POLLUTION

Listening and Speaking

Listening Comprehension

By the end of the lesson, the learner should be able to:

- Identify the main idea from a cause and effect text.
- Pinpoint specific information from a cause and effect text.
- Acknowledge the importance of listening for detail.

The learner is guided to:
- Listen carefully as the teacher reads an oral text.
- Give answers to questions about the main idea and other ideas presented in the text.
- Discuss what to look out for when listening to a text.
- Listen to the passage "Plastics" and identify the ideas presented.
- Answer oral questions based on the passage.

What should one look for when listening to a text?

Moran Skills in English pg. 32
Audio recordings
Digital devices
Lesson notes

Oral questions Assessment rubrics Checklists Written questions

Listening and Speaking

Listening Comprehension

By the end of the lesson, the learner should be able to:

- Infer the meanings of unfamiliar words using context clues.
- Relate cause and effect in a listening text.
- Value the role of careful listening in communication.

The learner is guided to:
- Complete a table using information from the text on pollution, following key words like "therefore," "because," "as a result."
- Give the meaning of specific words as used in the listening text.
- Construct sentences using the words.
- Make a list of unfamiliar words and practice pronouncing them correctly.
- Look up the meaning of words from an online or printed dictionary.
- Discuss the benefits of listening for details.

Why should we listen keenly?

Moran Skills in English pg. 33
Dictionary
Digital devices
Resource person

Fill in gaps Oral questions Vocabulary exercises Group discussions

Reading

Intensive Reading

By the end of the lesson, the learner should be able to:

- Answer questions based on a given text correctly.
- Identify the key events in a passage.
- Appreciate the value of reading to gather information.

The learner is guided to:
- Look at pictures in the passage "Saving River Kabuku" and predict events.
- Read the passage silently to internalize the information.
- Retell the story in their own words.
- Tell peers what they have learned from the story.
- Read the text aloud in turns as they answer oral questions.

How can one improve the way they read?

Moran Skills in English pg. 33
Digital devices
Lesson notes
Teacher's guide

Oral questions Checklists Written questions Assessment rubrics

Reading
Grammar in Use

Intensive Reading
Word Classes: Primary Auxiliaries

By the end of the lesson, the learner should be able to:

- Infer meanings of words in a given text correctly.
- Relate the text to real-life experiences.
- Acknowledge the importance of good reading skills in life.

The learner is guided to:
- Answer direct and inferential questions based on the passage "Saving River Kabuku."
- Retell events in the story in the order in which they occurred.
- Role-play the learners' discussion about River Kabuku.
- Tell a classmate the meaning of words based on the first picture in the passage.
- Explain the meaning of given words as used in the passage.
- Find synonyms for words in the same sentence in which they are used.

Which skills should one use in order to read effectively?

Moran Skills in English pg. 35
Dictionary
Digital devices
Reference materials
Moran Skills in English pg. 37
Reference materials
Sample texts

Written questions Oral presentations Role play Peer assessment

Grammar in Use

Word Classes: Primary Auxiliaries

By the end of the lesson, the learner should be able to:

- Use primary auxiliary verbs in sentences correctly.
- Distinguish between auxiliary verbs used as helping verbs and main verbs.
- Appreciate the importance of primary auxiliary verbs in communication.

The learner is guided to:
- Write sentences using each of the primary auxiliary verbs identified in the text.
- Copy and fill in a table by writing sentences using primary auxiliary verbs for different functions.
- Imagine being Furaha in the passage "Saving River Kabuku" and construct sentences about plans to save the river using primary auxiliary verbs.
- Fill in blank spaces in sentences using the appropriate forms of the verbs do, be, and have.
- Write a paragraph on environmental conservation using primary auxiliary verbs.

What are the different uses of primary auxiliary verbs?

