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| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 5 |
RELATIONSHIPS: PEERS
Reading |
Study Skills: Reference materials
|
By the end of the
lesson, the learner
should be able to:
- Explain the purpose of different reference materials. - Select relevant reference materials for varied tasks. - Value the role of reference materials in learning. |
The learner is guided to:
- Read the passage "Positive peer relationships." - Answer questions based on the passage. - Examine a sample text from a reference material and identify the type of reference material it is likely to be found in. - Select and read texts from books and the Internet on peer relationships. - Pick out various unfamiliar words and check their meaning and spelling in a dictionary. - Select appropriate reference materials for different tasks. |
What is the importance of reference materials?
|
Moran - Skills in English pg. 66
Dictionary Thesaurus Encyclopedia Digital devices Reference books |
Written exercises
Oral questions
Observation
Group work
|
|
| 2 | 1 |
Reading
Grammar in Use Grammar in Use |
Study Skills: Reference materials
Word Classes: Adjectives Word Classes: Adjectives |
By the end of the
lesson, the learner
should be able to:
- Use reference materials to obtain information on varied subjects. - Find the spelling, pronunciation, and meaning of words using a dictionary. - Acknowledge the role of reference materials in lifelong learning. |
The learner is guided to:
- Use selected reference materials to find specific information about peer relationships. - Find the spelling, pronunciation, and meaning of selected words. - Find synonyms of words using a thesaurus. - Use an encyclopedia to search for more information about peer relationships. - Construct sentences using the words found in reference materials. - Create crossword puzzles using the antonyms and synonyms learned. |
How can one use reference materials appropriately?
|
Moran - Skills in English pg. 67
Dictionary Thesaurus Encyclopedia Digital devices Reference books Moran - Skills in English pg. 69 Charts Lesson notes Teacher's Guide Moran - Skills in English pg. 70 Crossword puzzles Lesson notes |
Crossword puzzles
Written exercises
Group presentations
Observation
|
|
| 2 | 2 |
Reading
Writing |
Intensive Reading: Short story
Functional Writing: Apology Letters |
By the end of the
lesson, the learner
should be able to:
- Identify dialogue and repetition in a short story. - Explain the importance of repetition and dialogue in a short story. - Value the role of stylistic devices in fiction writing. |
The learner is guided to:
- Read the short story "A memorable adventure." - Answer questions based on the story. - Compare and contrast their own experiences with those of the characters in the short story. - Take turns to retell the events in the story. - Identify the use of dialogue in the short story and discuss the messages in the dialogues. - Identify words and phrases that are repeated in the story. |
What makes stories interesting to read?
|
Moran - Skills in English pg. 71
Reference books Digital devices Lesson notes Teacher's Guide Moran - Skills in English pg. 73 Role-play scripts Lesson notes Moran - Skills in English pg. 74 Sample letters Audio recordings |
Written responses
Oral presentations
Group discussions
Role play
|
|
| 2 | 3 |
Writing
Listening and Speaking |
Functional Writing: Apology Letters
Conversational Skills: Disagreeing Politely |
By the end of the
lesson, the learner
should be able to:
- Plan what to include in an apology letter. - Write a letter of apology based on a given context. - Appreciate the role of letter writing in communication. |
The learner is guided to:
- Imagine they have done something wrong in school and need to apologize in writing. - Plan what to include in their apology letter. - Write a letter of apology to the school principal or class teacher. - Evaluate each other's letters using a provided assessment guide. - Rewrite their apology letters based on peer feedback. - Discuss situations that may require writing letters of apology. - Select examples and talk about possible consequences if a letter of apology is not written. - Discuss the role of apology letters in communication. |
How can an apology letter resolve a conflict?
|
Moran - Skills in English pg. 75
Sample letters Digital devices Assessment guide Lesson notes Moran - Skills in English pg. 78 Video recordings Pictures |
Written letters
Peer assessment
Self-assessment
Group discussions
|
|
| 2 | 4 |
REHABILITATION
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 | 5 |
Reading
Grammar in Use Grammar in Use |
Reading Fluency: Poem
Word Classes: Adverbs Word Classes: Adverbs |
By the end of the
lesson, the learner
should be able to:
- Read a text accurately, with expression and at the right speed. - Apply fluency strategies when reading a text. - Appreciate the value of fluency in reading to enhance understanding. |
The learner is guided to:
- Make a list of unfamiliar words in the text "Achieving fluency in reading" and reread the text ignoring them. - Complete a table with unfamiliar words, their definitions based on context, and dictionary definitions. - Practice pronouncing the unfamiliar words aloud. - Reread the entire text accurately, with expression, and at the right speed. - Discuss why readers read with expression. - Preview and then read the poem "Prevention is better." - Practice reading the poem accurately, with expression, and at the right speed. - Recite the poem aloud in class. |
How can reading fluently improve understanding?
