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| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 3 | 1 |
NATURAL RESOURCES: MARINE LIFE
Listening and Speaking |
Listening for Detail: Main Ideas
|
By the end of the
lesson, the learner
should be able to:
- Select the main idea from a listening passage. - Identify specific details in a listening text. - Acknowledge the importance of attentive listening. |
The learner is guided to:
- Listen to a recorded text "Mammals in the Sea". - Pick out details from the listening text. - Rewrite the passage in their own words. - Work in pairs to discuss any new information that they have learnt from the passage. - Answer questions based on the passage. |
Why should we distinguish between relevant and irrelevant information during a presentation?
|
Skills in English pg. 135
Digital devices Audio recordings Lesson notes Teacher's guide |
Observation
Oral questions
Written responses
Peer assessment
Checklists
|
|
| 3 | 2 |
Listening and Speaking
Reading Grammar in Use |
Listening for Detail: Specific Information
Intensive Reading: Interpretation Relative Pronouns |
By the end of the
lesson, the learner
should be able to:
- Respond to questions based on the listening passage. - Recall specific details from a listening passage. - Value the importance of attentive listening. |
The learner is guided to:
- Use a digital device to search for more information on the topic. - Watch a video and pick out specific details in groups. - Recall specific details from a listening passage. - Listen to another text "Clayton the Scuba Diver" and answer questions about specific details. |
Why is it important to listen keenly?
|
Skills in English pg. 136
Digital devices Audio recordings Video clips Lesson notes Skills in English pg. 137 Texts on marine life Skills in English pg. 141 Charts Textbooks Video recording equipment |
Observation
Oral questions
Written responses
Detail recall exercises
Checklists
|
|
| 3 | 3 |
Grammar in Use
Reading |
Interrogative Pronouns
Intensive Reading: Play - Characters |
By the end of the
lesson, the learner
should be able to:
- Recognize interrogative pronouns in a text. - Use interrogative pronouns in sentences. - Value the role of interrogative pronouns in communication. |
The learner is guided to:
- Role play a dialogue featuring interrogative pronouns. - Use interrogative pronouns as they participate in a hot seating activity on the conservation of marine life/natural resources. - Create a crossword puzzle featuring interrogative pronouns. - Use interrogative pronouns to ask questions based on visuals. |
How do you obtain information from people?
|
Skills in English pg. 144
Digital devices Crossword puzzles Visual aids Textbooks Skills in English pg. 146 Video clips Class readers - Play Lesson notes |
Role play assessment
Hot seat evaluation
Crossword completion
Questioning exercises
Checklists
|
|
| 3 | 4 |
Reading
Writing |
Intensive Reading: Play - Relationships
The Writing Process: Planning and Drafting |
By the end of the
lesson, the learner
should be able to:
- Analyze the characters in a play and their relationship. - Relate the characters in a play to real life. - Appreciate character development in plays. |
The learner is guided to:
- Identify the conflicts between characters in a play. - Relate the characters in a play to real life. - Role play the characters in a play. - Simulate the action in sections of the play. - Dramatize sections of a play. - Make video recordings of the role play and share them with peers. |
How does understanding the relationship between characters help our understanding of the play?
|
Skills in English pg. 148
Digital devices Video recording equipment Class readers - Play Lesson notes Skills in English pg. 150 Writing materials Sample outlines Textbooks |
Role play assessment
Video recording evaluation
Character relationship analysis
Peer feedback
Checklists
|
|
| 3 | 5 |
Writing
Listening and Speaking Listening and Speaking |
The Writing Process: Editing and Publishing
Oral Poetry: Features Oral Poetry: Performance |
By the end of the
lesson, the learner
should be able to:
- Edit and revise a composition, story or poem. - Publish a final composition. - Advocate the need for creativity in life. |
The learner is guided to:
- Share factual composition pieces among the groups for peer assessment and correction. - Edit and revise the first draft based on feedback. - Create a final version of the composition. - Publish or share the composition through appropriate channels such as class display or school magazine. |
How can we ensure our writing communicates effectively?
|
Skills in English pg. 152
Digital devices Writing materials Editing checklists Publishing platforms Skills in English pg. 154 Audio recordings Poem collections Lesson notes Skills in English pg. 156 Video recordings |
Final composition assessment
Editing process evaluation
Publishing quality
Peer assessment
Assessment rubrics
|
|
| 4 | 1 |
TOURISM: INTERNATIONAL
Reading Reading |
Reading for Interpretation: Point of View
Reading for Interpretation: Analysis |
By the end of the
lesson, the learner
should be able to:
- Identify the point of view in a poem. - Explain the different types of point of view in poetry. - Value different points of view in writing. |
The learner is guided to:
- Read the poem "The Notre Dame Cathedral". - Identify the point of view used in the poem. - Search for poems with different points of view from the internet and non-digital sources. - Listen to poems read by the teacher. - Relate the subjects of different poems to real life. |
Why is it important to understand the point of view in a poem?
|
Skills in English pg. 157
Digital devices Poetry collections Lesson notes Textbooks Skills in English pg. 159 Writing materials |
Observation
Point of view identification
Written analysis
Oral responses
Checklists
|
|
| 4 | 2 |
Grammar in Use
Reading |
Complex Prepositions: Identification
Complex Prepositions: Usage Poetry: Characters - Identification |
By the end of the
lesson, the learner
should be able to:
- Recognize complex prepositions in texts. - Differentiate between simple and complex prepositions. - Appreciate the role of prepositions in writing. |
The learner is guided to:
- Read a passage from a book, magazine or newspaper article in which complex prepositions are used. - Identify complex prepositions from the passage. - Listen to a text read by the teacher and note the complex prepositions used. - In pairs, read and underline complex prepositions used in various texts. |
Which words let you know where someone is going?