Moran Skills in English pg. 39
Digital devices
Charts
Reference materials

Written exercises Sentence construction Paragraph writing Gap-filling exercises Peer assessment

Reading

Intensive Reading: Poetry

By the end of the lesson, the learner should be able to:

- Identify the aspects of structure in a given poem.
- Recognize recurring patterns in the poem.
- Value the aesthetic quality of poetic structure.

The learner is guided to:
- Read the poem "Hey, stop!" in groups.
- Answer questions based on the poem about the title, persona, audience, and messages.
- Study the poem and identify the number of stanzas, lines per stanza, and rhyming patterns.
- Discuss the meanings of the similes and metaphors identified.
- Search for poems from the Internet or books and identify aspects of structure.

What messages do poems convey?

Moran Skills in English pg. 40
Poetry books
Digital devices
Charts

Checklists Assessment rubrics Written questions Group presentations

Reading

Intensive Reading: Poetry

By the end of the lesson, the learner should be able to:

- Recognize the main ideas in a given poem.
- Explain the surface and deeper meaning in a poem.
- Recognize the role of poems in communicating values.

The learner is guided to:
- Reread the poem "Hey, stop!" and identify and discuss the message and main ideas.
- Relate the message of the poem to everyday life in their community or country.
- Analyze what comes to mind when reading specific stanzas.
- Explain the surface and deeper meaning of phrases like "gouged out my eyes" and "created craters."
- Recite and dramatize the poem bringing out its message through voice variation and gestures.
- Write a poem about pollution.

What emotions or feelings are conveyed by the poet?

Moran Skills in English pg. 41
Poetry books
Class noticeboard
Digital devices

Oral presentation Observation Written assessment Creative writing evaluation Peer review

Writing

Paragraphing: Sequencing of Ideas

By the end of the lesson, the learner should be able to:

- Identify conjunctions used in a well-formed paragraph.
- Explain the functions of different conjunctions.
- Value the importance of conjunctions in organizing ideas.

The learner is guided to:
- Study words like first, next, then, after that, finally, and, but, because, or.
- Discuss how these words are used in storytelling.
- Read the passage "A health hazard" and identify the conjunctions used.
- Discuss the functions of the conjunctions as used in the paragraph.
- Search for conjunctions used in texts and identify their functions.

Why is it important to use conjunctions in writing?

Moran Skills in English pg. 43
Charts
Lesson notes
Teacher's Guide
Digital devices

Written questions Assessment rubrics Checklists Peer Assessment Oral questions

Writing

Paragraphing: Sequencing of Ideas

By the end of the lesson, the learner should be able to:

- Use conjunctions to sequence and connect ideas correctly in a paragraph.
- Rearrange sentences to form a coherent paragraph.
- Appreciate the role of conjunctions in communication.

The learner is guided to:
- Find paragraphs from the Internet or books in which conjunctions are used to connect ideas.
- Use conjunctions like "and," "because," "then," "later," "after that," "finally," "but," "so," and "first" to sequence ideas correctly in the text "Creating crafts."
- Use appropriate conjunctions to combine and sequence sentences.
- Rearrange sentences in the text "Where do the bottles go?" to make a logical paragraph using conjunctions.
- Write a short composition on pollution using different conjunctions to sequence ideas.

How can a good paragraph be developed?

Moran Skills in English pg. 45
Digital devices
Crossword puzzles
Lesson notes

Written assignments Paragraph construction Peer assessment Composition writing Editing tasks

CONSUMER PROTECTION

Listening and Speaking

Extensive Listening: Poems

By the end of the lesson, the learner should be able to:

- Identify messages in poems
- Perform poems using appropriate techniques
- Acknowledge the role of poems in society

The learner is guided to:
- Watch performances of poems provided by the teacher
- Write key ideas in the poems listened to
- In pairs, identify and discuss the messages in the poems
- Present findings to classmates

What messages are conveyed in poems?

