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| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 |
FIRST AID
Listening & Speaking |
Presentation Skills - Qualities of a Debater and Use of Adverbs
|
By the end of the
lesson, the learner
should be able to:
- Outline the qualities of an effective debater for information- Use adverbs to describe actions of presenters from a recording- Acknowledge the role debates play in language acquisition |
In groups, learners are guided to:
Listen to an online or recorded public presentation on first aid- Discuss the qualities of an effective public speaker from the presentation- Use adverbs to describe the actions of the presenters and list them on manila paper for display |
How can we be more persuasive during a debate?
|
- Audio/video recordings- Digital devices- Manila papers- Grade 9 Indeginous Learners Book -Teacher's Guide
|
- Observation- Oral questions- Checklists
|
|
| 1 | 2 |
Listening & Speaking
|
Presentation Skills - Qualities of a Debater and Use of Adverbs
|
By the end of the
lesson, the learner
should be able to:
- Outline the qualities of an effective debater for information- Use adverbs to describe actions of presenters from a recording- Acknowledge the role debates play in language acquisition |
In groups, learners are guided to:
Listen to an online or recorded public presentation on first aid- Discuss the qualities of an effective public speaker from the presentation- Use adverbs to describe the actions of the presenters and list them on manila paper for display |
How can we be more persuasive during a debate?
|
- Audio/video recordings- Digital devices- Manila papers- Grade 9 Indeginous Learners Book -Teacher's Guide
|
- Observation- Oral questions- Checklists
|
|
| 1 | 3 |
Reading
|
Reading for Information - Describing and Connecting Visuals on First Aid
|
By the end of the
lesson, the learner
should be able to:
- Describe visuals accompanying texts for comprehension- Make connections between visuals and accompanying texts for information- Acknowledge the importance of visuals to understanding of texts |
In groups, learners are guided to:
Search for varied visuals (pictures, graphs, charts) of types of injuries and first aid administration- Describe the visuals and predict what story or information they represent- Make connections between visuals and their accompanying texts on the theme |
Why are visuals important?
|
- Pictures and charts- Digital devices- Notebooks- Grade 9 Indeginous Learners Book -Teacher's Guide
|
- Observation- Oral questions- Checklists
|
|
| 1 | 4 |
Reading
|
Reading for Information - Describing and Connecting Visuals on First Aid
|
By the end of the
lesson, the learner
should be able to:
- Describe visuals accompanying texts for comprehension- Make connections between visuals and accompanying texts for information- Acknowledge the importance of visuals to understanding of texts |
In groups, learners are guided to:
Search for varied visuals (pictures, graphs, charts) of types of injuries and first aid administration- Describe the visuals and predict what story or information they represent- Make connections between visuals and their accompanying texts on the theme |
Why are visuals important?
|
- Pictures and charts- Digital devices- Notebooks- Grade 9 Indeginous Learners Book -Teacher's Guide
|
- Observation- Oral questions- Checklists
|
|
| 1 | 5 |
Writing
|
Assessment of Writing - Checklist for a Well-written Narrative Composition
|
By the end of the
lesson, the learner
should be able to:
- Recognise the features of a well-written composition for information- Prepare a checklist for assessing written texts- Acknowledge the need for quality in written work for effective communication |
In groups, learners are guided to:
Search online and offline for features of a well-written composition- Distinguish samples of neat and well-written compositions from those that are not- Work with peers to prepare a checklist for assessing written texts based on key features (relevance, punctuation, neatness) |
How do you ensure the quality of written work?
|
- Sample compositions- Digital devices- Checklist templates- Grade 9 Indeginous Learners Book -Teacher's Guide
|
- Observation- Oral questions- Checklists
|
|
| 2 | 1 |
Listening & Speaking
|
Presentation Skills - Holding a Debate on First Aid
|
By the end of the
lesson, the learner
should be able to:
- Participate in a debate on first aid for effective communication- Peer review others' debate performance constructively- Value debate as a tool for language development |
In groups, learners are guided to:
Work with peers to discuss the qualities of an effective debater- Collaborate and allocate roles to hold a debating session on a topic of choice related to first aid- Peer review each other's performance and discuss some of the best debaters in various fields |
Why is first aid important?
