises
Chart assessment
Peer evaluation
Observation
|
|
| 3 | 1 |
Reading
|
Intensive Reading: Oral Narratives
|
By the end of the
lesson, the learner
should be able to:
- Identify heroic characters in legends - Explain the moral lessons in legends - Discuss why legends are important in various communities - Relate the characters in the legends to real life |
The learner is guided to:
- 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 |
Narrative creation
Mind map analysis
Observation
Group presentations
|
|
| 3 | 2 |
Writing
|
Functional Writing: Friendly Letters
|
By the end of the
lesson, the learner
should be able to:
- Identify the parts of a friendly letter - Compose a friendly letter using the correct format - Appreciate the role of friendly letters in communication |
The learner is guided to:
- Read sample friendly letters - Identify and underline parts of a friendly letter - Create a friendly letter individually - Exchange letters with peers for feedback - Incorporate feedback from peers |
Why do we write friendly letters?
|
Head Start English Learner's Book pg. 96
Sample letters Digital devices Charts Writing materials |
Written letters
Format assessment
Peer evaluation
Observation
|
|
| 3 | 3 |
Writing
Listening and Speaking |
Functional Writing: Friendly Letters
Conversational Skills: Polite Interruption |
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 |
Written letters
Format assessment
Peer evaluation
Observation
|
|
| 3 | 4 |
DRUG AND SUBSTANCE ABUSE
Listening and Speaking |
Conversational Skills: Turn-taking
|
By the end of the
lesson, the learner
should be able to:
- identify ways of taking turns in a conversation - use turn-taking skills in varied contexts - create posters showing turn-taking skills - appreciate the importance of politeness in communication |
The learner is guided to:
- role-play conversations with turn-taking - hold a conversation about drug and substance abuse effects - recite a conversational choral verse in groups - create posters on turn-taking skills |
What shows that it is your turn to speak?
|
KLB Head Start English Grade 7 pg. 101
Audio recorder Manila paper Video clips Choral verse |
Role play
Oral presentations
Group performance
Observation
|
|
| 3 | 5 |
Reading 1
|
Reading Fluency: Speed and Accuracy
|
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 |
Observation
Oral reading
Peer feedback
Timed reading exercises
|
|
| 4 | 1 |
Reading 1
Grammar in Use |
Reading Fluency: Expression
Word Classes: Adverbs of Time |
By the end of the
lesson, the learner
should be able to:
- read a text with appropriate expression - give feedback on peers' reading fluency - appreciate the importance of expression in reading |
The learner is guided to:
- read poems aloud with appropriate expressions - engage in paired reading activities - participate in choral verse reading - give and receive feedback on reading expression |
What makes a poem interesting to read?
|
KLB Head Start English Grade 7 pg. 106
Poem texts Choral verse Audio recordings Digital devices KLB Head Start English Grade 7 pg. 108 Reading passages Charts Flash cards |
Oral reading
Peer assessment
Observation
Performance evaluation
|
|
| 4 | 2 |
Grammar in Use
|
Word Classes: Adverbs of Place and Manner
|
By the end of the
lesson, the learner
should be able to:
- identify adverbs of place and manner in texts - use adverbs of place and manner in sentences - acknowledge the importance of adverbs for effective communication |
The learner is guided to:
- identify adverbs of place and manner from passages - fill in blanks with adverbs of place and manner - construct sentences using adverbs - write dialogues using various types of adverbs |
How do we show where and how events happen?
|
KLB Head Start English Grade 7 pg. 110
Reading passages Flash cards Digital devices Charts |
Written exercises
Role play
Gap filling
Dialogue writing
|
|
| 4 | 3 |
Reading 2
|
Intensive Reading: Oral Literature-Songs (Lullabies)
|
By the end of the
lesson, the learner
should be able to:
- identify repeated words and phrases in lullabies - use appropriate techniques when performing lullabies - pick out key messages communicated in lullabies - appreciate the importance of lullabies in real life |
The learner is guided to:
- listen to audio recordings of lullabies - identify instances of repetition in lullabies - perform lullabies with appropriate techniques - discuss the functions of lullabies |
Why are lullabies important in our community?