Moran - Skills in English pg. 183
Digital devices
Audio recordings of poems
Teacher's Guide

Observation Oral questions Peer assessment Group presentations

Listening and Speaking
Reading

Extensive Listening: Poems
Intensive Reading: Comprehension Strategies

By the end of the lesson, the learner should be able to:

- Discuss features of performance that make recitation of poems interesting
- Recite poems using appropriate techniques of performance
- Value the role of poems in communicating consumer protection issues

The learner is guided to:
- In groups, discuss features of performance that make recitation of poems interesting
- Search from the Internet or in books for poems relating to consumer protection
- In groups, rehearse and perform the poems using verbal and non-verbal features of performance
- Record performances
- Watch recordings of performances and discuss features that stand out

How can you improve the presentation of a poem?

Moran - Skills in English pg. 183
Digital devices
Poems
Recording devices
Charts
Moran - Skills in English pg. 184
Comprehension passages
Dictionary
Digital devices

Oral presentations Recordings Peer assessment Assessment rubrics

Reading

Intensive Reading: Comprehension Strategies

By the end of the lesson, the learner should be able to:

- Create mental images of the characters, places and events in the text
- Summarize the key points in the text
- Appreciate the role of reading in lifelong learning

The learner is guided to:
- Read the story "Market day" again
- Identify sections that describe characters, places and events
- Identify words that appeal to the five senses
- Underline sentences that guide in drawing pictures to illustrate characters, places and events
- Draw pictures of characters, places and events in the story
- Complete a diagram with information from the story
- Write a summary paragraph of the key points in the story

Which words can bring out the five senses in a text?

Moran - Skills in English pg. 186
Summary maps/charts
Drawing materials
Digital devices

Summary writing Drawings Diagrams Written exercises

Grammar in Use

Word Classes: Compound Sentences

By the end of the lesson, the learner should be able to:

- Identify compound sentences from texts
- Identify coordinating conjunctions used in compound sentences
- Appreciate the usage of compound sentences in communication

The learner is guided to:
- Read a text about a customer purchasing shoes
- Find conjunctions and, but, or and so in the text
- Identify the sentences joined by these conjunctions and read them aloud
- Search online or in grammar books for texts about consumer protection
- Read the texts and identify compound sentences that use coordinating conjunctions

Why do we join sentences?

Moran - Skills in English pg. 187
Grammar books
Digital devices
Charts
Teacher's Guide

Written exercises Identification tasks Oral reading Observation

Grammar in Use

Word Classes: Compound Sentences

By the end of the lesson, the learner should be able to:

- Construct compound sentences using different coordinating conjunctions
- Use compound sentences in communication
- Value the role of compound sentences in effective communication

The learner is guided to:
- Search online and in books for conjunctions that can be used to create compound sentences
- Use the conjunctions and, but, so and or to construct compound sentences about consumer protection
- In groups, use provided conjunctions to join sentences
- Use different coordinating conjunctions to join sentences provided by the teacher
- Write compound sentences on a large piece of paper and display in class
- Assess the compound sentences written by classmates

How do we join sentences?

Moran - Skills in English pg. 188
Charts
Digital devices
Assessment checklist
Sentence strips

Sentence construction Peer assessment Written exercises Group work

Reading

Short Story: Style

By the end of the lesson, the learner should be able to:

- Identify personification and flashback in a short story
- Read and retell a short story
- Appreciate the creative use of language in short stories

The learner is guided to:
- Study the picture and read the title of the story "Goods once sold"
- Predict what the story might be about
- Read the story "Goods once sold"
- Retell the story to classmates
- Answer questions based on the story
- Search online and in printed materials for information about flashback and personification as features of style in writing

How does a writer make a story interesting?

