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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
|
Reading Fluency: Poem
|
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 |
Oral reading
Observation
Recitation
Peer assessment
|
|
| 2 | 4 |
Grammar in Use
|
Word Classes: Adverbs
|
By the end of the
lesson, the learner
should be able to:
- Identify adverbs of frequency and degree correctly from a text. - Distinguish between adverbs of frequency and degree. - Value the importance of using adverbs correctly in communication. |
The learner is guided to:
- Read the passage "Absolutely convinced" and identify the words used to describe how often the class debate is held. - Identify words used to describe how harmful cigarette smoking is. - List the adverbs of frequency and degree used in the text. - Watch a video and pick out adverbs of frequency and degree used by different speakers. - Search online or in printed reference books for examples of adverbs of frequency and degree. - Use the adverbs to construct sentences in groups. |
Why should one use adverbs correctly?
|
Moran - Skills in English pg. 84
Digital devices Video recordings Reference books Lesson notes |
Written exercises
Observation
Group work
Oral questions
|
|
| 2 | 5 |
Grammar in Use
Reading |
Word Classes: Adverbs
Intensive Reading: Short story |
By the end of the
lesson, the learner
should be able to:
- Use adverbs of frequency and degree correctly in sentences. - Construct sentences using adverbs of frequency and degree. - Appreciate the importance of using adverbs correctly in communication. |
The learner is guided to:
- Fill in a crossword puzzle using adverbs of frequency or degree based on given clues. - Determine what two letters are used at the end of most adverbs. - Use questions provided to talk about rehabilitation, incorporating adverbs of frequency and degree in their conversation. - Discuss when rehabilitation is needed and what the possible positive results of rehabilitation are. - Hold conversations using adverbs of frequency and degree. |
How can we improve our use of adverbs in communication?
|
Moran - Skills in English pg. 85
Crossword puzzles Digital devices Charts Reference books Moran - Skills in English pg. 87 Reference books Lesson notes Teacher's Guide |
Crossword puzzles
Written exercises
Oral presentations
Observation
|
|
| 3 | 1 |
Reading
|
Intensive Reading: Short story
|
By the end of the
lesson, the learner
should be able to:
- Summarise the key events in the short story. - Relate the main ideas in the short story to real life situations. - Appreciate the relevance of the short story in addressing real life issues. |
The learner is guided to:
- Discuss the storyline of the story "I think it is time" in groups. - Summarize the key events in the story. - Present what they have learned about the storyline to their group. - Make a diagram to show the main idea and key events in the story. - Read and role-play the section of the short story in which Caren is having a conversation with her father. - Discuss how the main idea in the short story relates to events in their community or country. - Use given words to construct sentences about rehabilitation or drug and substance abuse. |
How do the events in a story connect to real life?
|
Moran - Skills in English pg. 88
Graphic organizers Digital devices Lesson notes Reference books |
Role play
Written summaries
Group discussions
Sentence construction
|
|
| 3 | 2 |
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 |
Written exercises
Spelling tests
Word formation tasks
Observation
|
|
| 3 | 3 |
Writing
|
Mechanics of Writing
|
By the end of the
lesson, the learner
should be able to:
- Use prefixes and suffixes correctly in writing. - Make connections between spelling and meaning in suffixed and prefixed words. - Acknowledge the importance of correct spellings in writing. |
The learner is guided to:
- Read the passage "Things will get better" about rehabilitation. - List words with prefixes and suffixes from the passage. - Use a print or online dictionary to check if the spellings of the listed words are correct. - Correct any errors in the words found. - Use the words to write sentences. - Use prefixes and suffixes to write a paragraph about rehabilitation. - Rewrite passages correctly. - Search for more examples of words with prefixes, suffixes, and silent vowels. - Create a chart showing prefixes, suffixes, and their meanings. |
How can you tell the meaning of a word using a prefix?