|
Moran - Skills in English pg. 82
Digital devices Poem texts Dictionary Lesson notes Moran - Skills in English pg. 84 Video recordings Reference books Moran - Skills in English pg. 85 Crossword puzzles Charts Reference books |
Oral reading
Observation
Recitation
Peer assessment
|
|
| 3 | 1 |
Reading
Writing |
Intensive Reading: Short story
Mechanics of Writing |
By the end of the
lesson, the learner
should be able to:
- Identify the main idea in the short story. - Answer questions based on the short story. - Value the importance of literature in addressing social issues. |
The learner is guided to:
- Take turns to retell a short story they recently read. - Discuss why people read short stories. - Read the short story "I think it is time." - Answer questions based on the passage. - Discuss what they could have done if they were the following people in the short story: Caren, Caren's father, or Uncle Ken. - Identify the main idea in the story. - Write a summary of the main idea in the story. |
How can one identify problems that need intervention?
|
Moran - Skills in English pg. 87
Reference books Digital devices Lesson notes Teacher's Guide Moran - Skills in English pg. 88 Graphic organizers Reference books Moran - Skills in English pg. 90 Dictionary Word lists Lesson notes |
Written responses
Oral discussions
Observation
Peer assessment
|
|
| 3 | 2 |
Writing
Listening and Speaking |
Mechanics of Writing
Listening for Detail |
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 Moran - Skills in English pg. 95 Audio recording on wildlife Digital devices Teacher's guide |
Written paragraphs
Chart creation
Spelling tests
Peer assessment
|
|
| 3 | 3 |
NATURAL RESOURCES: WILDLIFE
Listening and Speaking Reading Reading |
Listening for Detail
Intensive Reading: Visuals Intensive Reading: Visuals |
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" Pictures of wildlife Reference materials Posters Charts Moran - Skills in English pg. 97 Visuals on wildlife Charts Teacher's guide |
Oral questions
Written responses
Peer assessment
Listening comprehension exercises
|
|
| 3 | 4 |
Grammar in Use
Reading |
Word Classes: Pronouns
Intensive Reading: Short story |
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" Moran - Skills in English pg. 102 Charts on pronouns Substitution tables Teacher's guide Moran - Skills in English pg. 104 Short story "Touring the wild" Reference materials |
Gap filling exercises
Sentence construction
Oral questions
Written exercises
Group discussions
|
|
| 3 | 5 |
Reading
Writing |
Intensive Reading: Short story
Composition Writing |
By the end of the
lesson, the learner
should be able to:
- Describe the traits of characters in the short story - Analyze the relationships between characters in the short story - Appreciate the role of the characters in the short story in depicting real-life experiences |
The learner is guided to:
- Discuss what each character does in the story - Discuss how character traits are identified in a story - Create a diagram to show relationships between characters - Display the diagram on a chart or PowerPoint presentation - Explain relationships between characters using the diagram - Dramatize actions of different characters to bring out their traits |
Which people would you like to meet in a story?
|
Moran - Skills in English pg. 106
Short story "Touring the wild" Digital devices Charts PowerPoint presentation Teacher's guide Moran - Skills in English pg. 107 Sample dialogues Reference materials |
Character relationship diagrams
Role play
Oral presentations
Written exercises
Group discussions
|
|
| 4 | 1 |
Writing
Listening and Speaking |
Composition Writing
Listening and Responding: Oral Narratives - Myths |
By the end of the
lesson, the learner
should be able to:
- Write a dialogue on a given topic - Edit a dialogue for clarity, cohesion and coherence - Value the role of the writing process in communication |
The learner is guided to:
- Discuss ideas to include when writing a dialogue - Write a rough draft of a dialogue about wildlife conservation - Edit the dialogue to avoid repetition, correct spellings and punctuation - Revise the dialogue by adding, rearranging, removing or replacing ideas, words, phrases and sentences - Assess each other's dialogues using a provided checklist - Share final work in class |
Why is it important to follow the writing process?
