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| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 2 | 1 |
NATURAL RESOURCES: WILDLIFE
Listening and Speaking Listening and Speaking |
Listening for Detail: Main Ideas
Listening for Detail: Specific Information |
By the end of the
lesson, the learner
should be able to:
- Identify main ideas in a listening text - Respond appropriately to questions based on a listening text - Acknowledge the importance of listening for details |
The learner is guided to:
- Listen to a recorded text on wildlife and answer questions from the text - Discuss the main ideas from the text - Take notes while listening to capture important details - Listen to a passage read by peers or the teacher and outline the main ideas - Discuss answers based on the given text |
How should one listen for detail?
|
Smartminds English Grade 8 pg. 82
Audio recordings Digital devices Note-taking materials Smartminds English Grade 8 pg. 83 Digital audio Listening texts |
Oral questioning
Listening comprehension test
Note-taking assessment
Observation
|
|
| 2 | 2 |
Reading
|
Intensive Reading: Visuals
Intensive Reading: Visual Interpretation |
By the end of the
lesson, the learner
should be able to:
- Identify different visuals in given contexts - Make connections between visuals and written text - Appreciate the role of visuals in simplifying representation |
The learner is guided to:
- Study information presented in optical illusions in print/electronic devices - Make inferences of implied meaning from the visuals - Connect visuals such as pictures, graphs, and illustrations with written texts - Write a summary of what has been viewed in the visuals depicting human-wildlife conflict |
What information do we obtain from visuals?
|
Smartminds English Grade 8 pg. 83
Pictures Charts Digital devices Video clips Smartminds English Grade 8 pg. 85 Drawing materials Manila papers |
Written summaries
Oral presentations
Visual interpretation tasks
Observation
|
|
| 2 | 3 |
Grammar in Use
|
Word Classes: Indefinite Pronouns
Word Classes: Reflexive Pronouns |
By the end of the
lesson, the learner
should be able to:
- Identify indefinite pronouns correctly in a text - Use indefinite pronouns in sentences correctly - Appreciate the role of indefinite pronouns in communication |
The learner is guided to:
- Study a chart displaying indefinite pronouns - Listen to an audio on wildlife and write down the indefinite pronouns - Read a conversation and identify indefinite pronouns used - Construct sentences using indefinite pronouns - Fill in gaps in sentences with appropriate indefinite pronouns |
What are indefinite pronouns?
|
Smartminds English Grade 8 pg. 86
Charts Digital devices Flash cards Smartminds English Grade 8 pg. 88 Flash cards Poem recordings |
Written exercises
Sentence construction
Gap-filling tasks
Oral questioning
|
|
| 2 | 4 |
Reading
|
Intensive Reading: Short Story - Characters
Intensive Reading: Character Traits |
By the end of the
lesson, the learner
should be able to:
- Identify the characters in a given short story - Explain the relationship between the characters in the short story - Appreciate the role of characters in short stories |
The learner is guided to:
- Read a short story and identify the characters - Discuss the actions and words of the characters - Distinguish between main and minor characters - Dramatize different characters to bring out their traits - Create relationship diagrams showing how characters relate to each other |
How can one identify the qualities of a character in a story?
|
Smartminds English Grade 8 pg. 89
Short story collection Digital devices Character maps Smartminds English Grade 8 pg. 90 Short story text Character trait charts Digital devices |
Character analysis
Role play
Written exercises
Relationship diagram assessment
|
|
| 2 | 5 |
Writing
|
Composition Writing: Prewriting
Composition Writing: Drafting and Editing |
By the end of the
lesson, the learner
should be able to:
- Identify the steps in the writing process - Brainstorm ideas for writing on wildlife - Appreciate the importance of planning before writing |
The learner is guided to:
- Discuss the steps in the writing process - Search for information and ideas on wildlife from the internet - Brainstorm with peers and outline ideas to include in a dialogue - Organize ideas in a logical sequence - Create a mind map of ideas for a composition on wildlife |
How would you ensure that your composition is clear and interesting?
|
Smartminds English Grade 8 pg. 91
Digital devices Mind map templates Reference materials Smartminds English Grade 8 pg. 92 Sample dialogues Editing checklists |
Mind map assessment
Observation
Peer assessment
Outline evaluation
|
|
| 3 | 1 |
TOURISM: DOMESTIC
Listening and Speaking |
Listening and Responding: Oral Narratives - Myths
|
By the end of the
lesson, the learner
should be able to:
- Identify the characters in a given myth - Narrate the key events in a given myth - Acknowledge the role of oral literature in lifelong learning |
The learner is guided to:
- Predict events in a myth from the title or pictures - Listen to a narration of a myth from their community - Retell the myth to their peers - Watch a video recording of a myth - Identify the characters in the myth - Collaborate to answer questions from the story |
How can you tell what is going to happen in a story?
|
Smartminds English Grade 8 pg. 93
Video recordings Digital devices Resource person |
Oral narrative retelling
Observation
Question and answer
Peer assessment
|
|
| 3 | 2 |
Listening and Speaking
Reading |
Listening and Responding: Moral Lessons in Myths
Intensive Reading: Poem |
By the end of the
lesson, the learner
should be able to:
- Explain the moral lesson in a myth - Relate the characters in a myth to real life - Value the role of myths in preserving culture |
The learner is guided to:
- Discuss the lessons learned from a myth - Discuss the relevance of the story to real life - Dramatize the myth in groups - Identify the traits of characters in the myth - Relate the characters in the myth to people in real life - Create a collection of myths from different communities |
How are the characters or events in the story related to the people or happenings around us?