|
KLB Head Start English Grade 7 pg. 112
Audio recordings Digital devices Resource person Lullaby texts |
Performance
Oral questions
Observation
Peer assessment
|
|
| 4 | 4 |
Reading 2
Writing |
Intensive Reading: Oral Literature-Songs (Features of Lullabies)
Mechanics of Writing: 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 |
Performance
Composition assessment
Peer evaluation
Observation
|
|
| 4 | 5 |
Writing
|
Mechanics of Writing: Using Commonly Misspelt Words
|
By the end of the
lesson, the learner
should be able to:
- use commonly misspelt words correctly in written texts - create texts with correctly spelt words - value correct spelling for effective communication |
The learner is guided to:
- read and identify commonly misspelt words - write dictated words containing difficult spellings - use correct forms of irregular plurals - write a dialogue using commonly misspelt words |
What is the effect of correct spelling on communication?
|
KLB Head Start English Grade 7 pg. 116
Dictionary Digital devices Sample texts Crossword puzzles |
Dictation
Written composition
Crossword puzzle
Peer assessment
|
|
| 5 | 1 |
NATURAL RESOURCES-FORESTS
Listening and Speaking |
Listening Comprehension: Clues for Details
|
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 |
Observation
Oral questions
Note-taking assessment
Listening comprehension exercises
|
|
| 5 | 2 |
Listening and Speaking
Reading 1 |
Listening Comprehension: Note-taking
Intensive Reading: Information from Visuals |
By the end of the
lesson, the learner
should be able to:
- listen and identify words that introduce different details - take notes of details from a listening text - acknowledge the importance of listening for details |
The learner is guided to:
- read aloud texts while partners take notes - compare notes and make improvements - display notes for review - discuss importance of listening for details |
How can you tell that people are listening attentively?
|
KLB Head Start English Grade 7 pg. 120
Audio recordings Digital devices Note-taking materials Charts KLB Head Start English Grade 7 pg. 122 Visual materials Maps Charts Photographs |
Note-taking assessment
Peer evaluation
Observation
Oral presentations
|
|
| 5 | 3 |
Reading 1
|
Intensive Reading: Interpreting Visuals
|
By the end of the
lesson, the learner
should be able to:
- interpret visuals for specific information - create stories or songs from visuals - discuss visuals of national importance - appreciate the importance of visual interpretation skills |
The learner is guided to:
- look at visuals and discuss questions about them - create stories from pictures - discuss visuals of national importance - create simple visuals through drawing or photography |
How can visuals help us understand messages better?
|
KLB Head Start English Grade 7 pg. 123
Visual materials Digital devices National symbols Drawing materials |
Story creation assessment
Visual interpretation exercises
Peer assessment
Oral presentations
|
|
| 5 | 4 |
Grammar in Use
|
Word Classes: Personal Pronouns
|
By the end of the
lesson, the learner
should be able to:
- distinguish between personal and possessive pronouns in sentences - use personal pronouns in sentences appropriately - appreciate the value of proper use of pronouns |
The learner is guided to:
- identify personal pronouns in a passage - complete sentences using correct personal pronouns - make sentences using a substitution table - create sentences about class members using pronouns |
Why should we avoid unnecessary repetition?
|
KLB Head Start English Grade 7 pg. 124
Reading passages Charts Flash cards Digital devices |
Written exercises
Oral questions
Sentence construction
Chart evaluation
|
|
| 5 | 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
|
|
| 6 | 1 |
Reading 2
|
Intensive Reading: Character Relationships
|
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 |
Character map assessment
Role play evaluation
Written analysis
Observation
|
|
| 6 | 2 |
Writing
|
Composition Writing: Pre-writing and Drafting
|
By the end of the
lesson, the learner
should be able to:
- outline the steps in the writing process - gather and organize information for a narrative composition - acknowledge the role of writing fluency in communication |
The learner is guided to:
- watch videos on the writing process - discuss activities involved in each step - gather information for composition writing - outline information in note form |
How does one write a good composition?
