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| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 2 | 1 |
REHABILITATION
Listening and Speaking |
Conversational Skills: Disagreeing Politely
|
By the end of the
lesson, the learner
should be able to:
- List ways of disagreeing politely. - Use conversational strategies to disagree appropriately. - Value the need to speak politely during communication. |
The learner is guided to:
- Study pictures depicting people in conversation and discuss what might be happening. - Role-play the events in the pictures. - Identify words and phrases used to show politeness in their role-play. - Watch a short video in which speakers disagree politely. - Identify polite expressions used in the video. - Role-play the events in the video in pairs. - Read the conversation "Too much of something" and identify polite expressions used. |
Which words or phrases are used to show politeness?
|
Moran - Skills in English pg. 78
Digital devices Video recordings Pictures Lesson notes |
Role play
Observation
Oral presentation
Group discussions
|
|
| 2 | 2 |
Listening and Speaking
Reading |
Conversational Skills: Disagreeing Politely
Reading Fluency: Poem |
By the end of the
lesson, the learner
should be able to:
- Apply non-verbal cues to express varied moods and feelings. - Practice disagreeing politely in conversations. - Advocate for the need to speak politely during communication. |
The learner is guided to:
- Listen to a dialogue provided by the teacher and identify words and phrases that show polite agreement or disagreement. - Identify how speakers have used gestures to express their feelings. - Discuss how non-verbal cues are used to express different moods and feelings. - Role-play the dialogue using non-verbal cues to express different moods and feelings. - In groups, write a short dialogue about rehabilitation in which speakers disagree politely. - Present the dialogue while practicing disagreeing politely. - Revise and make corrections to their dialogue where appropriate. |
How do you use non-verbal cues to express different moods and feelings?
|
Moran - Skills in English pg. 79
Digital devices Dialogue scripts Pictures Lesson notes Moran - Skills in English pg. 80 Reference books Lesson notes Dictionary |
Role play
Written dialogues
Oral presentation
Peer assessment
|
|
| 2 | 3 |
Reading
Grammar in Use Grammar in Use |
Reading Fluency: Poem
Word Classes: Adverbs Word Classes: Adverbs |
By the end of the
lesson, the learner
should be able to:
- Read a text accurately, with expression and at the right speed. - Apply fluency strategies when reading a text. - Appreciate the value of fluency in reading to enhance understanding. |
The learner is guided to:
- Make a list of unfamiliar words in the text "Achieving fluency in reading" and reread the text ignoring them. - Complete a table with unfamiliar words, their definitions based on context, and dictionary definitions. - Practice pronouncing the unfamiliar words aloud. - Reread the entire text accurately, with expression, and at the right speed. - Discuss why readers read with expression. - Preview and then read the poem "Prevention is better." - Practice reading the poem accurately, with expression, and at the right speed. - Recite the poem aloud in class. |
How can reading fluently improve understanding?
|
Moran - Skills in English pg. 82
Digital devices Poem texts Dictionary Lesson notes Moran - Skills in English pg. 84 Video recordings Reference books Moran - Skills in English pg. 85 Crossword puzzles Charts Reference books |
Oral reading
Observation
Recitation
Peer assessment
|
|
| 2 | 4 |
Reading
|
Intensive Reading: Short story
|
By the end of the
lesson, the learner
should be able to:
- Identify the main idea in the short story. - Answer questions based on the short story. - Value the importance of literature in addressing social issues. |
The learner is guided to:
- Take turns to retell a short story they recently read. - Discuss why people read short stories. - Read the short story "I think it is time." - Answer questions based on the passage. - Discuss what they could have done if they were the following people in the short story: Caren, Caren's father, or Uncle Ken. - Identify the main idea in the story. - Write a summary of the main idea in the story. |
How can one identify problems that need intervention?
|
Moran - Skills in English pg. 87
Reference books Digital devices Lesson notes Teacher's Guide Moran - Skills in English pg. 88 Graphic organizers Reference books |
Written responses
Oral discussions
Observation
Peer assessment
|
|
| 2 | 5 |
Writing
|
Mechanics of Writing
|
By the end of the
lesson, the learner
should be able to:
- Identify commonly misspelt words in a text. - Spell words with silent vowels (-ie and -ei) correctly. - Value the importance of correct spelling in writing. |
The learner is guided to:
- Read the passage "Suffer no more" and pick out misspelt words. - Spell the misspelt words correctly. - Confirm their spellings using a dictionary. - Pick out words that have silent vowels from a given list. - Study words with the vowels i and e appearing together and the rule for their spelling (i before e, except after c). - Note exceptions to the rule. - Read words in two columns and note the differences between them. - Form new words by combining words with prefixes and suffixes. |
Why should words be spelt correctly?