|
Smartminds English Grade 8 pg. 94
Oral literature texts Resource person Digital devices Smartminds English Grade 8 pg. 95 Poem text Digital devices Dictionary |
Dramatization assessment
Oral presentation
Written reflection
Observation
|
|
| 3 | 3 |
Reading
Grammar in Use |
Intensive Reading: Message and Style
Word Classes: Prepositions of Position |
By the end of the
lesson, the learner
should be able to:
- Infer the meaning of unfamiliar words using contextual clues - Identify stylistic devices used in the poem - Appreciate the significance of poems in communication |
The learner is guided to:
- Make evidence-supported judgements about events and messages in a poem - Identify instances of stylistic devices such as simile, repetition, metaphor and personification - Conduct debates based on the poem - Compose a poem on domestic tourism using stylistic devices - Share their poems with the class |
Why should one support an opinion about a poem with evidence?
|
Smartminds English Grade 8 pg. 96
Poem text Digital devices Reference materials Smartminds English Grade 8 pg. 97 Pictures Charts Flash cards |
Written poem assessment
Oral debate
Stylistic device identification
Peer assessment
|
|
| 3 | 4 |
Grammar in Use
Reading |
Word Classes: Prepositions of Time and Place
Intensive Reading: Inanimate Characters |
By the end of the
lesson, the learner
should be able to:
- Identify prepositions of time and place correctly - Use prepositions of time and place in sentences accurately - Value the importance of prepositions in communication |
The learner is guided to:
- Listen to a passage and identify prepositions of time and place - Construct sentences using prepositions of time and place - Fill in blanks in sentences with appropriate prepositions - Hold conversations using prepositions of time, place and position - Create crossword puzzles using prepositions |
How do you show the position of a thing or the time something happens?
|
Smartminds English Grade 8 pg. 98
Charts Digital devices Flash cards Crossword templates Smartminds English Grade 8 pg. 100 Poem text Reference materials Digital devices |
Written exercises
Conversational assessment
Crossword puzzle creation
Peer assessment
|
|
| 3 | 5 |
Reading
Writing |
Intensive Reading: Creation with Inanimate Characters
Assessment of Writing: Identifying Errors |
By the end of the
lesson, the learner
should be able to:
- Relate inanimate characters in poems to real life - Create a poem with inanimate characters - Value the role of inanimate characters in enhancing creativity |
The learner is guided to:
- Discuss people in real life with similar traits to the inanimate characters - Search for more poems with inanimate characters - Choose an inanimate object related to domestic tourism - Compose a poem on the chosen object or idea - Display their poems in the classroom or school noticeboard |
Why are inanimate characters important in a poem?
|
Smartminds English Grade 8 pg. 102
Poetry books Digital devices Manila paper Display materials Sample compositions Assessment checklists Digital devices |
Poem creation assessment
Oral presentation
Peer assessment
Display evaluation
|
|
| 4 | 1 |
Writing
Listening and Speaking |
Assessment of Writing: Editing and Improving
Pronunciation: Vowel Sounds |
By the end of the
lesson, the learner
should be able to:
- Edit a composition to correct identified errors - Write a well-structured composition on domestic tourism - Value the importance of feedback in improving writing |
The learner is guided to:
- Work with peers to create a narrative composition on domestic tourism - Exchange compositions with peers for review - Edit compositions to correct errors in structure, content, grammar, and mechanics - Take part in a gallery walk to view and comment on peers' work - Revise their compositions based on feedback |
What are some of the common mistakes we make in our writing?
|
Smartminds English Grade 8 pg. 103
Editing checklists Digital devices Sample compositions Smartminds English Grade 8 pg. 105 Audio recordings Word cards |
Final composition assessment
Editing skills evaluation
Gallery walk participation
Peer feedback
|
|
| 4 | 2 |
HEROES AND HEROINES: AFRICA
Listening and Speaking |
Pronunciation: Consonant Sounds and Stressed Words
|
By the end of the
lesson, the learner
should be able to:
- Pronounce consonant sounds correctly - Apply emphatic stress correctly in varied contexts - Value the importance of proper stress in communication |
The learner is guided to:
- Listen to sentences and identify stressed words - Distinguish between content words and function words - Practice saying tongue twisters with consonant sounds - Collaborate to recite a poem and emphasize given words - Read sentences aloud, stressing words appropriately |
Why are some words said with greater force than others?
|
Smartminds English Grade 8 pg. 107
Audio recordings Digital devices Tongue twisters Poems |
Stress pattern identification
Oral recitation
Consonant sound articulation
Observation
|
|
| 4 | 3 |
Reading
|
Extensive Reading: Fictional Characters
Extensive Reading: Character Relationships |
By the end of the
lesson, the learner
should be able to:
- Identify the characters in a given fiction text - Describe the traits of characters in a fictional text - Appreciate the role of characters in fiction |
The learner is guided to:
- Search for words that describe character traits - Read a fiction text on African heroes/heroines and list the characters - Role play different characters identified - Choose a character and discuss what they do or say - Use flash cards to describe the traits of characters |
What makes reading about characters enjoyable?
|
Smartminds English Grade 8 pg. 108
Fiction texts Digital devices Flash cards Smartminds English Grade 8 pg. 109 Character map templates |
Character analysis
Role play
Oral presentation
Written description
|
|
| 4 | 4 |
Grammar in Use
|
Word Classes: Conjunctions
Word Classes: Types of Conjunctions |
By the end of the
lesson, the learner
should be able to:
- Identify listed conjunctions from a group of words - Use the listed conjunctions correctly in sentences - Appreciate the correct use of conjunctions in communication |
The learner is guided to:
- Work with peers to read a text and identify conjunctions - Fill in blanks in sentences using the listed conjunctions - Make sentences using the listed conjunctions - Collaborate to create dialogues using the listed conjunctions - Search online and offline for examples of the listed conjunctions |
Why should we join sentences correctly?