|
KLB Head Start English Grade 7 pg. 132
Digital devices Sample compositions Mind maps Reference materials |
Mind map evaluation
Note-taking assessment
Draft composition review
Peer assessment
|
|
| 6 | 3 |
Writing
Listening and Speaking |
Composition Writing: Editing, Revising and Publishing
Listening Comprehension: Explanatory Narratives |
By the end of the
lesson, the learner
should be able to:
- write a narrative composition following the writing process - edit and revise compositions for improvement - value the importance of the writing process |
The learner is guided to:
- organize information into sentences and paragraphs - read through drafts for flow of information - check grammar, spelling and punctuation - rewrite composition with corrections |
What makes a well-written composition?
|
KLB Head Start English Grade 7 pg. 134
Digital devices Sample compositions Editing checklists Reference materials KLB Head Start English Grade 7 pg. 137 Audio recordings Resource person Story books |
Final composition assessment
Editing checklist review
Peer assessment
Self-assessment
|
|
| 6 | 4 |
TRAVEL
Reading 1 |
Intensive Reading: Reading for Interpretation
|
By the end of the
lesson, the learner
should be able to:
- distinguish main ideas from supporting details from poems - use contextual clues to infer the meaning of words and phrases in a text - make connections between events in a poem and real life - acknowledge the role of reading comprehension in lifelong learning |
The learner is guided to:
- discuss what reading for interpretation entails - visualize events, people, and places in poems - infer meanings of vocabulary based on context - use digital devices to check meaning of words |
How can you identify the message in a poem?
|
KLB Head Start English Grade 7 pg. 139
Digital devices Dictionary Poetry texts Reading materials |
Poem analysis
Vocabulary exercises
Written responses
Oral presentations
|
|
| 6 | 5 |
Grammar in Use
|
Word Classes: Simple Prepositions of Agent and Instrument
|
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 |
Written exercises
Gap filling
Sentence construction
Oral questions
|
|
| 7 | 1 |
Grammar in Use
|
Word Classes: Simple Prepositions of Direction
|
By the end of the
lesson, the learner
should be able to:
- identify prepositions of direction in texts - use prepositions of direction in sentences - attest to the importance of well-formed sentences in communication |
The learner is guided to:
- identify prepositions of direction in sentences - fill in blanks with prepositions of direction - construct sentences using a substitution table - create crossword puzzles with prepositions |
What constitutes a simple sentence?
|
KLB Head Start English Grade 7 pg. 145
Reading passages Crossword puzzles Digital devices Charts |
Written exercises
Crossword puzzles
Sentence construction
Peer assessment
|
|
| 7 | 2 |
Reading 2
|
Intensive Reading: Human Characters in Poetry
Intensive Reading: Character Traits in Poetry |
By the end of the
lesson, the learner
should be able to:
- identify the human characters in a set of poems - use adjectives to describe the traits of human characters in a set of poems - appreciate the importance of human characters in poetry |
The learner is guided to:
- read a poem and identify human characters - search for adjectives to describe characters - discuss what each character does or says - role-play a poem to highlight character actions |
Why are human characters important in poetry?
|
KLB Head Start English Grade 7 pg. 150
Poetry texts Digital devices Sticky notes Character charts KLB Head Start English Grade 7 pg. 152 Role play props |
Character identification
Role play assessment
Adjective usage
Oral presentations
|
|
| 7 | 3 |
Writing
|
Composition Writing: Self-Assessment of Introduction
|
By the end of the
lesson, the learner
should be able to:
- identify steps involved in the assessment of narrative compositions - assess the introduction of narrative compositions - appreciate the importance of assessment in improving narrative composition writing |
The learner is guided to:
- read and identify features of a well-written introduction - search for information on self-assessment - use a checklist to assess narrative introductions - give feedback on peer compositions |
Which things make a narrative composition memorable?
