SCIENCE AND HEALTH EDUCATION

Listening and Speaking

Oral narratives - Introduction

By the end of the lesson, the learner should be able to:
- Identify key features of oral narratives in texts related to science and health education
- Listen attentively and respond appropriately to oral narratives
- Appreciate the value of oral narratives in effective communication

The learner is guided to:
- Listen to audio/recorded examples of oral narratives provided by the teacher
- Discuss the key features of oral narratives with a partner
- Respond to questions based on the listening text on science and health education
- Share observations with the class and display key expressions on a chart

How does oral narratives help us communicate more effectively about science and health education?

- Skills in English Grade 7 pg. 16
- Digital devices / audio recordings
- Teacher's Guide
- Lesson notes
- Library books / Internet

- Observation - Oral questions - Written questions - Peer assessment - Checklists

Reading

Simple poems - Comprehension

By the end of the lesson, the learner should be able to:
- Read and comprehend a text on simple poems in the context of science and health education
- Identify main ideas, supporting details and key vocabulary from the text
- Appreciate reading as a tool for lifelong learning about science and health education

The learner is guided to:
- Skim and scan a text on simple poems and predict its content from the title
- Read the text carefully and answer comprehension questions
- Identify the main idea, key details and unfamiliar vocabulary
- Discuss what was learnt from the text and relate it to real-life experiences

What can we learn from reading texts on simple poems about science and health education?

- Skills in English Grade 7 pg. 18
- Digital devices / audio recordings
- Teacher's Guide
- Lesson notes
- Library books / Internet

- Observation - Oral questions - Written questions - Peer assessment - Checklists

Grammar in Use

Count, non-count, singular and plural nouns - Identification

By the end of the lesson, the learner should be able to:
- Identify count, non-count, singular and plural nouns in oral and written texts on science and health education
- Explain the function and rules of count, non-count, singular and plural nouns in sentences
- Recognise the importance of using count, non-count, singular and plural nouns correctly in communication

The learner is guided to:
- Read sentences and identify examples of count, non-count, singular and plural nouns in context
- Discuss how count, non-count, singular and plural nouns functions in sentences related to science and health education
- Complete exercises identifying count, non-count, singular and plural nouns in provided texts
- Compare correct and incorrect usage and discuss the difference

How does the correct use of count, non-count, singular and plural nouns make our sentences about science and health education clearer?

- Skills in English Grade 7 pg. 20
- Digital devices / audio recordings
- Teacher's Guide
- Lesson notes
- Library books / Internet

- Observation - Oral questions - Written questions - Peer assessment - Checklists

Grammar in Use

Count, non-count, singular and plural nouns - Identification

By the end of the lesson, the learner should be able to:
- Identify count, non-count, singular and plural nouns in oral and written texts on science and health education
- Explain the function and rules of count, non-count, singular and plural nouns in sentences
- Recognise the importance of using count, non-count, singular and plural nouns correctly in communication

The learner is guided to:
- Read sentences and identify examples of count, non-count, singular and plural nouns in context
- Discuss how count, non-count, singular and plural nouns functions in sentences related to science and health education
- Complete exercises identifying count, non-count, singular and plural nouns in provided texts
- Compare correct and incorrect usage and discuss the difference

How does the correct use of count, non-count, singular and plural nouns make our sentences about science and health education clearer?

- Skills in English Grade 7 pg. 20
- Digital devices / audio recordings
- Teacher's Guide
- Lesson notes
- Library books / Internet

- Observation - Oral questions - Written questions - Peer assessment - Checklists

Writing

Punctuation marks - Introduction

By the end of the lesson, the learner should be able to:
- Identify the features and format of punctuation marks
- Plan a piece of punctuation marks using an outline or brainstorming activity
- Appreciate the importance of planning before writing punctuation marks

The learner is guided to:
- Study model examples of punctuation marks and identify key features and structure
- Brainstorm ideas for a writing task on science and health education and create a plan
- Discuss the structure and features of punctuation marks with peers
- Share plans with the class and note suggestions for improvement

How does planning help us write better punctuation marks about science and health education?

- Skills in English Grade 7 pg. 26
- Digital devices / audio recordings
- Teacher's Guide
- Lesson notes
- Library books / Internet

- Observation - Oral questions - Written questions - Peer assessment - Checklists

Writing

Punctuation marks - Introduction

By the end of the lesson, the learner should be able to:
- Identify the features and format of punctuation marks
- Plan a piece of punctuation marks using an outline or brainstorming activity
- Appreciate the importance of planning before writing punctuation marks

The learner is guided to:
- Study model examples of punctuation marks and identify key features and structure
- Brainstorm ideas for a writing task on science and health education and create a plan
- Discuss the structure and features of punctuation marks with peers
- Share plans with the class and note suggestions for improvement

How does planning help us write better punctuation marks about science and health education?