|
Skills in English pg. 160
Digital devices Magazines Newspapers Books Textbooks Skills in English pg. 161 References Sentence strips Skills in English pg. 162 Poetry collections Lesson notes |
Identification exercises
Written tasks
Listening exercises
Peer assessment
Checklists
|
|
| 4 | 3 |
Reading
Writing |
Poetry: Characters - Analysis
Assessing Writing: Qualities |
By the end of the
lesson, the learner
should be able to:
- Analyze the character of the speaker (persona) and the other participants in a poem. - Relate actions of the persona to real life. - Acknowledge the importance of characters in literary appreciation. |
The learner is guided to:
- Relate actions of the persona to real life. - Role play different characters in a poem in small groups. - Infer information from the poem. - Fill and share in groups a table showing character/character's behaviour/character trait. - Create a poem, recite it, make a recording. - Upload the recording on social media platforms or share it on the school notice board. |
What are some of the words we use to describe the behaviour of characters?
|
Skills in English pg. 164
Digital devices Recording equipment Poetry collections Character trait charts Skills in English pg. 165 Sample compositions Assessment rubrics Textbooks |
Character analysis
Role play assessment
Original poem creation
Recording quality
Checklists
|
|
| 4 | 4 |
Writing
Listening and Speaking |
Assessing Writing: Application
Diphthongs and Sentence Stress: Diphthongs |
By the end of the
lesson, the learner
should be able to:
- Write a composition related to the theme. - Assess a composition against a predesigned criteria. - Apply feedback to improve writing. |
The learner is guided to:
- Write a composition related to tourism. - Assess a peer's composition and give comments as guided by the checklist. - Make corrections to the composition. - Display the compositions on the school noticeboard. |
How can one make a composition interesting?
|
Skills in English pg. 167
Digital devices Assessment rubrics Composition samples Textbooks Skills in English pg. 170 Audio recordings Flashcards Dictionaries Poems |
Composition assessment
Peer review quality
Revised composition
Final product evaluation
Assessment rubrics
|
|
| 4 | 5 |
HEROES AND HEROINES: WORLD
Listening and Speaking Reading Reading |
Diphthongs and Sentence Stress: Emphasis
Extensive Reading: Selection Extensive Reading: Application |
By the end of the
lesson, the learner
should be able to:
- Use emphatic stress in words to convey meanings. - Apply stress appropriately when reading a poem. - Advocate the need for accurate pronunciation in oral communication. |
The learner is guided to:
- Identify the stressed and unstressed words in a sentence. - Apply stress appropriately when reading a poem. - Read the same sentence while placing stress on different words. - Use the dictionary to find more examples of words with the diphthongs. - Recite a poem while distinguishing the stressed and unstressed words, make a recording and upload the video on YouTube, social media platforms or share it through the mobile phone. |
How does stress help us to convey different meanings?
|
Skills in English pg. 172
Digital devices Recording equipment Dictionaries Poems Textbooks Skills in English pg. 175 Video clips Book collections Library resources Skills in English pg. 177 Note-taking materials |
Stress pattern identification
Reading assessment
Recording quality
Peer feedback
Assessment rubrics
|
|
| 5 | 1 |
Grammar in Use
Reading |
Conjunctions: Correlative Conjunctions - Identification
Conjunctions: Correlative Conjunctions - Usage Play: Style - Features |
By the end of the
lesson, the learner
should be able to:
- Identify correlative conjunctions in texts. - Explain the function of different correlative conjunctions. - Value the role of conjunctions in writing. |
The learner is guided to:
- Identify correlative conjunctions such as either... or, neither...nor, both... and, not only... but ...also in texts. - Read passages in which correlative conjunctions are used. - In pairs, search for sentences with correlative conjunctions from the internet, newspapers, books or magazines. - Learn about the function of different correlative conjunctions. |
How do we join sentences?
|
Skills in English pg. 180
Digital devices Newspapers Magazines Books Textbooks Skills in English pg. 182 Charts Sentence strips Role play materials Skills in English pg. 183 Class readers - Play Lesson notes |
Identification exercises
Function explanation
Research assessment
Peer feedback
Checklists
|
|
| 5 | 2 |
Reading
Writing |
Play: Style - Analysis
Narrative Compositions: Elements |
By the end of the
lesson, the learner
should be able to:
- Relate features of style to the meaning of a play. - Analyze the effectiveness of stylistic features in a play. - Appreciate how plot development creates tension and interest. |
The learner is guided to:
- Analyze the features of style in relation to the meaning of a play. - In groups, role play some events in which the flashback, flash forward and personification feature in the play. - Dramatize some of the events in a play and make video recordings. - Engage in hot seating activities mirroring events and people in the play. |
How do stylistic features contribute to the meaning of a play?
|
Skills in English pg. 187
Digital devices Video recording equipment Class readers - Play Lesson notes Skills in English pg. 190 Sample compositions Planning templates Textbooks |
Style analysis
Role play assessment
Video recording quality
Hot seat evaluation
Assessment rubrics
|
|
| 5 | 3 |
Writing
Listening and Speaking |
Narrative Compositions: Writing
Impromptu Speeches: Preparation |
By the end of the
lesson, the learner
should be able to:
- Uses the elements of a narrative composition in a story. - Write, edit and revise a narrative composition. - Appreciate the role of background information in the creation of credible stories. |
The learner is guided to:
- Write a narrative composition. - Edit the composition. - Revise the narrative composition. - Read one another's composition and obtain feedback from peers. - Make corrections to the narrative. - Display the compositions in a gallery walk, class noticeboard or through social media. |
What makes a story creative and engaging?
|
Skills in English pg. 192
Digital devices Writing materials Editing checklists Display materials Textbooks Skills in English pg. 194 Dictionaries Speech samples Lesson notes |
Composition assessment
Editing quality
Revision effectiveness
Peer feedback
Assessment rubrics
|
|
| 5 | 4 |
SOCIAL AND MASS MEDIA
Listening and Speaking Reading Reading |
Impromptu Speeches: Delivery
Note Making: Main Ideas Note Making: Organization |
By the end of the
lesson, the learner
should be able to:
- Make an impromptu speech on a selected topic. - Apply presentation skills in speech delivery. - Acknowledge the importance of excellent presentation skills in speech delivery. |
The learner is guided to:
- Make an impromptu speech on a topic related to social and mass media. - Record the speech, discuss its strengths and weaknesses in a plenary and suggest ways of improvement. - Apply voice projection, intonation, and appropriate body language during speech delivery. - Give constructive feedback on speeches delivered by peers. |
What makes an impromptu speech effective?