|
Moran - Skills in English pg. 92
Dictionary Digital devices Reference books Lesson notes |
Written paragraphs
Chart creation
Spelling tests
Peer assessment
|
|
| 3 | 4 |
NATURAL RESOURCES: WILDLIFE
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 |
Observation
Question and answer
Oral presentations
Written exercises
Group discussions
|
|
| 3 | 5 |
Listening and Speaking
|
Listening for Detail
|
By the end of the
lesson, the learner
should be able to:
- Identify specific details in a listening text on wildlife - Respond accurately to questions based on the listening text - Value the importance of listening for specific information |
The learner is guided to:
- Listen to a passage "A happy song" read by the teacher - Outline the main ideas in the passage - Take turns to discuss and answer questions about the passage - Discuss the importance of listening attentively - Tell a classmate why it is important to listen for detail |
Why is it important to listen for specific details?
|
Moran - Skills in English pg. 95
Audio recording Digital devices Teacher's guide Passage "A happy song" |
Oral questions
Written responses
Peer assessment
Listening comprehension exercises
|
|
| 4 | 1 |
Reading
|
Intensive Reading: Visuals
|
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 |
Observation
Oral presentations
Written exercises
Group discussions
Project work
|
|
| 4 | 2 |
Grammar in Use
|
Word Classes: Pronouns
|
By the end of the
lesson, the learner
should be able to:
- Identify indefinite and reflexive pronouns correctly - Use indefinite pronouns in sentences correctly - Appreciate the role of indefinite pronouns in communication |
The learner is guided to:
- Read the text "Nothing to do" and identify words in bold - Discuss what the words in bold have in common - Listen to an audio text and identify indefinite pronouns - Discuss why we use indefinite pronouns - Listen to a poem "When there is no one to help" and identify the indefinite pronouns - Listen to an audio recording on wildlife protection and identify indefinite pronouns |
What are indefinite pronouns? Why do we use indefinite pronouns?
|
Moran - Skills in English pg. 101
Audio recording Digital devices Charts Poem "When there is no one to help" |
Gap filling exercises
Sentence construction
Oral questions
Written exercises
Group discussions
|
|
| 4 | 3 |
Grammar in Use
|
Word Classes: Pronouns
|
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 |
Sentence construction
Gap filling exercises
Group discussions
Peer assessment
Oral questions
|
|
| 4 | 4 |
Reading
|
Intensive Reading: Short story
|
By the end of the
lesson, the learner
should be able to:
- Identify the characters in a given short story - Explain the relationship between the characters in the short story - Value the role of characters in short stories |
The learner is guided to:
- Share about favorite stories and characters - Read the short story "Touring the wild" - Identify and list the characters in the story - Role play different characters in the story - Dramatize the text using appropriate voice, gestures and facial expressions - Discuss why some people are considered heroes in communities |
How does one identify qualities of characters in a short story?
|
Moran - Skills in English pg. 104
Short story "Touring the wild" Digital devices Reference materials Teacher's guide Moran - Skills in English pg. 106 Charts PowerPoint presentation |
Character analysis
Oral presentations
Role play
Written exercises
Group discussions
|
|
| 4 | 5 |
Writing
|
Composition Writing
|
By the end of the
lesson, the learner
should be able to:
- Identify the steps in the writing process - Plan a dialogue on a given topic - Appreciate the importance of the writing process in enhancing clear communication |
The learner is guided to:
- Read the dialogue "At the museum" - Identify the features of the dialogue - Suggest topics related to wildlife for writing - Search for information on the topic from the Internet or books - Discuss the importance of planning before writing - Explain how to make writing clear and interesting |
How can a good dialogue be written?
|
Moran - Skills in English pg. 107
Sample dialogues Digital devices Reference materials Teacher's guide |
Written dialogues
Peer assessment
Oral presentations
Group discussions
Writing process evaluation
|
|
| 5 | 1 |
Writing
|
Composition Writing
|
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 |
Dialogue writing
Peer assessment
Self-assessment
Editing exercises
Oral presentations
|
|
| 5 | 2 |
Listening and Speaking
|
Listening and Responding: Oral Narratives - Myths
|
By the end of the
lesson, the learner
should be able to:
- Identify the characters in a given myth - Narrate the key events in a given myth - Explain the moral lesson in a set myth - Acknowledge the role of oral literature in lifelong learning |
The learner is guided to:
- Predict events in a myth from the title or pictures in the story - Listen to a narration of a myth from the community then retell the myth to peers - Watch a video recording of a myth - Identify the characters in the myth - Collaborate to answer questions from the story - Discuss the lessons learnt from a myth - Discuss the relevance of the story to real life |
How can you tell what is going to happen in a story? How are the characters or events in the story related to the people or happenings around us?