|
Moran - Skills in English pg. 90
Dictionary Digital devices Word lists Lesson notes Moran - Skills in English pg. 92 Reference books |
Written exercises
Spelling tests
Word formation tasks
Observation
|
|
| 3 | 1 |
NATURAL RESOURCES: WILDLIFE
Listening and Speaking Listening and Speaking |
Listening for Detail
|
By the end of the
lesson, the learner
should be able to:
- Identify main ideas in a listening text - Respond appropriately to questions based on the listening text - Acknowledge the importance of listening for details in life |
The learner is guided to:
- Listen to a recorded text on wildlife and answer questions from the text - Discuss the main ideas from the text - Listen to a passage read by peers or the teacher and outline the main ideas from the text individually - Discuss with peers answers based on a given text |
How should one listen for detail?
|
Moran - Skills in English pg. 95
Audio recording on wildlife Digital devices Teacher's guide Audio recording Teacher's guide Passage "A happy song" |
Observation
Question and answer
Oral presentations
Written exercises
Group discussions
|
|
| 3 | 2 |
Reading
Grammar in Use |
Intensive Reading: Visuals
Word Classes: Pronouns |
By the end of the
lesson, the learner
should be able to:
- Identify different visuals in given contexts correctly - Make a connection between visuals and the written text - Appreciate the role of visuals in simplifying representation |
The learner is guided to:
- Describe signposts or posters in their school or community - Study pictures and discuss what they see - Identify where such pictures can be found - Determine what information they get from the pictures - Identify different visuals from the Internet, books or community - Present findings in class |
What information do we obtain from visuals?
|
Moran - Skills in English pg. 95
Pictures of wildlife Digital devices Reference materials Posters Charts Moran - Skills in English pg. 97 Visuals on wildlife Charts Teacher's guide Moran - Skills in English pg. 101 Audio recording Poem "When there is no one to help" |
Observation
Oral presentations
Written exercises
Group discussions
Project work
|
|
| 3 | 3 |
Grammar in Use
Reading |
Word Classes: Pronouns
Intensive Reading: Short story |
By the end of the
lesson, the learner
should be able to:
- Identify reflexive pronouns correctly - Use reflexive pronouns in sentences correctly - Show respect for correct usage of pronouns in communication |
The learner is guided to:
- Study a chart displaying indefinite and reflexive pronouns - Complete sentences using appropriate indefinite pronouns - Construct sentences using indefinite pronouns from a substitution table - Fill in gaps using correct reflexive pronouns - Construct sentences using reflexive pronouns from a substitution table - Use charts to explain differences between indefinite and reflexive pronouns |
How do we use reflexive pronouns correctly?
|
Moran - Skills in English pg. 102
Charts on pronouns Digital devices Substitution tables Teacher's guide Moran - Skills in English pg. 104 Short story "Touring the wild" Reference materials |
Sentence construction
Gap filling exercises
Group discussions
Peer assessment
Oral questions
|
|
| 3 | 4 |
Reading
Writing |
Intensive Reading: Short story
Composition Writing |
By the end of the
lesson, the learner
should be able to:
- Describe the traits of characters in the short story - Analyze the relationships between characters in the short story - Appreciate the role of the characters in the short story in depicting real-life experiences |
The learner is guided to:
- Discuss what each character does in the story - Discuss how character traits are identified in a story - Create a diagram to show relationships between characters - Display the diagram on a chart or PowerPoint presentation - Explain relationships between characters using the diagram - Dramatize actions of different characters to bring out their traits |
Which people would you like to meet in a story?
|
Moran - Skills in English pg. 106
Short story "Touring the wild" Digital devices Charts PowerPoint presentation Teacher's guide Moran - Skills in English pg. 107 Sample dialogues Reference materials |
Character relationship diagrams
Role play
Oral presentations
Written exercises
Group discussions
|
|
| 3 | 5 |
Writing
Listening and Speaking |
Composition Writing
Listening and Responding: Oral Narratives - Myths |
By the end of the
lesson, the learner
should be able to:
- Write a dialogue on a given topic - Edit a dialogue for clarity, cohesion and coherence - Value the role of the writing process in communication |
The learner is guided to:
- Discuss ideas to include when writing a dialogue - Write a rough draft of a dialogue about wildlife conservation - Edit the dialogue to avoid repetition, correct spellings and punctuation - Revise the dialogue by adding, rearranging, removing or replacing ideas, words, phrases and sentences - Assess each other's dialogues using a provided checklist - Share final work in class |
Why is it important to follow the writing process?