- Skills in English Grade 7 pg. 26
- Digital devices / audio recordings
- Teacher's Guide
- Lesson notes
- Library books / Internet

- Observation - Oral questions - Written questions - Peer assessment - Checklists

Reading

Simple poems - Extended response

By the end of the lesson, the learner should be able to:
- Make inferences and draw conclusions from a text on simple poems
- Summarise and evaluate key information from the text in own words
- Value critical reading as a means of forming informed views about science and health education

The learner is guided to:
- Re-read the text and make inferences beyond the literal meaning
- Summarise the text in own words retaining the original meaning
- Evaluate the author's message and intent in the text
- Find more texts on simple poems from books or the Internet and compare ideas

How does reading critically about simple poems deepen our understanding of science and health education?

- Skills in English Grade 7 pg. 18
- Digital devices / audio recordings
- Teacher's Guide
- Lesson notes
- Library books / Internet

- Observation - Oral questions - Written questions - Peer assessment - Checklists

Reading

Class readers - Literary appreciation

By the end of the lesson, the learner should be able to:
- Read and respond to a literary text (class readers) related to science and health education
- Identify literary features such as characters, theme, mood and structure
- Appreciate literature as a reflection of real-life values and experiences

The learner is guided to:
- Read the class readers and identify key literary elements and characters
- Discuss themes, moral lessons and how events relate to real life in science and health education
- Dramatise or role-play selected parts of the literary text
- Respond creatively through discussion, drawing or short written response

What lessons about science and health education can we draw from the class readers?

- Skills in English Grade 7 pg. 23
- Digital devices / audio recordings
- Teacher's Guide
- Lesson notes
- Library books / Internet

- Observation - Oral questions - Written questions - Peer assessment - Checklists

Reading

Class readers - Literary appreciation

By the end of the lesson, the learner should be able to:
- Read and respond to a literary text (class readers) related to science and health education
- Identify literary features such as characters, theme, mood and structure
- Appreciate literature as a reflection of real-life values and experiences

The learner is guided to:
- Read the class readers and identify key literary elements and characters
- Discuss themes, moral lessons and how events relate to real life in science and health education
- Dramatise or role-play selected parts of the literary text
- Respond creatively through discussion, drawing or short written response

What lessons about science and health education can we draw from the class readers?

- Skills in English Grade 7 pg. 23
- Digital devices / audio recordings
- Teacher's Guide
- Lesson notes
- Library books / Internet

- Observation - Oral questions - Written questions - Peer assessment - Checklists

Writing

Punctuation marks - Drafting

By the end of the lesson, the learner should be able to:
- Write a first draft of punctuation marks applying the correct structure and features
- Use appropriate vocabulary, tone and language in the draft
- Show creativity and personal expression in the written draft

The learner is guided to:
- Write a first draft of punctuation marks using the plan created earlier
- Follow the required structure and features for punctuation marks
- Share the draft with a peer and receive initial feedback
- Revise the draft based on peer feedback and improve the content

How does drafting and peer review help us improve our punctuation marks about science and health education?

- Skills in English Grade 7 pg. 26
- Digital devices / audio recordings
- Teacher's Guide
- Lesson notes
- Library books / Internet

- Observation - Oral questions - Written questions - Peer assessment - Checklists

Writing

Punctuation marks - Drafting

By the end of the lesson, the learner should be able to:
- Write a first draft of punctuation marks applying the correct structure and features
- Use appropriate vocabulary, tone and language in the draft
- Show creativity and personal expression in the written draft

The learner is guided to:
- Write a first draft of punctuation marks using the plan created earlier
- Follow the required structure and features for punctuation marks
- Share the draft with a peer and receive initial feedback
- Revise the draft based on peer feedback and improve the content

How does drafting and peer review help us improve our punctuation marks about science and health education?

- Skills in English Grade 7 pg. 26
- Digital devices / audio recordings
- Teacher's Guide
- Lesson notes
- Library books / Internet

- Observation - Oral questions - Written questions - Peer assessment - Checklists

HYGIENE

Listening and Speaking

Listening for main ideas - Introduction

By the end of the lesson, the learner should be able to:
- Identify key features of listening for main ideas in texts related to hygiene
- Listen attentively and respond appropriately to listening for main ideas
- Appreciate the value of listening for main ideas in effective communication

The learner is guided to:
- Listen to audio/recorded examples of listening for main ideas provided by the teacher
- Discuss the key features of listening for main ideas with a partner
- Respond to questions based on the listening text on hygiene
- Share observations with the class and display key expressions on a chart

How does listening for main ideas help us communicate more effectively about hygiene?

- Skills in English Grade 7 pg. 29
- Digital devices / audio recordings
- Teacher's Guide
- Lesson notes
- Library books / Internet

- Observation - Oral questions - Written questions - Peer assessment - Checklists

Reading

Reading for information - Comprehension

By the end of the lesson, the learner should be able to:
- Read and comprehend a text on reading for information in the context of hygiene
- Identify main ideas, supporting details and key vocabulary from the text
- Appreciate reading as a tool for lifelong learning about hygiene

The learner is guided to:
- Skim and scan a text on reading for information and predict its content from the title
- Read the text carefully and answer comprehension questions
- Identify the main idea, key details and unfamiliar vocabulary
- Discuss what was learnt from the text and relate it to real-life experiences

What can we learn from reading texts on reading for information about hygiene?