Moran - Skills in English pg. 189
Short story
Pictures
Digital devices

Oral retelling Written questions Reading aloud Peer assessment

Reading

Short Story: Style

By the end of the lesson, the learner should be able to:

- Identify examples of personification and flashback in a short story
- Dramatize selected parts of a short story featuring personification and flashback
- Value the use of stylistic devices in enhancing meaning in a text

The learner is guided to:
- Identify examples of personification and flashback in the short story "Goods once sold"
- Make short notes on personification and flashback with examples from the short story
- In groups, select sections of the story which use flashback and personification
- Dramatize the sections selected
- Present dramatizations to classmates

Which qualities of a person can animals or things be given?

Moran - Skills in English pg. 191
Notes on style
Digital devices
Charts
Teacher's Guide

Dramatization Note-making Peer assessment Observation

Writing

Creative Narrative Composition: Idioms

By the end of the lesson, the learner should be able to:

- Explain the meaning of specified idioms in context
- Identify idioms in a text
- Acknowledge the value of idioms in spoken and written communication

The learner is guided to:
- Read the passage "The apple of my eye"
- In pairs, discuss what makes the passage interesting
- List phrases highlighted in the passage
- Discuss the meaning of idioms and how they are used
- Explain the meaning of each of the idioms used in the text

What makes a story outstanding?

Moran - Skills in English pg. 192
Text with idioms
Dictionary
Digital devices

Oral questions Identification tasks Written exercises Group discussions

Writing
Listening and Speaking

Creative Narrative Composition: Idioms
Pronunciation and Intonation

By the end of the lesson, the learner should be able to:

- Compose a narrative composition using specified idioms
- Review narrative compositions for correctness
- Value the use of idioms in enhancing communication

The learner is guided to:
- Write a composition on any subject relating to consumer protection using provided idioms
- In groups, share compositions
- Review one another's work using a provided checklist
- In groups, play a language game on constructing sentences using idioms
- Write a final draft of the narrative composition using idioms correctly

How can we improve our writing skills?

Moran - Skills in English pg. 193
Assessment checklist
Sample idioms
Digital devices
Teacher's Guide
Moran - Skills in English pg. 195
Audio dictionary
Word lists

Composition writing Peer assessment Language games Assessment rubrics

SPORTS: OLYMPICS

Listening and Speaking

Pronunciation and Intonation

By the end of the lesson, the learner should be able to:

- Use the correct intonation in declarative and exclamatory sentences
- Distinguish between rising and falling intonation
- Value the role of intonation in expressing meaning

The learner is guided to:
- Practise reading words with silent letters in pairs
- Read sentences aloud and pronounce words with silent letters correctly
- Observe the difference between first and second readings of sentences
- Practise reading a sentence aloud to show different emotions (surprise, excitement, matter of fact)
- Listen as the teacher reads sentences and indicate whether falling or rising intonation is used
- In pairs, practise reading sentences using the correct intonation

What are some of the words with silent letters?

Moran - Skills in English pg. 196
Sentence strips
Digital recordings
Lesson notes
Teacher's Guide

Oral reading Intonation exercises Peer assessment Observation

Reading

Study Skills

By the end of the lesson, the learner should be able to:

- Identify the main ideas in a descriptive text
- Make notes from a descriptive text
- Appreciate the role of note making in studying

The learner is guided to:
- Explain the steps to follow when writing a summary of a text
- Read the passage "Safety in sports"
- Answer questions based on the passage
- In groups, discuss how key points in a text can be identified
- Write a list of key points a sportsperson should consider to avoid injury in sports
- In pairs, share and compare lists

Why is it important to summarize information?

Moran - Skills in English pg. 197
Descriptive text
Note-making templates
Digital devices

Written questions Note-making Group discussions Pair work

Reading

Study Skills

By the end of the lesson, the learner should be able to:

- Identify the steps to follow when summarizing a text
- Summarize a descriptive text in a paragraph of stated number of words
- Acknowledge the role of summarizing in learning

The learner is guided to:
- Write a suitable title for the list of key points made
- Reread a descriptive text about the Olympics
- Write the main points identified in a numbered list
- Create a summary paragraph using notes made
- Check summary for accuracy
- Review and edit paragraphs
- Write the final copy of the summary
- Read texts provided by the teacher, make notes and write summaries

How can key points be identified in a text?