|
KLB Head Start English Grade 7 pg. 153
Sample compositions Assessment checklists Digital devices Reference materials |
Composition assessment
Checklist completion
Peer feedback
Self-assessment
|
|
| 7 | 4 |
Writing
|
Composition Writing: Self-Assessment of Body and Conclusion
|
By the end of the
lesson, the learner
should be able to:
- write narrative compositions and assess the body and conclusion - identify and correct spelling, punctuation, and grammatical errors - value the importance of assessment in composition writing |
The learner is guided to:
- write a narrative composition about travel - use a checklist to assess body and conclusion - identify and correct errors in compositions - discuss importance of composition assessment |
How can one improve their composition writing skills?
|
KLB Head Start English Grade 7 pg. 154
Assessment checklists Digital devices Sample compositions Reference materials |
Composition writing
Error identification
Self-assessment
Peer review
|
|
| 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 |
Mid term exams and break |
||||||||
| 9 | 1 |
Reading 1
|
Extensive Reading: Selection of Fictional Materials
|
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 |
Reading logs
Vocabulary lists
Story retelling
Observation
|
|
| 9 | 2 |
Reading 1
|
Extensive Reading: Comprehension of Fictional Materials
|
By the end of the
lesson, the learner
should be able to:
- read fictional texts for information and enjoyment - relate fictional texts to real life - value the role of fiction in developing imagination |
The learner is guided to:
- read fiction materials independently - dramatize sections of fictional texts - relate fictional ideas to real life - discuss elements of fiction in texts |
What should you consider when selecting fictional texts for reading?
|
KLB Head Start English Grade 7 pg. 164
Storybooks Digital devices Reading journals Fiction collections |
Dramatization
Comprehension questions
Character analysis
Reading logs
|
|
| 9 | 3 |
Grammar in Use
|
Word Classes: Conjunctions-and
Word Classes: Conjunctions-but and or |
By the end of the
lesson, the learner
should be able to:
- identify the conjunction 'and' in sentences - use the conjunction 'and' in sentences accurately - appreciate the importance of proper use of conjunctions in communication |
The learner is guided to:
- role-play conversations with conjunctions - identify the conjunction 'and' in sentences - fill in blanks with appropriate conjunctions - construct sentences using the conjunction 'and' |
Why should we use conjunctions correctly?
|
KLB Head Start English Grade 7 pg. 166
Reading passages Digital devices Sentence strips Substitution tables KLB Head Start English Grade 7 pg. 167 Substitution tables Sentence strips |
Written exercises
Sentence construction
Gap filling
Oral presentations
|
|
| 9 | 4 |
Reading 2
|
Intensive Reading: Sequence of Events in Class Reader
|
By the end of the
lesson, the learner
should be able to:
- explain the sequence of events in a class reader - make short notes on the sequence of events in a class reader - appreciate reading works of art for information and enjoyment |
The learner is guided to:
- read sections of a class reader - dramatize parts of the class reader - outline actions of characters in the section - use a sequence chart to show order of events |
What marks the climax of a story?
|
KLB Head Start English Grade 7 pg. 169
Class reader Sequence charts Digital devices Note cards |
Sequence chart completion
Dramatization
Note-taking assessment
Character analysis
|
|
| 9 | 5 |
Reading 2
|
Intensive Reading: Character Analysis in Class Reader
|
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 |
Character chart completion
Problem-solution analysis
Written responses
Oral presentations
|
|
| 10 | 1 |
Writing
Listening and Speaking |
Creative Writing: Narrative Compositions
Oral Presentations: Speeches |
By the end of the
lesson, the learner
should be able to:
- identify features of narrative composition in creative writing - create well-written narrative compositions on a variety of topics - appreciate the importance of writing in day-to-day life |
The learner is guided to:
- search for features of a well-written narrative - read samples of narrative compositions - plan a narrative about a hero/heroine - write a narrative composition (240 words) |
Which things make a narrative composition memorable?