|
Moran - Skills in English pg. 111
Audio recordings Digital devices Video recordings Myth "How Wechakhulia Hill was formed" |
Oral presentations
Retelling of myths
Question and answer
Group discussions
Role play
|
|
| 5 | 3 |
TOURISM: DOMESTIC
Listening and Speaking |
Listening and Responding: Oral Narratives - Myths
|
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 |
Oral presentations
Narration skills assessment
Peer assessment
Written reflections
Group discussions
|
|
| 5 | 4 |
Reading
|
Intensive Reading: Poem
|
By the end of the
lesson, the learner
should be able to:
- Select required information from a text - Use nonverbal cues to bring out the message in a poem - Appreciate the importance of comprehension in life |
The learner is guided to:
- Read the poem "Local tourists" - Identify characters, themes and aspects of style such as repetition from the poem - Infer the meaning of words from the context - Rap/recite the poem in turns using relevant non-verbal cues - Answer direct and inferential questions based on the poem - Retell events depicted in the poem in own words |
How can one tell the meaning of unfamiliar words used in a text? Why should one support an opinion about a story or person with evidence?
|
Moran - Skills in English pg. 112
Poem "Local tourists" Digital devices Reference materials Charts Teacher's guide |
Poem recitation
Written exercises
Oral presentations
Peer assessment
Group discussions
|
|
| 5 | 5 |
Reading
Grammar in Use |
Intensive Reading: Poem
Word Classes: Simple prepositions |
By the end of the
lesson, the learner
should be able to:
- Make judgement on the information in a text - Infer the meaning of unfamiliar words using contextual clues - Value the role of poems in conveying messages |
The learner is guided to:
- Retell the main events in the poem "Local tourists" using gestures and facial expressions - Recite the poem using non-verbal cues to bring out the message - Discuss meaning of statements used in the poem - Conduct a class debate explaining what they like or do not like about the poem - Scan through the poem for new words and discuss how to determine their meaning - Find the meaning of each new word based on how they are used |
Why do we repeat some sounds, words and lines in a poem?
|
Moran - Skills in English pg. 115
Poem "Local tourists" Digital devices Dictionary Visual aids Teacher's guide Moran - Skills in English pg. 116 Pictures showing positions Charts Reference materials |
Debates
Poem recitation
Oral presentations
Written exercises
Vocabulary assessment
|
|
| 6 | 1 |
Grammar in Use
|
Word Classes: Simple prepositions
|
By the end of the
lesson, the learner
should be able to:
- Use prepositions of time and place in sentences correctly - Construct sentences using prepositions of position, time and place - Value precise use of prepositions in communication |
The learner is guided to:
- Fill in gaps in sentences using appropriate prepositions - Construct sentences using prepositions of position, place and time - Display sentences on a chart - Search in newspapers, magazines or the Internet for sentences that use prepositions - Create a crossword puzzle using prepositions and give it to peers to solve |
How do you show the position of a thing or the time something happens?
|
Moran - Skills in English pg. 117
Charts Newspapers Magazines Digital devices Crossword puzzles |
Sentence construction
Gap filling exercises
Crossword puzzles
Peer assessment
Written exercises
|
|
| 6 | 2 |
Reading
|
Intensive Reading: Poetry
|
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 |
Character analysis
Oral presentations
Written exercises
Group discussions
Recitation
|
|
| 6 | 3 |
Reading
Writing |
Intensive Reading: Poetry
Assessment of writing |
By the end of the
lesson, the learner
should be able to:
- Identify the traits of inanimate characters in poems - Relate inanimate characters with individuals in real life - Appreciate the creative use of inanimate characters in poetry |
The learner is guided to:
- Discuss the inanimate characters that are likely to be used in poems - Describe the traits of the inanimate characters - Read the poems "You lied to me" and "Trembling in magic" - Identify and describe the traits of the inanimate characters in the poems - Recite the poems using appropriate non-verbal cues - Role-play the inanimate characters in the poems - Relate the characters to people they know in real life |
Which qualities of a person can animals or objects be given?