Moran - Skills in English pg. 200
Descriptive text
Summary samples
Digital devices
Teacher's Guide

Summary writing Peer assessment Paragraph writing Assessment rubrics

Grammar in Use

Sentences: Active and Passive Voice

By the end of the lesson, the learner should be able to:

- Identify sentences in the active and passive voice
- Explain the differences between active and passive voice
- Appreciate the role of active and passive voice in communication

The learner is guided to:
- Read sentences in active and passive voice
- In pairs, discuss differences between active and passive voice sentences
- Study tables showing differences between active and passive voice sentences
- Read sentences and indicate whether they are in active or passive voice
- Read a paragraph, identify and underline sentences in active voice and circle those in passive voice
- Search online or in books for texts on Olympics and find sentences in active and passive voice

Why should one use a variety of sentences?

Moran - Skills in English pg. 201
Sentence strips
Grammar books
Digital devices

Identification tasks Written exercises Oral questions Observation

Grammar in Use

Sentences: Active and Passive Voice

By the end of the lesson, the learner should be able to:

- Transform sentences from active to passive voice and vice versa
- Construct sentences in active and passive voice
- Value the use of active and passive voice in enhancing communication

The learner is guided to:
- With a classmate, change sentences from active voice to passive voice
- Change sentences from passive voice to active voice
- In groups, construct sentences in active voice and passive voice on events in the Olympics
- Display sentences on a chart in class gallery for peer review
- Search from the Internet or books for more sentences in active and passive voice

How can one tell the doer and the receiver of an action in a sentence?

Moran - Skills in English pg. 202
Charts
Digital devices
Grammar books
Teacher's Guide

Sentence transformation Sentence construction Peer assessment Group work

Reading

Extensive reading: Short story

By the end of the lesson, the learner should be able to:

- Identify the ideas in the short story
- Relate the ideas from the short story to real life experiences
- Acknowledge the value of short stories in reflecting social issues

The learner is guided to:
- Study the picture in the story "The entire world was watching"
- Describe what is taking place in the picture
- Read the story "The entire world was watching"
- Answer questions based on the story
- Identify the ideas brought out in the story
- In pairs, discuss the events in the story
- List and discuss characters mentioned in the story

Where does a writer get what to write about?

Moran - Skills in English pg. 203
Short story
Pictures
Digital devices

Oral questions Written exercises Group discussions Observation

Reading
Writing

Extensive reading: Short story
Creative Writing: Descriptive Writing

By the end of the lesson, the learner should be able to:

- Identify issues brought out through characters and events in a story
- Make connections between story events and real-life situations
- Value the role of stories in addressing social issues

The learner is guided to:
- Study a table which presents issues brought out in the story
- In groups, make a similar table and fill it with more examples from the story
- In pairs, relate the ideas in the story to their own experiences or the experiences of people they know
- In groups, dramatize and record sections of the story that show real-life experiences

How are stories related to what happens in real life?

Moran - Skills in English pg. 205
Analysis tables
Recording devices
Digital devices
Teacher's Guide
Moran - Skills in English pg. 206
Descriptive passages
Dictionary
Charts

Role play Table completion Group discussions Recordings

Writing

Creative Writing: Descriptive Writing

By the end of the lesson, the learner should be able to:

- Write a descriptive composition on people, places and events
- Use words that appeal to the five senses in descriptive writing
- Value the place of description in written and spoken communication

The learner is guided to:
- Search from the Internet or books for words and expressions that appeal to the five senses
- Group words in a table according to which sense they appeal to
- Watch a video of one of the sporting events Kenya participates in at the Olympics
- Write a descriptive paragraph about that sport
- Write a descriptive composition based on one of the sports featured in the Olympics
- Present composition for peer review
- Edit and revise composition based on feedback
- Publish completed composition on the school website, in a class blog or on a poster

How can description make our writing better?