|
Moran - Skills in English pg. 108
Sample dialogues Digital devices Assessment checklist Reference materials Moran - Skills in English pg. 111 Audio recordings Video recordings Myth "How Wechakhulia Hill was formed" |
Dialogue writing
Peer assessment
Self-assessment
Editing exercises
Oral presentations
|
|
| 4 | 1 |
TOURISM: DOMESTIC
Listening and Speaking Reading Reading |
Listening and Responding: Oral Narratives - Myths
Intensive Reading: Poem Intensive Reading: Poem |
By the end of the
lesson, the learner
should be able to:
- Relate the characters in a myth to real life - Retell a myth using appropriate verbal and non-verbal cues - Value the importance of myths in preserving cultural heritage |
The learner is guided to:
- Take turns to retell the story they listened to, ensuring events are in correct order - Search from the Internet for a video recording of a myth, watch it and narrate key events - Identify the characters in the myth - Discuss the consequences of characters' behaviors in the story - Explain moral lessons learned in the myth - Identify alternative statements characters could have made |
Why are oral narratives important in society?
|
Moran - Skills in English pg. 112
Digital devices Video recordings Audio recordings Teacher's guide Poem "Local tourists" Reference materials Charts Moran - Skills in English pg. 115 Dictionary Visual aids |
Oral presentations
Narration skills assessment
Peer assessment
Written reflections
Group discussions
|
|
| 4 | 2 |
Grammar in Use
|
Word Classes: Simple prepositions
|
By the end of the
lesson, the learner
should be able to:
- Identify prepositions of position, time and place correctly - Use prepositions of position correctly in sentences - Appreciate the role of prepositions of position in communication |
The learner is guided to:
- Study pictures showing different positions of objects - Answer questions about the position of objects in the pictures - Identify the words used to provide information about time, position and place - Identify prepositions in the paragraph "A week of touring" - Find a text and identify prepositions of position, place and time |
How do we show where somebody or something is?
|
Moran - Skills in English pg. 116
Pictures showing positions Digital devices Charts Reference materials Teacher's guide Moran - Skills in English pg. 117 Newspapers Magazines Crossword puzzles |
Gap filling exercises
Sentence construction
Oral questions
Written exercises
Group discussions
|
|
| 4 | 3 |
Reading
Writing |
Intensive Reading: Poetry
Assessment of writing |
By the end of the
lesson, the learner
should be able to:
- Identify inanimate characters in a given poem - Describe traits of inanimate characters present in a given poem - Value the role of inanimate characters in poetry |
The learner is guided to:
- Read the poem "We won't let you!" - Discuss what the poem is about - Search from the Internet or books for the meaning of inanimate characters - Present findings to classmates - Identify inanimate characters in the poem or any other poem of choice |
What makes stories interesting to read? How can the characters in a poem be described?
|
Moran - Skills in English pg. 118
Poem "We won't let you!" Digital devices Reference materials Teacher's guide Moran - Skills in English pg. 119 Poems "You lied to me" and "Trembling in magic" Charts Moran - Skills in English pg. 121 Sample composition "The visit of my life" Assessment guidelines |
Character analysis
Oral presentations
Written exercises
Group discussions
Recitation
|
|
| 4 | 4 |
Writing
|
Assessment of writing
|
By the end of the
lesson, the learner
should be able to:
- Assess a composition written by self or peers and suggest corrections for errors - Write a composition free of errors - Appreciate the importance of feedback to improve a composition |
The learner is guided to:
- Write a composition on the subject of domestic tourism - Exchange compositions with other groups - Read through the other group's composition and identify errors - Suggest corrections to be made - Assess the composition written in the previous activity - Correct the errors identified - Write the final draft after making necessary corrections - Type the composition on a digital device and display it on the classroom gallery wall or noticeboard - Conduct a gallery walk to view compositions by other groups |
How can one improve their writing skills?