|
Moran - Skills in English pg. 108
Sample dialogues Digital devices Assessment checklist Reference materials Moran - Skills in English pg. 111 Audio recordings Video recordings Myth "How Wechakhulia Hill was formed" |
Dialogue writing
Peer assessment
Self-assessment
Editing exercises
Oral presentations
|
|
| 4 | 2 |
TOURISM: DOMESTIC
Listening and Speaking Reading Reading |
Listening and Responding: Oral Narratives - Myths
Intensive Reading: Poem Intensive Reading: Poem |
By the end of the
lesson, the learner
should be able to:
- Relate the characters in a myth to real life - Retell a myth using appropriate verbal and non-verbal cues - Value the importance of myths in preserving cultural heritage |
The learner is guided to:
- Take turns to retell the story they listened to, ensuring events are in correct order - Search from the Internet for a video recording of a myth, watch it and narrate key events - Identify the characters in the myth - Discuss the consequences of characters' behaviors in the story - Explain moral lessons learned in the myth - Identify alternative statements characters could have made |
Why are oral narratives important in society?
|
Moran - Skills in English pg. 112
Digital devices Video recordings Audio recordings Teacher's guide Poem "Local tourists" Reference materials Charts Moran - Skills in English pg. 115 Dictionary Visual aids |
Oral presentations
Narration skills assessment
Peer assessment
Written reflections
Group discussions
|
|
| 4 | 3 |
Grammar in Use
Reading |
Word Classes: Simple prepositions
Intensive Reading: Poetry |
By the end of the
lesson, the learner
should be able to:
- Identify prepositions of position, time and place correctly - Use prepositions of position correctly in sentences - Appreciate the role of prepositions of position in communication |
The learner is guided to:
- Study pictures showing different positions of objects - Answer questions about the position of objects in the pictures - Identify the words used to provide information about time, position and place - Identify prepositions in the paragraph "A week of touring" - Find a text and identify prepositions of position, place and time |
How do we show where somebody or something is?
|
Moran - Skills in English pg. 116
Pictures showing positions Digital devices Charts Reference materials Teacher's guide Moran - Skills in English pg. 117 Newspapers Magazines Crossword puzzles Moran - Skills in English pg. 118 Poem "We won't let you!" |
Gap filling exercises
Sentence construction
Oral questions
Written exercises
Group discussions
|
|
| 4 | 4 |
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
|
|
| 4 | 5 |
Writing
Listening and Speaking Listening and Speaking |
Assessment of writing
Pronunciation: Sounds Vowels Stressed and unstressed words |
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 Moran - Skills in English pg. 124 Audio recordings Charts Word lists Moran - Skills in English pg. 125 Poem "If I knew" Charts with stressed and unstressed words |
Composition writing
Error identification
Peer assessment
Self-assessment
Editing exercises
|
|
| 5 | 1 |
HEROES AND HEROINES: AFRICA
Reading Reading Grammar in Use |
Extensive Reading: Grade appropriate fiction Materials - Characters
Word Classes: Conjunctions |
By the end of the
lesson, the learner
should be able to:
- Identify the characters in a given fiction text - Describe the traits of a given character in a fictional text - Value the role of characters in fiction |
The learner is guided to:
- Discuss what makes reading enjoyable - Read the passage "African heroes and heroines" - Identify and list the characters in the story - Take up roles of different characters in the story - Role-play the different characters identified - Dramatize the text using appropriate voice, gestures, facial expressions and movement - Discuss why some people are considered heroes and heroines in communities |
What makes reading enjoyable? How can the characters in a story be described?
|
Moran - Skills in English pg. 127
Passage "African heroes and heroines" Digital devices Reference materials Character trait charts Teacher's guide Moran - Skills in English pg. 129 Dictionaries Moran - Skills in English pg. 130 Passage about African heroes Poem "If you knew" Songs Charts |
Character analysis
Role play
Oral presentations
Written exercises
Drama performance
|
|
| 5 | 2 |
Grammar in Use
Reading Reading |
Word Classes: Conjunctions
Intensive Reading: Similes and metaphors Intensive Reading: Similes and metaphors |
By the end of the
lesson, the learner
should be able to:
- Construct sentences using the listed conjunctions - Join sentences using appropriate conjunctions - Acknowledge the importance of conjunctions in communication |
The learner is guided to:
- Search from the Internet or in texts for examples of conjunctions - Search from the Internet for sentences in which conjunctions are used - Present findings to classmates - Complete a passage by filling blanks with appropriate conjunctions - Make sentences about African heroes and heroines using the conjunctions - Complete sentences by filling in blank spaces using appropriate conjunctions - Create dialogues using the conjunctions - Create a crossword puzzle using conjunctions |
How can one join two or more sentences?
