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| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 |
RELATIONSHIPS: COMMUNITY
Grammar in Use |
Order of Adjectives: Types of Adjectives
|
By the end of the
lesson, the learner
should be able to:
- Identify various types of adjectives in texts. - Use various types of adjectives in sentences. - Appreciate the role of adjectives in communication for clarity. |
The learner is guided to:
- Identify opinion, shape, size, age, colour, origin, material, purpose adjectives in texts. - Search for examples of various types of adjectives from the internet. - Use mind maps to generate different adjectives. - Form sentences using adjectives of opinion, shape, size, age, colour, origin, material and purpose. - Listen to an audio text or watch a video and pick out different adjectives. - Work in small groups to fill in crossword puzzles featuring different types of adjectives. |
How can we use words to create vivid pictures of a person or place?
|
Skills in English pg. 99
Digital devices Charts Pictures Crossword puzzles Textbooks |
Observation
Written exercises
Oral presentations
Group work evaluation
Peer assessment
|
|
| 1 | 2 |
Grammar in Use
Reading Reading |
Order of Adjectives: Correct Order
Play: Style - Identification Play: Style - Analysis |
By the end of the
lesson, the learner
should be able to:
- Use the correct order of adjectives in oral and written texts. - Apply the OSSACOMP rule in ordering adjectives. - Value the correct order of adjectives in communication. |
The learner is guided to:
- Learn and apply the OSSACOMP rule (Opinion, Size, Shape, Age, Colour, Origin, Material, Purpose) when ordering adjectives. - Construct sentences using adjectives in the correct order. - Participate in a chain story telling game where they describe a character or place using adjectives. - Construct sentences orally in pairs from posters, pictures and other visuals using adjectives in the correct order. |
Why is it important to order adjectives correctly?
|
Skills in English pg. 101
Digital devices Charts Pictures Flash cards Textbooks Skills in English pg. 103 Class readers - Play Lesson notes Teacher's guide Skills in English pg. 106 |
Observation
Written exercises
Oral presentations
Group work evaluation
Peer assessment
|
|
| 1 | 3 |
Writing
|
Letter of Application: Structure
Letter of Application: Writing |
By the end of the
lesson, the learner
should be able to:
- Identify the components of a letter of application. - Outline a letter of application for different purposes. - Value the importance of proper formatting in formal letters. |
The learner is guided to:
- Identify the components of a letter of application from a sample letter. - Work in groups to brainstorm on the purpose of writing a letter of application. - Look for more samples of letters of application from books, magazines, newspapers and the internet. - Outline a letter of application with all the components. |
Why do we write letters of application?
|
Skills in English pg. 108
Digital devices Sample application letters Textbooks Magazines Newspapers Skills in English pg. 110 Rubrics Textbooks |
Observation
Written exercises
Letter analysis
Peer assessment
Checklists
|
|
| 1 | 4 |
LEISURE TIME
Listening and Speaking Listening and Speaking Reading |
Conversational skills: Negotiation skills - Words and Phrases
Conversational skills: Negotiation skills - Verbal and Non-verbal Cues Reading Fluency: Speed and Accuracy |
By the end of the
lesson, the learner
should be able to:
- Identify words and phrases used during negotiations. - Use verbal cues during negotiations. - Acknowledge the importance of negotiation skills in communication. |
The learner is guided to:
- Watch a video clip in which people are engaged in a negotiation. - Listen to a conversation related to the theme. - Pick out words and phrases that facilitate a negotiation. - Work in pairs and search for more examples of words and phrases used during negotiations. - Use verbal cues in conversations. - Role play a negotiation scene. |
Which words or expressions would one use when negotiating?
|
Skills in English pg. 112
Digital devices Video clips Audio recordings Lesson notes Skills in English pg. 115 Conversational poems Skills in English pg. 116 Storybooks Textbooks Newspapers Magazines |
Observation
Oral presentation
Role play
Peer assessment
Checklists
|
|
| 1 | 5 |
Reading
Grammar in Use |
Reading Fluency: Expression
Comparison of Adverbs: Forms |
By the end of the
lesson, the learner
should be able to:
- Read a text with expression for effective communication. - Acknowledge the role of reading fluently in extensive reading. - Appreciate expressive reading for comprehension. |
The learner is guided to:
- Read with expression. - Find a text, set a reading rate goal, for example, one hundred words per minute, time themselves and read and reread the text until they attain the desired number of words per minute. - Read a portion of a text in groups and correct each other. - Perform a conversational poem in a reader's theatre. - Read a text within a specified time. |
How can one read a text fluently?
|
Skills in English pg. 119
Digital devices Storybooks Textbooks Poems Newspapers Skills in English pg. 121 Audio clips Charts Substitution tables |
Observation
Reading expression evaluation
Performance assessments
Peer feedback
Checklists
|
|
| 2 | 1 |
Grammar in Use
Reading Reading |
Comparison of Adverbs: Usage
Intensive Reading - Play: Themes Intensive Reading - Play: Analysis |
By the end of the
lesson, the learner
should be able to:
- Use positive, comparative and superlative degrees of adverbs in sentences. - Convert between degrees of comparison. - Value the importance of the correct usage of adverbs. |
The learner is guided to:
- Use substitution tables to categorise adverbs in pairs. - Use various degrees of adverbs during a role play. - Use adverbs of various degrees in a dialogue, record a video or audio clip and share it through the internet. - Convert between positive, comparative, and superlative forms of adverbs. |
Which words are used to make comparison?
|
Skills in English pg. 123
Digital devices Audio clips Video recordings Substitution tables Textbooks Skills in English pg. 124 Class readers - Play Lesson notes Teacher's guide Skills in English pg. 127 Video recording equipment Lesson notes |
Written exercises
Oral presentations
Dialogue recordings
Peer assessment
Assessment rubrics
|
|
| 2 | 2 |
Writing
|
Mechanics of Writing: Spelling of Words with Double Letters
Mechanics of Writing: Spelling Games and Activities |
By the end of the
lesson, the learner
should be able to:
- Recognise homonyms, homophones, and words with double consonants in written texts. - Spell commonly misspelt words for writing fluency. - Value the importance of correct spelling in written communication. |
The learner is guided to:
- Identify words with double consonants and those with double vowels. - Search for the commonly misspelt words such as homonyms and homophones from the internet or print sources. - Practise spelling homonyms and homophones in pairs or small groups. - Listen to a dictation of words with double consonants and those with double vowels and write them. |
Why are some words commonly misspelt?