|
Moran - Skills in English pg. 122
Digital devices Sample compositions Assessment guidelines Teacher's guide |
Composition writing
Error identification
Peer assessment
Self-assessment
Editing exercises
|
|
| 4 | 5 |
HEROES AND HEROINES: AFRICA
Listening and Speaking Listening and Speaking Reading |
Pronunciation: Sounds Vowels
Stressed and unstressed words Extensive Reading: Grade appropriate fiction Materials - Characters |
By the end of the
lesson, the learner
should be able to:
- Identify words with vowels /ɑː/ /зː/ and the consonant /tʃ/ /dʒ/ from a sample text - Pronounce the vowels /ɑː/ /зː/ and the consonants /tʃ/ /dʒ/ correctly - Value correct pronunciation in communication |
The learner is guided to:
- Practice saying sounds provided by the teacher - Listen to words with highlighted vowel sounds in columns A and B - Identify words in texts with the same vowel sounds as those in columns A and B - Listen to sets of words and identify the common sounds - Listen to a recording and identify words with target sounds - Create a table with four columns for words with target sounds |
Why are some words said with greater force than others?
|
Moran - Skills in English pg. 124
Audio recordings Digital devices Charts Word lists Teacher's guide Moran - Skills in English pg. 125 Poem "If I knew" Charts with stressed and unstressed words Moran - Skills in English pg. 127 Passage "African heroes and heroines" Reference materials Character trait charts |
Pronunciation exercises
Oral presentations
Listening activities
Group discussions
Sound identification exercises
|
|
| 5 | 1 |
Reading
Grammar in Use |
Extensive Reading: Grade appropriate fiction Materials - Characters
Word Classes: Conjunctions |
By the end of the
lesson, the learner
should be able to:
- Use appropriate words to describe character traits - Relate characters in fiction to people in real life - Appreciate the role of characters in conveying messages in stories |
The learner is guided to:
- Discuss words used to describe characters - Search for words to describe character traits from the Internet, books or dictionary - Choose a character in the passage and identify what that character does or says - Discuss how the character's words and actions help identify traits - Complete tables for all characters in the passage - Create a diagram showing how characters relate to each other - Explain how characters in the passage relate to people or events in the community |
Which stories are the most enjoyable to read? Which qualities do you admire in people?
|
Moran - Skills in English pg. 129
Character trait charts Digital devices Dictionaries Reference materials Teacher's guide Moran - Skills in English pg. 130 Passage about African heroes Poem "If you knew" Songs Charts |
Character analysis
Diagram creation
Oral presentations
Written exercises
Group discussions
|
|
| 5 | 2 |
Grammar in Use
Reading Reading |
Word Classes: Conjunctions
Intensive Reading: Similes and metaphors Intensive Reading: Similes and metaphors |
By the end of the
lesson, the learner
should be able to:
- Construct sentences using the listed conjunctions - Join sentences using appropriate conjunctions - Acknowledge the importance of conjunctions in communication |
The learner is guided to:
- Search from the Internet or in texts for examples of conjunctions - Search from the Internet for sentences in which conjunctions are used - Present findings to classmates - Complete a passage by filling blanks with appropriate conjunctions - Make sentences about African heroes and heroines using the conjunctions - Complete sentences by filling in blank spaces using appropriate conjunctions - Create dialogues using the conjunctions - Create a crossword puzzle using conjunctions |
How can one join two or more sentences?
|
Moran - Skills in English pg. 132
Digital devices Reference materials Crossword puzzles Charts Teacher's guide Moran - Skills in English pg. 133 Short story "Finding a hero" Dictionaries Moran - Skills in English pg. 134 Charts with similes and metaphors |
Sentence construction
Gap filling exercises
Crossword puzzles
Written exercises
Poster creation
|
|
| 5 | 3 |
Writing
|
Creative Writing: Narrative Compositions
|
By the end of the
lesson, the learner
should be able to:
- Recall a specific event, emotion or experience that affected them greatly - Plan a narrative composition using prewriting techniques - Value quality narrative compositions in communication |
The learner is guided to:
- Read the story "Beyond achievements" - Answer questions based on the story - Identify what makes the story interesting - Explain how to make compositions interesting - Identify and discuss the parts of a narrative composition - Recall and narrate to classmates a specific feeling, event or experience that stands out as memorable - Explain how it greatly affected them - Complete a table about their narration |
Why do we enjoy reading stories? How can you make your composition interesting?