|
- Debate prompt cards- Digital devices- Notebooks- Grade 9 Indeginous Learners Book -Teacher's Guide
|
- Debates- Peer assessment- Observation
|
|
| 2 | 2 |
Listening & Speaking
|
Presentation Skills - Holding a Debate on First Aid
|
By the end of the
lesson, the learner
should be able to:
- Participate in a debate on first aid for effective communication- Peer review others' debate performance constructively- Value debate as a tool for language development |
In groups, learners are guided to:
Work with peers to discuss the qualities of an effective debater- Collaborate and allocate roles to hold a debating session on a topic of choice related to first aid- Peer review each other's performance and discuss some of the best debaters in various fields |
Why is first aid important?
|
- Debate prompt cards- Digital devices- Notebooks- Grade 9 Indeginous Learners Book -Teacher's Guide
|
- Debates- Peer assessment- Observation
|
|
| 2 | 3 |
Listening & Speaking
|
Presentation Skills - Holding a Debate on First Aid
|
By the end of the
lesson, the learner
should be able to:
- Participate in a debate on first aid for effective communication- Peer review others' debate performance constructively- Value debate as a tool for language development |
In groups, learners are guided to:
Work with peers to discuss the qualities of an effective debater- Collaborate and allocate roles to hold a debating session on a topic of choice related to first aid- Peer review each other's performance and discuss some of the best debaters in various fields |
Why is first aid important?
|
- Debate prompt cards- Digital devices- Notebooks- Grade 9 Indeginous Learners Book -Teacher's Guide
|
- Debates- Peer assessment- Observation
|
|
| 2 | 4 |
Reading
|
Reading for Information - Creating Visuals to Summarise First Aid Texts
|
By the end of the
lesson, the learner
should be able to:
- Create visuals from written texts for effective communication- Summarise information from a text using a visual- Value the use of visuals as a comprehension tool |
In groups, learners are guided to:
Read a text on first aid and create a visual to summarise the information- Conduct a pictionary session where teams draw and guess pictures related to the theme- Organise visuals drawn in the class portfolio |
How do visuals summarise information?
|
- Reading texts- Drawing materials- Digital devices- Grade 9 Indeginous Learners Book -Teacher's Guide
|
- Visual creation assessment- Peer assessment- Observation
|
|
| 2 | 5 |
Reading
|
Reading for Information - Creating Visuals to Summarise First Aid Texts
|
By the end of the
lesson, the learner
should be able to:
- Create visuals from written texts for effective communication- Summarise information from a text using a visual- Value the use of visuals as a comprehension tool |
In groups, learners are guided to:
Read a text on first aid and create a visual to summarise the information- Conduct a pictionary session where teams draw and guess pictures related to the theme- Organise visuals drawn in the class portfolio |
How do visuals summarise information?
|
- Reading texts- Drawing materials- Digital devices- Grade 9 Indeginous Learners Book -Teacher's Guide
|
- Visual creation assessment- Peer assessment- Observation
|
|
| 3 | 1 |
Writing
|
Assessment of Writing - Writing and Peer Assessing a Narrative on First Aid
|
By the end of the
lesson, the learner
should be able to:
- Write a short narrative composition on types of injuries and first aid administration- Assess written texts for relevance, punctuation and neatness using the checklist- Value peer assessment as a tool for improving written work |
In groups, learners are guided to:
Write a short narrative composition on types of injuries sustained through road crashes and first aid- Share work with peers for assessment against the set checklist- Review compositions based on peer feedback and display quality work in the class gallery |
How do you ensure the quality of written work?
|
- Notebooks- Checklist templates- Digital devices- Grade 9 Indeginous Learners Book -Teacher's Guide
|
- Written compositions- Peer assessment- Assessment rubrics
|
|
| 3 | 2 |
Writing
|
Assessment of Writing - Writing and Peer Assessing a Narrative on First Aid
|
By the end of the
lesson, the learner
should be able to:
- Write a short narrative composition on types of injuries and first aid administration- Assess written texts for relevance, punctuation and neatness using the checklist- Value peer assessment as a tool for improving written work |
In groups, learners are guided to:
Write a short narrative composition on types of injuries sustained through road crashes and first aid- Share work with peers for assessment against the set checklist- Review compositions based on peer feedback and display quality work in the class gallery |
How do you ensure the quality of written work?
