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| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 2 |
CHOOSING A CAREER
Listening and Speaking |
Conversational Skills: interviews
|
By the end of the
lesson, the learner
should be able to:
- Identify polite words and expressions in a radio or television interview - Use polite words and expressions when conducting an interview - Value polite language during interviews |
The learner is guided to:
- Read questions from Mwala and Matano and identify differences between them - Determine who between Mwala and Matano has used polite words - Listen to a recorded radio or television interview - Identify and list polite words and expressions used in the interview - Role-play the interview in groups - Discuss why polite language should be used during interviews |
Why is it important to use polite language during an interview?
|
Moran - Skills in English pg. 157
Recorded interviews Digital devices Reference materials Radio/television interviews Teacher's guide |
Polite expression identification
Role play
Oral presentations
Written exercises
Group discussions
|
|
| 1 | 3 |
Listening and Speaking
Reading Reading |
Conversational Skills: interviews
Extensive Reading: Non-fiction Extensive Reading: Non-fiction |
By the end of the
lesson, the learner
should be able to:
- Conduct an interview on a given topic using polite expressions - Apply non-verbal cues during an interview - Appreciate the role of interviews in collecting information |
The learner is guided to:
- Listen to a radio interview or watch a television interview - Make a list of polite words and expressions used in the interview - Search for questions and answers used in radio or television interviews - Conduct an interview on the subject of choosing a career using polite words and expressions - Make a list of verbal and non-verbal cues used to express politeness - Prepare questions about experiences of people in different careers - Conduct an interview with a group member about experiences in a selected career |
How do we show respect for others people's opinion?
|
Moran - Skills in English pg. 158
Digital devices Sample interviews Reference materials Interview question lists Teacher's guide Text "Choosing a career" Non-fiction texts Moran - Skills in English pg. 159 Dictionaries |
Interview conducting
Non-verbal cue assessment
Polite expression usage
Peer assessment
Group discussions
|
|
| 1 | 4 |
Grammar in Use
Reading |
Word Classes: Adverbs
Intensive Reading: Lessons Learnt |
By the end of the
lesson, the learner
should be able to:
- Identify adverbs formed from adjectives in sentences or a group of words - Form adverbs from adjectives - Appreciate the value of adverbs in communication |
The learner is guided to:
- Read a conversation about career choice - Identify the adverb "cheerfully" in the conversation - Determine the adjective from which "cheerfully" is formed - Discuss why words are formed from other words - Read sentences and identify adverbs formed from adjectives - Search for adverbs formed from adjectives from the Internet, newspapers, magazines or books - List adverbs and compare with classmates - Identify adverbs formed from adjectives in provided word groups |
Why should we form words from other words? What are the functions of adverbs?
|
Moran - Skills in English pg. 161
Digital devices Newspapers Magazines Reference materials Teacher's guide Moran - Skills in English pg. 162 Posters and charts Gap filling exercises Moran - Skills in English pg. 164 Short story "A career talk" Lesson analysis charts |
Adverb identification
Word formation exercises
Written exercises
Oral presentations
Group discussions
|
|
| 1 | 5 |
Reading
Writing |
Intensive Reading: Lessons Learnt
Mechanics of Writing: Prefixes and Suffixes |
By the end of the
lesson, the learner
should be able to:
- Relate the lessons learnt in the short story to real life situations - Apply lessons learnt to personal situations - Appreciate the relevance of the short story in addressing real life issues |
The learner is guided to:
- Answer questions based on the story "A career talk" - Retell the story in pairs - Role-play sections of the story that bring out main lessons - Identify and role-play other events that bring out main lessons - Relate events in own life to those in the story - Write a composition on the subject of careers and assess in pairs - Relate lessons learnt to experiences, people or things around them - Watch or listen to a recorded story and identify lessons learnt - Compare lessons to personal experiences - Discuss ways of deriving lessons from short stories |
What issues in the society are addressed by stories?
|
Moran - Skills in English pg. 165
Short story "A career talk" Digital devices Recorded stories Reference materials Teacher's guide Moran - Skills in English pg. 167 Texts with prefixes and suffixes Word lists |
Role play
Composition writing
Lesson application
Oral presentations
Group discussions
|
|
| 2 | 1 |
Writing
Listening and Speaking |
Mechanics of Writing: Prefixes and Suffixes
Listening to Respond: Attitude |
By the end of the
lesson, the learner
should be able to:
- Use prefixes and suffixes correctly in sentences - Infer the meaning of a word from its prefix or suffix - Acknowledge the influence of prefixes and suffixes on meaning and formation of words |
The learner is guided to:
- Read pairs of words and sentences in which the words are used - Listen to words read by the teacher and write them down - Find the meaning of dictated words by looking at prefixes or suffixes - Copy sentences and fill in blank spaces by adding prefixes or suffixes to given words - Construct six sentences using words with prefixes and suffixes - Search for more words with prefixes and suffixes - Use words with prefixes and suffixes in sentences |
How can word parts help us understand new words?