|
Moran - Skills in English pg. 136
Story "Beyond achievements" Digital devices Reference materials Planning templates Teacher's guide |
Narrative composition planning
Oral narratives
Written exercises
Group discussions
Story analysis
|
|
| 5 | 4 |
Writing
Listening and Speaking Listening and Speaking |
Creative Writing: Narrative Compositions
Oral Presentations Oral Presentations |
By the end of the
lesson, the learner
should be able to:
- Create a narrative composition using revealing details - Revise and edit a narrative composition for clarity and correctness - Appreciate the value of quality narrative compositions |
The learner is guided to:
- Answer questions as they plan to write a story about an event or experience that has affected them greatly - Search for information on the parts of a narrative composition and present findings - Identify the parts of a narrative composition in a provided text - Use prewriting techniques to plan a narrative composition about one of their most memorable experiences - Write a narrative composition of 240-280 words using revealing details - Review each other's work using a provided checklist - Revise and correct any mistakes - Display final composition on a poster or share using social media |
Which event excited you or made you sad recently? How can a good narrative be written?
|
Moran - Skills in English pg. 138
Digital devices Posters Assessment checklists Reference materials Teacher's guide Moran - Skills in English pg. 140 Audio recordings Sample speeches Moran - Skills in English pg. 141 |
Narrative composition writing
Peer assessment
Self-assessment
Editing exercises
Oral presentations
|
|
| 5 | 5 |
ART
Reading Reading |
Study Skills: Note Making
|
By the end of the
lesson, the learner
should be able to:
- Identify key points in a text - Make notes from a written text - Value the importance of note making in learning |
The learner is guided to:
- Discuss notes made from a text previously read - Determine what to include in notes - Discuss the importance of note making - Read the text "Creative careers" - Answer questions based on the text - Write the key points in the text - Share and compare points with peers - Identify words used to introduce the main points - Discuss other words that could be used to introduce key points in writing |
What are the features of good notes? What is the importance of note making?
|
Moran - Skills in English pg. 142
Text "Creative careers" Digital devices Reference materials Note making templates Teacher's guide Moran - Skills in English pg. 144 Note taking templates |
Note taking exercises
Key point identification
Written exercises
Oral presentations
Group discussions
|
|
| 6 | 1 |
Grammar in Use
Reading |
Word Classes: Determiners
Word Classes: Quantifiers Intensive Reading: Short story |
By the end of the
lesson, the learner
should be able to:
- Identify demonstratives in a given text - Use demonstratives in sentences for clarity of communication - Value the role of demonstratives in communication |
The learner is guided to:
- Study pictures showing learners identifying items - Identify the use of words in red (demonstratives) - Discuss when such words are used - Study a table showing demonstratives for singular and plural, near and far - Use demonstratives to identify items correctly - Read text "Talented Brothers" and fill in blank spaces with correct answers from the passage |
Why do we use demonstratives? When do we use demonstratives?
|
Moran - Skills in English pg. 146
Pictures showing demonstrative use Text "Talented Brothers" Charts with demonstratives Digital devices Teacher's guide Moran - Skills in English pg. 148 Text "Art in my life" Charts with quantifiers Real objects for demonstration Moran - Skills in English pg. 151 Story "Loiyangalani Art Exhibition" Event sequence charts Reference materials |
Demonstrative identification
Sentence construction
Gap filling exercises
Written exercises
Group discussions
|
|
| 6 | 2 |
Reading
Writing |
Intensive Reading: Short story
Functional Writing: Thank you notes and Congratulatory notes |
By the end of the
lesson, the learner
should be able to:
- Identify the setting in the short story - Analyze how setting contributes to story development - Appreciate the importance of setting in fiction |
The learner is guided to:
- Make a diagram highlighting main events of a story read - Discuss types of art to include in a school exhibition - Plan time at an exhibition with many things to view but limited time - Relate events in the story to own life or lives of people known - Search for the meaning of "setting" - Reread the story and discuss the setting using guiding questions - Talk about why the setting of the story is important to readers |
Why is the setting of a story important to the reader?