|
Smartminds English Grade 8 pg. 110
Charts Digital devices Reference materials Smartminds English Grade 8 pg. 112 Reference materials Poetry texts |
Written exercises
Sentence construction
Dialogue creation
Peer assessment
|
|
| 4 | 5 |
Reading
|
Intensive Reading: Similes and Metaphors
Intensive Reading: Using Figurative Language |
By the end of the
lesson, the learner
should be able to:
- Identify similes and metaphors in a given short story - Explain the similes and metaphors used in the short story - Acknowledge the importance of similes and metaphors in communication |
The learner is guided to:
- Search for meanings of simile and metaphor - Read a short story and identify similes and metaphors - Discuss the meanings of the similes and metaphors identified - Discuss the relevance of similes and metaphors in the story - List similes and metaphors they know |
How do similes and metaphors make short stories interesting?
|
Smartminds English Grade 8 pg. 113
Short story text Digital devices Reference materials Smartminds English Grade 8 pg. 114 Reference materials Figurative language examples |
Literary device identification
Written exercises
Discussion participation
Oral presentation
|
|
| 5 | 1 |
Writing
|
Creative Writing: Narrative Compositions
Creative Writing: Developing and Editing Narratives |
By the end of the
lesson, the learner
should be able to:
- Recall a specific event, emotion or experience that affected them greatly - Plan a narrative composition using prewriting techniques - Acknowledge the value of quality narrative compositions |
The learner is guided to:
- Identify the parts of a narrative composition - Work with peers to narrate events, feelings or experiences that impacted them - Plan a narrative composition with a beginning, middle and end - Create an outline for their narrative composition - Generate descriptive details to make their composition engaging |
Why do we enjoy reading stories?
|
Smartminds English Grade 8 pg. 114
Sample narratives Planning templates Digital devices Smartminds English Grade 8 pg. 115 Digital devices Editing checklists Display materials |
Outline assessment
Oral narration
Planning skills evaluation
Peer feedback
|
|
| 5 | 2 |
ART
Listening and Speaking |
Oral Presentations: Speech Format
|
By the end of the
lesson, the learner
should be able to:
- Identify the items in the format of a speech - Present a written speech using effective speaking skills - Acknowledge the importance of good speaking skills |
The learner is guided to:
- Search for the format of a speech - Listen to or watch a recorded speech - Identify the introduction, body and conclusion of the speech - List points on how they can appreciate their heritage through art - Prepare a speech using the points generated |
How can you make a speech presentation interesting?
|
Smartminds English Grade 8 pg. 116
Speech recordings Digital devices Speech format templates |
Speech format identification
Speech preparation
Outline creation
Oral presentation
|
|
| 5 | 3 |
Listening and Speaking
Reading |
Oral Presentations: Speech Delivery
Study Skills: Note Making |
By the end of the
lesson, the learner
should be able to:
- Prepare a short speech on a given topic - Deliver a speech using effective techniques - Value the role of effective speaking in communication |
The learner is guided to:
- Collaborate to prepare a speech on appreciating heritage through art - Practice delivering the speech with appropriate verbal and non-verbal cues - Present the speech to the class - Provide feedback on peers' presentations - Identify speaking strategies that make speeches interesting |
What are some techniques for introducing or concluding a speech?
|
Smartminds English Grade 8 pg. 117
Digital devices Speech examples Feedback forms Smartminds English Grade 8 pg. 118 Text on art Note-making templates |
Speech delivery assessment
Non-verbal cues evaluation
Peer feedback
Observation
|
|
| 5 | 4 |
Reading
Grammar in Use |
Study Skills: Note Organization
Word Classes: Quantifiers |
By the end of the
lesson, the learner
should be able to:
- Organize notes in a logical manner - Use notes to summarize information - Value the role of effective note-making in learning |
The learner is guided to:
- Jot down ideas that a writer repeats - Discuss words used to introduce key points in writing - Rewrite or reread their notes and reorganize into categories - Use their notes to create a summary - Share their notes with peers for feedback |
What is the importance of note making?
|
Smartminds English Grade 8 pg. 119
Digital devices Note samples Organizational tools Smartminds English Grade 8 pg. 120 Charts Flash cards |
Note organization assessment
Summary creation
Categorization skills
Peer feedback
|
|
| 5 | 5 |
Grammar in Use
Reading |
Word Classes: Demonstratives
Intensive Reading: Short Story |
By the end of the
lesson, the learner
should be able to:
- Identify demonstratives in given texts - Use demonstratives in sentences correctly - Value the importance of demonstratives in communication |
The learner is guided to:
- Study examples of demonstratives this, that, these and those - Determine when to use each demonstrative based on distance - Point to various items and use appropriate demonstratives - Construct sentences using demonstratives - Change singular demonstrative sentences to plural form and vice versa |
When do we use demonstratives?