|
- Notebooks- Checklist templates- Digital devices- Grade 9 Indeginous Learners Book -Teacher's Guide
|
- Written compositions- Peer assessment- Assessment rubrics
|
|
| 3 | 3 |
INDIGENOUS LITERATURE
Listening & Speaking |
Storytelling - Features of a Good Storytelling Session on Legends
|
By the end of the
lesson, the learner
should be able to:
- Explain the characteristics of a good storyteller for information- Collect and organise a variety of legend stories from the community- Acknowledge the role of legends in the preservation of culture |
In groups, learners are guided to:
Work with peers to discuss modern-day legends in society- Collect a variety of legend stories from the community and organise them in a class portfolio- Identify features that make a storytelling session interesting (songs, audience involvement, tonal variation) |
How does a community preserve its culture?
|
- Community legends- Digital devices- Notebooks- Grade 9 Indeginous Learners Book -Teacher's Guide
|
- Observation- Oral questions- Checklists
|
|
| 3 | 4 |
Listening & Speaking
|
Storytelling - Features of a Good Storytelling Session on Legends
|
By the end of the
lesson, the learner
should be able to:
- Explain the characteristics of a good storyteller for information- Collect and organise a variety of legend stories from the community- Acknowledge the role of legends in the preservation of culture |
In groups, learners are guided to:
Work with peers to discuss modern-day legends in society- Collect a variety of legend stories from the community and organise them in a class portfolio- Identify features that make a storytelling session interesting (songs, audience involvement, tonal variation) |
How does a community preserve its culture?
|
- Community legends- Digital devices- Notebooks- Grade 9 Indeginous Learners Book -Teacher's Guide
|
- Observation- Oral questions- Checklists
|
|
| 3 | 5 |
Reading
|
Intensive Reading - Characteristics of Legends and Adjectives for Character Description
|
By the end of the
lesson, the learner
should be able to:
- Outline the characteristics of legends for information- Use adjectives to describe legendary characters from stories- Acknowledge reading of legends from various cultures for enjoyment |
In groups, learners are guided to:
Read legendary narratives from various sources- Identify legendary characters and create mind maps using relevant adjectives to describe them- Identify vocabulary from the narratives and infer their meaning |
How do you read intensively?
|
- Legendary narratives- Digital devices- Notebooks- Grade 9 Indeginous Learners Book -Teacher's Guide
|
- Written exercises- Observation- Checklists
|
|
| 4 | 1 |
Writing
|
Creative Writing - Identifying Features of a Short Story on Community Legends
|
By the end of the
lesson, the learner
should be able to:
- Explain the features of a short story for information- Examine features of a short story from print or digital sources- Recognise the place of short story writing in indigenous knowledge preservation |
In groups, learners are guided to:
Read a short story from print or digital sources on community legends- Work jointly with peers to examine and make notes on the features of a short story- Identify a community or national hero and heroine and their unique qualities |
How can we differentiate a short story from a novel?
|
- Short story texts- Digital devices- Notebooks- Grade 9 Indeginous Learners Book -Teacher's Guide
|
- Observation- Oral questions- Checklists
|
|
| 4 | 2 |
Writing
|
Creative Writing - Identifying Features of a Short Story on Community Legends
|
By the end of the
lesson, the learner
should be able to:
- Explain the features of a short story for information- Examine features of a short story from print or digital sources- Recognise the place of short story writing in indigenous knowledge preservation |
In groups, learners are guided to:
Read a short story from print or digital sources on community legends- Work jointly with peers to examine and make notes on the features of a short story- Identify a community or national hero and heroine and their unique qualities |
How can we differentiate a short story from a novel?
|
- Short story texts- Digital devices- Notebooks- Grade 9 Indeginous Learners Book -Teacher's Guide
|
- Observation- Oral questions- Checklists
|
|
| 4 | 3 |
Writing
|
Creative Writing - Identifying Features of a Short Story on Community Legends
|
By the end of the
lesson, the learner
should be able to:
- Explain the features of a short story for information- Examine features of a short story from print or digital sources- Recognise the place of short story writing in indigenous knowledge preservation |
In groups, learners are guided to:
Read a short story from print or digital sources on community legends- Work jointly with peers to examine and make notes on the features of a short story- Identify a community or national hero and heroine and their unique qualities |
How can we differentiate a short story from a novel?