|
Moran - Skills in English pg. 119
Poems "You lied to me" and "Trembling in magic" Charts Digital devices Teacher's guide Moran - Skills in English pg. 121 Sample composition "The visit of my life" Assessment guidelines |
Character analysis
Poem recitation
Role play
Written exercises
Oral presentations
|
|
| 6 | 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
|
|
| 6 | 5 |
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
|
|
| 7 | 1 |
HEROES AND HEROINES: AFRICA
Listening and Speaking |
Pronunciation: Sounds Vowels
|
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 |
Pronunciation exercises
Oral presentations
Listening activities
Group discussions
Sound identification exercises
|
|
| 7 | 2 |
Listening and Speaking
Reading |
Stressed and unstressed words
Extensive Reading: Grade appropriate fiction Materials - Characters |
By the end of the
lesson, the learner
should be able to:
- Apply stress on content words while leaving the function words unstressed - Use the correct intonation in declarative and exclamatory sentences - Appreciate the importance of emphatic stress in communication |
The learner is guided to:
- Practice pronouncing words with target sounds correctly - In pairs, make a recording of voices reading words aloud - Use each word in a sentence - Practice pronouncing vowel and consonant sounds - Read lines from the poem "If I knew" - Underline nouns, main verbs, adjectives and adverbs - Discuss whether underlined words help figure out what the poem is about - Reread the poem aloud and identify emphasized words |
Why do we pronounce some words differently from others in a sentence?
|
Moran - Skills in English pg. 125
Poem "If I knew" Audio recordings Digital devices Charts with stressed and unstressed words Teacher's guide Moran - Skills in English pg. 127 Passage "African heroes and heroines" Reference materials Character trait charts |
Pronunciation exercises
Poem recitation
Stress identification exercises
Oral presentations
Recording analysis
|
|
| 7 | 3 |
Reading
|
Extensive Reading: Grade appropriate fiction Materials - Characters
|
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 |
Character analysis
Diagram creation
Oral presentations
Written exercises
Group discussions
|
|
| 7 | 4 |
Grammar in Use
|
Word Classes: Conjunctions
|
By the end of the
lesson, the learner
should be able to:
- Identify the listed conjunctions from a group of words - Use the conjunctions because, that, when, if, unless, and since correctly in sentences - Value the correct use of conjunctions in communication |
The learner is guided to:
- Discuss how one can join two or more sentences - Identify the words used to refer to words that can join ideas or sentences - Read the passage about African heroes and heroines - Copy the text and identify and underline the conjunctions in the text - Recite the poem "If you knew" and identify the conjunctions used - Listen to a song played by the teacher and identify the conjunctions used |
Why should we join sentences correctly? Why do we use conjunctions?
|
Moran - Skills in English pg. 130
Passage about African heroes Poem "If you knew" Songs Digital devices Charts Teacher's guide |
Conjunction identification
Sentence construction
Oral presentations
Written exercises
Group discussions
|
|
| 7 | 5 |
Grammar in Use
Reading |
Word Classes: Conjunctions
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 |
Sentence construction
Gap filling exercises
Crossword puzzles
Written exercises
Poster creation
|
|
| 8 | 1 |
Reading
|
Intensive Reading: Similes and metaphors
|
By the end of the
lesson, the learner
should be able to:
- Explain the similes and metaphors used in the short story - Relate the use of similes and metaphors to real life situations - Appreciate how similes and metaphors enhance understanding in texts |
The learner is guided to:
- List familiar similes and metaphors - Use listed similes and metaphors to construct sentences about African heroes and heroines - Discuss how to use similes and metaphors in a narrative composition - Explain similes and metaphors identified in the story in a table - Discuss the meaning of each simile or metaphor - Discuss the importance of similes and metaphors used in the story |
Why should short stories be read? How can one write a short story?