|
Smartminds English Grade 8 pg. 122
Charts Digital devices Flash cards Smartminds English Grade 8 pg. 123 Short story text Graphic organizers |
Written exercises
Oral presentation
Demonstrative usage
Peer assessment
|
|
| 6 | 1 |
Reading
Writing |
Intensive Reading: Setting and Characters
Functional Writing: Thank You Notes |
By the end of the
lesson, the learner
should be able to:
- Identify the setting in the short story - Analyze the characters in the story - Value the role of setting in enhancing story development |
The learner is guided to:
- Discuss where and when the story takes place - Draw pictures representing the setting - Identify the main and minor characters - Describe the traits of characters through their actions and words - Dramatize scenes from the story to bring out the setting |
Why is the setting of a story important to the reader?
|
Smartminds English Grade 8 pg. 124
Short story text Drawing materials Digital devices Sample thank you notes Digital devices Decorative materials |
Setting representation
Character analysis
Dramatization
Oral presentation
|
|
| 6 | 2 |
Writing
Listening and Speaking |
Functional Writing: Congratulatory Notes
Conversational Skills: Interviews |
By the end of the
lesson, the learner
should be able to:
- Use the correct format to write a congratulatory note - Critique thank you and congratulatory notes - Value the importance of expressing appreciation in writing |
The learner is guided to:
- List occasions when we write congratulatory notes - Study sample congratulatory notes and identify components - Write a congratulatory note for a recent achievement - Decorate the note creatively - Create artistic thank you and congratulatory cards using local materials - Discuss how one can generate income from art |
Why should one write how they feel about something?
|
Smartminds English Grade 8 pg. 125
Sample congratulatory notes Digital devices Art materials Smartminds English 129 Digital devices Radio recordings Video clips Internet resources |
Congratulatory note assessment
Card creation
Format adherence
Creativity evaluation
|
|
| 6 | 3 |
CHOOSING A CAREER
Listening and Speaking |
Conversational Skills: Interviews
|
By the end of the
lesson, the learner
should be able to:
- Conduct interviews using polite language - Use appropriate verbal and non-verbal cues during interviews - Value the importance of maintaining politeness during interviews |
The learner is guided to:
- Prepare questions for an interview about career choices - Conduct interviews with peers using polite language - Record interviews using available digital devices - Share recorded interviews with classmates for feedback - Work with members of the Journalism Club to identify people in different careers and interview them - Record and play the interviews for peers to give feedback on interviewing skills |
- What makes an interview successful?
- How can one improve their interviewing skills?
|
Smartminds English 130
Digital recording devices Interview guides Resource persons |
Oral presentations
Role plays
Observation schedules
Recorded interviews
Peer feedback
|
|
| 6 | 4 |
Reading
|
Extensive Reading: Non-fiction
|
By the end of the
lesson, the learner
should be able to:
- Select appropriate reading materials from digital or non-digital sources - Read a range of non-fiction materials for information on careers - Appreciate the importance of reading for information |
The learner is guided to:
- Visit the school library and identify non-fictional reading materials such as magazines, newspaper articles, and encyclopedias - Preview, skim and scan through various materials to get the main idea and specific information - Select interesting reading materials on choosing a career - Read the selected materials and note down what they learn - Take note of new words and find their meanings using a dictionary - Write down new words and their meanings in exercise books |
- What is the importance of reading widely?
- What should one consider when selecting a reading text?
|
Smartminds English 131
Career magazines Newspapers Encyclopedias Online resources Dictionaries Library resources Digital devices Reading journals Reference materials |
Reading logs
Observation
Vocabulary lists
Journal entries
Oral discussions
|
|
| 6 | 5 |
Grammar in Use
|
Word Classes: Adverbs formed from adjectives
|
By the end of the
lesson, the learner
should be able to:
- Identify adverbs formed from adjectives in sentences - Form adverbs from adjectives correctly - Appreciate the role of adverbs in enhancing communication |
The learner is guided to:
- Study examples of adverbs formed from adjectives in sentences - Discuss how adverbs are formed from adjectives following different rules - Read a passage and identify adverbs formed from adjectives - Form adverbs from given adjectives using appropriate rules - Construct sentences on different careers using the newly formed adverbs - Complete sentences using adverbs formed from adjectives in brackets |
- Why do we form words from other words?
- What are the functions of adverbs?
|
Smartminds English 132
Charts English course books Digital devices Internet resources Smartminds English 133-134 Substitution tables Reference books |
Written exercises
Oral questions
Sentence construction
Word formation tasks
Peer assessment
|
|
| 7 | 1 |
Reading
|
Intensive Reading: Lessons Learnt
|
By the end of the
lesson, the learner
should be able to:
- Identify the main ideas in a short story - Explain the moral lessons in a short story - Relate the lessons from the story to real life |
The learner is guided to:
- Read a selected short story from a collection of short stories - Take turns to retell the story in pairs - Discuss in groups the moral lessons learned from the story - Discuss how words and actions of different characters bring out the lessons - Apply the lessons learned from the story to real-life situations |
- What issues in society are addressed by stories?
- How can one derive lessons from a short story?
|
Smartminds English 135
Short story collection Digital devices Audio recordings Charts Props for role play Digital recording devices Writing materials |
Oral discussions
Retelling
Question and answer
Written summaries
Group discussions
|
|
| 7 | 2 |
Writing
|
Mechanics of Writing: Prefixes and Suffixes
|
By the end of the
lesson, the learner
should be able to:
- Identify words with prefixes and suffixes from a text - Explain the meaning of words with prefixes and suffixes - Acknowledge the influence of prefixes and suffixes on word formation |
The learner is guided to:
- Study words with prefixes and suffixes and discuss how they are formed - Brainstorm the meaning of words with prefixes and suffixes - Search for more examples of words with prefixes and suffixes and their meanings from reference materials - List words with prefixes and suffixes on a chart and display in classroom - Read a passage and identify words with prefixes and suffixes - Group words with similar prefixes and suffixes and discuss their meanings |
- How can you tell the meaning of a word using a prefix?