|
Skills in English pg. 195
Digital devices Recording equipment Speech topics Feedback forms Skills in English pg. 196 Argumentative passages Note-making templates Textbooks Skills in English pg. 199 Graphic organizers Chart materials |
Speech delivery assessment
Recording evaluation
Feedback quality
Self-assessment
Assessment rubrics
|
|
| 5 | 5 |
Grammar in Use
|
Determiners: Numerals
Determiners: Ordinals |
By the end of the
lesson, the learner
should be able to:
- Identify numerals used as determiners in a text. - Use numerals as determiners in sentences. - Value the correct use of determiners. |
The learner is guided to:
- Read a short passage in which numerals are used as determiners. - Identify numerals that are used as determiners. - Form sentences using numerals as determiners. - Match the numerals with appropriate nouns. - State the names of objects and events in the school that can be described using numerals. |
Why is it important to express the quantity of something correctly?
|
Skills in English pg. 202
Digital devices Sample passages Matching exercises Textbooks Skills in English pg. 204 Sentence strips |
Identification exercises
Sentence construction
Matching assessment
Peer feedback
Checklists
|
|
| 6 | 1 |
Reading
Writing |
Play: Project - Planning
Play: Project - Performance Filling Forms: Application Forms - Identification |
By the end of the
lesson, the learner
should be able to:
- Identify simple props and costumes that create mood and atmosphere. - Plan for the presentation of a play. - Value the importance of planning in performance. |
The learner is guided to:
- Watch video clips on how to dramatise and record a section of a play. - In groups select simple props and costumes that enhance performance. - Write the story charts and scripts to follow in the performance. - Discuss the use of props and costumes to create mood and atmosphere. |
How does an acted play differ from a written one?
|
Skills in English pg. 205
Digital devices Video clips Class readers - Play Props and costumes Skills in English pg. 207 Recording equipment Props and costumes Performance space Skills in English pg. 209 Sample application forms Lists of forms Textbooks |
Prop and costume selection
Planning quality
Script preparation
Group collaboration
Checklists
|
|
| 6 | 2 |
Writing
Listening and Speaking |
Filling Forms: Application Forms - Completion
Conversation Skills: Job Interviews |
By the end of the
lesson, the learner
should be able to:
- Fill in bursary and scholarship application forms while adhering to conventions. - Value the importance of giving accurate and sufficient information in forms. - Apply neatness and clarity in form filling. |
The learner is guided to:
- Fill in different forms that require data on issues such as social and mass media. - Share different filled in forms for peer observation and feedback. - Discuss as a plenary the importance of providing accurate data in forms. - Create a form in small groups. - Fill in forms with accurate and sufficient information. |
How can we ensure we provide accurate information in forms?
|
Skills in English pg. 212
Digital devices Application forms Pens with clear handwriting Textbooks Skills in English Grade 9 (p. 214) Video clips on job interviews Digital devices Internet resources |
Form completion assessment
Accuracy evaluation
Neatness check
Peer feedback
Assessment rubrics
|
|
| 6 | 3 |
INCOME GENERATING ACTIVITIES
Listening and Speaking Reading |
Conversation Skills: Job Interviews
Extensive Reading: Fiction |
By the end of the
lesson, the learner
should be able to:
- Answer appropriate questions in mock job interviews - Recognise excellent interview skills as a positive step towards getting a job - Value the importance of job interviews in income generation |
The learner is guided to:
- In pairs, plan the questions that can be asked by the interviewer and interviewee in given situations - Carry out a mock job interview using the questions prepared - Change roles and role-play the interview again - Record the interviews using a digital device or write them out - Select best recorded or written dialogue and exchange it with other learners for assessment - Share comments and receive comments from the learners who reviewed the interview - Discuss how success in a job interview supports income generation for oneself, one's family and one's community |
Why is it important to prepare for a job interview?
|
Skills in English Grade 9 (p. 215)
Digital recording devices Sample job interview questions Internet resources Skills in English Grade 9 (p. 217) Fiction books Digital devices Library books Sample fiction and non-fiction texts |
Role play
Peer assessment
Written questions
Recordings
Observation schedules
|
|
| 6 | 4 |
Reading
Grammar in Use Grammar in Use |
Extensive Reading: Fiction
Word Classes: Nouns Word Classes: Nouns |
By the end of the
lesson, the learner
should be able to:
- Read grade-appropriate fiction materials - Keep a portfolio of the subject matter - Appreciate the importance of reading fiction for exposure |
The learner is guided to:
- Read the selected fiction texts and make notes - Use a graphic organiser to write short summaries of the subject matter of each fiction text read - Include a few points that would encourage others to read the story - Take a photograph of each text read and its summary or draw pictures of books read that indicate the title and author - Write the titles of the books read and their subject matter on cards - Create a reader's gallery by displaying the cards with the titles of the materials read with a caption indicating the subject matter - Take photographs of the reader's gallery display and keep copies in their portfolio |
What makes a book interesting?
|
Skills in English Grade 9 (p. 218)
Fiction books Digital devices Graphic organisers Display materials Camera/digital device for taking photographs Skills in English Grade 9 (p. 221) Sample texts Word cards Dictionaries Charts Skills in English Grade 9 (p. 222) Newspapers Magazines Chart papers |
Portfolio assessment
Observation
Peer assessment
Readers' gallery display
Questions and answers
|
|
| 6 | 5 |
Reading
Writing |
Grade-appropriate Play: Lessons learnt
Mechanics of Writing: Spelling |
By the end of the
lesson, the learner
should be able to:
- Identify and illustrate the lessons learnt from a play - Relate the lessons learnt to real life experiences - Appreciate plays as sources of life lessons and entertainment |
The learner is guided to:
- Read play excerpts such as "A time for change" - Search from the internet and printed books for information on how to get life lessons from the words and actions of characters - In pairs, discuss what problem the characters face and what they learn about themselves when they solve the problem - Identify lessons in the play and give an illustration for each lesson - Discuss sections of the play that are entertaining and the lessons learnt from these sections |
What lessons can one learn from a play?