|
Moran - Skills in English pg. 132
Digital devices Reference materials Crossword puzzles Charts Teacher's guide Moran - Skills in English pg. 133 Short story "Finding a hero" Dictionaries Moran - Skills in English pg. 134 Charts with similes and metaphors |
Sentence construction
Gap filling exercises
Crossword puzzles
Written exercises
Poster creation
|
|
| 5 | 3 |
Writing
|
Creative Writing: Narrative Compositions
|
By the end of the
lesson, the learner
should be able to:
- Recall a specific event, emotion or experience that affected them greatly - Plan a narrative composition using prewriting techniques - Value quality narrative compositions in communication |
The learner is guided to:
- Read the story "Beyond achievements" - Answer questions based on the story - Identify what makes the story interesting - Explain how to make compositions interesting - Identify and discuss the parts of a narrative composition - Recall and narrate to classmates a specific feeling, event or experience that stands out as memorable - Explain how it greatly affected them - Complete a table about their narration |
Why do we enjoy reading stories? How can you make your composition interesting?
|
Moran - Skills in English pg. 136
Story "Beyond achievements" Digital devices Reference materials Planning templates Teacher's guide |
Narrative composition planning
Oral narratives
Written exercises
Group discussions
Story analysis
|
|
| 5 | 4 |
Writing
Listening and Speaking Listening and Speaking |
Creative Writing: Narrative Compositions
Oral Presentations Oral Presentations |
By the end of the
lesson, the learner
should be able to:
- Create a narrative composition using revealing details - Revise and edit a narrative composition for clarity and correctness - Appreciate the value of quality narrative compositions |
The learner is guided to:
- Answer questions as they plan to write a story about an event or experience that has affected them greatly - Search for information on the parts of a narrative composition and present findings - Identify the parts of a narrative composition in a provided text - Use prewriting techniques to plan a narrative composition about one of their most memorable experiences - Write a narrative composition of 240-280 words using revealing details - Review each other's work using a provided checklist - Revise and correct any mistakes - Display final composition on a poster or share using social media |
Which event excited you or made you sad recently? How can a good narrative be written?
|
Moran - Skills in English pg. 138
Digital devices Posters Assessment checklists Reference materials Teacher's guide Moran - Skills in English pg. 140 Audio recordings Sample speeches Moran - Skills in English pg. 141 |
Narrative composition writing
Peer assessment
Self-assessment
Editing exercises
Oral presentations
|
|
| 5 | 5 |
ART
Reading Reading Grammar in Use |
Study Skills: Note Making
Word Classes: Determiners |
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 Moran - Skills in English pg. 146 Pictures showing demonstrative use Text "Talented Brothers" Charts with demonstratives |
Note taking exercises
Key point identification
Written exercises
Oral presentations
Group discussions
|
|
| 6 | 1 |
Grammar in Use
Reading Reading |
Word Classes: Quantifiers
Intensive Reading: Short story Intensive Reading: Short story |
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 Moran - Skills in English pg. 151 Story "Loiyangalani Art Exhibition" Event sequence charts Reference materials Moran - Skills in English pg. 152 Setting analysis charts |
Quantifier identification
Sentence construction
Gap filling exercises
Meaning differentiation
Group discussions
|
|
| 6 | 2 |
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 Moran - Skills in English pg. 155 Note writing templates Assessment criteria Posters for display |
Note analysis
Layout identification
Written exercises
Oral presentations
Group discussions
|
|
| 6 | 3 |
CHOOSING A CAREER
Listening and Speaking Listening and Speaking Reading |
Conversational Skills: interviews
Extensive Reading: Non-fiction |
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 Moran - Skills in English pg. 158 Sample interviews Interview question lists Text "Choosing a career" Non-fiction texts |
Polite expression identification
Role play
Oral presentations
Written exercises
Group discussions
|
|
| 6 | 4 |
Reading
Grammar in Use Grammar in Use |
Extensive Reading: Non-fiction
Word Classes: Adverbs Word Classes: Adverbs |
By the end of the
lesson, the learner
should be able to:
- Read grade appropriate materials for lifelong learning - Recommend to peers suitable non-fiction materials to read - Appreciate the importance of reading widely |
The learner is guided to:
- Read texts identified in previous lesson - Note key points in each text - Explain to classmates what they have read - Identify unfamiliar words in the texts - Use dictionary or Internet to look up meanings of unfamiliar words - Use the words to make sentences - Match words with similar meanings - Use dictionary or Internet to look up meanings of words - Discuss the importance of reading for information |
Why should one read widely?