|
- Short story texts- Digital devices- Notebooks- Grade 9 Indeginous Learners Book -Teacher's Guide
|
- Observation- Oral questions- Checklists
|
|
| 4 | 4 |
Listening & Speaking
|
Storytelling - Retelling Legends and Moral Lessons from African Communities
|
By the end of the
lesson, the learner
should be able to:
- Retell a legend from a community for effective communication- Discuss moral lessons learnt from a legend and relate them to real life- Value storytelling as a means of cultural preservation |
In groups, learners are guided to:
Take turns to conduct a storytelling session on legends from African communities- Record the storytelling session jointly with peers- Listen to a resource person retell a legend and discuss moral lessons derived |
How can one listen to get information?
|
- Community legends- Digital devices- Resource person- Grade 9 Indeginous Learners Book -Teacher's Guide
|
- Oral narration- Peer assessment- Observation
|
|
| 4 | 5 |
Listening & Speaking
|
Storytelling - Retelling Legends and Moral Lessons from African Communities
|
By the end of the
lesson, the learner
should be able to:
- Retell a legend from a community for effective communication- Discuss moral lessons learnt from a legend and relate them to real life- Value storytelling as a means of cultural preservation |
In groups, learners are guided to:
Take turns to conduct a storytelling session on legends from African communities- Record the storytelling session jointly with peers- Listen to a resource person retell a legend and discuss moral lessons derived |
How can one listen to get information?
|
- Community legends- Digital devices- Resource person- Grade 9 Indeginous Learners Book -Teacher's Guide
|
- Oral narration- Peer assessment- Observation
|
|
| 5 | 1 |
Reading
|
Intensive Reading - Comprehension Questions on Legendary Characters
|
By the end of the
lesson, the learner
should be able to:
- Respond to questions from legends for comprehension- Share ideas on the unique qualities of legendary characters- Value legends as a source of cultural knowledge |
In groups, learners are guided to:
Share ideas on the unique qualities of legendary characters with peers- Answer direct and inferential questions from stories on legends- Discuss how legendary characters can be considered role models in society |
Why can an individual be considered a legend in society?
|
- Legendary narratives- Notebooks- Digital devices- Grade 9 Indeginous Learners Book -Teacher's Guide
|
- Written exercises- Comprehension tests- Peer assessment
|
|
| 5 | 2 |
Reading
|
Intensive Reading - Comprehension Questions on Legendary Characters
|
By the end of the
lesson, the learner
should be able to:
- Respond to questions from legends for comprehension- Share ideas on the unique qualities of legendary characters- Value legends as a source of cultural knowledge |
In groups, learners are guided to:
Share ideas on the unique qualities of legendary characters with peers- Answer direct and inferential questions from stories on legends- Discuss how legendary characters can be considered role models in society |
Why can an individual be considered a legend in society?
|
- Legendary narratives- Notebooks- Digital devices- Grade 9 Indeginous Learners Book -Teacher's Guide
|
- Written exercises- Comprehension tests- Peer assessment
|
|
| 5 | 3 |
Writing
|
Creative Writing - Writing and Publishing a Short Story on a Hero or Heroine
|
By the end of the
lesson, the learner
should be able to:
- Write a short story featuring a hero or heroine for creative expression- Revise the story based on peer feedback- Value short story writing as a means of preserving indigenous knowledge |
In groups, learners are guided to:
Prepare an outline of a short story featuring a community or national hero or heroine- Use the outline to write a short story and share with peers for review- Publish the refined short story in a school or public magazine |
Why is it important for a community to honour its heroes and heroines?
|
- Notebooks- Digital devices- Sample short stories- Grade 9 Indeginous Learners Book -Teacher's Guide
|
- Written short stories- Peer assessment- Assessment rubrics
|
|
| 5 | 4 |
Writing
|
Creative Writing - Writing and Publishing a Short Story on a Hero or Heroine
|
By the end of the
lesson, the learner
should be able to:
- Write a short story featuring a hero or heroine for creative expression- Revise the story based on peer feedback- Value short story writing as a means of preserving indigenous knowledge |
In groups, learners are guided to:
Prepare an outline of a short story featuring a community or national hero or heroine- Use the outline to write a short story and share with peers for review- Publish the refined short story in a school or public magazine |
Why is it important for a community to honour its heroes and heroines?