|
Skills in English Grade 9 (p. 223)
Play excerpts Digital devices Internet resources Graphic organisers Chart papers Skills in English Grade 9 (p. 224) Skills in English Grade 9 (p. 227) Sample abbreviations Dictionaries Reference materials |
Oral discussions
Written assignments
Group presentations
Observation
Question and answer
|
|
| 7 | 1 |
Writing
|
Mechanics of Writing: Spelling
|
By the end of the
lesson, the learner
should be able to:
- Spell words correctly for effective communication - Write common abbreviations correctly - Demonstrate awareness of word splitting at the end of a line |
The learner is guided to:
- Study sentences and note the words that are split at the end of a line - Search from the internet or in books for information on what to consider when splitting words at the end of a line - Make notes from their search and present findings in class - Write words that can be abbreviated - Spell words correctly that the teacher will dictate - Rewrite sentences, abbreviating the underlined words - Write sentences about income-generating activities that include abbreviations - Write a paragraph on how to save money from income-generating activities using words that need to be abbreviated - Peer assess the paragraphs and rewrite them incorporating corrections |
Which words do we normally abbreviate?
|
Skills in English Grade 9 (p. 228)
Dictionaries Reference materials Digital devices Chart papers Sample abbreviations Word lists |
Written exercises
Dictation
Paragraph writing
Peer assessment
Word splitting exercises
Abbreviation exercises
|
|
| 7 | 2 |
PERSONAL GROOMING
Listening and Speaking |
Listening to Respond: Expressing Feelings
|
By the end of the
lesson, the learner
should be able to:
- Identify words and expressions used to describe their feelings towards a poem - Express their feelings towards the subject matter of a poem - Value the importance of poem recitation for effective communication |
The learner is guided to:
- Read poems about personal grooming - Identify words and expressions that can be used to describe feelings towards a poem - Search online or from printed materials for various words and expressions that can be used to describe one's feelings towards a poem - Identify words and expressions that make them develop certain feelings towards the subject matter, main character, and the poem as a whole - Recite poems emphasizing words and expressions that bring out their feelings - Record their recitation and play it to a peer |
How does the poem make you feel?
|
Skills in English Grade 9 (p. 232)
Poetry books Digital devices Audio recordings Recording equipment |
Oral presentations
Observation
Recitation
Audio recordings
Peer assessment
|
|
| 7 | 3 |
Listening and Speaking
Reading |
Listening to Respond: Expressing Feelings
Intensive Reading: Comprehension Strategies |
By the end of the
lesson, the learner
should be able to:
- Express their feelings towards the subject matter of a poem - Value the importance of poem recitation for effective communication |
The learner is guided to:
- Watch the recitation of a live or recorded poem on personal grooming - Describe how the poem made them feel about the subject it addresses - Discuss how one can express feelings while reciting a poem - Select poems from various sources - Use appropriate words and expressions to describe their feelings towards the characters or issues brought out in the poems - Recite the selected poems in groups - Present in detail different feelings towards each poem's subject matter - Participate in a class discussion on the importance of expressing feelings when reciting a poem |
Why is it important to recite poems with feeling?
|
Skills in English Grade 9 (p. 233)
Poetry books Digital devices Video recordings Audio equipment Sample poems Skills in English Grade 9 (p. 234) Reading passages Internet resources Reference materials Printed materials |
Group presentations
Oral discussions
Observation
Peer assessment
Self-assessment
|
|
| 7 | 4 |
Reading
|
Intensive Reading: Comprehension Strategies
|
By the end of the
lesson, the learner
should be able to:
- Summarise ideas in a passage - Apply the skills of making inferences and drawing conclusions in independent reading |
The learner is guided to:
- Read passages such as "Stay well groomed" - Identify the main ideas in the passage and make notes - Use the notes to write a summary of the ideas in the passage - Present summaries on charts and post them on the classroom wall - Invite classmates to view and review the summaries - Review the summaries of peers - Explain the importance of making summaries - Search for texts on personal grooming from the internet, books, newspapers or magazines - Make notes on main ideas, infer information and the meanings of unfamiliar words or expressions |
Why is it important to summarise information from a text?
|
Skills in English Grade 9 (p. 236)
Reading passages Digital devices Chart papers Dictionaries Reference materials Internet resources |
Written summaries
Chart presentations
Peer assessment
Observation
Gallery walk
Question and answer
|
|
| 7 | 5 |
Grammar in Use
|
Phrasal Verbs
|
By the end of the
lesson, the learner
should be able to:
- Identify phrasal verbs formed from break, hang, run and turn in texts - Use the given phrasal verbs in sentences of their own - Value the importance of using phrasal verbs in spoken and written communication |
The learner is guided to:
- Read sentences and identify phrasal verbs - Infer what the phrasal verbs mean based on how they are used in sentences - Read passages like "Waiting" and identify phrasal verbs - Discuss the meaning of phrasal verbs and why we should learn them - Search online or in printed materials for texts that use phrasal verbs formed from break, run, turn and hang - Organize the phrasal verbs into lists based on the verb in each phrase - Use a print or online dictionary to search for the meaning of each phrasal verb |
How are phrasal verbs different from other verbs?
|
Skills in English Grade 9 (p. 238)
Digital devices Dictionaries Reference materials Chart papers Sample texts Word cards |
Oral discussions
Written exercises
Observation
Language games
Sentence construction
|
|
| 8 | 1 |
Grammar in Use
Reading |
Phrasal Verbs
Play: Characterisation |
By the end of the
lesson, the learner
should be able to:
- Use the given phrasal verbs in sentences of their own - Value the importance of using phrasal verbs in spoken and written communication |
The learner is guided to:
- Form phrasal verbs using the verbs hang, run, break and turn - Use appropriate phrasal verbs to fill in blank spaces in passages - Use phrasal verbs to complete substitution tables - Construct at least ten sentences on personal grooming and health education using phrasal verbs - Display sentences on charts in the classroom gallery wall - Review each other's sentences and make necessary corrections - Suggest ways to use phrasal verbs in speech or writing in school or at home - In groups, compose a short song on health education and personal grooming using suitable phrasal verbs |
Which words do we use to express different meanings in daily conversation?