|
Skills in English pg. 129
Digital devices Dictionaries Word lists Dictation exercises Lesson notes Skills in English pg. 132 Crossword puzzles Word search games Spelling bee materials Textbooks |
Dictation tests
Spelling quizzes
Written exercises
Peer assessment
Checklists
|
|
| 2 | 3 |
NATURAL RESOURCES: MARINE LIFE
Listening and Speaking Listening and Speaking Reading |
Listening for Detail: Main Ideas
Listening for Detail: Specific Information Intensive Reading: Interpretation |
By the end of the
lesson, the learner
should be able to:
- Select the main idea from a listening passage. - Identify specific details in a listening text. - Acknowledge the importance of attentive listening. |
The learner is guided to:
- Listen to a recorded text "Mammals in the Sea". - Pick out details from the listening text. - Rewrite the passage in their own words. - Work in pairs to discuss any new information that they have learnt from the passage. - Answer questions based on the passage. |
Why should we distinguish between relevant and irrelevant information during a presentation?
|
Skills in English pg. 135
Digital devices Audio recordings Lesson notes Teacher's guide Skills in English pg. 136 Video clips Lesson notes Skills in English pg. 137 Texts on marine life |
Observation
Oral questions
Written responses
Peer assessment
Checklists
|
|
| 2 | 4 |
Grammar in Use
Reading |
Relative Pronouns
Interrogative Pronouns Intensive Reading: Play - Characters |
By the end of the
lesson, the learner
should be able to:
- Recognize relative pronouns in a text. - Use relative pronouns in sentences. - Acknowledge the value of relative pronouns in communication. |
The learner is guided to:
- Identify relative pronouns from a passage. - Differentiate between types of relative pronouns. - Construct sentences using relative pronouns. - Work in small groups and use relative pronouns, record the activity on video and share the video with others. |
Which words do you use to join simple sentences?
|
Skills in English pg. 141
Digital devices Charts Textbooks Video recording equipment Skills in English pg. 144 Crossword puzzles Visual aids Textbooks Skills in English pg. 146 Video clips Class readers - Play Lesson notes |
Written exercises
Sentence construction
Video recording assessment
Peer feedback
Checklists
|
|
| 2 | 5 |
Reading
Writing |
Intensive Reading: Play - Relationships
The Writing Process: Planning and Drafting |
By the end of the
lesson, the learner
should be able to:
- Analyze the characters in a play and their relationship. - Relate the characters in a play to real life. - Appreciate character development in plays. |
The learner is guided to:
- Identify the conflicts between characters in a play. - Relate the characters in a play to real life. - Role play the characters in a play. - Simulate the action in sections of the play. - Dramatize sections of a play. - Make video recordings of the role play and share them with peers. |
How does understanding the relationship between characters help our understanding of the play?
|
Skills in English pg. 148
Digital devices Video recording equipment Class readers - Play Lesson notes Skills in English pg. 150 Writing materials Sample outlines Textbooks |
Role play assessment
Video recording evaluation
Character relationship analysis
Peer feedback
Checklists
|
|
| 3 | 1 |
Writing
Listening and Speaking Listening and Speaking |
The Writing Process: Editing and Publishing
Oral Poetry: Features Oral Poetry: Performance |
By the end of the
lesson, the learner
should be able to:
- Edit and revise a composition, story or poem. - Publish a final composition. - Advocate the need for creativity in life. |
The learner is guided to:
- Share factual composition pieces among the groups for peer assessment and correction. - Edit and revise the first draft based on feedback. - Create a final version of the composition. - Publish or share the composition through appropriate channels such as class display or school magazine. |
How can we ensure our writing communicates effectively?
|
Skills in English pg. 152
Digital devices Writing materials Editing checklists Publishing platforms Skills in English pg. 154 Audio recordings Poem collections Lesson notes Skills in English pg. 156 Video recordings |
Final composition assessment
Editing process evaluation
Publishing quality
Peer assessment
Assessment rubrics
|
|
| 3 | 2 |
TOURISM: INTERNATIONAL
Reading Reading |
Reading for Interpretation: Point of View
Reading for Interpretation: Analysis |
By the end of the
lesson, the learner
should be able to:
- Identify the point of view in a poem. - Explain the different types of point of view in poetry. - Value different points of view in writing. |
The learner is guided to:
- Read the poem "The Notre Dame Cathedral". - Identify the point of view used in the poem. - Search for poems with different points of view from the internet and non-digital sources. - Listen to poems read by the teacher. - Relate the subjects of different poems to real life. |
Why is it important to understand the point of view in a poem?
|
Skills in English pg. 157
Digital devices Poetry collections Lesson notes Textbooks Skills in English pg. 159 Writing materials |
Observation
Point of view identification
Written analysis
Oral responses
Checklists
|
|
| 3 | 3 |
Grammar in Use
Reading |
Complex Prepositions: Identification
Complex Prepositions: Usage Poetry: Characters - Identification |
By the end of the
lesson, the learner
should be able to:
- Recognize complex prepositions in texts. - Differentiate between simple and complex prepositions. - Appreciate the role of prepositions in writing. |
The learner is guided to:
- Read a passage from a book, magazine or newspaper article in which complex prepositions are used. - Identify complex prepositions from the passage. - Listen to a text read by the teacher and note the complex prepositions used. - In pairs, read and underline complex prepositions used in various texts. |
Which words let you know where someone is going?
|
Skills in English pg. 160
Digital devices Magazines Newspapers Books Textbooks Skills in English pg. 161 References Sentence strips Skills in English pg. 162 Poetry collections Lesson notes |
Identification exercises
Written tasks
Listening exercises
Peer assessment
Checklists
|
|
| 3 | 4 |
Reading
Writing |
Poetry: Characters - Analysis
Assessing Writing: Qualities |
By the end of the
lesson, the learner
should be able to:
- Analyze the character of the speaker (persona) and the other participants in a poem. - Relate actions of the persona to real life. - Acknowledge the importance of characters in literary appreciation. |
The learner is guided to:
- Relate actions of the persona to real life. - Role play different characters in a poem in small groups. - Infer information from the poem. - Fill and share in groups a table showing character/character's behaviour/character trait. - Create a poem, recite it, make a recording. - Upload the recording on social media platforms or share it on the school notice board. |
What are some of the words we use to describe the behaviour of characters?