- Skills in English Grade 7 pg. 30
- Digital devices / audio recordings
- Teacher's Guide
- Lesson notes
- Library books / Internet

- Observation - Oral questions - Written questions - Peer assessment - Checklists

Reading

Reading for information - Comprehension

By the end of the lesson, the learner should be able to:
- Read and comprehend a text on reading for information in the context of hygiene
- Identify main ideas, supporting details and key vocabulary from the text
- Appreciate reading as a tool for lifelong learning about hygiene

The learner is guided to:
- Skim and scan a text on reading for information and predict its content from the title
- Read the text carefully and answer comprehension questions
- Identify the main idea, key details and unfamiliar vocabulary
- Discuss what was learnt from the text and relate it to real-life experiences

What can we learn from reading texts on reading for information about hygiene?

- Skills in English Grade 7 pg. 30
- Digital devices / audio recordings
- Teacher's Guide
- Lesson notes
- Library books / Internet

- Observation - Oral questions - Written questions - Peer assessment - Checklists

Grammar in Use

Verbs and tense - Identification

By the end of the lesson, the learner should be able to:
- Identify verbs and tense in oral and written texts on hygiene
- Explain the function and rules of verbs and tense in sentences
- Recognise the importance of using verbs and tense correctly in communication

The learner is guided to:
- Read sentences and identify examples of verbs and tense in context
- Discuss how verbs and tense functions in sentences related to hygiene
- Complete exercises identifying verbs and tense in provided texts
- Compare correct and incorrect usage and discuss the difference

How does the correct use of verbs and tense make our sentences about hygiene clearer?

- Skills in English Grade 7 pg. 34
- Digital devices / audio recordings
- Teacher's Guide
- Lesson notes
- Library books / Internet

- Observation - Oral questions - Written questions - Peer assessment - Checklists

Grammar in Use

Verbs and tense - Identification

By the end of the lesson, the learner should be able to:
- Identify verbs and tense in oral and written texts on hygiene
- Explain the function and rules of verbs and tense in sentences
- Recognise the importance of using verbs and tense correctly in communication

The learner is guided to:
- Read sentences and identify examples of verbs and tense in context
- Discuss how verbs and tense functions in sentences related to hygiene
- Complete exercises identifying verbs and tense in provided texts
- Compare correct and incorrect usage and discuss the difference

How does the correct use of verbs and tense make our sentences about hygiene clearer?

- Skills in English Grade 7 pg. 34
- Digital devices / audio recordings
- Teacher's Guide
- Lesson notes
- Library books / Internet

- Observation - Oral questions - Written questions - Peer assessment - Checklists

Writing

Narrative paragraphs - Introduction

By the end of the lesson, the learner should be able to:
- Identify the features and format of narrative paragraphs
- Plan a piece of narrative paragraphs using an outline or brainstorming activity
- Appreciate the importance of planning before writing narrative paragraphs

The learner is guided to:
- Study model examples of narrative paragraphs and identify key features and structure
- Brainstorm ideas for a writing task on hygiene and create a plan
- Discuss the structure and features of narrative paragraphs with peers
- Share plans with the class and note suggestions for improvement

How does planning help us write better narrative paragraphs about hygiene?

- Skills in English Grade 7 pg. 39
- Digital devices / audio recordings
- Teacher's Guide
- Lesson notes
- Library books / Internet

- Observation - Oral questions - Written questions - Peer assessment - Checklists

Reading

Reading for information - Extended response

By the end of the lesson, the learner should be able to:
- Make inferences and draw conclusions from a text on reading for information
- Summarise and evaluate key information from the text in own words
- Value critical reading as a means of forming informed views about hygiene

The learner is guided to:
- Re-read the text and make inferences beyond the literal meaning
- Summarise the text in own words retaining the original meaning
- Evaluate the author's message and intent in the text
- Find more texts on reading for information from books or the Internet and compare ideas

How does reading critically about reading for information deepen our understanding of hygiene?

- Skills in English Grade 7 pg. 30
- Digital devices / audio recordings
- Teacher's Guide
- Lesson notes
- Library books / Internet

- Observation - Oral questions - Written questions - Peer assessment - Checklists

Reading

Reading for information - Extended response

By the end of the lesson, the learner should be able to:
- Make inferences and draw conclusions from a text on reading for information
- Summarise and evaluate key information from the text in own words
- Value critical reading as a means of forming informed views about hygiene

The learner is guided to:
- Re-read the text and make inferences beyond the literal meaning
- Summarise the text in own words retaining the original meaning
- Evaluate the author's message and intent in the text
- Find more texts on reading for information from books or the Internet and compare ideas

How does reading critically about reading for information deepen our understanding of hygiene?