- Which words with suffixes and prefixes are confusing?
|
Smartminds English 135-136
Charts Flashcards Reference materials Digital devices Internet resources |
Written exercises
Oral discussions
Word identification tasks
Flashcard activities
Peer assessment
|
|
| 7 | 3 |
Writing
Listening and Speaking |
Mechanics of Writing: Prefixes and Suffixes
Listening to Respond: Attitude |
By the end of the
lesson, the learner
should be able to:
- Use prefixes and suffixes correctly in sentences - Listen and write words with prefixes and suffixes from dictation - Value the importance of prefixes and suffixes in word formation |
The learner is guided to:
- Listen to and write down words with prefixes and suffixes dictated by the teacher - Sort flashcards into words with prefixes and words with suffixes - Construct sentences using words with prefixes and suffixes - Complete sentences using appropriate prefixes or suffixes - Write a dialogue between two Grade 8 learners talking about choosing a career using words with prefixes and suffixes - Present the dialogue to classmates for feedback |
- How do prefixes and suffixes change the meaning of words?
- Why is it important to understand the meaning of prefixes and suffixes?
|
Smartminds English 137
Dictionaries Flashcards Exercise books Digital devices Word puzzles Smartminds English 138 Audio recordings Song lyrics Speakers Charts |
Dictation exercises
Sentence completion
Dialogue writing
Oral presentations
Peer assessment
|
|
| 7 | 4 |
MODERN FASHION
Listening and Speaking |
Listening to Respond: Attitude
|
By the end of the
lesson, the learner
should be able to:
- Express attitudes and feelings towards songs using appropriate language - Perform songs to convey different emotions - Value the role of songs in communicating societal issues |
The learner is guided to:
- Perform songs in Activity 2 (pg. 138) in front of the class - Give each other feedback on their performances - Search online for a song on modern fashion - Listen to the song and discuss its message - Hold a debate on issues highlighted in the song - Share feelings towards the song using appropriate words and expressions |
- How does the choice of words in a song affect the listener's feelings?
- How can songs influence our attitudes towards fashion?
|
Smartminds English 139
Digital devices Internet resources Audio system Song lyrics Video recording devices |
Performance assessment
Debates
Observation
Oral presentations
Peer assessment
|
|
| 7 | 5 |
Reading
|
Intensive Reading: Comprehension Strategies
|
By the end of the
lesson, the learner
should be able to:
- Predict content of a story based on title and pictures - Read a text fluently and with understanding - Apply comprehension strategies while reading |
The learner is guided to:
- Study a picture and predict what is happening in it - Read the title of a story and predict what it might be about - Read the story "Dressing for the Occasion" - Answer comprehension questions based on the story - Identify and explain the meaning of difficult words in the story - Discuss in groups whether what people wear affects how others see them |
- What do you remember most after reading a text?
- How do we get information from a text?
|
Smartminds English 140
Story text Pictures Dictionaries Charts Digital devices Smartminds English 142 Role play props Exercise books |
Written answers
Oral discussions
Question and answer
Vocabulary exercises
Group discussions
|
|
| 8 | 1 |
Grammar in Use
|
Phrasal Verbs
|
By the end of the
lesson, the learner
should be able to:
- Identify phrasal verbs in a text - Explain the meaning of common phrasal verbs - Appreciate the role of phrasal verbs in communication |
The learner is guided to:
- Study common phrasal verbs and discuss their meanings - Read a passage and identify phrasal verbs formed from the verbs make, pass and look - Discuss the meaning of each phrasal verb identified as used in the passage - Confirm meanings of phrasal verbs from print or online dictionaries - Write down phrasal verbs and their meanings |
- How are phrasal verbs formed?
- How can one tell the meaning of a phrasal verb?
|
Smartminds English 142-143
Dictionaries Charts Reading texts Digital devices Internet resources Smartminds English 143-144 Flashcards Sentence strips Games Digital devices |
Written exercises
Oral discussions
Word identification
Meaning explanation
Dictionary use
|
|
| 8 | 2 |
Reading
|
Short Story: Characters
|
By the end of the
lesson, the learner
should be able to:
- Identify characters in a short story - Describe character traits based on their actions and words - Appreciate the role of characters in stories |
The learner is guided to:
- Read a selected short story from a collection of short stories - Identify and list the characters in the short story - Discuss the actions and words of each character listed - Categorize the characters as good or bad based on their actions and words - Use adjectives to describe character traits |
- What qualities do you admire in people?
- How can character traits be described?
|
Smartminds English 144
Short story collection Character trait charts Adjective lists Exercise books Digital devices Smartminds English 144-145 Short story text Role play props Digital recording devices Writing materials Exercise books |
Written exercises
Oral discussions
Character analysis
Group discussions
Categorization tasks
|
|
| 8 | 3 |
Writing
|
The Writing Process
|
By the end of the
lesson, the learner
should be able to:
- Identify the features of a dialogue - Explain the stages of the writing process - Appreciate the importance of following a writing process |
The learner is guided to:
- Study and read a dialogue on modern fashion - Identify features of the dialogue - Discuss the stages of the writing process - Search for information on the stages of the writing process from reference materials - Present findings on a chart - Brainstorm possible topics for a dialogue on modern fashion |
- How can a good dialogue be written?