|
Skills in English pg. 164
Digital devices Recording equipment Poetry collections Character trait charts Skills in English pg. 165 Sample compositions Assessment rubrics Textbooks |
Character analysis
Role play assessment
Original poem creation
Recording quality
Checklists
|
|
| 3 | 5 |
Writing
Listening and Speaking Listening and Speaking |
Assessing Writing: Application
Diphthongs and Sentence Stress: Diphthongs Diphthongs and Sentence Stress: Emphasis |
By the end of the
lesson, the learner
should be able to:
- Write a composition related to the theme. - Assess a composition against a predesigned criteria. - Apply feedback to improve writing. |
The learner is guided to:
- Write a composition related to tourism. - Assess a peer's composition and give comments as guided by the checklist. - Make corrections to the composition. - Display the compositions on the school noticeboard. |
How can one make a composition interesting?
|
Skills in English pg. 167
Digital devices Assessment rubrics Composition samples Textbooks Skills in English pg. 170 Audio recordings Flashcards Dictionaries Poems Skills in English pg. 172 Recording equipment Poems |
Composition assessment
Peer review quality
Revised composition
Final product evaluation
Assessment rubrics
|
|
| 4 | 1 |
HEROES AND HEROINES: WORLD
Reading Reading Grammar in Use |
Extensive Reading: Selection
Extensive Reading: Application Conjunctions: Correlative Conjunctions - Identification |
By the end of the
lesson, the learner
should be able to:
- Select a reading text from a collection of books or the library. - Preview and assess the suitability of a text. - Value the importance of careful text selection. |
The learner is guided to:
- Watch a video clip on how to select a reading text. - Read a passage based on how to select a text. - Select a reading from a collection. - Preview a text to determine its suitability. - Skim through a text to obtain the gist. - Scan through a text to obtain specific information. |
How does reading widely help us learn better?
|
Skills in English pg. 175
Digital devices Video clips Book collections Library resources Textbooks Skills in English pg. 177 Dictionaries Note-taking materials Skills in English pg. 180 Newspapers Magazines Books |
Text selection assessment
Preview quality
Skimming and scanning skills
Peer feedback
Checklists
|
|
| 4 | 2 |
Grammar in Use
Reading Reading |
Conjunctions: Correlative Conjunctions - Usage
Play: Style - Features Play: Style - Analysis |
By the end of the
lesson, the learner
should be able to:
- Use correlative conjunctions in sentences. - Construct sentences with various correlative conjunctions. - Appreciate use of correlative conjunctions for effective communication. |
The learner is guided to:
- Form sentences using correlative conjunctions. - Ask and answer questions using correlative conjunctions. - In groups, role play an event and use correlative conjunctions. - Match correlative conjunctions in charts. - Rewrite sentences using correlative conjunctions. |
What are the different types of correlative conjunctions?
|
Skills in English pg. 182
Digital devices Charts Sentence strips Role play materials Textbooks Skills in English pg. 183 Class readers - Play Lesson notes Skills in English pg. 187 Video recording equipment Lesson notes |
Sentence construction
Question and answer
Role play assessment
Matching exercises
Assessment rubrics
|
|
| 4 | 3 |
Writing
|
Narrative Compositions: Elements
Narrative Compositions: Writing |
By the end of the
lesson, the learner
should be able to:
- Identify the elements of a narrative composition. - Plan a narrative composition. - Value planning in the writing process. |
The learner is guided to:
- Read samples of narrative compositions from text books. - Identify the introduction, body and conclusion of a sample composition. - Brainstorm possible topics for narrative compositions. - Tell a story from their own experiences. - Plan a narrative composition. |
How should we organize our compositions?
|
Skills in English pg. 190
Digital devices Sample compositions Planning templates Textbooks Skills in English pg. 192 Writing materials Editing checklists Display materials |
Element identification
Plan assessment
Storytelling evaluation
Peer feedback
Checklists
|
|
| 4 | 4 |
SOCIAL AND MASS MEDIA
Listening and Speaking Listening and Speaking Reading |
Impromptu Speeches: Preparation
Impromptu Speeches: Delivery Note Making: Main Ideas |
By the end of the
lesson, the learner
should be able to:
- Outline the procedure for preparing for an impromptu speech. - Identify the elements of an impromptu speech. - Value the importance of preparation in speech making. |
The learner is guided to:
- Search from the internet or in the dictionary for the meaning of the term impromptu speech. - Listen to an impromptu speech made by the teacher. - Brainstorm on the procedure for preparing for an impromptu speech in small groups. - Identify the elements of an impromptu speech: introduction, body and conclusion. |
In what instances could one be called upon to make a speech without prior notice?
|
Skills in English pg. 194
Digital devices Dictionaries Speech samples Lesson notes Skills in English pg. 195 Recording equipment Speech topics Feedback forms Skills in English pg. 196 Argumentative passages Note-making templates Textbooks |
Observation
Procedure identification
Element recognition
Group discussion evaluation
Checklists
|
|
| 4 | 5 |
Reading
Grammar in Use |
Note Making: Organization
Determiners: Numerals |
By the end of the
lesson, the learner
should be able to:
- Make notes from an argumentative passage. - Organize notes effectively. - Value the importance of note making while reading for pleasure or academic purposes. |
The learner is guided to:
- In groups, make notes on different health and media issues presented in passages. - Graphically prepare charts using their notes. - Exchange the charts for peer review and correction. - Use the notes, in groups, to compose a poem or a song and present it in class. |
In what situations could notes be made?
|
Skills in English pg. 199
Digital devices Graphic organizers Chart materials Textbooks Skills in English pg. 202 Sample passages Matching exercises |
Note quality assessment
Chart preparation
Creative composition
Peer review
Assessment rubrics
|
|
| 5 | 1 |
Grammar in Use
Reading Reading |
Determiners: Ordinals
Play: Project - Planning Play: Project - Performance |
By the end of the
lesson, the learner
should be able to:
- Identify ordinals used as determiners in a text. - Use ordinals as determiners in sentences. - Acknowledge the need for well-formed sentences in communication. |
The learner is guided to:
- Read a short passage in which ordinals are used as determiners. - Identify ordinals that are used as determiners. - Form sentences using ordinals as determiners. - Rewrite sentences, replacing numerals with ordinals and vice versa. - Create sentences about social and mass media using both numerals and ordinals. |
How do we use numerals and ordinals in everyday communication?