- Skills in English Grade 7 pg. 30
- Digital devices / audio recordings
- Teacher's Guide
- Lesson notes
- Library books / Internet

- Observation - Oral questions - Written questions - Peer assessment - Checklists

Reading

Poems - Literary appreciation

By the end of the lesson, the learner should be able to:
- Read and respond to a literary text (poems) related to hygiene
- Identify literary features such as characters, theme, mood and structure
- Appreciate literature as a reflection of real-life values and experiences

The learner is guided to:
- Read the poems and identify key literary elements and characters
- Discuss themes, moral lessons and how events relate to real life in hygiene
- Dramatise or role-play selected parts of the literary text
- Respond creatively through discussion, drawing or short written response

What lessons about hygiene can we draw from the poems?

- Skills in English Grade 7 pg. 36
- Digital devices / audio recordings
- Teacher's Guide
- Lesson notes
- Library books / Internet

- Observation - Oral questions - Written questions - Peer assessment - Checklists

Reading

Poems - Literary appreciation

By the end of the lesson, the learner should be able to:
- Read and respond to a literary text (poems) related to hygiene
- Identify literary features such as characters, theme, mood and structure
- Appreciate literature as a reflection of real-life values and experiences

The learner is guided to:
- Read the poems and identify key literary elements and characters
- Discuss themes, moral lessons and how events relate to real life in hygiene
- Dramatise or role-play selected parts of the literary text
- Respond creatively through discussion, drawing or short written response

What lessons about hygiene can we draw from the poems?

- Skills in English Grade 7 pg. 36
- Digital devices / audio recordings
- Teacher's Guide
- Lesson notes
- Library books / Internet

- Observation - Oral questions - Written questions - Peer assessment - Checklists

Writing

Narrative paragraphs - Drafting

By the end of the lesson, the learner should be able to:
- Write a first draft of narrative paragraphs applying the correct structure and features
- Use appropriate vocabulary, tone and language in the draft
- Show creativity and personal expression in the written draft

The learner is guided to:
- Write a first draft of narrative paragraphs using the plan created earlier
- Follow the required structure and features for narrative paragraphs
- Share the draft with a peer and receive initial feedback
- Revise the draft based on peer feedback and improve the content

How does drafting and peer review help us improve our narrative paragraphs about hygiene?

- Skills in English Grade 7 pg. 39
- Digital devices / audio recordings
- Teacher's Guide
- Lesson notes
- Library books / Internet

- Observation - Oral questions - Written questions - Peer assessment - Checklists

LEADERSHIP

Listening and Speaking

Listening comprehension - Introduction

By the end of the lesson, the learner should be able to:
- Identify key features of listening comprehension in texts related to leadership
- Listen attentively and respond appropriately to listening comprehension
- Appreciate the value of listening comprehension in effective communication

The learner is guided to:
- Listen to audio/recorded examples of listening comprehension provided by the teacher
- Discuss the key features of listening comprehension with a partner
- Respond to questions based on the listening text on leadership
- Share observations with the class and display key expressions on a chart

How does listening comprehension help us communicate more effectively about leadership?

- Skills in English Grade 7 pg. 41
- Digital devices / audio recordings
- Teacher's Guide
- Lesson notes
- Library books / Internet

- Observation - Oral questions - Written questions - Peer assessment - Checklists

Listening and Speaking

Listening comprehension - Introduction

By the end of the lesson, the learner should be able to:
- Identify key features of listening comprehension in texts related to leadership
- Listen attentively and respond appropriately to listening comprehension
- Appreciate the value of listening comprehension in effective communication

The learner is guided to:
- Listen to audio/recorded examples of listening comprehension provided by the teacher
- Discuss the key features of listening comprehension with a partner
- Respond to questions based on the listening text on leadership
- Share observations with the class and display key expressions on a chart

How does listening comprehension help us communicate more effectively about leadership?

- Skills in English Grade 7 pg. 41
- Digital devices / audio recordings
- Teacher's Guide
- Lesson notes
- Library books / Internet

- Observation - Oral questions - Written questions - Peer assessment - Checklists

Listening and Speaking

Listening comprehension - Introduction

By the end of the lesson, the learner should be able to:
- Identify key features of listening comprehension in texts related to leadership
- Listen attentively and respond appropriately to listening comprehension
- Appreciate the value of listening comprehension in effective communication

The learner is guided to:
- Listen to audio/recorded examples of listening comprehension provided by the teacher
- Discuss the key features of listening comprehension with a partner
- Respond to questions based on the listening text on leadership
- Share observations with the class and display key expressions on a chart

How does listening comprehension help us communicate more effectively about leadership?

- Skills in English Grade 7 pg. 41
- Digital devices / audio recordings
- Teacher's Guide
- Lesson notes
- Library books / Internet

- Observation - Oral questions - Written questions - Peer assessment - Checklists

Reading

Reading for main ideas and details - Comprehension

By the end of the lesson, the learner should be able to:
- Read and comprehend a text on reading for main ideas and details in the context of leadership
- Identify main ideas, supporting details and key vocabulary from the text
- Appreciate reading as a tool for lifelong learning about leadership

The learner is guided to:
- Skim and scan a text on reading for main ideas and details and predict its content from the title
- Read the text carefully and answer comprehension questions
- Identify the main idea, key details and unfamiliar vocabulary
- Discuss what was learnt from the text and relate it to real-life experiences

What can we learn from reading texts on reading for main ideas and details about leadership?

