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| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 2 | 2 |
PERSONAL RESPONSIBILITY
Listening and Speaking |
Conversational Skills: Polite Language
|
By the end of the
lesson, the learner
should be able to:
- Identify polite expressions used in the introduction of self and others - Use polite expressions in the introduction of self and others in different speaking contexts - Model respectful behaviour during introductions |
The learner is guided to:
- List necessary details needed for effective introduction - Brainstorm types of introduction - List polite expressions for introductions - Match expressions to introduction types - Discuss importance of polite language - Play introduction games - Role-play self-introductions |
Why is it important for people to introduce themselves?
|
Head Start English Learner's Book pg. 2
Digital devices Audio recording Flash cards |
Observation
Oral questions
Role play
Self and peer assessment
|
|
| 2 | 3 |
Listening and Speaking
Reading |
Conversational Skills: Polite Language
Extensive Reading: Independent Reading |
By the end of the
lesson, the learner
should be able to:
- Identify polite expressions used in the introduction of self and others - Use polite expressions in the introduction of self and others in different speaking contexts - Model respectful behaviour during introductions |
The learner is guided to:
- Review audio/video of formal and informal introductions - Practice introductions in groups - Use respectful language in introductions - Play introduction games - Match expressions to introduction types |
How can we show respect during introductions?
|
Head Start English Learner's Book pg. 4
Digital devices Audio recording Flash cards Head Start English Learner's Book pg. 8 Reading logs Library books Digital reading materials |
Observation
Oral presentations
Role play
Self and peer assessment
|
|
| 2 | 4 |
Grammar in Use
|
Word Classes: Nouns
|
By the end of the
lesson, the learner
should be able to:
- Identify the different types of nouns from a print or digital text - Use different types of nouns in sentences - Appreciate the role of correct grammar in written and spoken communication |
The learner is guided to:
- Listen to a poem or story and categorize nouns - Mention examples of nouns in classroom and school - Play language games with nouns - Create poems using different noun types - Present their work to the class |
How do nouns help us communicate effectively?
|
Head Start English Learner's Book pg. 14
Poems Stories Digital devices |
Written compositions
Presentations
Peer assessment
Observation
|
|
| 2 | 5 |
Reading
|
Intensive Reading: Trickster Narratives
|
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 |
Oral presentations
Written responses
Storytelling assessment
Group discussions
|
|
| 3 | 1 |
SCIENCE AND HEALTH EDUCATION
Listening and Speaking |
Oral Presentations: Oral Narratives
|
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 |
Observation
Oral presentations
Performance assessment
Peer feedback
|
|
| 3 | 2 |
Reading
|
Intensive Reading: Simple Poems
|
By the end of the
lesson, the learner
should be able to:
- Distinguish between poems and other literary genres - Recite a variety of simple poems for enjoyment - Collaborate in poetry recitation for enjoyment and learning |
The learner is guided to:
- Listen to recorded poetry recitation - Discuss what makes reading simple poems interesting - Pick out poems from a variety of texts - Read poems aloud - Recite poems that address science and health issues - Provide feedback to peers |
How are poems different from other forms of literary genres?
|
Head Start English Learner's Book pg. 28
Poetry books Audio recordings Digital devices |
Recitation assessment
Observation
Peer feedback
Group performance
|
|
| 3 | 3 |
Reading
Grammar in Use |
Intensive Reading: Simple Poems
Word Classes: Nouns |
By the end of the
lesson, the learner
should be able to:
- Distinguish between poems and other literary genres - Recite a variety of simple poems for enjoyment - Collaborate in poetry recitation for enjoyment and learning |
The learner is guided to:
- Search for poems on HIV and AIDS or other health issues - Choose a poem and practise reciting it - Present poems to the class - Comment on others' presentations - Discuss what they like about recited poems |
Why are riddles, proverbs and tongue twisters important?
|
Head Start English Learner's Book pg. 30
Poetry books Digital devices Audio recordings Head Start English Learner's Book pg. 31 Audio text Newspapers and magazines |
Recitation assessment
Observation
Peer evaluation
Group performance
|
|
| 3 | 4 |
Reading
|
Intensive Reading: Class Reader
|
By the end of the
lesson, the learner
should be able to:
- Explain the different parts that aid in previewing a book - Describe the author and the setting of the text in terms of time and place - Underscore the value of reading for lifelong learning |
The learner is guided to:
- Study the cover page of a class reader - Read the blurb and highlight features - Discuss the title of the class reader - Research information about the author and setting - Make oral presentations on their findings - Identify words that describe the setting |
Why should we not judge a book by its cover?
|
Head Start English Learner's Book pg. 36
Class reader Digital devices Reference materials |
Oral presentations
Written responses
Observation
Graphic organizers
|
|
| 3 | 5 |
Writing
|
Mechanics of Writing: Punctuation Marks
|
By the end of the
lesson, the learner
should be able to:
- Recognise the full stop, exclamation mark, and question mark in texts - Use the full stop, exclamation mark, and question mark in sentences - Acknowledge the importance of punctuating sentences accurately |
The learner is guided to:
- Read print or non-print text and identify punctuation marks - Punctuate a text using target punctuation marks - Write a short story using appropriate punctuation - Engage in online or offline punctuation games - Create and display posters with punctuated sentences |
Why is it important to punctuate a text?