|
- Notebooks- Digital devices- Sample short stories- Grade 9 Indeginous Learners Book -Teacher's Guide
|
- Written short stories- Peer assessment- Assessment rubrics
|
|
| 5 | 5 |
KENYAN CULTURES
Listening & Speaking |
Presentation Skills - Qualities of a Presenter and Greetings from Kenyan Communities
|
By the end of the
lesson, the learner
should be able to:
- Outline the qualities of an effective presenter for information- Create a word bank of common greetings from other Kenyan communities- Acknowledge Kenyan culture as a source of pride for its people |
In groups, learners are guided to:
Conduct research on how other Kenyan communities say common greetings and words like thank you and welcome- Create a word bank for common greetings identified from other communities- Discuss with peers the qualities that make an effective presenter |
How can you hold an audience's attention when making a presentation?
|
- Digital devices- Notebooks- Word bank charts- Grade 9 Indeginous Learners Book -Teacher's Guide
|
- Observation- Oral questions- Checklists
|
|
| 6 | 1 |
Reading
|
Extensive Reading - Main Ideas, Vocabulary and Prepositions on Kenyan Cultures
|
By the end of the
lesson, the learner
should be able to:
- Outline the main ideas from texts on Kenyan cultures for comprehension- Infer the meaning of vocabulary and identify prepositions from texts- Advocate for reading indigenous literature for enjoyment |
In groups, learners are guided to:
Read grade-appropriate texts and outline the main ideas- Identify vocabulary and prepositions from the texts and find their meanings from context- Play a language game to match vocabulary identified to their synonyms |
How do we read for information?
|
- Grade-appropriate texts- Digital devices- Notebooks- Grade 9 Indeginous Learners Book -Teacher's Guide
|
- Written exercises- Observation- Checklists
|
|
| 6 | 2 |
Reading
|
Extensive Reading - Main Ideas, Vocabulary and Prepositions on Kenyan Cultures
|
By the end of the
lesson, the learner
should be able to:
- Outline the main ideas from texts on Kenyan cultures for comprehension- Infer the meaning of vocabulary and identify prepositions from texts- Advocate for reading indigenous literature for enjoyment |
In groups, learners are guided to:
Read grade-appropriate texts and outline the main ideas- Identify vocabulary and prepositions from the texts and find their meanings from context- Play a language game to match vocabulary identified to their synonyms |
How do we read for information?
|
- Grade-appropriate texts- Digital devices- Notebooks- Grade 9 Indeginous Learners Book -Teacher's Guide
|
- Written exercises- Observation- Checklists
|
|
| 6 | 3 |
Reading
|
Extensive Reading - Main Ideas, Vocabulary and Prepositions on Kenyan Cultures
|
By the end of the
lesson, the learner
should be able to:
- Outline the main ideas from texts on Kenyan cultures for comprehension- Infer the meaning of vocabulary and identify prepositions from texts- Advocate for reading indigenous literature for enjoyment |
In groups, learners are guided to:
Read grade-appropriate texts and outline the main ideas- Identify vocabulary and prepositions from the texts and find their meanings from context- Play a language game to match vocabulary identified to their synonyms |
How do we read for information?
|
- Grade-appropriate texts- Digital devices- Notebooks- Grade 9 Indeginous Learners Book -Teacher's Guide
|
- Written exercises- Observation- Checklists
|
|
| 6 | 4 |
Writing
|
Functional Writing - Identifying Components of a Scholarship Application Letter
|
By the end of the
lesson, the learner
should be able to:
- Recognise the components of a letter of application for information- Identify characteristics of a well-written scholarship application letter- Acknowledge writing as a means of communicating for lifelong learning |
In groups, learners are guided to:
Search online and offline for samples of scholarship application letters- Work with peers to identify the components of a well-written scholarship application letter- Make notes on the components identified for reference during writing |
Why do we make applications whenever we need formal opportunities?