- Skills in English Grade 7 pg. 42
- Digital devices / audio recordings
- Teacher's Guide
- Lesson notes
- Library books / Internet

- Observation - Oral questions - Written questions - Peer assessment - Checklists

Grammar in Use

Verbs and tense - Identification

By the end of the lesson, the learner should be able to:
- Identify verbs and tense in oral and written texts on leadership
- Explain the function and rules of verbs and tense in sentences
- Recognise the importance of using verbs and tense correctly in communication

The learner is guided to:
- Read sentences and identify examples of verbs and tense in context
- Discuss how verbs and tense functions in sentences related to leadership
- Complete exercises identifying verbs and tense in provided texts
- Compare correct and incorrect usage and discuss the difference

How does the correct use of verbs and tense make our sentences about leadership clearer?

- Skills in English Grade 7 pg. 46
- Digital devices / audio recordings
- Teacher's Guide
- Lesson notes
- Library books / Internet

- Observation - Oral questions - Written questions - Peer assessment - Checklists

Writing

Using examples and incidents - Introduction

By the end of the lesson, the learner should be able to:
- Identify the features and format of using examples and incidents
- Plan a piece of using examples and incidents using an outline or brainstorming activity
- Appreciate the importance of planning before writing using examples and incidents

The learner is guided to:
- Study model examples of using examples and incidents and identify key features and structure
- Brainstorm ideas for a writing task on leadership and create a plan
- Discuss the structure and features of using examples and incidents with peers
- Share plans with the class and note suggestions for improvement

How does planning help us write better using examples and incidents about leadership?

- Skills in English Grade 7 pg. 51
- Digital devices / audio recordings
- Teacher's Guide
- Lesson notes
- Library books / Internet

- Observation - Oral questions - Written questions - Peer assessment - Checklists

Writing

Using examples and incidents - Introduction

By the end of the lesson, the learner should be able to:
- Identify the features and format of using examples and incidents
- Plan a piece of using examples and incidents using an outline or brainstorming activity
- Appreciate the importance of planning before writing using examples and incidents

The learner is guided to:
- Study model examples of using examples and incidents and identify key features and structure
- Brainstorm ideas for a writing task on leadership and create a plan
- Discuss the structure and features of using examples and incidents with peers
- Share plans with the class and note suggestions for improvement

How does planning help us write better using examples and incidents about leadership?

- Skills in English Grade 7 pg. 51
- Digital devices / audio recordings
- Teacher's Guide
- Lesson notes
- Library books / Internet

- Observation - Oral questions - Written questions - Peer assessment - Checklists

Writing

Using examples and incidents - Introduction

By the end of the lesson, the learner should be able to:
- Identify the features and format of using examples and incidents
- Plan a piece of using examples and incidents using an outline or brainstorming activity
- Appreciate the importance of planning before writing using examples and incidents

The learner is guided to:
- Study model examples of using examples and incidents and identify key features and structure
- Brainstorm ideas for a writing task on leadership and create a plan
- Discuss the structure and features of using examples and incidents with peers
- Share plans with the class and note suggestions for improvement

How does planning help us write better using examples and incidents about leadership?

- Skills in English Grade 7 pg. 51
- Digital devices / audio recordings
- Teacher's Guide
- Lesson notes
- Library books / Internet

- Observation - Oral questions - Written questions - Peer assessment - Checklists

Reading

Reading for main ideas and details - Extended response

By the end of the lesson, the learner should be able to:
- Make inferences and draw conclusions from a text on reading for main ideas and details
- Summarise and evaluate key information from the text in own words
- Value critical reading as a means of forming informed views about leadership

The learner is guided to:
- Re-read the text and make inferences beyond the literal meaning
- Summarise the text in own words retaining the original meaning
- Evaluate the author's message and intent in the text
- Find more texts on reading for main ideas and details from books or the Internet and compare ideas

How does reading critically about reading for main ideas and details deepen our understanding of leadership?

- Skills in English Grade 7 pg. 42
- Digital devices / audio recordings
- Teacher's Guide
- Lesson notes
- Library books / Internet

- Observation - Oral questions - Written questions - Peer assessment - Checklists

Reading

Class readers - Literary appreciation

By the end of the lesson, the learner should be able to:
- Read and respond to a literary text (class readers) related to leadership
- Identify literary features such as characters, theme, mood and structure
- Appreciate literature as a reflection of real-life values and experiences

The learner is guided to:
- Read the class readers and identify key literary elements and characters
- Discuss themes, moral lessons and how events relate to real life in leadership
- Dramatise or role-play selected parts of the literary text
- Respond creatively through discussion, drawing or short written response

What lessons about leadership can we draw from the class readers?