|
Moran - Skills in English pg. 168
Dictated words list Digital devices Reference materials Gap filling exercises Teacher's guide Moran - Skills in English pg. 170 Audio recordings of songs |
Gap filling exercises
Sentence construction
Dictation exercises
Written exercises
Group discussions
|
|
| 2 | 2 |
MODERN FASHION
Listening and Speaking Reading Reading |
Listening to Respond: Attitude
Intensive Reading: Comprehension Strategies Intensive Reading: Comprehension Strategies |
By the end of the
lesson, the learner
should be able to:
- Perform a song using relevant features of performance - Identify the opinions of others in a song - Value the role of attitude in communication |
The learner is guided to:
- In a group, identify and sing more songs about modern fashion - Discuss the issues raised in the songs - In a group, use appropriate words and expressions to describe feelings about various issues raised in the songs - Perform songs with appropriate emotions - Tell classmates how the choice of words affects the reader |
Why should we express our attitudes appropriately?
|
Moran - Skills in English pg. 170
Song lyrics Audio recordings Charts Digital devices Moran - Skills in English pg. 171 Pictures Manila papers Moran - Skills in English pg. 172 Dictionary Digital devices Charts |
Oral presentation
Observation schedule
Group performances
Assessment rubrics
|
|
| 2 | 3 |
Grammar in Use
Reading |
Phrasal Verbs
Short Story: Characters |
By the end of the
lesson, the learner
should be able to:
- Identify phrasal verbs correctly in a text - Explain how phrasal verbs are formed - Acknowledge the role of phrasal verbs in effective communication |
The learner is guided to:
- Study a conversation provided by the teacher to identify phrasal verbs - Discuss how phrasal verbs are formed - Compare meanings of individual words to meanings of entire phrases - Read a passage "Trendsetter" and identify the phrasal verbs highlighted in the passage - Search from the Internet or in textbooks for more examples of phrasal verbs formed from the verbs make, pass and look - List the phrasal verbs found |
How are phrasal verbs formed?
|
Moran - Skills in English pg. 174
Dictionary Digital devices Charts Teacher's Guide Moran - Skills in English pg. 175 Digital or print dictionaries Sentence strips Moran - Skills in English pg. 177 Short story Character charts Digital devices |
Written exercises
Matching exercises
Oral questions
Observation
|
|
| 2 | 4 |
Reading
Writing |
Short Story: Characters
The Writing Process |
By the end of the
lesson, the learner
should be able to:
- Categorize characters based on their traits - Relate characters in the story to real-life situations - Appreciate the role of characters in fiction |
The learner is guided to:
- In pairs, group the characters as good or bad based on their actions and words - In groups, discuss how the experiences of the characters are similar to their own experiences - Describe how some characters in the short story are similar to people they know - Write paragraphs describing the traits of the characters - Role-play traits of different characters in the short story - Find and read more short stories on modern fashion from the Internet or books |
How are character traits described?
|
Moran - Skills in English pg. 179
Role-play scripts Digital devices Charts Teacher's Guide Moran - Skills in English pg. 180 Sample dialogues Manila papers |
Role play
Written paragraphs
Character analysis
Assessment rubrics
|
|
| 2 | 5 |
Writing
Listening and Speaking |
The Writing Process
Extensive Listening: Poems |
By the end of the
lesson, the learner
should be able to:
- Plan a dialogue using prewriting techniques - Create a dialogue on a given topic - Acknowledge the value of a well-written dialogue |
The learner is guided to:
- In pairs, discuss and identify topics relating to modern fashion - Individually, write a draft of a dialogue about one of the topics identified following the stages of the writing process - Display dialogues in class - In pairs, use a checklist to assess the dialogues - Edit dialogues to make corrections based on feedback - Revise and rewrite dialogues - Publish final drafts in the class gallery or on social media |
Why should one write a dialogue?
|
Moran - Skills in English pg. 181
Assessment checklist Digital devices Charts Teacher's Guide Moran - Skills in English pg. 183 Audio recordings of poems |
Dialogue writing
Peer assessment
Portfolio assessment
Assessment rubrics
|
|
| 3 | 1 |
CONSUMER PROTECTION
Listening and Speaking |
Extensive Listening: Poems
|
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 |
Oral presentations
Recordings
Peer assessment
Assessment rubrics
|
|
| 3 | 2 |
Reading
|
Intensive Reading: Comprehension Strategies
|
By the end of the
lesson, the learner
should be able to:
- Select required information from a text - Identify key points in a passage - Acknowledge the importance of comprehension in life |
The learner is guided to:
- Read the passage "Market day" - Answer questions based on the story - In groups, discuss how to identify key points in a text - In pairs, identify the key points in the passage - Reread sentences in which specific words are used in the passage to determine their meaning |
How do you identify the key points in a text?