|
KLB Head Start English Grade 7 pg. 174
Sample compositions Digital devices Planning templates Reference materials KLB Head Start English Grade 7 pg. 178 Audio recordings Sample speeches Video clips |
Composition assessment
Planning template completion
Peer evaluation
Chart creation
|
|
| 10 | 2 |
MUSIC
Listening and Speaking |
Oral Presentations: Delivering Speeches
|
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 |
Speech delivery assessment
Recording evaluation
Peer feedback
Self-assessment
|
|
| 10 | 3 |
Reading 1
|
Study Skills: Note Making Formats
|
By the end of the
lesson, the learner
should be able to:
- identify the main and supporting points in texts - make notes from varieties of written texts - relate note-making to effective reading |
The learner is guided to:
- discuss importance of note making - read texts and select key points - identify text features for note making - organize notes using headings and subheadings |
Why is note-making important in reading?
|
KLB Head Start English Grade 7 pg. 180
Sample notes Digital devices Note-making templates Reading texts |
Note-making exercises
Main idea identification
Supporting detail organization
Template completion
|
|
| 10 | 4 |
Reading 1
Grammar in Use |
Study Skills: Creating Notes
Word Classes: Articles |
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 |
Mind map assessment
Note organization
Table completion
Peer review
|
|
| 10 | 5 |
Grammar in Use
|
Word Classes: Possessives
|
By the end of the
lesson, the learner
should be able to:
- identify possessives in texts - use possessives in sentences - acknowledge the importance of possessives for effective communication |
The learner is guided to:
- read sentences and identify possessives - underline possessives in paragraphs - fill in blanks with appropriate possessives - compose songs using possessives and articles |
How can we show ownership in English?
|
KLB Head Start English Grade 7 pg. 187
Reading passages Word cards Digital devices Charts |
Written exercises
Song composition
Gap filling
Peer assessment
|
|
| 11 | 1 |
Reading 2
|
Intensive Reading: Monster Narratives
|
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 |
Character identification
Narrative analysis
Oral presentations
Written responses
|
|
| 11 | 2 |
Reading 2
Writing |
Intensive Reading: Performance of Monster Narratives
Functional Writing: Packing Lists |
By the end of the
lesson, the learner
should be able to:
- narrate monster narratives from their immediate environment - dramatize monster narratives with appropriate techniques - collect and analyze monster narratives from the community - value the moral lessons in monster narratives |
The learner is guided to:
- act out monster narratives - discuss character traits in monster narratives - collect narratives from the community - compile narratives into an anthology |
What should one consider when collecting narratives among people of varied socio-cultural backgrounds?
|
KLB Head Start English Grade 7 pg. 190
Digital recording devices Performance space Anthology templates Resource person KLB Head Start English Grade 7 pg. 192 Sample packing lists Digital devices Templates Reference materials |
Performance assessment
Anthology compilation
Character analysis
Moral lesson identification
|
|
| 11 | 3 |
Writing
|
Functional Writing: Shopping Lists
|
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 |
Shopping list assessment
Budget planning
Item categorization
Peer review
|
|
| 11 | 4 |
PROFESSIONS
Listening and Speaking |
Interviews
|
By the end of the
lesson, the learner
should be able to:
- Identify reasons for sitting an interview. - Articulate points clearly and confidently during an oral interview. - Respond confidently to questions during an interview. - Appreciate the importance of interviews in getting school placement and scholarships. |
The learner is guided to:
- Listen to audio clips on school placement and scholarship interviews. - Discuss reasons for sitting interviews. - Watch video clips on interviews. - Role-play interviews in pairs or small groups. - Record and share role-plays. |
Why are interviews important?
|
KLB Top Scholar pg. 197
Digital devices Audio clips Video clips |
Oral presentation
Observation
Peer assessment
Role play
|
|
| 11 | 5 |
Reading I
|
Extensive Reading: Non-fiction Materials
|
By the end of the
lesson, the learner
should be able to:
- Select reading materials from digital or non-digital sources. - Read grade appropriate non-fiction materials independently for lifelong learning. - Recommend to peers suitable non-fiction materials to read. - Appreciate the importance of reading for enjoyment. |
The learner is guided to:
- Identify non-fiction material to read. - Read texts on varied issues. - Skim through texts for main ideas. - Scan texts for specific information. - Prepare and maintain a reading log. - Recommend texts to peers. |
Why should we read non-fiction materials?