|
- Sample application letters- Digital devices- Notebooks- Grade 9 Indeginous Learners Book -Teacher's Guide
|
- Observation- Oral questions- Checklists
|
|
| 6 | 5 |
Writing
|
Functional Writing - Identifying Components of a Scholarship Application Letter
|
By the end of the
lesson, the learner
should be able to:
- Recognise the components of a letter of application for information- Identify characteristics of a well-written scholarship application letter- Acknowledge writing as a means of communicating for lifelong learning |
In groups, learners are guided to:
Search online and offline for samples of scholarship application letters- Work with peers to identify the components of a well-written scholarship application letter- Make notes on the components identified for reference during writing |
Why do we make applications whenever we need formal opportunities?
|
- Sample application letters- Digital devices- Notebooks- Grade 9 Indeginous Learners Book -Teacher's Guide
|
- Observation- Oral questions- Checklists
|
|
| 7 | 1 |
Listening & Speaking
|
Presentation Skills - Delivering a Short Talk on Kenyan Cultures
|
By the end of the
lesson, the learner
should be able to:
- Present a short talk on Kenyan cultures for effective communication- Apply public presentation skills while engaging the audience- Value all Kenyan communities as equal and important |
In groups, learners are guided to:
Prepare a short talk on Kenyan culture as a source of the people's pride- Make the presentation during club activities while engaging the audience and applying public presentation skills- Record the presentations and stage the best ones during an interclass festival |
Why are all the Kenyan communities important?
|
- Digital devices- Recording devices- Notebooks- Grade 9 Indeginous Learners Book -Teacher's Guide
|
- Oral presentation- Assessment rubrics- Peer assessment
|
|
| 7 | 2 |
Listening & Speaking
|
Presentation Skills - Delivering a Short Talk on Kenyan Cultures
|
By the end of the
lesson, the learner
should be able to:
- Present a short talk on Kenyan cultures for effective communication- Apply public presentation skills while engaging the audience- Value all Kenyan communities as equal and important |
In groups, learners are guided to:
Prepare a short talk on Kenyan culture as a source of the people's pride- Make the presentation during club activities while engaging the audience and applying public presentation skills- Record the presentations and stage the best ones during an interclass festival |
Why are all the Kenyan communities important?
|
- Digital devices- Recording devices- Notebooks- Grade 9 Indeginous Learners Book -Teacher's Guide
|
- Oral presentation- Assessment rubrics- Peer assessment
|
|
| 7 | 3 |
Reading
|
Extensive Reading - Summary Writing and Reading Log on Kenyan Cultures
|
By the end of the
lesson, the learner
should be able to:
- Use vocabulary and prepositions to construct sentences related to Kenyan cultures- Write a summary of the key ideas in texts read- Value the reading log as a tool for tracking reading progress |
In groups, learners are guided to:
Use vocabulary and prepositions to construct sentences related to the theme- Write a summary of the key ideas in the texts read- Create a reading log with details of grade-appropriate texts read and prepare a mosaic on a creative idea presenting Kenyan cultures |
How can we ensure we live harmoniously with all other Kenyan communities?
|
- Reading logs- Notebooks- Digital devices- Grade 9 Indeginous Learners Book -Teacher's Guide
|
- Written summaries- Reading log review- Peer assessment
|
|
| 7 | 4 |
Reading
|
Extensive Reading - Summary Writing and Reading Log on Kenyan Cultures
|
By the end of the
lesson, the learner
should be able to:
- Use vocabulary and prepositions to construct sentences related to Kenyan cultures- Write a summary of the key ideas in texts read- Value the reading log as a tool for tracking reading progress |
In groups, learners are guided to:
Use vocabulary and prepositions to construct sentences related to the theme- Write a summary of the key ideas in the texts read- Create a reading log with details of grade-appropriate texts read and prepare a mosaic on a creative idea presenting Kenyan cultures |
How can we ensure we live harmoniously with all other Kenyan communities?
|
- Reading logs- Notebooks- Digital devices- Grade 9 Indeginous Learners Book -Teacher's Guide
|
- Written summaries- Reading log review- Peer assessment
|
|
| 7 | 5 |
Writing
|
Functional Writing - Writing and Reviewing a Scholarship Application Letter
|
By the end of the
lesson, the learner
should be able to:
- Write a letter of application for a scholarship for effective communication- Review and revise a scholarship application letter based on peer feedback- Value letter writing as a formal communication skill |
In groups, learners are guided to:
Compose an application letter for a scholarship for Senior School education funding- Share written letters with peers for review- Revise and organise the reviewed letter in a portfolio |
How do application letters differ from other letters?