|
Moran - Skills in English pg. 184
Comprehension passages Dictionary Digital devices |
Written questions
Oral questions
Group discussions
Observation
|
|
| 3 | 3 |
Reading
Grammar in Use |
Intensive Reading: Comprehension Strategies
Word Classes: Compound Sentences |
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 Moran - Skills in English pg. 187 Grammar books Digital devices Charts Teacher's Guide |
Summary writing
Drawings
Diagrams
Written exercises
|
|
| 3 | 4 |
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
|
|
| 3 | 5 |
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 Moran - Skills in English pg. 191 Notes on style Digital devices Charts Teacher's Guide |
Oral retelling
Written questions
Reading aloud
Peer assessment
|
|
| 4 | 1 |
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
|
|
| 4 | 2 |
Writing
|
Creative Narrative Composition: Idioms
|
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 |
Composition writing
Peer assessment
Language games
Assessment rubrics
|
|
| 4 | 3 |
SPORTS: OLYMPICS
Listening and Speaking Listening and Speaking |
Pronunciation and Intonation
|
By the end of the
lesson, the learner
should be able to:
- Identify silent consonant letters in words - Pronounce words with silent consonant letters correctly - Acknowledge the importance of correct pronunciation in communication |
The learner is guided to:
- Listen to the teacher pronounce words with silent letters - Identify letters in the words that are not pronounced and list them - Listen from an online source or offline audio-dictionary for the correct pronunciation of words with silent letters - Copy words and identify and underline the silent letters in each word - Search online or in books for words with silent consonant letters r, h, k, g, p, t and b - Read aloud words with silent letters |
Why should we use the right intonation when speaking?
|
Moran - Skills in English pg. 195
Audio dictionary Digital devices Word lists Teacher's Guide Moran - Skills in English pg. 196 Sentence strips Digital recordings Lesson notes |
Oral reading
Identification tasks
Peer assessment
Observation
|
|
| 4 | 4 |
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
|
|
| 4 | 5 |
Reading
Grammar in Use |
Study Skills
Sentences: Active and Passive Voice |
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 Moran - Skills in English pg. 201 Sentence strips Grammar books Digital devices |
Summary writing
Peer assessment
Paragraph writing
Assessment rubrics
|
|
| 5 | 1 |
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
|
|
| 5 | 2 |
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
|
|
| 5 | 3 |
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
|
|
| 5 | 4 |
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
|
|
| 5 | 5 |
TOURIST ATTRACTION SITES: AFRICA
Listening and Speaking Listening and Speaking |
Oral Reports: Events
|
By the end of the
lesson, the learner
should be able to:
- 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 Moran - Skills in English pg. 210 Feedback table Sample oral reports |
Oral presentations
Picture sequencing
Group discussions
Observation
|
|
| 6 | 1 |
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
|
|
| 6 | 2 |
Reading
Grammar in Use |
Reading Fluency
Types of Sentences: Interrogative sentences |
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 Moran - Skills in English pg. 215 Text with questions Dialogue Charts |
Oral reading
Group recitation
Written questions
Peer assessment
|
|
| 6 | 3 |
Grammar in Use
|
Types of Sentences: Interrogative sentences
|
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 |
Dialogue writing
Role play
Diagram completion
Peer assessment
|
|
| 6 | 4 |
Reading
|
Poems
|
By the end of the
lesson, the learner
should be able to:
- Identify the ideas in the poem - Derive the lessons learnt in the poem - Appreciate the role of poems in addressing societal issues |
The learner is guided to:
- Tell a classmate about their favorite poem - Identify lessons learnt from a poem - Read the poem "The resilient River Nile" twice - Answer questions based on the poem - Summarize the subject matter in the poem - In groups, take turns sharing summaries of the subject matter - Identify the message in the poem and make notes - In groups, recite the poem - Dramatize the poem and present it to classmates |
What messages do poems convey?
|
Moran - Skills in English pg. 219
Poem texts Digital devices Lesson notes Teacher's Guide |
Oral recitation
Written questions
Note-making
Dramatization
|
|
| 6 | 5 |
Reading
Writing Writing |
Poems
Functional Writing: Personal Journals Functional Writing: Personal Journals |
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 Moran - Skills in English pg. 221 Sample journals Charts Teacher's Guide Journals/notebooks Assessment checklist Posters |
Matching exercises
Word completion
Group discussions
Poster displays
|
|
| 7-8 |
END TERM III 2026 ASSESSMENT |
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