|
Skills in English pg. 204
Digital devices Sample passages Sentence strips Textbooks Skills in English pg. 205 Video clips Class readers - Play Props and costumes Skills in English pg. 207 Recording equipment Props and costumes Performance space |
Identification exercises
Sentence construction
Rewriting assessment
Peer feedback
Assessment rubrics
|
|
| 5 | 2 |
Writing
|
Filling Forms: Application Forms - Identification
Filling Forms: Application Forms - Completion |
By the end of the
lesson, the learner
should be able to:
- Recognize bursary and scholarship application forms from a list of forms. - Identify the common features of application forms. - Value accuracy in form filling. |
The learner is guided to:
- In groups, collect bursary and scholarship application forms from digital and print sources. - Note down the common features of each type of the form. - Analyse, in groups, the type of data sought by different forms. - Identify bursary and scholarship application forms from a list of different forms. |
Why is it important to fill in all parts of a form?
|
Skills in English pg. 209
Digital devices Sample application forms Lists of forms Textbooks Skills in English pg. 212 Application forms Pens with clear handwriting |
Form identification
Feature analysis
Group work evaluation
Peer feedback
Checklists
|
|
| 5 | 3 |
INCOME GENERATING ACTIVITIES
Listening and Speaking Listening and Speaking Reading |
Conversation Skills: Job Interviews
Extensive Reading: Fiction |
By the end of the
lesson, the learner
should be able to:
- Outline preparations undertaken by an interviewer and interviewee before a job interview - Ask appropriate questions in mock job interviews - Recognise excellent interview skills as a positive step towards getting a job |
The learner is guided to:
- Watch a job interview that the teacher will provide - Brainstorm on ways in which an interviewer and interviewee can prepare for a job interview - Outline the preparations that should be made by an interviewer and interviewee before a job interview - Search from the internet and in printed materials for questions that are commonly asked during a job interview - Prepare a list of questions that could be used when interviewing someone to work in an income-generating business |
How can you succeed in a job interview?
|
Skills in English Grade 9 (p. 214)
Video clips on job interviews Digital devices Internet resources Skills in English Grade 9 (p. 215) Digital recording devices Sample job interview questions Skills in English Grade 9 (p. 217) Fiction books Library books Sample fiction and non-fiction texts |
Observation
Oral questions
Peer assessment
Video recordings
|
|
| 5 | 4 |
Reading
Grammar in Use Grammar in Use |
Extensive Reading: Fiction
Word Classes: Nouns Word Classes: Nouns |
By the end of the
lesson, the learner
should be able to:
- Read grade-appropriate fiction materials - Keep a portfolio of the subject matter - Appreciate the importance of reading fiction for exposure |
The learner is guided to:
- Read the selected fiction texts and make notes - Use a graphic organiser to write short summaries of the subject matter of each fiction text read - Include a few points that would encourage others to read the story - Take a photograph of each text read and its summary or draw pictures of books read that indicate the title and author - Write the titles of the books read and their subject matter on cards - Create a reader's gallery by displaying the cards with the titles of the materials read with a caption indicating the subject matter - Take photographs of the reader's gallery display and keep copies in their portfolio |
What makes a book interesting?
|
Skills in English Grade 9 (p. 218)
Fiction books Digital devices Graphic organisers Display materials Camera/digital device for taking photographs Skills in English Grade 9 (p. 221) Sample texts Word cards Dictionaries Charts Skills in English Grade 9 (p. 222) Newspapers Magazines Chart papers |
Portfolio assessment
Observation
Peer assessment
Readers' gallery display
Questions and answers
|
|
| 5 | 5 |
Reading
Writing |
Grade-appropriate Play: Lessons learnt
Mechanics of Writing: Spelling |
By the end of the
lesson, the learner
should be able to:
- Identify and illustrate the lessons learnt from a play - Relate the lessons learnt to real life experiences - Appreciate plays as sources of life lessons and entertainment |
The learner is guided to:
- Read play excerpts such as "A time for change" - Search from the internet and printed books for information on how to get life lessons from the words and actions of characters - In pairs, discuss what problem the characters face and what they learn about themselves when they solve the problem - Identify lessons in the play and give an illustration for each lesson - Discuss sections of the play that are entertaining and the lessons learnt from these sections |
What lessons can one learn from a play?
|
Skills in English Grade 9 (p. 223)
Play excerpts Digital devices Internet resources Graphic organisers Chart papers Skills in English Grade 9 (p. 224) Skills in English Grade 9 (p. 227) Sample abbreviations Dictionaries Reference materials |
Oral discussions
Written assignments
Group presentations
Observation
Question and answer
|
|
| 6 | 1 |
Writing
|
Mechanics of Writing: Spelling
|
By the end of the
lesson, the learner
should be able to:
- Spell words correctly for effective communication - Write common abbreviations correctly - Demonstrate awareness of word splitting at the end of a line |
The learner is guided to:
- Study sentences and note the words that are split at the end of a line - Search from the internet or in books for information on what to consider when splitting words at the end of a line - Make notes from their search and present findings in class - Write words that can be abbreviated - Spell words correctly that the teacher will dictate - Rewrite sentences, abbreviating the underlined words - Write sentences about income-generating activities that include abbreviations - Write a paragraph on how to save money from income-generating activities using words that need to be abbreviated - Peer assess the paragraphs and rewrite them incorporating corrections |
Which words do we normally abbreviate?
|
Skills in English Grade 9 (p. 228)
Dictionaries Reference materials Digital devices Chart papers Sample abbreviations Word lists |
Written exercises
Dictation
Paragraph writing
Peer assessment
Word splitting exercises
Abbreviation exercises
|
|
| 6 | 2 |
PERSONAL GROOMING
Listening and Speaking |
Listening to Respond: Expressing Feelings
|
By the end of the
lesson, the learner
should be able to:
- Identify words and expressions used to describe their feelings towards a poem - Express their feelings towards the subject matter of a poem - Value the importance of poem recitation for effective communication |
The learner is guided to:
- Read poems about personal grooming - Identify words and expressions that can be used to describe feelings towards a poem - Search online or from printed materials for various words and expressions that can be used to describe one's feelings towards a poem - Identify words and expressions that make them develop certain feelings towards the subject matter, main character, and the poem as a whole - Recite poems emphasizing words and expressions that bring out their feelings - Record their recitation and play it to a peer |
How does the poem make you feel?