|
Skills in English Grade 9 (p. 240)
Chart papers Dictionaries Reference materials Sample texts Digital devices Skills in English Grade 9 (p. 241) Play excerpts Internet resources |
Written exercises
Song composition
Sentence construction
Peer assessment
Observation
Chart presentations
|
|
| 8 | 2 |
Reading
|
Play: Characterisation
|
By the end of the
lesson, the learner
should be able to:
- Use the clues to describe the characters in a play - Appreciate the role of characterisation in determining virtues and vices in society |
The learner is guided to:
- Use clues to describe the characters and their traits in plays - Create character maps for each character and display them in the classroom gallery - Listen to feedback from classmates and use suggestions to improve character maps - Rehearse and dramatize parts of plays, bringing out the traits of the characters - Make good use of verbal and non-verbal cues - Watch video clips of plays and identify clues that can be used to describe character traits - Role-play different characters in a hot-seating game - Play character identification games |
What makes plays interesting?
|
Skills in English Grade 9 (p. 245)
Play excerpts Digital devices Character maps Chart papers Video clips Drama props |
Role play
Drama performances
Character maps
Hot-seating games
Peer assessment
Observation
|
|
| 8 | 3 |
Writing
|
The Writing Process
|
By the end of the
lesson, the learner
should be able to:
- Outline the different stages of the writing process - Apply the writing process in creating a dialogue on a relevant theme - Value the importance of planning in writing tasks |
The learner is guided to:
- Discuss the steps to follow when writing - Search online and in printed texts for information on the steps of the writing process - Answer questions about the steps of the writing process - In groups, discuss the different tasks involved in each step of the writing process - Use notes and ideas from group discussion to outline the stages of the writing process - Present the outline on a chart - In pairs, take up roles and read dialogues like "A writing task" |
Why should you plan your writing?
|
Skills in English Grade 9 (p. 247)
Sample writing process charts Digital devices Internet resources Reference materials Chart papers Sample dialogues |
Oral discussions
Chart presentations
Written exercises
Observation
Question and answer
|
|
| 8 | 4 |
Writing
Listening and Speaking |
The Writing Process
Extensive Listening: Speeches |
By the end of the
lesson, the learner
should be able to:
- Apply the writing process in creating a dialogue on a relevant theme - Emphasise the importance of each stage in the writing process in crafting flawless dialogues |
The learner is guided to:
- In groups, brainstorm on topics related to personal grooming, respect and life skills - Select one topic from the brainstorming session - Follow the stages of the writing process to write a dialogue on the selected topic - Exchange dialogues with others in the group for assessment - Suggest corrections and improvements - Correct work as needed - In pairs, select one of the dialogues presented and dramatize it - Ensure use of verbal and non-verbal cues appropriately - Record the dramatisation - Comment on strengths and weaknesses of the presentation - Discuss the importance of learning how to write a dialogue |
Why is it important to learn dialogue writing?
|
Skills in English Grade 9 (p. 249)
Digital recording devices Chart papers Reference materials Sample dialogues Props for dramatization Skills in English Grade 9 (p. 251) Audio recordings Video clips Digital devices Internet resources Sample speeches |
Dialogue writing
Role play
Peer assessment
Video recordings
Observation
Dramatization
|
|
| 8 | 5 |
SEA TRAVEL
Listening and Speaking |
Extensive Listening: Speeches
|
By the end of the
lesson, the learner
should be able to:
- Take notes on the points made by the different speakers on the issue - Acknowledge the importance of getting information from varied sources |
The learner is guided to:
- Work with a classmate and take notes on points made by different speakers about sea travel - Share and compare their notes with the notes of other learners - Compile the points that are repeated from the notes - Use the compiled notes to write a speech on any aspect of sea travel - Present the speech to classmates and record themselves - Publish the recorded speech on social media, class vlog or other audio platforms - Discuss what can be done to remember information listened to in a speech |
Why should we distinguish between relevant and irrelevant information during a presentation?
|
Skills in English Grade 9 (p. 252)
Digital recording devices Sample speeches Audio recording equipment Social media platforms Notes from previous lesson |
Speech presentations
Note taking
Recordings
Peer assessment
Observation
Discussions
|
|
| 9 | 1 |
Reading
|
Intensive Reading: Visualising and Summarising
|
By the end of the
lesson, the learner
should be able to:
- Identify mental images created from a read passage - Visualise scenes described in a text - Appreciate the role of mental images in enhancing understanding of a text |
The learner is guided to:
- Discuss how to ensure understanding of what is read - Read stories like "Scenes from the sea" - Answer comprehension questions based on the passage - Work with a classmate to identify words or expressions that appeal to the five senses in the passage - Describe mental images created from the passage that help to imagine how something looks, smells, sounds, feels or tastes - Write descriptive words and expressions that appeal to the five senses in a table - Search from the internet or a variety of texts for sensory words and expressions used to create mental images |
What are the features that make a text appealing to the senses?
|
Skills in English Grade 9 (p. 253)
Reading passages Digital devices Internet resources Sensory vocabulary lists Chart papers |
Written responses
Sensory tables
Observation
Pair work
Question and answer
Group discussions
|
|
| 9 | 2 |
Reading
Grammar in Use |
Intensive Reading: Visualising and Summarising
Sentences: Complex Sentences |
By the end of the
lesson, the learner
should be able to:
- Summarise a paragraph and passage - Apply visualisation and summarisation strategies to enhance reading comprehension |
The learner is guided to:
- Use context clues to infer the meaning of unfamiliar words in passages - Fill in blank spaces in sentences with the most suitable words - In pairs, fill in key information from stories in a graphic organiser - Display outlines on the classroom wall - Fill in more forms with key ideas from texts as guided - Read passages like "Take nothing but memories" - Identify the main ideas in paragraphs - Summarise the ideas in their own words and present them on charts - Share charts and invite other learners to review them - Review the charts of other learners |
Why is it important to write an accurate summary of a text?