|
KLB Top Scholar pg. 199
Library Digital devices Online texts KLB Top Scholar pg. 201 Dictionary Digital devices |
Observation
Oral questions
Reading logs
Assessment rubric
|
|
| 12 | 1 |
Grammar in Use
|
Word Classes: Adjectives Formed from Nouns
|
By the end of the
lesson, the learner
should be able to:
- Identify adjectives formed from nouns in texts. - Form adjectives from nouns using appropriate suffixes. - Appreciate the importance of proper use of adjectives in communication. |
The learner is guided to:
- Search for information on adjective formation. - Read texts and identify adjectives formed from nouns. - Form adjectives from nouns using suffixes like -ly, -y, -al, -ish, -ous, -ic, -ful. - Fill in blanks with correct adjective forms. - Construct sentences using formed adjectives. |
How are adjectives formed from nouns?
|
KLB Top Scholar pg. 203
Dictionary Digital devices |
Written exercises
Oral questions
Sentence construction
Peer assessment
|
|
| 12 | 2 |
Grammar in Use
|
Word Classes: Adjectives Formed from Verbs
|
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 |
Fill-in-gaps exercises
Written tests
Game performance
Editing exercises
|
|
| 12 | 3 |
Reading II
|
Intensive Reading: Dilemma Narratives
|
By the end of the
lesson, the learner
should be able to:
- Describe the characters in a given dilemma narrative. - Recognise a closing formula as a feature of dilemma narratives. - Analyse the characters in a dilemma narrative. - Appreciate the importance of characters in dilemma narratives. |
The learner is guided to:
- Read a dilemma narrative. - Identify and describe the characters. - Discuss the closing formula in dilemma narratives. - Analyse character traits from actions and dialogue. - Discuss what makes dilemma narratives interesting. |
What are the qualities of a good narrator?
|
KLB Top Scholar pg. 207
Digital devices Dilemma narratives KLB Top Scholar pg. 209 Charts Digital devices |
Character analysis
Oral discussions
Written responses
Dramatization
|
|
| 12 | 4 |
Writing
|
Spelling: Antonyms, Synonyms and Numbers
|
By the end of the
lesson, the learner
should be able to:
- Recognise antonyms, synonyms in words from a selected text. - Use antonyms and synonyms correctly in writing. - Appreciate the usage of antonyms and synonyms in effective writing. |
The learner is guided to:
- Read texts and identify antonyms and synonyms. - Listen to dictation of texts with antonyms and synonyms. - Search for antonyms and synonyms from various sources. - Compile lists of antonyms and synonyms. - Use antonyms and synonyms in sentences. - Exchange work for peer assessment. |
Why is it important to tell the synonyms and antonyms of words?
|
KLB Top Scholar pg. 210
Dictionary Digital devices |
Written exercises
Dictation
Peer assessment
Sentence construction
|
|
| 12 | 5 |
Writing
|
Spelling: Antonyms, Synonyms and Numbers
|
By the end of the
lesson, the learner
should be able to:
- Write numbers correctly in words. - Use antonyms, synonyms, and numbers in words correctly in writing. - Value the correct spelling of numbers in communication. |
The learner is guided to:
- Write numbers in words. - Identify numbers in sentences. - Correct texts with wrong spellings. - Write sentences using correctly spelled numbers. - Create stories using antonyms, synonyms and numbers. - Engage in spelling games such as crossword puzzles. |
Why is it important to write numbers in words?
|
KLB Top Scholar pg. 213
Dictionary Digital devices Crossword puzzles |
Spelling tests
Written exercises
Peer review
Game performance
|
|
| 13 |
End of term 2 exams |
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| 14 |
Exam analysis and closing of school |
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