|
Skills in English Grade 9 (p. 232)
Poetry books Digital devices Audio recordings Recording equipment |
Oral presentations
Observation
Recitation
Audio recordings
Peer assessment
|
|
| 6 | 3 |
Listening and Speaking
Reading |
Listening to Respond: Expressing Feelings
Intensive Reading: Comprehension Strategies |
By the end of the
lesson, the learner
should be able to:
- Express their feelings towards the subject matter of a poem - Value the importance of poem recitation for effective communication |
The learner is guided to:
- Watch the recitation of a live or recorded poem on personal grooming - Describe how the poem made them feel about the subject it addresses - Discuss how one can express feelings while reciting a poem - Select poems from various sources - Use appropriate words and expressions to describe their feelings towards the characters or issues brought out in the poems - Recite the selected poems in groups - Present in detail different feelings towards each poem's subject matter - Participate in a class discussion on the importance of expressing feelings when reciting a poem |
Why is it important to recite poems with feeling?
|
Skills in English Grade 9 (p. 233)
Poetry books Digital devices Video recordings Audio equipment Sample poems Skills in English Grade 9 (p. 234) Reading passages Internet resources Reference materials Printed materials |
Group presentations
Oral discussions
Observation
Peer assessment
Self-assessment
|
|
| 6 | 4 |
Reading
|
Intensive Reading: Comprehension Strategies
|
By the end of the
lesson, the learner
should be able to:
- Summarise ideas in a passage - Apply the skills of making inferences and drawing conclusions in independent reading |
The learner is guided to:
- Read passages such as "Stay well groomed" - Identify the main ideas in the passage and make notes - Use the notes to write a summary of the ideas in the passage - Present summaries on charts and post them on the classroom wall - Invite classmates to view and review the summaries - Review the summaries of peers - Explain the importance of making summaries - Search for texts on personal grooming from the internet, books, newspapers or magazines - Make notes on main ideas, infer information and the meanings of unfamiliar words or expressions |
Why is it important to summarise information from a text?
|
Skills in English Grade 9 (p. 236)
Reading passages Digital devices Chart papers Dictionaries Reference materials Internet resources |
Written summaries
Chart presentations
Peer assessment
Observation
Gallery walk
Question and answer
|
|
| 6 | 5 |
Grammar in Use
|
Phrasal Verbs
|
By the end of the
lesson, the learner
should be able to:
- Identify phrasal verbs formed from break, hang, run and turn in texts - Use the given phrasal verbs in sentences of their own - Value the importance of using phrasal verbs in spoken and written communication |
The learner is guided to:
- Read sentences and identify phrasal verbs - Infer what the phrasal verbs mean based on how they are used in sentences - Read passages like "Waiting" and identify phrasal verbs - Discuss the meaning of phrasal verbs and why we should learn them - Search online or in printed materials for texts that use phrasal verbs formed from break, run, turn and hang - Organize the phrasal verbs into lists based on the verb in each phrase - Use a print or online dictionary to search for the meaning of each phrasal verb |
How are phrasal verbs different from other verbs?
|
Skills in English Grade 9 (p. 238)
Digital devices Dictionaries Reference materials Chart papers Sample texts Word cards Skills in English Grade 9 (p. 240) |
Oral discussions
Written exercises
Observation
Language games
Sentence construction
|
|
| 7 | 1 |
Reading
|
Play: Characterisation
|
By the end of the
lesson, the learner
should be able to:
- Outline the clues for identifying traits of different characters in a play - Use the clues to describe the characters in a play - Value the role of characterisation in determining virtues and vices in society |
The learner is guided to:
- Search from the internet, books, newspapers or magazines to find out what clues to look for in a play to identify traits of characters - Read play excerpts such as "Learner of the year" - In pairs, brainstorm on words and phrases used to describe characters - Compile the words and phrases into a phrase book - Share the phrase book with others in the classroom - Compare their books with those of other learners - Outline the clues for identifying traits of different characters in the play |
How can one tell the qualities of a character in a play?
|
Skills in English Grade 9 (p. 241)
Play excerpts Digital devices Internet resources Reference materials Chart papers |
Phrase books
Oral discussions
Written exercises
Observation
Peer assessment
|
|
| 7 | 2 |
Reading
Writing |
Play: Characterisation
The Writing Process |
By the end of the
lesson, the learner
should be able to:
- Use the clues to describe the characters in a play - Appreciate the role of characterisation in determining virtues and vices in society |
The learner is guided to:
- Use clues to describe the characters and their traits in plays - Create character maps for each character and display them in the classroom gallery - Listen to feedback from classmates and use suggestions to improve character maps - Rehearse and dramatize parts of plays, bringing out the traits of the characters - Make good use of verbal and non-verbal cues - Watch video clips of plays and identify clues that can be used to describe character traits - Role-play different characters in a hot-seating game - Play character identification games |
What makes plays interesting?
|
Skills in English Grade 9 (p. 245)
Play excerpts Digital devices Character maps Chart papers Video clips Drama props Skills in English Grade 9 (p. 247) Sample writing process charts Internet resources Reference materials Sample dialogues |
Role play
Drama performances
Character maps
Hot-seating games
Peer assessment
Observation
|
|
| 7 | 3 |
Writing
|
The Writing Process
|
By the end of the
lesson, the learner
should be able to:
- Apply the writing process in creating a dialogue on a relevant theme - Emphasise the importance of each stage in the writing process in crafting flawless dialogues |
The learner is guided to:
- In groups, brainstorm on topics related to personal grooming, respect and life skills - Select one topic from the brainstorming session - Follow the stages of the writing process to write a dialogue on the selected topic - Exchange dialogues with others in the group for assessment - Suggest corrections and improvements - Correct work as needed - In pairs, select one of the dialogues presented and dramatize it - Ensure use of verbal and non-verbal cues appropriately - Record the dramatisation - Comment on strengths and weaknesses of the presentation - Discuss the importance of learning how to write a dialogue |
Why is it important to learn dialogue writing?
|
Skills in English Grade 9 (p. 249)
Digital recording devices Chart papers Reference materials Sample dialogues Props for dramatization |
Dialogue writing
Role play
Peer assessment
Video recordings
Observation
Dramatization
|
|
| 7 | 4 |
SEA TRAVEL
Listening and Speaking Listening and Speaking |
Extensive Listening: Speeches
|
By the end of the
lesson, the learner
should be able to:
- Identify the issue addressed by the different speeches listened to - Take notes on the points made by the different speakers on the issue - Value the information shared in the speeches |
The learner is guided to:
- Tell classmates how a speech they listened to inspired them to take a certain course of action - Listen to speeches that the teacher will read aloud - Answer questions based on the speeches they have listened to - Take turns to ask and answer more questions based on the speeches - Identify the main issue being addressed in the speeches - Discuss the themes identified in the speeches - Search for speeches of interest on the internet, radio and television |
How can you ensure that you remember what you hear from a speech?