|
Head Start English Learner's Book pg. 41
Digital devices Punctuation games Charts Posters |
Written exercises
Punctuation games
Observation
Peer assessment
|
|
| 4 | 1 |
Writing
|
Mechanics of Writing: Punctuation Marks
|
By the end of the
lesson, the learner
should be able to:
- Recognise the full stop, exclamation mark, and question mark in texts - Use the full stop, exclamation mark, and question mark in sentences - Acknowledge the importance of punctuating sentences accurately |
The learner is guided to:
- 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 |
Role-play assessment
Written exercises
Observation
Posters evaluation
|
|
| 4 | 2 |
HYGIENE
Listening and Speaking |
Listening for the Main Idea
|
By the end of the
lesson, the learner
should be able to:
- Identify the main idea from varied descriptive texts - Pick out specific information from varied descriptive texts - Acknowledge the importance of listening skills in communication |
The learner is guided to:
- Listen to audio recordings on hygiene - Identify the main idea from the audio - Listen for specific information and take notes - Search for expressions that signal main ideas - Watch videos and pick out specific information |
What can you do to ensure you capture the main ideas from a speaker?
|
Head Start English Learner's Book pg. 45
Audio recordings Digital devices Video clips |
Note-taking assessment
Oral questions
Observation
Listening comprehension
|
|
| 4 | 3 |
Grammar in Use
Reading |
Verbs and Tense
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 |
Conversation assessment
Peer feedback
Written exercises
Language games
|
|
| 4 | 4 |
Reading
|
Intensive Reading: Poetry
|
By the end of the
lesson, the learner
should be able to:
- Explain the structure of poems - Analyse the structure of varied simple poems - Read short poems addressing varied societal issues - Appreciate the poem's structure in communicating a message |
The learner is guided to:
- Compare the structures of different poems - Relate poem structure to message - Create graphic organizers showing poem structure - Discuss importance of structure in poems - Read and analyze poems on hygiene |
What makes a poem interesting?
|
Head Start English Learner's Book pg. 57
Poetry books Digital devices Graphic organizers |
Poetry analysis
Oral presentations
Observation
Written responses
|
|
| 4 | 5 |
Writing
|
Writing Narrative Paragraphs
|
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 |
Written paragraphs
Peer assessment
Observation
Paragraph structure analysis
|
|
| 5 | 1 |
LEADERSHIP
Listening and Speaking |
Listening Comprehension: Selective Listening
|
By the end of the
lesson, the learner
should be able to:
- Distinguish between specific and general information from a listening text - Select specific information from a 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 |
Listening comprehension
Note-taking assessment
Peer evaluation
Observation
|
|
| 5 | 2 |
Writing
|
Paragraphing: Using Examples and Incidents
|
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:
- Share ideas on examples and incidents for paragraphs - Collaborate to develop paragraphs on leadership - Present paragraphs for peer review - Use mind maps to generate examples and incidents - Compose paragraphs based on suggested examples |
How can you organise your ideas logically?
|
Head Start English Learner's Book pg. 75
Digital devices Mind maps Sample paragraphs |
Written paragraphs
Mind map assessment
Peer review
Observation
|
|
| 5 | 3 |
FAMILY
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:
- 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 Head Start English Learner's Book pg. 84 Dictionaries Encyclopedia Reference books |
Pronunciation drills
Observation
Oral assessments
Peer evaluation
|
|
| 5 | 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
|
|
| 5 | 5 |
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:
- 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 |
Written exercises
Chart assessment
Peer evaluation
Observation
|
|
| 6 | 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:
- Predict actions of characters in legends - Read a heroic narrative aloud in turns - Identify characters in legends - Discuss heroic acts in legends - Relate legends to their actions - Identify moral lessons from legends |
Why is it important to learn about heroes in society?
|
Head Start English Learner's Book pg. 92
Legend narratives Digital devices Reference materials |
Oral reading
Character analysis
Written responses
Observation
|
|
| 6 | 2 |
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
|
|
| 6 | 3 |
Writing
|
Functional Writing: Friendly Letters
|
By the end of the
lesson, the learner
should be able to:
- Identify the parts of a friendly letter - Compose a friendly letter using the correct format - Appreciate the role of friendly letters in communication |
The learner is guided to:
- Read sample friendly letters - Identify and underline parts of a friendly letter - Create a friendly letter individually - Exchange letters with peers for feedback - Incorporate feedback from peers |
Why do we write friendly letters?