|
Skills in English Grade 9 (p. 256)
Reading passages Graphic organisers Chart papers Digital devices Reference materials Skills in English Grade 9 (p. 257) Sentence samples |
Written summaries
Graphic organisers
Peer review
Chart presentations
Observation
Question and answer
|
|
| 9 | 3 |
Grammar in Use
|
Sentences: Complex Sentences
|
By the end of the
lesson, the learner
should be able to:
- Construct complex sentences using subordinating conjunctions learnt - Correct disjointed sentences using the rule of subordinating conjunctions |
The learner is guided to:
- Use subordinating conjunctions to construct complex sentences - Review each other's sentences and make corrections to form well-formed complex sentences - Display sentences on charts - With a classmate, underline and label the main and subordinate clauses on the chart - Use subordinating conjunctions to join pairs of sentences in substitution tables - Select the correct subordinating conjunction to link sentences in completion tables - Punctuate sentences correctly by inserting commas where needed - Correct errors in the choice of conjunctions in given sentences |
How can one differentiate between a simple sentence and a complex sentence?
|
Skills in English Grade 9 (p. 259)
Chart papers Sentence samples Reference materials Digital devices Substitution tables |
Sentence construction
Written exercises
Peer assessment
Chart presentations
Observation
Sentence correction
|
|
| 9 | 4 |
Reading
|
Grade-appropriate Play: Style
|
By the end of the
lesson, the learner
should be able to:
- Identify the styles of humour and monologue in a play - Analyse how these styles contribute to the overall effectiveness of the play - Value the role of literary devices in enhancing a play |
The learner is guided to:
- Read plays like "A funny fear" - Answer questions based on the play - In pairs, identify the use of humour in the play - Identify which character dominates the conversation in the play - In groups, identify and illustrate the use of humour and monologue in the play - Present work in a graphic organiser - Read more plays and identify the use of humour and monologue |
What makes a play interesting to read?
|
Skills in English Grade 9 (p. 261)
Play excerpts Digital devices Graphic organisers Chart papers Reference materials |
Oral discussions
Written responses
Graphic organisers
Group presentations
Observation
Question and answer
|
|
| 9 | 5 |
Reading
Writing |
Grade-appropriate Play: Style
Creative Writing: Idioms |
By the end of the
lesson, the learner
should be able to:
- Dramatise instances of humour and monologue in a play - Acknowledge the role of humour and monologue in enriching a literary work |
The learner is guided to:
- In pairs, search for examples of humour and monologue from various sources - Read them aloud or act them out - Search for plays featuring monologue and humour then watch or read them - Dramatise instances of humour and monologue in the plays - Record performances using digital devices - Watch and review recordings - Write play scripts that include the monologue of a main character and use humour - Dramatise plays for family members or peers - Use humour and monologue to write a play on safety during sea travel |
How do stylistic features enhance the message in a play?
|
Skills in English Grade 9 (p. 262)
Digital recording devices Play excerpts Reference materials Drama props Script writing materials Skills in English Grade 9 (p. 264) Reading passages Dictionaries Digital devices Internet resources Chart papers |
Role play
Dramatisation
Script writing
Video recordings
Peer review
Observation
|
|
| 10 | 1 |
Writing
|
Creative Writing: Idioms
|
By the end of the
lesson, the learner
should be able to:
- Use a variety of idioms in writing narrative compositions - Encourage peers to use idioms appropriately in speech and writing |
The learner is guided to:
- Play language games with idioms - Write a narrative composition on a topic related to sea travel, using given idioms - In groups, collect compositions and read through them - Create a checklist to record idioms and the number of times they are used in each composition - Compare totals and find the most used idiom - List other familiar idioms - Use a variety of idioms to write compositions on topics of choice - In pairs, discuss the importance of using idioms in communication - Plan a presentation to encourage peers to use idioms appropriately |
Why is proper use of idioms important in communication?
|
Skills in English Grade 9 (p. 267)
Chart papers Dictionaries Reference materials Digital devices Sample compositions Language game materials |
Narrative compositions
Checklists
Language games
Peer assessment
Presentations
Observation
|
|
| 10 | 2 |
SPORTS - WORLD CUP (FOOTBALL)
Listening and Speaking |
Intonation in Sentences: Question Tags
|
By the end of the
lesson, the learner
should be able to:
- Write the correct form of question tags in sentences - Use question tags appropriately in communication - Compose sentences using question tags correctly |
The learner is guided to:
- Listen to a recording of a conversation about the World Cup - Answer questions based on the conversation - In pairs, practice reading the conversation with correct intonation - Identify questions in the conversation that use question tags - Copy sentences and write the correct question tag to complete each one - Organize positive and negative patterns in sentences in a table - Write statements that could end in question tags with correct form of question tag for each statement - Take turns to read aloud sentences with question tags using correct intonation |
Why do we use question tags in speech?
|
Skills in English Grade 9 (p. 269)
Audio recordings Digital devices Sentence samples Conversation scripts Chart papers |
Oral reading
Written exercises
Pair work
Observation
Intonation practice
Sentence construction
|
|
| 10 | 3 |
Listening and Speaking
Reading |
Intonation in Sentences: Question Tags
Summarising: Argumentative Texts |
By the end of the
lesson, the learner
should be able to:
- Use question tags appropriately in communication - Compose sentences using question tags correctly - Value the importance of using question tags in communication |
The learner is guided to:
- Match sentences with question tags in provided tables - In groups, discuss things they know or want to learn about the World Cup - Use question tags correctly in their discussion - Based on the discussion, suggest ways to improve oral communication skills - In groups, compose ten sentences using question tags correctly about the World Cup - Take turns to read the sentences aloud - Assess the sentences for correct use of question tags - Write sentences on large paper and display them on the class noticeboard - Write a short paragraph about the World Cup using question tags correctly |
How can we improve our speaking skills?
|
Skills in English Grade 9 (p. 271)
Chart papers Sentence samples Digital devices Reference materials World Cup related materials Skills in English Grade 9 (p. 272) Reading passages Internet resources Argumentative texts |
Group presentations
Oral reading
Written exercises
Peer assessment
Paragraph writing
Observation
|
|
| 10 | 4 |
Reading
|
Summarising: Argumentative Texts
|
By the end of the
lesson, the learner
should be able to:
- Summarise a text correctly in their own words - Apply good summary writing skills in reading |
The learner is guided to:
- Explain to a classmate how to write a summary - Use main ideas and supporting points to write a summary of a text in a short paragraph - Read text a second time to confirm that main ideas and supporting points are identified accurately - Assess summary for clarity and correct use of grammar - Make corrections as needed - Write final summary paragraph of about 200 words - In groups, search for more reading passages and write summaries of each one - Search for information relating to the women's World Cup including facts, dates and names of important personalities - Present findings in a summary or table and post the information on the school noticeboard |
Why should we learn good summary writing skills?