|
Skills in English Grade 9 (p. 251)
Audio recordings Video clips Digital devices Internet resources Sample speeches Skills in English Grade 9 (p. 252) Digital recording devices Audio recording equipment Social media platforms Notes from previous lesson |
Oral questions
Written responses
Observation
Note taking
Group discussions
|
|
| 7 | 5 |
Reading
|
Intensive Reading: Visualising and Summarising
|
By the end of the
lesson, the learner
should be able to:
- Identify mental images created from a read passage - Visualise scenes described in a text - Appreciate the role of mental images in enhancing understanding of a text |
The learner is guided to:
- Discuss how to ensure understanding of what is read - Read stories like "Scenes from the sea" - Answer comprehension questions based on the passage - Work with a classmate to identify words or expressions that appeal to the five senses in the passage - Describe mental images created from the passage that help to imagine how something looks, smells, sounds, feels or tastes - Write descriptive words and expressions that appeal to the five senses in a table - Search from the internet or a variety of texts for sensory words and expressions used to create mental images |
What are the features that make a text appealing to the senses?
|
Skills in English Grade 9 (p. 253)
Reading passages Digital devices Internet resources Sensory vocabulary lists Chart papers |
Written responses
Sensory tables
Observation
Pair work
Question and answer
Group discussions
|
|
| 8 | 1 |
Reading
|
Intensive Reading: Visualising and Summarising
|
By the end of the
lesson, the learner
should be able to:
- Summarise a paragraph and passage - Apply visualisation and summarisation strategies to enhance reading comprehension |
The learner is guided to:
- Use context clues to infer the meaning of unfamiliar words in passages - Fill in blank spaces in sentences with the most suitable words - In pairs, fill in key information from stories in a graphic organiser - Display outlines on the classroom wall - Fill in more forms with key ideas from texts as guided - Read passages like "Take nothing but memories" - Identify the main ideas in paragraphs - Summarise the ideas in their own words and present them on charts - Share charts and invite other learners to review them - Review the charts of other learners |
Why is it important to write an accurate summary of a text?
|
Skills in English Grade 9 (p. 256)
Reading passages Graphic organisers Chart papers Digital devices Reference materials |
Written summaries
Graphic organisers
Peer review
Chart presentations
Observation
Question and answer
|
|
| 8 | 2 |
Grammar in Use
|
Sentences: Complex Sentences
|
By the end of the
lesson, the learner
should be able to:
- Identify subordinating conjunctions in sentences - Construct complex sentences using subordinating conjunctions - Value the purpose of subordinating conjunctions in sentences |
The learner is guided to:
- Read sentences to identify main ideas - Study sentences and suggest words that could join them into one - Read passages like "Secrets of a ship" and identify complex sentences - Identify words that link clauses to form complex sentences - In pairs, identify and underline subordinating clauses in sentences - Pick out and label subordinating conjunctions used in passages - Circle subordinating conjunctions in sentences - Read more complex sentences from various sources and identify subordinating conjunctions |
What is the role of conjunctions in sentences?
|
Skills in English Grade 9 (p. 257)
Reading passages Reference materials Digital devices Chart papers Sentence samples Skills in English Grade 9 (p. 259) Substitution tables |
Written exercises
Identification tasks
Sentence labelling
Observation
Peer assessment
Question and answer
|
|
| 8 | 3 |
Reading
|
Grade-appropriate Play: Style
|
By the end of the
lesson, the learner
should be able to:
- Identify the styles of humour and monologue in a play - Analyse how these styles contribute to the overall effectiveness of the play - Value the role of literary devices in enhancing a play |
The learner is guided to:
- Read plays like "A funny fear" - Answer questions based on the play - In pairs, identify the use of humour in the play - Identify which character dominates the conversation in the play - In groups, identify and illustrate the use of humour and monologue in the play - Present work in a graphic organiser - Read more plays and identify the use of humour and monologue |
What makes a play interesting to read?
|
Skills in English Grade 9 (p. 261)
Play excerpts Digital devices Graphic organisers Chart papers Reference materials |
Oral discussions
Written responses
Graphic organisers
Group presentations
Observation
Question and answer
|
|
| 8 | 4 |
Reading
Writing |
Grade-appropriate Play: Style
Creative Writing: Idioms |
By the end of the
lesson, the learner
should be able to:
- Dramatise instances of humour and monologue in a play - Acknowledge the role of humour and monologue in enriching a literary work |
The learner is guided to:
- In pairs, search for examples of humour and monologue from various sources - Read them aloud or act them out - Search for plays featuring monologue and humour then watch or read them - Dramatise instances of humour and monologue in the plays - Record performances using digital devices - Watch and review recordings - Write play scripts that include the monologue of a main character and use humour - Dramatise plays for family members or peers - Use humour and monologue to write a play on safety during sea travel |
How do stylistic features enhance the message in a play?
|
Skills in English Grade 9 (p. 262)
Digital recording devices Play excerpts Reference materials Drama props Script writing materials Skills in English Grade 9 (p. 264) Reading passages Dictionaries Digital devices Internet resources Chart papers |
Role play
Dramatisation
Script writing
Video recordings
Peer review
Observation
|
|
| 8 | 5 |
Writing
|
Creative Writing: Idioms
|
By the end of the
lesson, the learner
should be able to:
- Use a variety of idioms in writing narrative compositions - Encourage peers to use idioms appropriately in speech and writing |
The learner is guided to:
- Play language games with idioms - Write a narrative composition on a topic related to sea travel, using given idioms - In groups, collect compositions and read through them - Create a checklist to record idioms and the number of times they are used in each composition - Compare totals and find the most used idiom - List other familiar idioms - Use a variety of idioms to write compositions on topics of choice - In pairs, discuss the importance of using idioms in communication - Plan a presentation to encourage peers to use idioms appropriately |
Why is proper use of idioms important in communication?
|
Skills in English Grade 9 (p. 267)
Chart papers Dictionaries Reference materials Digital devices Sample compositions Language game materials |
Narrative compositions
Checklists
Language games
Peer assessment
Presentations
Observation
|
|
| 9 |
Midterm break |
||||||||
| 10 | 1 |
SPORTS - WORLD CUP (FOOTBALL)
Listening and Speaking Listening and Speaking |
Intonation in Sentences: Question Tags
|
By the end of the
lesson, the learner
should be able to:
- Write the correct form of question tags in sentences - Use question tags appropriately in communication - Compose sentences using question tags correctly |
The learner is guided to:
- Listen to a recording of a conversation about the World Cup - Answer questions based on the conversation - In pairs, practice reading the conversation with correct intonation - Identify questions in the conversation that use question tags - Copy sentences and write the correct question tag to complete each one - Organize positive and negative patterns in sentences in a table - Write statements that could end in question tags with correct form of question tag for each statement - Take turns to read aloud sentences with question tags using correct intonation |
Why do we use question tags in speech?