|
Head Start English Learner's Book pg. 96
Sample letters Digital devices Charts Writing materials Head Start English Learner's Book pg. 98 |
Written letters
Format assessment
Peer evaluation
Observation
|
|
| 6 | 4 |
DRUG AND SUBSTANCE ABUSE
Listening and Speaking |
Conversational Skills: Polite Interruption
|
By the end of the
lesson, the learner
should be able to:
- identify verbal and non-verbal forms of polite interruptions - apply turn-taking skills in different speaking contexts - use verbal and non-verbal cues to interrupt a conversation politely - acknowledge the importance of politeness in communication |
The learner is guided to:
- watch dialogues depicting turn-taking skills and interrupting politely - practise interrupting someone politely in pairs - identify instances of turn taking and polite interruptions - write examples of polite expressions on sticky notes |
How can you ensure that you do not dominate in a conversation?
|
KLB Head Start English Grade 7 pg. 100
Audio recordings Video clips Flash cards Sticky notes |
Observation
Oral presentation
Role play
Peer assessment
|
|
| 6 | 5 |
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
|
|
| 7 |
Mid- term break |
||||||||
| 8 | 1 |
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
|
|
| 8 | 2 |
Reading 1
|
Reading Fluency: Expression
|
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 |
Oral reading
Peer assessment
Observation
Performance evaluation
|
|
| 8 | 3 |
Grammar in Use
Writing |
Word Classes: Adverbs of Time
Mechanics of Writing: Commonly Misspelt Words |
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. 115 Dictionary Digital devices Word lists Crossword puzzles |
Written exercises
Oral questions
Sentence construction
Gap filling exercises
|
|
| 8 | 4 |
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
|
|
| 8 | 5 |
Listening and Speaking
|
Listening Comprehension: Note-taking
|
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 |
Note-taking assessment
Peer evaluation
Observation
Oral presentations
|
|
| 9 | 1 |
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
|
|
| 9 | 2 |
Grammar in Use
|
Word Classes: Possessive Pronouns
|
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 |
Written exercises
Gap filling
Paragraph writing
Peer assessment
|
|
| 9 | 3 |
Reading 2
Writing |
Intensive Reading: Minor Characters
Composition Writing: Pre-writing and Drafting |
By the end of the
lesson, the learner
should be able to:
- identify minor characters in a class reader - discuss the relationships between different minor characters in the class reader - appreciate the place of minor characters in the class reader |
The learner is guided to:
- read and identify minor characters in extracts - search for words and phrases describing relationships - discuss how characters relate with each other - hot seat different minor characters |
How can you tell the difference between a main and a minor character in a story?
|
KLB Head Start English Grade 7 pg. 129
Class reader Digital devices Character charts Role play props KLB Head Start English Grade 7 pg. 132 Sample compositions Mind maps Reference materials |
Hot seating
Character analysis
Oral presentations
Written exercises
|
|
| 9 | 4 |
Writing
|
Composition Writing: Editing, Revising and Publishing
|
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 |
Final composition assessment
Editing checklist review
Peer assessment
Self-assessment
|
|
| 9 | 5 |
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
|
|
| 10 | 1 |
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
|
|
| 10 | 2 |
Reading 2
|
Intensive Reading: Human Characters 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 |
Character identification
Role play assessment
Adjective usage
Oral presentations
|
|
| 10 | 3 |
Reading 2
Writing |
Intensive Reading: Character Traits in Poetry
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. 154 Assessment checklists Sample compositions Reference materials |
Character analysis
Written descriptions
Role play assessment
Oral presentations
|
|
| 10 | 4 |
HEROES AND HEROINES IN KENYA
Listening and Speaking |
Pronunciation: Consonant Sounds
|
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 |
Pronunciation exercises
Tongue twister performance
Oral reading
Peer assessment
|
|
| 10 | 5 |
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
|
|
| 11 | 1 |
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
|
|
| 11 | 2 |
Grammar in Use
|
Word Classes: Conjunctions-but and or
|
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 |
Written exercises
Paragraph writing
Sentence construction
Peer assessment
|
|
| 11 | 3 |
Writing
Listening and Speaking |
Creative Writing: Narrative Compositions
Interviews |
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 Top Scholar pg. 197 Audio clips Video clips |
Composition assessment
Planning template completion
Peer evaluation
Chart creation
|
|
| 11 | 4 |
PROFESSIONS
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 |
Observation
Oral questions
Reading logs
Assessment rubric
|
|
| 11 | 5 |
Reading I
|
Extensive Reading: Non-fiction Materials
|
By the end of the
lesson, the learner
should be able to:
- Infer the meaning of words and phrases from varied texts. - Identify new vocabulary from non-fiction texts. - Use new vocabulary in sentences. - Value reading as a means of expanding vocabulary. |
The learner is guided to:
- Read a variety of non-fiction materials. - Identify new words in the materials. - Work out the meaning of the words from context. - Use the words to construct sentences. - Share their reading experiences with peers. |
How can we work out the meaning of new words in a text?
|
KLB Top Scholar pg. 201
Dictionary Library Digital devices |
Vocabulary tests
Sentence construction
Peer assessment
Written exercises
|
|
| 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
|
|
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