Moran - Skills in English pg. 207
Videos of sporting events
Digital devices
Assessment checklist
Teacher's Guide

Descriptive writing Peer assessment Portfolio assessment Assessment rubrics

TOURIST ATTRACTION SITES: AFRICA

Listening and Speaking

Oral Reports: Events

By the end of the lesson, the learner should be able to:

- Identify the items in the format of an oral report
- Present a written report using effective speaking skills
- Acknowledge the importance of oral reports in communication

The learner is guided to:
- In pairs, plan a presentation about a tourist attraction site in Africa
- Study pictures provided by the teacher
- In pairs, discuss the activities taking place in the pictures
- In pairs, discuss the correct sequence of the pictures
- In groups, discuss experiences during a visit to a tourist attraction site
- Retell the events that took place during the visit in the correct order

How can you make your presentation convincing?

Moran - Skills in English pg. 209
Pictures
Digital devices
Charts
Teacher's Guide

Oral presentations Picture sequencing Group discussions Observation

Listening and Speaking

Oral Reports: Events

By the end of the lesson, the learner should be able to:

- Recount events that take place outside the classroom
- Present an oral report using verbal and non-verbal cues
- Value the role of oral reports in enhancing communication

The learner is guided to:
- In pairs, search from the Internet or a book for an oral report
- Identify the steps taken during oral report presentations
- Suggest how to make reports more interesting
- Prepare a report on an event that took place outside the classroom
- Rehearse the report using verbal and non-verbal cues
- Present the report to the group
- Listen to classmates' reports and provide feedback using a provided table

Why do we give oral reports?

Moran - Skills in English pg. 210
Feedback table
Digital devices
Sample oral reports

Oral presentations Peer assessment Assessment rubrics Observation

Reading

Reading Fluency

By the end of the lesson, the learner should be able to:

- Outline reading fluency aspects and strategies observed while reading aloud
- Identify methods one can use to read more fluently
- Appreciate the importance of reading fluently

The learner is guided to:
- Time themselves as they read a paragraph from a text
- In groups, talk about reading fluency features such as accuracy, speed, and reading with expression
- Discuss findings with another group in the class
- In groups, identify methods one can use to read more fluently
- Find a text about tourist attraction sites in Africa and read it aloud
- Outline the reading fluency aspects and strategies used while reading
- Display reading fluency aspects on a chart

What emotions or feelings can we display when reading a text?

Moran - Skills in English pg. 211
Reading texts
Stopwatch/timer
Charts
Digital devices

Oral reading Timing exercises Group discussions Chart displays

Reading

Reading Fluency

By the end of the lesson, the learner should be able to:

- Read texts accurately, with expression and at the right speed
- Apply fluency strategies when reading a text
- Value the significance of poems in communication

The learner is guided to:
- Preview the story "Tourist attraction sites"
- Skim through the text by reading the title and first sentence of every paragraph to get the main idea
- Scan through the text to find characters
- Read the story aloud, ignoring unfamiliar words
- Answer questions based on the story
- Read and recite the text "The wonders of Africa" in groups
- Discuss emotions and feelings displayed when reading the text
- Search from the Internet or in books for stories and poems on tourist attraction sites in Africa and read them aloud

Why should we read a text at the right speed?

Moran - Skills in English pg. 212
Stories and poems
Digital devices
Reading passages
Teacher's Guide

Oral reading Group recitation Written questions Peer assessment

Grammar in Use

Types of Sentences: Interrogative sentences

By the end of the lesson, the learner should be able to:

- Identify interrogative sentences and question tags from a text
- Distinguish between different types of interrogative sentences
- Acknowledge the role of correctly framed questions in communication

The learner is guided to:
- Ask a classmate about a given tourist attraction site in Africa and note how the question was asked and answered
- Read the text "From Cape Town to Cairo"
- Identify different types of questions in the text (yes/no questions, WH-questions, alternative questions)
- In pairs, take turns to ask and answer a question with a question tag from the text
- Identify question tags from a dialogue "Finding out about the Falls"
- With a classmate, take turns asking and answering the question tags in the dialogue

How do we ask questions?