- Skills in English Grade 7 pg. 48
- Digital devices / audio recordings
- Teacher's Guide
- Lesson notes
- Library books / Internet

- Observation - Oral questions - Written questions - Peer assessment - Checklists

Writing

Using examples and incidents - Drafting

By the end of the lesson, the learner should be able to:
- Write a first draft of using examples and incidents applying the correct structure and features
- Use appropriate vocabulary, tone and language in the draft
- Show creativity and personal expression in the written draft

The learner is guided to:
- Write a first draft of using examples and incidents using the plan created earlier
- Follow the required structure and features for using examples and incidents
- Share the draft with a peer and receive initial feedback
- Revise the draft based on peer feedback and improve the content

How does drafting and peer review help us improve our using examples and incidents about leadership?

- Skills in English Grade 7 pg. 51
- Digital devices / audio recordings
- Teacher's Guide
- Lesson notes
- Library books / Internet

- Observation - Oral questions - Written questions - Peer assessment - Checklists

Writing

Using examples and incidents - Drafting

By the end of the lesson, the learner should be able to:
- Write a first draft of using examples and incidents applying the correct structure and features
- Use appropriate vocabulary, tone and language in the draft
- Show creativity and personal expression in the written draft

The learner is guided to:
- Write a first draft of using examples and incidents using the plan created earlier
- Follow the required structure and features for using examples and incidents
- Share the draft with a peer and receive initial feedback
- Revise the draft based on peer feedback and improve the content

How does drafting and peer review help us improve our using examples and incidents about leadership?

- Skills in English Grade 7 pg. 51
- Digital devices / audio recordings
- Teacher's Guide
- Lesson notes
- Library books / Internet

- Observation - Oral questions - Written questions - Peer assessment - Checklists

Writing

Using examples and incidents - Drafting

By the end of the lesson, the learner should be able to:
- Write a first draft of using examples and incidents applying the correct structure and features
- Use appropriate vocabulary, tone and language in the draft
- Show creativity and personal expression in the written draft

The learner is guided to:
- Write a first draft of using examples and incidents using the plan created earlier
- Follow the required structure and features for using examples and incidents
- Share the draft with a peer and receive initial feedback
- Revise the draft based on peer feedback and improve the content

How does drafting and peer review help us improve our using examples and incidents about leadership?

- Skills in English Grade 7 pg. 51
- Digital devices / audio recordings
- Teacher's Guide
- Lesson notes
- Library books / Internet

- Observation - Oral questions - Written questions - Peer assessment - Checklists

HEROES AND HEROINES – KENYA

Listening and Speaking

Consonant and vowel sounds - Introduction

By the end of the lesson, the learner should be able to:
- Identify key features of consonant and vowel sounds in texts related to heroes and heroines – kenya
- Listen attentively and respond appropriately to consonant and vowel sounds
- Appreciate the value of consonant and vowel sounds in effective communication

The learner is guided to:
- Listen to audio/recorded examples of consonant and vowel sounds provided by the teacher
- Discuss the key features of consonant and vowel sounds with a partner
- Respond to questions based on the listening text on heroes and heroines – kenya
- Share observations with the class and display key expressions on a chart

How does consonant and vowel sounds help us communicate more effectively about heroes and heroines – kenya?

- Skills in English Grade 7 pg. 106
- Digital devices / audio recordings
- Teacher's Guide
- Lesson notes
- Library books / Internet

- Observation - Oral questions - Written questions - Peer assessment - Checklists

Reading

Extensive reading - Comprehension

By the end of the lesson, the learner should be able to:
- Read and comprehend a text on extensive reading in the context of heroes and heroines – kenya
- Identify main ideas, supporting details and key vocabulary from the text
- Appreciate reading as a tool for lifelong learning about heroes and heroines – kenya

The learner is guided to:
- Skim and scan a text on extensive reading and predict its content from the title
- Read the text carefully and answer comprehension questions
- Identify the main idea, key details and unfamiliar vocabulary
- Discuss what was learnt from the text and relate it to real-life experiences

What can we learn from reading texts on extensive reading about heroes and heroines – kenya?

- Skills in English Grade 7 pg. 109
- Digital devices / audio recordings
- Teacher's Guide
- Lesson notes
- Library books / Internet

- Observation - Oral questions - Written questions - Peer assessment - Checklists

Reading

Extensive reading - Comprehension

By the end of the lesson, the learner should be able to:
- Read and comprehend a text on extensive reading in the context of heroes and heroines – kenya
- Identify main ideas, supporting details and key vocabulary from the text
- Appreciate reading as a tool for lifelong learning about heroes and heroines – kenya

The learner is guided to:
- Skim and scan a text on extensive reading and predict its content from the title
- Read the text carefully and answer comprehension questions
- Identify the main idea, key details and unfamiliar vocabulary
- Discuss what was learnt from the text and relate it to real-life experiences

What can we learn from reading texts on extensive reading about heroes and heroines – kenya?