|
Moran - Skills in English pg. 152
Story "Loiyangalani Art Exhibition" Digital devices Setting analysis charts Reference materials Teacher's guide Moran - Skills in English pg. 154 Sample thank you notes Note templates |
Setting analysis
Written exercises
Oral presentations
Group discussions
Story analysis
|
|
| 6 | 3 |
Writing
Listening and Speaking |
Functional Writing: Thank you notes and Congratulatory notes
Conversational Skills: interviews |
By the end of the
lesson, the learner
should be able to:
- Write a congratulatory note correctly - Critique thank you notes and congratulatory notes for correctness and relevance - Value the importance of expressing appreciation in writing |
The learner is guided to:
- Discuss situations in which a thank you note is written - Write a thank you note using the correct format - Discuss the importance of appreciating someone or something done for you - Discuss situations in which a congratulatory note is used - Write a congratulatory note to a peer who has achieved something good - Display notes on classroom wall - Conduct a gallery walk to read displayed notes - Give feedback on notes using provided criteria |
Why should one write how they feel about something?
|
Moran - Skills in English pg. 155
Note writing templates Assessment criteria Posters for display Digital devices Teacher's guide Moran - Skills in English pg. 157 Recorded interviews Reference materials Radio/television interviews |
Note writing
Peer assessment
Gallery walk
Written exercises
Group discussions
|
|
| 6 | 4 |
CHOOSING A CAREER
Listening and Speaking Reading |
Conversational Skills: interviews
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 |
Interview conducting
Non-verbal cue assessment
Polite expression usage
Peer assessment
Group discussions
|
|
| 6 | 5 |
Reading
Grammar in Use Grammar in Use |
Extensive Reading: Non-fiction
Word Classes: Adverbs Word Classes: Adverbs |
By the end of the
lesson, the learner
should be able to:
- Read grade appropriate materials for lifelong learning - Recommend to peers suitable non-fiction materials to read - Appreciate the importance of reading widely |
The learner is guided to:
- Read texts identified in previous lesson - Note key points in each text - Explain to classmates what they have read - Identify unfamiliar words in the texts - Use dictionary or Internet to look up meanings of unfamiliar words - Use the words to make sentences - Match words with similar meanings - Use dictionary or Internet to look up meanings of words - Discuss the importance of reading for information |
Why should one read widely?
|
Moran - Skills in English pg. 159
Non-fiction texts Digital devices Dictionaries Reference materials Teacher's guide Moran - Skills in English pg. 161 Newspapers Magazines Moran - Skills in English pg. 162 Posters and charts Gap filling exercises |
Reading comprehension
Vocabulary exercises
Written exercises
Oral presentations
Group discussions
|
|
| 7 | 1 |
Reading
|
Intensive Reading: Lessons Learnt
|
By the end of the
lesson, the learner
should be able to:
- Identify the lessons learnt in a short story - Explain what the lesson means to learners - Value the importance of lessons in stories |
The learner is guided to:
- Explain what they understand by the term "moral lesson" - Discuss lessons learned from stories read previously - Listen to the teacher read a short story - Discuss and identify lessons learnt from the story by studying actions and words used - Record findings in a provided table - Discuss lessons learned from specific characters in the story |
How can you derive lessons from a short story?
|
Moran - Skills in English pg. 164
Short story "A career talk" Digital devices Reference materials Lesson analysis charts Teacher's guide Moran - Skills in English pg. 165 Recorded stories |
Lesson identification
Character analysis
Written exercises
Oral presentations
Group discussions
|
|
| 7 | 2 |
Writing
|
Mechanics of Writing: Prefixes and Suffixes
|
By the end of the
lesson, the learner
should be able to:
- Identify words with prefixes and suffixes from a text - Form words using prefixes and suffixes - Value the importance of correct word formation in communication |
The learner is guided to:
- Read words with prefixes and suffixes and provide more examples - Analyze words in columns to determine what each column has in common - Read a text about careers and identify words with prefixes and suffixes - Break down identified words to show their prefixes and suffixes - Read a text and identify words with prefixes and suffixes - Search for more examples of words with prefixes and suffixes - Arrange words into groups: those with similar root, similar prefixes, and similar suffixes |
How can you tell the meaning of a word using a prefix? Which words with suffixes and prefixes are confusing?