- Why should one write a dialogue?
|
Smartminds English 145-146
Sample dialogues Charts Reference materials Digital devices Internet resources |
Oral discussions
Written exercises
Chart presentations
Observation
Peer assessment
|
|
| 8 | 4 |
Writing
Listening and Speaking |
The Writing Process
Extensive Listening: Poems |
By the end of the
lesson, the learner
should be able to:
- Apply the stages of the writing process in writing a dialogue - Edit and revise written work for improved quality - Value the importance of the writing process |
The learner is guided to:
- Select a topic on modern fashion for dialogue writing - Research and discuss ideas on the selected topic - Follow the steps of the writing process to write a dialogue - Exchange dialogues with partners for correction of errors - Display final dialogues in classroom for evaluation by teacher and other learners |
- Why is the writing process important in writing?
- How can the writing process improve the quality of our writing?
|
Smartminds English 146-147
Writing process chart Sample dialogues Exercise books Display materials Digital devices Smartminds English 148-149 Poems Charts Digital devices Audio recordings Video clips |
Written dialogues
Peer assessment
Display of work
Observation
Teacher evaluation
|
|
| 8-9 |
MIDTERM BREAK |
||||||||
| 9 | 3 |
CONSUMER PROTECTION
Listening and Speaking |
Extensive Listening: Poems
|
By the end of the
lesson, the learner
should be able to:
- Analyze performance techniques in poetry presentations - Perform poems on consumer protection with appropriate expressions - Value the role of poems in raising awareness about consumer rights |
The learner is guided to:
- Watch a performance of a poem on consumer protection from a digital device - Discuss the message in the poem - Identify verbal and non-verbal aspects that made the performance interesting - Search for a poem on consumer protection from reference materials - Learn and practice performing the poem with appropriate expression and gestures - Record the performance using an available digital device - Share the recording for feedback |
- How can we make poetry performances effective?
- Why is it important to use appropriate expressions when reciting poems?
|
Smartminds English 149
Digital devices Poetry books Internet resources Recording equipment Performance space |
Performance assessment
Observation
Video recordings
Peer feedback
Group presentations
|
|
| 9 | 4 |
Reading
|
Intensive Reading: Comprehension Strategies
|
By the end of the
lesson, the learner
should be able to:
- Predict content based on title and visual cues - Identify main ideas in a text on consumer protection - Answer questions from a passage correctly |
The learner is guided to:
- Study the title and picture of the passage "Consumer beware" and predict what it might be about - Read the passage and answer comprehension questions - Identify the roles of the Consumer Protection Department - List consumer rights mentioned in the passage - Discuss ways in which consumer rights are violated - Share personal experiences similar to those in the passage - Find the meaning of difficult words in the passage |
- How do you identify the key points when reading a text?
- How can you summarize the information in a passage?
|
Smartminds English 149-151
Passage text Pictures Dictionaries Exercise books Digital devices Smartminds English 152 Summary charts Reference materials |
Written answers
Oral discussions
Comprehension questions
Vocabulary work
Group discussions
|
|
| 9 | 5 |
Grammar in Use
|
Word Classes: Compound Sentences
|
By the end of the
lesson, the learner
should be able to:
- Identify simple and compound sentences in a text - Explain the formation of compound sentences - Appreciate the role of compound sentences in communication |
The learner is guided to:
- Study examples of simple and compound sentences - Discuss the function of coordinating conjunctions in joining sentences - Search for information on compound sentences from reference materials - Present findings on compound sentences in class - Read given sentences and identify compound sentences - Categorize sentences as simple or compound |
- Why do we join sentences?
- How do we join sentences?
|
Smartminds English 152-153
Reference materials Charts Sentence strips Digital devices Internet resources Smartminds English 153 Conjunction cards Poster materials Exercise books Digital devices |
Written exercises
Oral presentations
Sentence identification
Group discussions
Peer assessment
|
|
| 10 | 1 |
Reading
|
Short Story: Style
|
By the end of the
lesson, the learner
should be able to:
- Identify examples of personification in a short story - Explain the purpose of personification in a story - Appreciate the creative use of language in short stories |
The learner is guided to:
- Read a short story excerpt - Identify human characteristics given to things in the story - Discuss why writers give human characteristics to animals or things - Identify examples of flashback in the story - Explain why writers include past events in stories - Share examples of stories where animals or things have human characteristics |
- How does a writer make a story interesting?
- Which qualities of a person can animals be given?
|
Smartminds English 154
Short story text Charts Exercise books Reference materials Digital devices Smartminds English 155 Short story collection Role play props |
Oral discussions
Written exercises
Group work
Observation
Peer assessment
|
|
| 10 | 2 |
Writing
|
Creative Narrative Composition: Idioms
|
By the end of the
lesson, the learner
should be able to:
- Identify idioms in sentences - Explain the meaning of common idioms - Appreciate the role of idioms in enhancing written work |
The learner is guided to:
- Read sentences containing idioms - Discuss the meaning of idioms as used in sentences - Confirm meanings from reference materials - Write down idioms and their meanings - Play idiom games in groups - Construct sentences using idioms related to consumer protection |
- What are idioms?
- How do idioms make writing more interesting?
|
Smartminds English 156
Idiom cards Reference materials Digital devices Internet resources Exercise books |
Oral discussions
Idiom games
Sentence construction
Written exercises
Peer assessment
|
|
| 10 | 3 |
Writing
|
Creative Narrative Composition: Idioms
|
By the end of the
lesson, the learner
should be able to:
- Use idioms correctly in creative writing - Write a narrative composition using idioms - Value the use of idioms in enhancing creative writing |
The learner is guided to:
- Write an interesting and creative composition with a given ending, incorporating idioms learned - Exchange compositions with peers for review - Suggest areas of improvement in each other's work - Make corrections based on peers' suggestions - Keep final compositions in personal portfolios |
- What makes a story outstanding?