- Skills in English Grade 7 pg. 109
- Digital devices / audio recordings
- Teacher's Guide
- Lesson notes
- Library books / Internet

- Observation - Oral questions - Written questions - Peer assessment - Checklists

Grammar in Use

Conjunctions: and, but, or - Identification

By the end of the lesson, the learner should be able to:
- Identify conjunctions: and, but, or in oral and written texts on heroes and heroines – kenya
- Explain the function and rules of conjunctions: and, but, or in sentences
- Recognise the importance of using conjunctions: and, but, or correctly in communication

The learner is guided to:
- Read sentences and identify examples of conjunctions: and, but, or in context
- Discuss how conjunctions: and, but, or functions in sentences related to heroes and heroines – kenya
- Complete exercises identifying conjunctions: and, but, or in provided texts
- Compare correct and incorrect usage and discuss the difference

How does the correct use of conjunctions: and, but, or make our sentences about heroes and heroines – kenya clearer?

- Skills in English Grade 7 pg. 111
- Digital devices / audio recordings
- Teacher's Guide
- Lesson notes
- Library books / Internet

- Observation - Oral questions - Written questions - Peer assessment - Checklists

Grammar in Use

Conjunctions: and, but, or - Identification

By the end of the lesson, the learner should be able to:
- Identify conjunctions: and, but, or in oral and written texts on heroes and heroines – kenya
- Explain the function and rules of conjunctions: and, but, or in sentences
- Recognise the importance of using conjunctions: and, but, or correctly in communication

The learner is guided to:
- Read sentences and identify examples of conjunctions: and, but, or in context
- Discuss how conjunctions: and, but, or functions in sentences related to heroes and heroines – kenya
- Complete exercises identifying conjunctions: and, but, or in provided texts
- Compare correct and incorrect usage and discuss the difference

How does the correct use of conjunctions: and, but, or make our sentences about heroes and heroines – kenya clearer?

- Skills in English Grade 7 pg. 111
- Digital devices / audio recordings
- Teacher's Guide
- Lesson notes
- Library books / Internet

- Observation - Oral questions - Written questions - Peer assessment - Checklists

Writing

Narrative compositions - Introduction

By the end of the lesson, the learner should be able to:
- Identify the features and format of narrative compositions
- Plan a piece of narrative compositions using an outline or brainstorming activity
- Appreciate the importance of planning before writing narrative compositions

The learner is guided to:
- Study model examples of narrative compositions and identify key features and structure
- Brainstorm ideas for a writing task on heroes and heroines – kenya and create a plan
- Discuss the structure and features of narrative compositions with peers
- Share plans with the class and note suggestions for improvement

How does planning help us write better narrative compositions about heroes and heroines – kenya?

- Skills in English Grade 7 pg. 115
- Digital devices / audio recordings
- Teacher's Guide
- Lesson notes
- Library books / Internet

- Observation - Oral questions - Written questions - Peer assessment - Checklists

Writing

Narrative compositions - Introduction

By the end of the lesson, the learner should be able to:
- Identify the features and format of narrative compositions
- Plan a piece of narrative compositions using an outline or brainstorming activity
- Appreciate the importance of planning before writing narrative compositions

The learner is guided to:
- Study model examples of narrative compositions and identify key features and structure
- Brainstorm ideas for a writing task on heroes and heroines – kenya and create a plan
- Discuss the structure and features of narrative compositions with peers
- Share plans with the class and note suggestions for improvement

How does planning help us write better narrative compositions about heroes and heroines – kenya?

- Skills in English Grade 7 pg. 115
- Digital devices / audio recordings
- Teacher's Guide
- Lesson notes
- Library books / Internet

- Observation - Oral questions - Written questions - Peer assessment - Checklists

Listening and Speaking

Consonant and vowel sounds - Practice

By the end of the lesson, the learner should be able to:
- Apply consonant and vowel sounds skills in guided oral activities on heroes and heroines – kenya
- Use appropriate language and expression when practising consonant and vowel sounds
- Show confidence when participating in oral tasks about heroes and heroines – kenya

The learner is guided to:
- In pairs, practise consonant and vowel sounds in role-play situations related to heroes and heroines – kenya
- Give and receive structured feedback on peers' oral performance
- Record an oral activity and review for correct use of consonant and vowel sounds
- Reflect on the importance of consonant and vowel sounds in daily communication

What skills make consonant and vowel sounds more effective when discussing heroes and heroines – kenya?

- Skills in English Grade 7 pg. 106
- Digital devices / audio recordings
- Teacher's Guide
- Lesson notes
- Library books / Internet

- Observation - Oral questions - Written questions - Peer assessment - Checklists

Reading

Extensive reading - Extended response

By the end of the lesson, the learner should be able to:
- Make inferences and draw conclusions from a text on extensive reading
- Summarise and evaluate key information from the text in own words
- Value critical reading as a means of forming informed views about heroes and heroines – kenya

The learner is guided to:
- Re-read the text and make inferences beyond the literal meaning
- Summarise the text in own words retaining the original meaning
- Evaluate the author's message and intent in the text
- Find more texts on extensive reading from books or the Internet and compare ideas

How does reading critically about extensive reading deepen our understanding of heroes and heroines – kenya?