Moran - Skills in English pg. 215
Text with questions
Dialogue
Digital devices
Charts

Identification tasks Oral questions Written exercises Pair work

Grammar in Use
Reading

Types of Sentences: Interrogative sentences
Poems

By the end of the lesson, the learner should be able to:

- Use interrogative sentences and question tags in varied contexts
- Form different types of interrogatives correctly
- Value the role of questions in enhancing communication

The learner is guided to:
- Read more texts from the Internet or books on tourist attraction sites in Africa to identify WH-questions, Yes/No questions, alternative questions, and question tags
- Compare findings with classmates
- Write a short dialogue using different types of interrogative sentences and question tags
- Display interrogative sentences and question tags on a diagram
- Search from the Internet and in books for more examples of question tags and interrogative sentences
- In groups, plan and present a role-play using interrogative sentences to ask about tourist attraction sites in Africa

How do we answer questions?

Moran - Skills in English pg. 217
Diagrams
Digital devices
Dialogue samples
Teacher's Guide
Moran - Skills in English pg. 219
Poem texts
Lesson notes

Dialogue writing Role play Diagram completion Peer assessment

Reading

Poems

By the end of the lesson, the learner should be able to:

- Match words with their meanings from the poem
- Identify lessons from the poem
- Recognize the role of poems in lifelong learning

The learner is guided to:
- Copy and match words from the poem with their meanings
- Find words or phrases in a stanza of the poem that describe people or things that pollute River Nile
- Complete words with missing letters from the poem
- Use complete words in sentences
- In groups, discuss what the poem teaches about the dangers of pollution, benefits of a river to the environment, and the importance of having a goal
- Point out lessons brought out through relationships between characters in the poem
- Present work in posters and display on noticeboards

Which lessons have you learnt from poems before?

Moran - Skills in English pg. 220
Vocabulary matching exercises
Posters
Digital devices
Word cards

Matching exercises Word completion Group discussions Poster displays

Writing

Functional Writing: Personal Journals

By the end of the lesson, the learner should be able to:

- Outline the components of a personal journal
- Explain the purpose of keeping a personal journal
- Acknowledge the role of journals in self-expression

The learner is guided to:
- Read a journal entry made by Nyakio
- In pairs, identify the parts of the personal journal
- In groups, discuss why we keep a personal journal or diary
- Tell a classmate the kind of things that could be written in a personal journal
- In pairs, search online and in printed materials for sample journals
- View and outline parts of the journals

Why do we write journals?

Moran - Skills in English pg. 221
Sample journals
Digital devices
Charts
Teacher's Guide

Oral presentations Identification tasks Group discussions Pair work

Writing

Functional Writing: Personal Journals

By the end of the lesson, the learner should be able to:

- Create a personal journal on varied experiences
- Evaluate a journal for correctness and relevance
- Value the role of journal writing in personal development

The learner is guided to:
- Bring a journal to class or sign up for an online journal, or make one from a notebook
- In groups, give ideas about what could be written in journals, such as experiences of learning about or visiting tourist attraction sites
- Choose and reflect on one experience to write about
- Record thoughts and feelings in the journal
- Reread journal entry and assess it using a provided checklist
- Include additional thoughts or ideas about the experience
- Share journal entry by writing it on a poster or sending it through social media

What would you like to remember about an experience?

Moran - Skills in English pg. 221
Journals/notebooks
Assessment checklist
Digital devices
Posters

Journal writing Self-assessment Peer assessment Portfolio assessment