|
Skills in English Grade 9 (p. 274)
Reading passages Digital devices Internet resources Reference materials Chart papers Display materials |
Written summaries
Peer assessment
Information displays
Group presentations
Observation
Question and answer
|
|
| 10 | 5 |
Grammar in Use
|
Sentences: Direct and Indirect Speech
|
By the end of the
lesson, the learner
should be able to:
- Differentiate between direct and indirect speech - Convert direct speech into indirect speech - Value the importance of reporting speech correctly |
The learner is guided to:
- Read sentences and identify how related sentences are connected - Discuss how to report what another person has said - Read sentences and identify differences between direct and indirect speech - Read passages that use direct and indirect speech - Identify how changing from direct to indirect speech affects tense, pronouns and determiners - Study tables showing tense changes when converting direct to indirect speech - Change sentences from direct to indirect speech and vice versa |
How do we report what others have said?
|
Skills in English Grade 9 (p. 275)
Sentence samples Reading passages Reference materials Digital devices Chart papers |
Written exercises
Sentence transformation
Observation
Question and answer
Group discussions
|
|
| 11 | 1 |
Grammar in Use
Reading |
Sentences: Direct and Indirect Speech
Intensive Reading: Play - Relating to Real Life |
By the end of the
lesson, the learner
should be able to:
- Convert direct speech into indirect speech - Use the correct punctuation marks in direct speech - Apply direct and indirect speech correctly in communication |
The learner is guided to:
- Read passages with indirect speech and identify the indirect speech - Rewrite reported questions in direct speech - Rewrite questions from direct to reported speech - Read sentences with direct speech and identify punctuation marks used - Rewrite sentences and insert correct punctuation marks - In pairs, compose sentences in both direct and indirect speech using correct punctuation - Write short conversations using both direct and indirect speech - Watch video recordings of World Cup matches or presentations and write reports using both direct and indirect speech |
Why is it important for an actor to pronounce words correctly and speak audibly in a performance?
|
Skills in English Grade 9 (p. 277)
Sentence samples Reading passages Digital devices Video recordings Reference materials Chart papers Skills in English Grade 9 (p. 279) Play excerpts |
Written exercises
Sentence transformation
Punctuation exercises
Conversation writing
Report writing
Peer assessment
|
|
| 11 | 2 |
Reading
|
Intensive Reading: Play - Relating to Real Life
|
By the end of the
lesson, the learner
should be able to:
- Relate the characters and themes to real life - Participate in a stage performance of a play - Appreciate the beauty of performance of a literary text |
The learner is guided to:
- Read themes identified in the play and select familiar ones - Take turns to explain how the themes relate to real-life experiences - Select characters from the play and relate them to self or known people - Discuss how characters in the play remind them of times when they had different opinions from others and how they reached agreements - Watch videos of plays and note actors' presentation, delivery, costumes and verbal/non-verbal cues - Search for information about skills and qualities of good actors - Present findings in class - Assign roles, memorize lines, discuss costumes, rehearse and perform the play - Record the performance and review it later |
What makes plays interesting?
|
Skills in English Grade 9 (p. 282)
Play excerpts Digital recording devices Drama props Costumes Internet resources Reference materials |
Role play
Dramatization
Video recordings
Character analysis
Peer assessment
Group discussions
|
|
| 11 | 3 |
Writing
|
Descriptive Writing (280-320 words)
|
By the end of the
lesson, the learner
should be able to:
- Use the correct writing process to write a composition - Spell words correctly in composition writing - Value precision and clarity in writing |
The learner is guided to:
- Read a sample descriptive composition like "My FIFA World Cup experience" - Identify characteristics of a well-written composition - Follow the writing process to write a composition of 280-320 words on a World Cup topic - Spell dictated words correctly and confirm spelling using a dictionary - Read excerpts on the World Cup by a writer they admire - Identify descriptive words used in the excerpt - Write a composition using their own words but imitating the writer's style - Include descriptive words used by the writer in their composition - Confirm correct spelling in composition |
What makes a story creative?
|
Skills in English Grade 9 (p. 284)
Sample compositions Digital devices Dictionaries Reference materials Literary excerpts |
Written compositions
Spelling exercises
Peer assessment
Observation
Question and answer
Dictionary use
|
|
| 11 | 4 |
Writing
Listening and Speaking |
Descriptive Writing (280-320 words)
Oral Reports: News (Role-play) |
By the end of the
lesson, the learner
should be able to:
- Apply the five senses in writing descriptive compositions - Display creativity and imagination in composition writing - Value the importance of creativity in writing |
The learner is guided to:
- Scan through the text "My FIFA World Cup experience" to find words and phrases that appeal to the five senses - Write sentences that describe things in the classroom using words that appeal to the senses - Fill in tables with words and phrases that appeal to different senses - Study pictures or items on the World Cup and write descriptive compositions that describe the items - Use words that appeal to touch, taste, hearing, sight and smell - With a classmate, write short paragraphs describing items and have the other person guess what the item is - In groups, write descriptive compositions in relay format - Share compositions with the class and invite comments - Rewrite familiar stories in their own words - Display best compositions in creative corners, school noticeboards or school websites |
Which words do we use to describe our different senses?