- Skills in English Grade 7 pg. 109
- Digital devices / audio recordings
- Teacher's Guide
- Lesson notes
- Library books / Internet

- Observation - Oral questions - Written questions - Peer assessment - Checklists

Reading

Extensive reading - Extended response

By the end of the lesson, the learner should be able to:
- Make inferences and draw conclusions from a text on extensive reading
- Summarise and evaluate key information from the text in own words
- Value critical reading as a means of forming informed views about heroes and heroines – kenya

The learner is guided to:
- Re-read the text and make inferences beyond the literal meaning
- Summarise the text in own words retaining the original meaning
- Evaluate the author's message and intent in the text
- Find more texts on extensive reading from books or the Internet and compare ideas

How does reading critically about extensive reading deepen our understanding of heroes and heroines – kenya?

- Skills in English Grade 7 pg. 109
- Digital devices / audio recordings
- Teacher's Guide
- Lesson notes
- Library books / Internet

- Observation - Oral questions - Written questions - Peer assessment - Checklists

Grammar in Use

Conjunctions: and, but, or - Application

By the end of the lesson, the learner should be able to:
- Use conjunctions: and, but, or correctly in sentences and passages about heroes and heroines – kenya
- Apply the rules of conjunctions: and, but, or in written and oral contexts
- Value accuracy in the use of conjunctions: and, but, or as a mark of effective communication

The learner is guided to:
- Construct sentences using conjunctions: and, but, or correctly in the context of heroes and heroines – kenya
- Complete gap-fill and substitution exercises on conjunctions: and, but, or
- Peer-check written work for correct use of conjunctions: and, but, or
- Play language games involving conjunctions: and, but, or and discuss common errors

How does applying conjunctions: and, but, or correctly improve our writing about heroes and heroines – kenya?

- Skills in English Grade 7 pg. 111
- Digital devices / audio recordings
- Teacher's Guide
- Lesson notes
- Library books / Internet

- Observation - Oral questions - Written questions - Peer assessment - Checklists

Grammar in Use

Conjunctions: and, but, or - Application

By the end of the lesson, the learner should be able to:
- Use conjunctions: and, but, or correctly in sentences and passages about heroes and heroines – kenya
- Apply the rules of conjunctions: and, but, or in written and oral contexts
- Value accuracy in the use of conjunctions: and, but, or as a mark of effective communication

The learner is guided to:
- Construct sentences using conjunctions: and, but, or correctly in the context of heroes and heroines – kenya
- Complete gap-fill and substitution exercises on conjunctions: and, but, or
- Peer-check written work for correct use of conjunctions: and, but, or
- Play language games involving conjunctions: and, but, or and discuss common errors

How does applying conjunctions: and, but, or correctly improve our writing about heroes and heroines – kenya?

- Skills in English Grade 7 pg. 111
- Digital devices / audio recordings
- Teacher's Guide
- Lesson notes
- Library books / Internet

- Observation - Oral questions - Written questions - Peer assessment - Checklists

Reading

Class reader - Literary appreciation

By the end of the lesson, the learner should be able to:
- Read and respond to a literary text (class reader) related to heroes and heroines – kenya
- Identify literary features such as characters, theme, mood and structure
- Appreciate literature as a reflection of real-life values and experiences

The learner is guided to:
- Read the class reader and identify key literary elements and characters
- Discuss themes, moral lessons and how events relate to real life in heroes and heroines – kenya
- Dramatise or role-play selected parts of the literary text
- Respond creatively through discussion, drawing or short written response

What lessons about heroes and heroines – kenya can we draw from the class reader?

- Skills in English Grade 7 pg. 113
- Digital devices / audio recordings
- Teacher's Guide
- Lesson notes
- Library books / Internet

- Observation - Oral questions - Written questions - Peer assessment - Checklists

Writing

Narrative compositions - Drafting

By the end of the lesson, the learner should be able to:
- Write a first draft of narrative compositions applying the correct structure and features
- Use appropriate vocabulary, tone and language in the draft
- Show creativity and personal expression in the written draft

The learner is guided to:
- Write a first draft of narrative compositions using the plan created earlier
- Follow the required structure and features for narrative compositions
- Share the draft with a peer and receive initial feedback
- Revise the draft based on peer feedback and improve the content

How does drafting and peer review help us improve our narrative compositions about heroes and heroines – kenya?

- Skills in English Grade 7 pg. 115
- Digital devices / audio recordings
- Teacher's Guide
- Lesson notes
- Library books / Internet

- Observation - Oral questions - Written questions - Peer assessment - Checklists

Writing

Narrative compositions - Drafting

By the end of the lesson, the learner should be able to:
- Write a first draft of narrative compositions applying the correct structure and features
- Use appropriate vocabulary, tone and language in the draft
- Show creativity and personal expression in the written draft

The learner is guided to:
- Write a first draft of narrative compositions using the plan created earlier
- Follow the required structure and features for narrative compositions
- Share the draft with a peer and receive initial feedback
- Revise the draft based on peer feedback and improve the content

How does drafting and peer review help us improve our narrative compositions about heroes and heroines – kenya?

- Skills in English Grade 7 pg. 115
- Digital devices / audio recordings
- Teacher's Guide
- Lesson notes
- Library books / Internet

- Observation - Oral questions - Written questions - Peer assessment - Checklists