|
Moran - Skills in English pg. 167
Texts with prefixes and suffixes Digital devices Reference materials Word lists Teacher's guide Moran - Skills in English pg. 168 Dictated words list Gap filling exercises |
Word breakdown exercises
Word identification
Word formation
Written exercises
Group discussions
|
|
| 7 | 3 |
MODERN FASHION
Listening and Speaking Listening and Speaking |
Listening to Respond: Attitude
|
By the end of the
lesson, the learner
should be able to:
- Explain the message in a given song - Use appropriate words and expressions to express their attitude towards a given song - Appreciate how choice of words affects the reader |
The learner is guided to:
- Listen to different songs from a digital device or non-electronic sources and describe the messages in them - Collaborate with peers to perform the songs and bring out relevant emotions - Discuss issues highlighted in the songs with those of their peers - Use words and expressions to describe their feelings about various issues in the songs including modern fashion |
What messages are found in songs?
|
Moran - Skills in English pg. 170
Digital devices Audio recordings of songs Teacher's Guide Song lyrics Audio recordings Charts Digital devices |
Observation
Oral questions
Peer assessment
Checklists
|
|
| 7 | 4 |
Reading
|
Intensive Reading: Comprehension Strategies
|
By the end of the
lesson, the learner
should be able to:
- Identify mental images in a text correctly - Use contextual clues to infer information in a text - Acknowledge the role of comprehension in effective communication |
The learner is guided to:
- In pairs, read the passage "Tastes and trends" - Take turns to read aloud the passage and answer questions based on it - Identify sentences that help create mental images about characters, places and events - Draw pictures to illustrate the events in the story - Present the pictures on charts and display them on classroom walls |
What do you remember most after reading a text?
|
Moran - Skills in English pg. 171
Pictures Charts Manila papers Digital devices Moran - Skills in English pg. 172 Dictionary Digital devices Charts |
Written questions
Oral questions
Drawings
Observation
|
|
| 7 | 5 |
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
|
|
| 8 | 1 |
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
|
|
| 8 | 2 |
Writing
|
The Writing Process
|
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 |
Dialogue writing
Peer assessment
Portfolio assessment
Assessment rubrics
|
|
| 8 | 3 |
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
|
|
| 8 | 4 |
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
|
|
| 8 | 5 |
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
|
|
| 9 | 1 |
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
|
|
| 9 | 2 |
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
|
|
| 9 | 3 |
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
|
|
| 9 | 4 |
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
|
|
| 9 | 5 |
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
|
|
| 10 | 1 |
SPORTS: OLYMPICS
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 |
Oral reading
Identification tasks
Peer assessment
Observation
|
|
| 10 | 2 |
Listening and Speaking
Reading |
Pronunciation and Intonation
Study Skills |
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 Moran - Skills in English pg. 197 Descriptive text Note-making templates Digital devices |
Oral reading
Intonation exercises
Peer assessment
Observation
|
|
| 10 | 3 |
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
|
|
| 10 | 4 |
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
|
|
| 10 | 5 |
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
|
|
| 11 | 1 |
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 Moran - Skills in English pg. 205 Analysis tables Recording devices Digital devices Teacher's Guide |
Oral questions
Written exercises
Group discussions
Observation
|
|
| 11 | 2 |
Writing
|
Creative Writing: Descriptive Writing
|
By the end of the
lesson, the learner
should be able to:
- Identify words and expressions for describing people, places and events - Create a response using descriptive language - Acknowledge the role of descriptive language in enhancing communication |
The learner is guided to:
- Read a given conversation and create a response - Read the passage "Olympics injuries" - Reread the first paragraph, paying attention to descriptive words - Copy paragraphs from the passage and underline descriptive words and sentences - Identify words and expressions used to describe people, places or events - Read a passage about accidents during the Olympics and underline descriptive words and sentences |
Which words or expressions do we use to describe things, events or people?
|
Moran - Skills in English pg. 206
Descriptive passages Digital devices Dictionary Charts |
Identification tasks
Written exercises
Group discussions
Observation
|
|
| 11 | 3 |
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
|
|
| 11 | 4 |
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
|
|
| 11 | 5 |
Listening and Speaking
Reading |
Oral Reports: Events
Reading Fluency |
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 Moran - Skills in English pg. 211 Reading texts Stopwatch/timer Charts Digital devices |
Oral presentations
Peer assessment
Assessment rubrics
Observation
|
|
| 12 | 1 |
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
|
|
| 12 | 2 |
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
|
|
| 12 | 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
|
|
| 12 | 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 Moran - Skills in English pg. 220 Vocabulary matching exercises Posters Word cards |
Oral recitation
Written questions
Note-making
Dramatization
|
|
| 12 | 5 |
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 Journals/notebooks Assessment checklist Posters |
Oral presentations
Identification tasks
Group discussions
Pair work
|
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