- How can we improve our writing skills?
|
Smartminds English 156-157
Writing materials Idiom reference list Exercise books Portfolios Digital devices |
Written compositions
Peer review
Portfolio assessment
Observation
Self-assessment
|
|
| 10 | 4 |
SPORTS: OLYMPICS
Listening and Speaking Listening and Speaking |
Pronunciation and Intonation
|
By the end of the
lesson, the learner
should be able to:
- Identify words with silent consonant letters - Pronounce words with silent consonant letters correctly - Appreciate the importance of correct pronunciation in communication |
The learner is guided to:
- Say words with silent consonant letters correctly - Identify the silent letters in each word pronounced - Search for words with silent consonants r, h, k, g, p, t and b - Listen for the correct pronunciation of words from online dictionaries - Underline silent letters in words - Take turns to read aloud words with silent consonants - Identify words with silent consonants in given sentences |
- What are some words with silent letters?
- Why do some letters in English words remain silent?
|
Smartminds English 158-159
Word lists Online dictionaries Digital devices Charts Recording devices Smartminds English 160-161 Word puzzles Sentence cards Poem texts Recording equipment |
Oral drills
Pronunciation exercises
Word identification
Peer assessment
Recording analysis
|
|
| 10 | 5 |
Reading
|
Study Skills: Note Making and Summary Writing
|
By the end of the
lesson, the learner
should be able to:
- Identify main and supporting points in a text - Make notes from a reading text - Appreciate the importance of note making in learning |
The learner is guided to:
- Study a mind map on the Olympics - Identify main and supporting points from the mind map - Discuss the importance of making notes when reading - Follow steps for effective note making (reading carefully, writing headings, identifying main points) - Use abbreviations, symbols and short forms in note making - Draw a mind map and recreate notes on the Olympics - Write a paragraph using the notes from the mind map |
- How do we determine what to include in our notes during note making?
- What is the importance of note making?
|
Smartminds English 162-164
Note-making charts Mind maps Exercise books Digital devices Reference materials Smartminds English 164-165 Summary writing guides Sample summaries Passage texts Digital devices |
Note-making exercises
Mind map creation
Written paragraphs
Oral presentations
Peer assessment
|
|
| 11 | 1 |
Grammar in Use
|
Sentences: Active and Passive Voice
|
By the end of the
lesson, the learner
should be able to:
- Identify the subject, verb and object in sentences - Distinguish between active and passive voice sentences - Appreciate the usage of active and passive voice in communication |
The learner is guided to:
- Study examples of sentences in active and passive voice - Identify subject, verb and object in each sentence - Read a passage on the Olympics and identify sentences in active and passive voice - Categorize sentences as active or passive - Explain how to change sentences from active to passive voice and vice versa - Identify active and passive voice sentences from a list |
- Why should one use a variety of sentences?
- How can one tell the doer and the receiver of an action in a sentence?
|
Smartminds English 165-166
Sentence strips Passage texts Charts Exercise books Digital devices Smartminds English 167 Newspaper articles Magazine articles |
Written exercises
Sentence identification
Categorization tasks
Oral discussions
Peer assessment
|
|
| 11 | 2 |
Reading
|
Extensive Reading: Short Story
|
By the end of the
lesson, the learner
should be able to:
- Identify main ideas in a short story - Analyze events and characters in a story - Relate story events to real life situations |
The learner is guided to:
- Read a short story selected by the teacher - Identify and discuss main ideas brought out in the story - Highlight major events in the story - Identify characters in the story and discuss their words and actions - Discuss how events and characters help to bring out main ideas in the story |
- What issues in society are addressed in stories?
- How do stories reflect real life?
|
Smartminds English 168
Short story collections Charts Exercise books Digital devices Reference materials Short story text Role play props Digital recording devices Drama space Exercise books |
Oral discussions
Written summaries
Character analysis
Group discussions
Observation
|
|
| 11 | 3 |
Writing
|
Creative Writing: Descriptive Writing
|
By the end of the
lesson, the learner
should be able to:
- Identify words and expressions used to describe people, places and events - Explain the importance of descriptive writing - Value the role of description in communication |
The learner is guided to:
- Describe their best friend to a person who does not know them - Take a walk around the school and describe things seen - Discuss the importance of describing people, places and events clearly - Search for words and expressions used to describe people, places and events - Read a passage with descriptive language and discuss its effectiveness - Identify descriptive sentences in the passage |
- Which words or expressions do we use to describe things, events or people?
- How can description make our writing better?
|
Smartminds English 168-169
Descriptive passages Word banks Reference materials Digital devices Internet resources |
Oral descriptions
Written exercises
Word collection
Group discussions
Observation
|
|
| 11 | 4 |
Writing
|
Creative Writing: Descriptive Writing
|
By the end of the
lesson, the learner
should be able to:
- Describe events, people and places with appropriate detail - Write a descriptive composition on a sporting event - Appreciate the importance of descriptive writing in communication |
The learner is guided to:
- Watch a video of Kenyan athletes participating in the Olympics - Take turns to describe the event, people and place in the video - Write a descriptive composition on the video watched - Share compositions with classmates for review - Make corrections based on feedback - Publish compositions on posters or school website - Participate in an interclass descriptive writing competition |
- How can you make your description vivid and interesting?