|
Skills in English Grade 9 (p. 286)
Sensory vocabulary lists Sample compositions Digital devices Chart papers Display materials Pictures of World Cup events Skills in English Grade 9 (p. 289) News report samples Audio recordings Video clips Timing devices |
Descriptive compositions
Sensory word tables
Relay writing
Peer assessment
Displays
Observation
|
|
| 11 | 5 |
TOURIST ATTRACTION SITES - WORLD
Listening and Speaking |
Oral Reports: News (Role-play)
|
By the end of the
lesson, the learner
should be able to:
- Analyse a recorded grade-appropriate oral news report - Apply the features of oral presentations for effective communication - Appreciate the importance of fluency in news reporting |
The learner is guided to:
- Listen to a recorded oral news report played by the teacher - Answer questions based on the recording - In groups, brainstorm on the importance of body language when reading an oral news report - Complete a table about different aspects of body language and their importance - Analyze the oral news report listened to and present findings in class - Search for news reports on world tourist attraction sites from the internet or print material - Use appropriate body language as they dramatize reading the news reports - Discuss an interesting fact about a named tourist attraction site - Create and role-play a short news report on the tourist attraction site - Listen to one another and assess the oral presentations |
What is an oral report?
|
Skills in English Grade 9 (p. 291)
News report samples Digital recording devices Reference materials Video clips Chart papers |
Role play
Dramatization
Oral presentations
Peer assessment
Body language table
Observation
|
|
| 12 | 1 |
Reading
|
Reading Fluency
|
By the end of the
lesson, the learner
should be able to:
- Preview a text and ignore unfamiliar words - Make predictions about the characters, events and message in a text - Value the importance of fluent reading in communication |
The learner is guided to:
- With a classmate, read sentences fluently in turns - Comment on classmate's fluency - Discuss what makes a person a good reader - Preview texts like "Exploring Waitomo Caves" - Identify the general idea in the text - In pairs, practice model reading of paragraphs using reading fluency strategies like previewing, skimming, scanning and ignoring unfamiliar words - In groups, time themselves as they practice reading fluency - Record reading times in tables - Preview texts of choice while ignoring unfamiliar words |
Why is reading a text fluently important?
|
Skills in English Grade 9 (p. 292)
Reading passages Digital devices Timing devices Reading fluency charts Reference materials |
Timed reading
Peer assessment
Reading fluency charts
Observation
Oral reading
Group timing activities
|
|
| 12 | 2 |
Reading
Grammar in Use |
Reading Fluency
Sentences: Imperative and Exclamatory |
By the end of the
lesson, the learner
should be able to:
- Make predictions about the characters, events and message in a text - Skim a text to get the gist - Scan a text to obtain specific information |
The learner is guided to:
- Study pictures in texts like "Exploring Waitomo Caves" and predict information about characters and events - Read the first sentence of every paragraph and predict information about events and message - Read stories individually at the right speed, pronouncing words accurately and displaying appropriate emotions - In groups, take turns to read passages aloud and assess each other's reading - Watch videos of others reading and assess their fluency - Search for unfamiliar words in texts and infer meanings from context - In pairs, skim through texts to find main ideas - Scan through texts to find specific details from the text - Select and skim through several texts for main ideas |
How can one read a text fluently?
|
Skills in English Grade 9 (p. 294)
Reading passages Digital devices Video clips Reference materials Chart papers Reading fluency charts Skills in English Grade 9 (p. 297) Sentence samples |
Oral reading
Peer assessment
Skimming exercises
Scanning exercises
Prediction activities
Observation
|
|
| 12 | 3 |
Grammar in Use
|
Sentences: Imperative and Exclamatory
|
By the end of the
lesson, the learner
should be able to:
- Punctuate given texts by use of the appropriate punctuation marks - Appreciate the use of exclamatory and imperative sentences in spoken language |
The learner is guided to:
- Listen to questions from the teacher and respond using imperative sentences - Read texts with omitted punctuation marks - Copy texts and punctuate them using appropriate punctuation marks - Explain why exclamation marks were used to end some sentences and full stops to end others - Punctuate more texts provided by the teacher - Listen to texts provided by the teacher - Identify characters in the texts - Select characters and construct exclamatory sentences about them - Identify comparisons brought out by sentences in texts |
How do you decide whether to use an exclamation mark or a period at the end of a sentence?
|
Skills in English Grade 9 (p. 299)
Text samples Digital devices Reference materials Chart papers Sentence cards |
Punctuation exercises
Sentence construction
Written exercises
Observation
Peer assessment
Group activities
|
|
| 12 | 4 |
Reading
|
Intensive Reading: Poems
|
By the end of the
lesson, the learner
should be able to:
- Explain why it is important to relate ideas in poems to real life - Relate ideas in poems on tourist attraction sites to real life - Value the need to relate ideas in poems to real life |
The learner is guided to:
- Read poems like "I will travel the world" - Answer questions based on the poem - Pick out key ideas in the poem - Read additional poems like "The beach funfair" - Pick out key ideas in the poem - In groups, discuss questions about the messages, similarities and differences in the poems - In pairs, take turns to explain the importance of relating ideas from poems to real-life experiences - Use dictionaries to find meanings of unfamiliar words in poems - Construct sentences about international tourist sites using these words |
Why is it important to relate ideas read in works of art to real life?
|
Skills in English Grade 9 (p. 300)
Poetry books Digital devices Dictionaries Reference materials Chart papers |
Oral discussions
Written responses
Dictionary use
Sentence construction
Group activities
Question and answer
|
|
| 12 | 5 |
Reading
Writing Writing |
Intensive Reading: Poems
Emails Emails |
By the end of the
lesson, the learner
should be able to:
- Relate ideas in poems on tourist attraction sites to real life - Acknowledge the need to relate ideas in poems to real life |
The learner is guided to:
- In groups, relate ideas in poems to real life by discussing questions about desired places to visit - Discuss interest in tourist sites mentioned in poems - Relate hopes expressed by personas about their future to their own dreams - Relate visits to tourist sites to their own experiences - Identify words in poems that bring out personas' excitement about seeing ships, boats and ocean waves - Describe similar personal experiences - Share first-time experiences when visiting new places - Describe how experiences relate to places described in poems - Read more poems about tourist attraction sites from different sources - Relate ideas in the poems to real-life experiences - Individually, write down the role of poems in society |
What is the role of poems in the society?
|
Skills in English Grade 9 (p. 302)
Poetry books Digital devices Internet resources Reference materials Chart papers Skills in English Grade 9 (p. 304) Email diagrams Sample emails Skills in English Grade 9 (p. 305) Display materials |
Group discussions
Oral presentations
Written responses
Role of poetry lists
Peer sharing
Observation
|
Your Name Comes Here