|
- Sample application letters- Notebooks- Digital devices- Grade 9 Indeginous Learners Book -Teacher's Guide
|
- Written letters- Peer assessment- Assessment rubrics
|
|
| 8 | 1 |
SHOWCASING
Showcasing |
Showcasing - Oral Presentations and Storytelling from Themes 7–9
|
By the end of the
lesson, the learner
should be able to:
- Showcase oral skills developed across Themes 7–9- Participate in storytelling, debates, public speeches and presentations- Celebrate achievements in indigenous language learning in Term 3 |
In groups, learners are guided to:
Prepare oral performances (storytelling, debates, speeches) from Themes 7–9- Present to peers, teachers, resource persons and invited guests- Receive and give constructive feedback on all performances |
How can you demonstrate your indigenous language skills to an audience?
|
- Portfolios- Digital devices- Assessment rubrics- Grade 9 Indeginous Learners Book -Teacher's Guide
|
- Oral presentation- Assessment rubrics- Peer assessment
|
|
| 8 | 2 |
Showcasing
|
Showcasing - Oral Presentations and Storytelling from Themes 7–9
|
By the end of the
lesson, the learner
should be able to:
- Showcase oral skills developed across Themes 7–9- Participate in storytelling, debates, public speeches and presentations- Celebrate achievements in indigenous language learning in Term 3 |
In groups, learners are guided to:
Prepare oral performances (storytelling, debates, speeches) from Themes 7–9- Present to peers, teachers, resource persons and invited guests- Receive and give constructive feedback on all performances |
How can you demonstrate your indigenous language skills to an audience?
|
- Portfolios- Digital devices- Assessment rubrics- Grade 9 Indeginous Learners Book -Teacher's Guide
|
- Oral presentation- Assessment rubrics- Peer assessment
|
|
| 8 | 3 |
Showcasing
|
Showcasing - Oral Presentations and Storytelling from Themes 7–9
|
By the end of the
lesson, the learner
should be able to:
- Showcase oral skills developed across Themes 7–9- Participate in storytelling, debates, public speeches and presentations- Celebrate achievements in indigenous language learning in Term 3 |
In groups, learners are guided to:
Prepare oral performances (storytelling, debates, speeches) from Themes 7–9- Present to peers, teachers, resource persons and invited guests- Receive and give constructive feedback on all performances |
How can you demonstrate your indigenous language skills to an audience?
|
- Portfolios- Digital devices- Assessment rubrics- Grade 9 Indeginous Learners Book -Teacher's Guide
|
- Oral presentation- Assessment rubrics- Peer assessment
|
|
| 8 | 4 |
Showcasing
|
Showcasing - End of Year Written Work Exhibition and Goal Setting
|
By the end of the
lesson, the learner
should be able to:
- Display written work from Themes 7–9 and reflect on the year's learning journey- Celebrate overall achievements in indigenous language learning across Grade 9- Set goals for indigenous language learning in Grade 10 |
In groups, learners are guided to:
Organise selected written work (short stories, plays, letters, compositions) for display- Conduct a gallery walk to view and appreciate peers' work- Reflect on areas of strength and improvement and set goals for Grade 10 |
What have you achieved in your indigenous language learning this year?
|
- Portfolios- Written work samples- Gallery wall materials- Grade 9 Indeginous Learners Book -Teacher's Guide
|
- Portfolio assessment- Self-assessment- Peer assessment
|
|
| 8 | 5 |
Showcasing
|
Showcasing - End of Year Written Work Exhibition and Goal Setting
|
By the end of the
lesson, the learner
should be able to:
- Display written work from Themes 7–9 and reflect on the year's learning journey- Celebrate overall achievements in indigenous language learning across Grade 9- Set goals for indigenous language learning in Grade 10 |
In groups, learners are guided to:
Organise selected written work (short stories, plays, letters, compositions) for display- Conduct a gallery walk to view and appreciate peers' work- Reflect on areas of strength and improvement and set goals for Grade 10 |
What have you achieved in your indigenous language learning this year?
|
- Portfolios- Written work samples- Gallery wall materials- Grade 9 Indeginous Learners Book -Teacher's Guide
|
- Portfolio assessment- Self-assessment- Peer assessment
|
|
| 9 |
Endterm exams and closing |
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