|
Skills in English Grade 9 (p. 269)
Audio recordings Digital devices Sentence samples Conversation scripts Chart papers Skills in English Grade 9 (p. 271) Reference materials World Cup related materials |
Oral reading
Written exercises
Pair work
Observation
Intonation practice
Sentence construction
|
|
| 10 | 2 |
Reading
|
Summarising: Argumentative Texts
|
By the end of the
lesson, the learner
should be able to:
- Pick out the main points discussed in a text - Organise an outline of points into a coherent whole - Value the importance of identifying main ideas when reading |
The learner is guided to:
- Read paragraphs and identify the main argument - Identify supporting points raised to support the main argument - Read argumentative texts like "Beyond the trophy" - Select the main idea in the text and state it in a short phrase - Read more argumentative texts based on the World Cup from various sources - For each text, pick out the main points discussed - Organize main points and supporting points in texts in tables - Organize outlines of main points and supporting points so they flow logically and clearly |
How do we write summaries?
|
Skills in English Grade 9 (p. 272)
Reading passages Digital devices Internet resources Reference materials Chart papers Argumentative texts |
Written exercises
Oral presentations
Tables and outlines
Observation
Question and answer
Group discussions
|
|
| 10 | 3 |
Reading
|
Summarising: Argumentative Texts
|
By the end of the
lesson, the learner
should be able to:
- Summarise a text correctly in their own words - Apply good summary writing skills in reading |
The learner is guided to:
- Explain to a classmate how to write a summary - Use main ideas and supporting points to write a summary of a text in a short paragraph - Read text a second time to confirm that main ideas and supporting points are identified accurately - Assess summary for clarity and correct use of grammar - Make corrections as needed - Write final summary paragraph of about 200 words - In groups, search for more reading passages and write summaries of each one - Search for information relating to the women's World Cup including facts, dates and names of important personalities - Present findings in a summary or table and post the information on the school noticeboard |
Why should we learn good summary writing skills?
|
Skills in English Grade 9 (p. 274)
Reading passages Digital devices Internet resources Reference materials Chart papers Display materials |
Written summaries
Peer assessment
Information displays
Group presentations
Observation
Question and answer
|
|
| 10 | 4 |
Grammar in Use
|
Sentences: Direct and Indirect Speech
|
By the end of the
lesson, the learner
should be able to:
- Differentiate between direct and indirect speech - Convert direct speech into indirect speech - Value the importance of reporting speech correctly |
The learner is guided to:
- Read sentences and identify how related sentences are connected - Discuss how to report what another person has said - Read sentences and identify differences between direct and indirect speech - Read passages that use direct and indirect speech - Identify how changing from direct to indirect speech affects tense, pronouns and determiners - Study tables showing tense changes when converting direct to indirect speech - Change sentences from direct to indirect speech and vice versa |
How do we report what others have said?
|
Skills in English Grade 9 (p. 275)
Sentence samples Reading passages Reference materials Digital devices Chart papers Skills in English Grade 9 (p. 277) Video recordings |
Written exercises
Sentence transformation
Observation
Question and answer
Group discussions
|
|
| 10 | 5 |
Reading
|
Intensive Reading: Play - Relating to Real Life
|
By the end of the
lesson, the learner
should be able to:
- Identify the characters in a play - Discuss the various themes in a play - Value the connection between plays and real life experiences |
The learner is guided to:
- Read plays like "World Cup football" - Answer questions based on the play - In pairs, identify the characters in the play - Based on statements made by characters in the play, identify values that can be used to describe characters - In pairs, identify and discuss the themes in the play - Complete tables with themes and evidence for each theme from the play - In groups, use notes to discuss how various themes in the play are brought out |
What are the features of a play?
|
Skills in English Grade 9 (p. 279)
Play excerpts Digital devices Chart papers Reference materials |
Oral discussions
Written responses
Theme tables
Group presentations
Observation
Question and answer
|
|
| 11 | 1 |
Reading
Writing |
Intensive Reading: Play - Relating to Real Life
Descriptive Writing (280-320 words) |
By the end of the
lesson, the learner
should be able to:
- Relate the characters and themes to real life - Participate in a stage performance of a play - Appreciate the beauty of performance of a literary text |
The learner is guided to:
- Read themes identified in the play and select familiar ones - Take turns to explain how the themes relate to real-life experiences - Select characters from the play and relate them to self or known people - Discuss how characters in the play remind them of times when they had different opinions from others and how they reached agreements - Watch videos of plays and note actors' presentation, delivery, costumes and verbal/non-verbal cues - Search for information about skills and qualities of good actors - Present findings in class - Assign roles, memorize lines, discuss costumes, rehearse and perform the play - Record the performance and review it later |
What makes plays interesting?
|
Skills in English Grade 9 (p. 282)
Play excerpts Digital recording devices Drama props Costumes Internet resources Reference materials Skills in English Grade 9 (p. 284) Sample compositions Digital devices Dictionaries Literary excerpts |
Role play
Dramatization
Video recordings
Character analysis
Peer assessment
Group discussions
|
|
| 11 | 2 |
Writing
|
Descriptive Writing (280-320 words)
|
By the end of the
lesson, the learner
should be able to:
- Apply the five senses in writing descriptive compositions - Display creativity and imagination in composition writing - Value the importance of creativity in writing |
The learner is guided to:
- Scan through the text "My FIFA World Cup experience" to find words and phrases that appeal to the five senses - Write sentences that describe things in the classroom using words that appeal to the senses - Fill in tables with words and phrases that appeal to different senses - Study pictures or items on the World Cup and write descriptive compositions that describe the items - Use words that appeal to touch, taste, hearing, sight and smell - With a classmate, write short paragraphs describing items and have the other person guess what the item is - In groups, write descriptive compositions in relay format - Share compositions with the class and invite comments - Rewrite familiar stories in their own words - Display best compositions in creative corners, school noticeboards or school websites |
Which words do we use to describe our different senses?