- Why is descriptive writing important?
|
Smartminds English 170
Video clips Writing materials Digital devices Competition guidelines Display materials |
Written compositions
Oral descriptions
Peer review
Competition participation
Publication of work
|
|
| 11 | 5 |
TOURIST ATTRACTION SITES: AFRICA
Listening and Speaking Listening and Speaking |
Oral Reports: Events
|
By the end of the
lesson, the learner
should be able to:
- Explain the elements of an oral report - Present information about an event clearly and logically - Appreciate the role of oral reports in communication |
The learner is guided to:
- Study a picture of a student giving an oral report - Give an oral report about a trip to a tourist attraction site - Discuss why people present oral reports - Identify events outside the classroom that can be reported about - Search online for videos of people giving oral reports - Analyze the steps taken in the presentation of oral reports - Identify verbal and non-verbal aspects that make presentations interesting |
- How can you make your presentation convincing?
- Why do we give oral reports?
|
Smartminds English 171
Digital devices Pictures Video clips Internet resources Presentation guidelines Smartminds English 172 Flashcards Reference materials Digital recording devices |
Oral presentations
Observation
Video analysis
Group discussions
Peer assessment
|
|
| 12 | 1 |
Reading
|
Reading Fluency
|
By the end of the
lesson, the learner
should be able to:
- Outline reading fluency aspects and strategies - Read texts accurately, with expression and at the right speed - Value the importance of reading fluency |
The learner is guided to:
- Listen to the teacher reading a passage aloud - Discuss how the teacher read the passage - Brainstorm ways to become a fluent reader - Identify reading fluency strategies such as previewing, skimming and scanning - Search for a choral verse on tourist attraction sites in Africa - Familiarize with the choral verse through previewing, skimming and scanning - Take turns to read the choral verse aloud, ignoring unknown words - Rate each other's fluency using a rating scale |
- What emotions or feelings can we display when reading a text?
- Why should we read a text at the right speed?
|
Smartminds English 172-173
Reading passages Choral verses Rating scales Digital devices Poetry books Smartminds English 174 Poem texts News articles Exercise books Assembly platform |
Reading aloud
Fluency rating
Peer assessment
Observation
Oral presentations
|
|
| 12 | 2 |
Grammar in Use
|
Types of Sentences: Interrogative Sentences
|
By the end of the
lesson, the learner
should be able to:
- Identify different types of interrogative sentences - Ask different types of questions correctly - Appreciate the importance of interrogative sentences in communication |
The learner is guided to:
- Read interrogative sentences and take turns to answer them - Study the three types of interrogative sentences: Yes/No questions, WH-questions, and alternative/choice questions - Search for a text on tourist attraction sites in Africa - Identify interrogative sentences used in the text - Construct different types of interrogative sentences beginning with given question words - Exchange work with a partner and correct any mistakes |
- How do we ask questions?
- How do we answer questions?
|
Smartminds English 174-175
Sentence cards Question word cards Reading texts Exercise books Digital devices Smartminds English 176 Dialogue texts Sentence strips Charts Role play props |
Written exercises
Oral questioning
Sentence construction
Peer assessment
Group discussions
|
|
| 12 | 3 |
Reading
|
Poems
|
By the end of the
lesson, the learner
should be able to:
- Identify the subject matter in a poem - Explain the message conveyed in a poem - Value the role of poems in addressing societal issues |
The learner is guided to:
- Read the poem "Cruel humans!" - Identify the subject matter of the poem - Identify the speaker in the poem - Discuss why the speaker calls humans 'cruel' - Describe the relationship between animals and humans in the poem - Discuss consequences of destroying national parks and game reserves according to the poem - Identify lessons learned from the poem - Find the meaning of difficult words in the poem |
- What is the main message of the poem?
- How does the poem make you feel about conservation?
|
Smartminds English 177-178
Poem text Dictionaries Charts Exercise books Digital devices Smartminds English 178 Poetry books Internet resources Performance space |
Oral discussions
Written answers
Chart presentations
Vocabulary work
Group discussions
|
|
| 12 | 4 |
Writing
|
Functional Writing: Personal Journals
|
By the end of the
lesson, the learner
should be able to:
- Identify the components of a personal journal - Explain the purpose of keeping a personal journal - Value the importance of recording personal experiences |
The learner is guided to:
- Discuss ways of recording personal experiences - Share reasons for keeping personal journals - Read sample journal entries and identify their components - Discuss key points to remember when writing journal entries - Search for samples of personal journals from reference materials - Discuss the content and format of personal journals in pairs |
- Why do we write journals?
- What would you like to remember about an experience?
|
Smartminds English 179-180
Sample journals Reference books Digital devices Internet resources Exercise books |
Oral discussions
Journal analysis
Written exercises
Pair work
Observation
|
|
| 12 | 5 |
Writing
|
Functional Writing: Personal Journals
|
By the end of the
lesson, the learner
should be able to:
- Create a personal journal entry about a visit to a national park - Edit and revise journal entries for improved quality - Appreciate the role of journal writing in recording experiences |
The learner is guided to:
- Discuss experiences at a national park in groups - Record thoughts and feelings about experiences during the trip - Use a physical or online journal to document experiences - Re-read journal entries and add more thoughts - Review each other's work in pairs and give feedback - Make corrections and publish journal entries online or through posters - Start keeping regular journal entries about interesting events in school or at home |
- How can journal writing help us remember our experiences?
- What makes a good journal entry?
|
Smartminds English 181
Physical journals Online journals Digital devices Publishing platforms Exercise books |
Journal entries
Peer review
Published journals
Oral presentations
Self-assessment
|
|
Your Name Comes Here