|
Moran - Skills in English pg. 134
Short story "Finding a hero" Digital devices Reference materials Charts with similes and metaphors Teacher's guide |
Simile and metaphor explanation
Sentence construction
Written exercises
Oral presentations
Group discussions
|
|
| 8 | 2 |
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
|
|
| 8 | 3 |
Writing
|
Creative Writing: Narrative Compositions
|
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 |
Narrative composition writing
Peer assessment
Self-assessment
Editing exercises
Oral presentations
|
|
| 8 | 4 |
ART
Listening and Speaking |
Oral Presentations
|
By the end of the
lesson, the learner
should be able to:
- Identify the items in the format of a speech - Present a written speech using effective speaking skills - Acknowledge the importance of good speaking skills for effective communication |
The learner is guided to:
- Listen to a recorded speech provided by the teacher - Identify how the speaker introduced the speech, what it was about, and words that indicated it was ending - Search from the Internet and printed materials for the format of a speech - Identify the items in the format of a speech - Listen to a speech or watch a speech from a digital device - Pick out the items in the format of a speech |
How can you make a speech presentation interesting?
|
Moran - Skills in English pg. 140
Audio recordings Digital devices Sample speeches Reference materials Teacher's guide |
Oral presentations
Format identification
Observation
Question and answer
Group discussions
|
|
| 8 | 5 |
Listening and Speaking
|
Oral Presentations
|
By the end of the
lesson, the learner
should be able to:
- Prepare a short speech on a given topic - Deliver a speech using appropriate verbal and non-verbal cues - Value effective oral presentation skills in communication |
The learner is guided to:
- Take turns to give the introduction and conclusion of a speech - Try different ways to make the speech interesting - Present a speech that the teacher will provide using non-verbal cues - Use gestures and facial expressions during presentation - Discuss various aspects of heritage - Write down points from the discussion - Plan and prepare a speech based on the points - Present the speech to the class - Assess non-verbal skills used during presentations |
What are some of the techniques for introducing or concluding a speech?
|
Moran - Skills in English pg. 141
Sample speeches Digital devices Assessment checklists Reference materials Teacher's guide |
Speech delivery
Non-verbal cues assessment
Peer assessment
Observation
Group discussions
|
|
| 9 | 1 |
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
|
|
| 9-10 |
Midterm |
||||||||
| 10 | 2 |
Grammar in Use
|
Word Classes: Determiners
|
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 |
Demonstrative identification
Sentence construction
Gap filling exercises
Written exercises
Group discussions
|
|
| 10 | 3 |
Grammar in Use
|
Word Classes: Quantifiers
|
By the end of the
lesson, the learner
should be able to:
- Identify quantifiers in a given text - Use quantifiers correctly in sentences - Appreciate the importance of quantifiers in communication |
The learner is guided to:
- Collect items representing count and non-count nouns - Make sentences using quantifiers many, few, a few, little and a little - Show the difference in meaning between the pairs: little/a little and few/a few - Read the text "Art in my life" and identify quantifiers - Fill in blank spaces in sentences using appropriate demonstratives - Select appropriate demonstratives for different circumstances - Read sentences and discuss differences in meaning based on quantifier use |
How do count nouns differ from non-count nouns? Why is it important to express the quantity of something correctly?
|
Moran - Skills in English pg. 148
Text "Art in my life" Charts with quantifiers Real objects for demonstration Digital devices Teacher's guide |
Quantifier identification
Sentence construction
Gap filling exercises
Meaning differentiation
Group discussions
|
|
| 10 | 4 |
Reading
|
Intensive Reading: Short story
|
By the end of the
lesson, the learner
should be able to:
- Identify the events in the story - Relate the events in the short story to real life - Value the role of literature in life |
The learner is guided to:
- Describe different events in a story of choice - Discuss the order of events - Relate events to experiences - Read the story "Loiyangalani Art Exhibition" - Answer questions based on the story - Point out the main events in the story - Discuss how events make the story flow - Copy and fill in a table with main events from the story |
How do events flow logically in a story?