|
Skills in English Grade 9 (p. 286)
Sensory vocabulary lists Sample compositions Digital devices Chart papers Display materials Pictures of World Cup events |
Descriptive compositions
Sensory word tables
Relay writing
Peer assessment
Displays
Observation
|
|
| 11 | 3 |
TOURIST ATTRACTION SITES - WORLD
Listening and Speaking Listening and Speaking |
Oral Reports: News (Role-play)
|
By the end of the
lesson, the learner
should be able to:
- Read a short report within a specified number of minutes - Analyse a recorded grade-appropriate oral news report - Value the importance of clear and concise news reporting |
The learner is guided to:
- Tell classmates about favourite news presenters or speakers and what they like about their voice use - Discuss instances where they may be required to give an oral presentation - Define what an oral report is - Read a short news report provided by the teacher - In pairs, practice reading fluently setting a goal for reading time - Identify a text to practice fluent reading in groups - Set a target time for reading the chosen text - Discuss ways to improve reading speed to reach targets - Create tables to record reading time |
Who is your favourite news presenter and why?
|
Skills in English Grade 9 (p. 289)
News report samples Digital devices Audio recordings Video clips Timing devices Skills in English Grade 9 (p. 291) Digital recording devices Reference materials Chart papers |
Oral presentations
Timed reading
Observation
Pair work
Group discussions
Question and answer
|
|
| 11 | 4 |
Reading
|
Reading Fluency
|
By the end of the
lesson, the learner
should be able to:
- Preview a text and ignore unfamiliar words - Make predictions about the characters, events and message in a text - Value the importance of fluent reading in communication |
The learner is guided to:
- With a classmate, read sentences fluently in turns - Comment on classmate's fluency - Discuss what makes a person a good reader - Preview texts like "Exploring Waitomo Caves" - Identify the general idea in the text - In pairs, practice model reading of paragraphs using reading fluency strategies like previewing, skimming, scanning and ignoring unfamiliar words - In groups, time themselves as they practice reading fluency - Record reading times in tables - Preview texts of choice while ignoring unfamiliar words |
Why is reading a text fluently important?
|
Skills in English Grade 9 (p. 292)
Reading passages Digital devices Timing devices Reading fluency charts Reference materials |
Timed reading
Peer assessment
Reading fluency charts
Observation
Oral reading
Group timing activities
|
|
| 11 | 5 |
Reading
|
Reading Fluency
|
By the end of the
lesson, the learner
should be able to:
- Make predictions about the characters, events and message in a text - Skim a text to get the gist - Scan a text to obtain specific information |
The learner is guided to:
- Study pictures in texts like "Exploring Waitomo Caves" and predict information about characters and events - Read the first sentence of every paragraph and predict information about events and message - Read stories individually at the right speed, pronouncing words accurately and displaying appropriate emotions - In groups, take turns to read passages aloud and assess each other's reading - Watch videos of others reading and assess their fluency - Search for unfamiliar words in texts and infer meanings from context - In pairs, skim through texts to find main ideas - Scan through texts to find specific details from the text - Select and skim through several texts for main ideas |
How can one read a text fluently?
|
Skills in English Grade 9 (p. 294)
Reading passages Digital devices Video clips Reference materials Chart papers Reading fluency charts |
Oral reading
Peer assessment
Skimming exercises
Scanning exercises
Prediction activities
Observation
|
|
| 12 | 1 |
Grammar in Use
|
Sentences: Imperative and Exclamatory
|
By the end of the
lesson, the learner
should be able to:
- Identify instances where the two types of sentences are used correctly in printed or online texts - Construct imperative and exclamatory sentences - Value the importance of sentence variety in communication |
The learner is guided to:
- Read sentences and identify similarities in their first words - Study conversations and identify which show commands and which show requests - Note the kinds of words used at the beginning of statements and when such sentences are used - Identify elements that indicate imperative sentences - In groups, list rules they would like to see applied in school and state them as imperative sentences - Read sentences that end with exclamation marks and discuss why they use this punctuation - Read the text "The Great Wall" and identify imperative and exclamatory sentences - Label each sentence based on its type |
When do you use an exclamatory or an imperative sentence in school?
|
Skills in English Grade 9 (p. 297)
Sentence samples Digital devices Reading passages Reference materials Chart papers Skills in English Grade 9 (p. 299) Text samples Sentence cards |
Written exercises
Sentence identification
Sentence construction
Observation
Group activities
Question and answer
|
|
| 12 | 2 |
Reading
|
Intensive Reading: Poems
|
By the end of the
lesson, the learner
should be able to:
- Explain why it is important to relate ideas in poems to real life - Relate ideas in poems on tourist attraction sites to real life - Value the need to relate ideas in poems to real life |
The learner is guided to:
- Read poems like "I will travel the world" - Answer questions based on the poem - Pick out key ideas in the poem - Read additional poems like "The beach funfair" - Pick out key ideas in the poem - In groups, discuss questions about the messages, similarities and differences in the poems - In pairs, take turns to explain the importance of relating ideas from poems to real-life experiences - Use dictionaries to find meanings of unfamiliar words in poems - Construct sentences about international tourist sites using these words |
Why is it important to relate ideas read in works of art to real life?
|
Skills in English Grade 9 (p. 300)
Poetry books Digital devices Dictionaries Reference materials Chart papers |
Oral discussions
Written responses
Dictionary use
Sentence construction
Group activities
Question and answer
|
|
| 12 | 3 |
Reading
Writing Writing |
Intensive Reading: Poems
Emails Emails |
By the end of the
lesson, the learner
should be able to:
- Relate ideas in poems on tourist attraction sites to real life - Acknowledge the need to relate ideas in poems to real life |
The learner is guided to:
- In groups, relate ideas in poems to real life by discussing questions about desired places to visit - Discuss interest in tourist sites mentioned in poems - Relate hopes expressed by personas about their future to their own dreams - Relate visits to tourist sites to their own experiences - Identify words in poems that bring out personas' excitement about seeing ships, boats and ocean waves - Describe similar personal experiences - Share first-time experiences when visiting new places - Describe how experiences relate to places described in poems - Read more poems about tourist attraction sites from different sources - Relate ideas in the poems to real-life experiences - Individually, write down the role of poems in society |
What is the role of poems in the society?
|
Skills in English Grade 9 (p. 302)
Poetry books Digital devices Internet resources Reference materials Chart papers Skills in English Grade 9 (p. 304) Email diagrams Sample emails Skills in English Grade 9 (p. 305) Display materials |
Group discussions
Oral presentations
Written responses
Role of poetry lists
Peer sharing
Observation
|
|
Your Name Comes Here