|
Moran - Skills in English pg. 151
Story "Loiyangalani Art Exhibition" Digital devices Event sequence charts Reference materials Teacher's guide Moran - Skills in English pg. 152 Setting analysis charts |
Event identification
Written exercises
Oral presentations
Group discussions
Event sequencing
|
|
| 10 | 5 |
Writing
|
Functional Writing: Thank you notes and Congratulatory notes
|
By the end of the
lesson, the learner
should be able to:
- Recognise the key elements and layout of a thank you note - Write a thank you note correctly - Value the importance of expressing gratitude in writing |
The learner is guided to:
- Read a thank you note - Identify the main purpose of the note - Discuss how emotions are expressed in writing - Make a list of occasions when such a note might be written - Read a congratulatory note - Identify the main purpose of the note - Make a list of occasions when it would be appropriate to write such a note - Search for samples of thank you notes and congratulatory notes - Compare the notes and identify the layout and key parts |
How are strong emotions expressed in writing?
|
Moran - Skills in English pg. 154
Sample thank you notes Digital devices Reference materials Note templates Teacher's guide |
Note analysis
Layout identification
Written exercises
Oral presentations
Group discussions
|
|
| 11 | 1 |
Writing
|
Functional Writing: Thank you notes and Congratulatory notes
|
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 |
Note writing
Peer assessment
Gallery walk
Written exercises
Group discussions
|
|
| 11 | 2 |
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
|
|
| 11 | 3 |
CHOOSING A CAREER
Listening and Speaking |
Conversational Skills: interviews
|
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 |
Interview conducting
Non-verbal cue assessment
Polite expression usage
Peer assessment
Group discussions
|
|
| 11 | 4 |
Reading
|
Extensive Reading: Non-fiction
|
By the end of the
lesson, the learner
should be able to:
- Select reading materials from digital or non-digital sources - Skim through texts to obtain general ideas - Value the importance of reading for information |
The learner is guided to:
- Discuss the benefits of reading widely and considerations when selecting reading texts - Skim through the text "Choosing a career" by reading the title and first sentence of every paragraph - Discuss the general idea in the text - Scan through the text and answer specific questions - Identify key words and phrases in the text - Search online and from books for non-fiction texts on careers - Identify a variety of texts to read - Skim through the texts to identify main ideas |
Why is it important to read different types of materials? What should one consider when selecting a reading text?
|
Moran - Skills in English pg. 158
Text "Choosing a career" Digital devices Non-fiction texts Reference materials Teacher's guide |
Skimming and scanning exercises
Main idea identification
Written exercises
Oral presentations
Group discussions
|
|
| 11 | 5 |
Reading
Grammar in Use |
Extensive Reading: Non-fiction
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 |
Reading comprehension
Vocabulary exercises
Written exercises
Oral presentations
Group discussions
|
|
| 12 | 1 |
Grammar in Use
|
Word Classes: Adverbs
|
By the end of the
lesson, the learner
should be able to:
- Use adverbs formed from adjectives in sentences - Select the correct form of adverbs in sentences - Value the correct usage of adverbs in communication |
The learner is guided to:
- Read a passage and identify adverbs used - Select adverbs formed from adjectives from the list - Read texts about careers and select adverbs formed from adjectives - Complete a table by forming adverbs from given adjectives - Use formed adverbs to construct sentences on choosing a career - Make a list of adverbs formed from adjectives and display on posters or charts - Fill in gaps in sentences using adverbs formed from given adjectives - Choose correct adverbs from pairs in sentences - Compile a list of instructions for hotel workers using adverbs formed from adjectives |
How can we improve our use of adverbs in daily communication?
|
Moran - Skills in English pg. 162
Digital devices Posters and charts Reference materials Gap filling exercises Teacher's guide |
Adverb formation exercises
Sentence construction
Gap filling exercises
Written exercises
Group discussions
|
|
| 12 | 2 |
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 |
Lesson identification
Character analysis
Written exercises
Oral presentations
Group discussions
|
|
| 12 | 3 |
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
|
|
| 12 | 4 |
Writing
|
Mechanics of Writing: Prefixes and Suffixes
|
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 |
Gap filling exercises
Sentence construction
Dictation exercises
Written exercises
Group discussions
|
|
| 12 | 5 |
Writing
|
Mechanics of Writing: Prefixes and Suffixes
|
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 |
Gap filling exercises
Sentence construction
Dictation exercises
Written exercises
Group discussions
|
|
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