|
Moran - Skills in English pg. 159
Non-fiction texts Digital devices Dictionaries Reference materials Teacher's guide Moran - Skills in English pg. 161 Newspapers Magazines Moran - Skills in English pg. 162 Posters and charts Gap filling exercises |
Reading comprehension
Vocabulary exercises
Written exercises
Oral presentations
Group discussions
|
|
| 6 | 5 |
Reading
|
Intensive Reading: Lessons Learnt
|
By the end of the
lesson, the learner
should be able to:
- Identify the lessons learnt in a short story - Explain what the lesson means to learners - Value the importance of lessons in stories |
The learner is guided to:
- Explain what they understand by the term "moral lesson" - Discuss lessons learned from stories read previously - Listen to the teacher read a short story - Discuss and identify lessons learnt from the story by studying actions and words used - Record findings in a provided table - Discuss lessons learned from specific characters in the story |
How can you derive lessons from a short story?
|
Moran - Skills in English pg. 164
Short story "A career talk" Digital devices Reference materials Lesson analysis charts Teacher's guide Moran - Skills in English pg. 165 Recorded stories |
Lesson identification
Character analysis
Written exercises
Oral presentations
Group discussions
|
|
| 7 | 1 |
Writing
|
Mechanics of Writing: Prefixes and Suffixes
|
By the end of the
lesson, the learner
should be able to:
- Identify words with prefixes and suffixes from a text - Form words using prefixes and suffixes - Value the importance of correct word formation in communication |
The learner is guided to:
- Read words with prefixes and suffixes and provide more examples - Analyze words in columns to determine what each column has in common - Read a text about careers and identify words with prefixes and suffixes - Break down identified words to show their prefixes and suffixes - Read a text and identify words with prefixes and suffixes - Search for more examples of words with prefixes and suffixes - Arrange words into groups: those with similar root, similar prefixes, and similar suffixes |
How can you tell the meaning of a word using a prefix? Which words with suffixes and prefixes are confusing?
|
Moran - Skills in English pg. 167
Texts with prefixes and suffixes Digital devices Reference materials Word lists Teacher's guide Moran - Skills in English pg. 168 Dictated words list Gap filling exercises |
Word breakdown exercises
Word identification
Word formation
Written exercises
Group discussions
|
|
| 7 | 2 |
MODERN FASHION
Listening and Speaking Listening and Speaking Reading |
Listening to Respond: Attitude
Intensive Reading: Comprehension Strategies |
By the end of the
lesson, the learner
should be able to:
- Explain the message in a given song - Use appropriate words and expressions to express their attitude towards a given song - Appreciate how choice of words affects the reader |
The learner is guided to:
- Listen to different songs from a digital device or non-electronic sources and describe the messages in them - Collaborate with peers to perform the songs and bring out relevant emotions - Discuss issues highlighted in the songs with those of their peers - Use words and expressions to describe their feelings about various issues in the songs including modern fashion |
What messages are found in songs?
|
Moran - Skills in English pg. 170
Digital devices Audio recordings of songs Teacher's Guide Song lyrics Audio recordings Charts Digital devices Moran - Skills in English pg. 171 Pictures Manila papers |
Observation
Oral questions
Peer assessment
Checklists
|
|
| 7 | 3 |
Reading
Grammar in Use Grammar in Use |
Intensive Reading: Comprehension Strategies
Phrasal Verbs Phrasal Verbs |
By the end of the
lesson, the learner
should be able to:
- Infer meanings of words correctly in a text - Make judgments on information in a text - Appreciate the role of comprehension strategies in understanding text |
The learner is guided to:
- Answer questions based on a passage read - Copy and complete a table to find meaning of words using contextual clues - Find information from the passage indicating specific details - Find meanings of words and phrases as used in the passage - Take turns to explain the clues used to find the meaning of each word |
How do we get information from a text?
|
Moran - Skills in English pg. 172
Dictionary Digital devices Charts Moran - Skills in English pg. 174 Charts Teacher's Guide Moran - Skills in English pg. 175 Digital or print dictionaries Sentence strips |
Comprehension questions
Oral presentations
Written exercises
Assessment rubrics
|
|
| 7 | 4 |
Reading
Writing |
Short Story: Characters
The Writing Process |
By the end of the
lesson, the learner
should be able to:
- Identify the characters in a given short story - Describe the traits of a given character in a fictional text - Recognize the role of characters in a short story |
The learner is guided to:
- Read the story "The fashion parade" - Answer questions based on the story - Identify and list all the characters in the story - In pairs, discuss the actions and words of the characters in the story - Use the actions and words of the characters to describe their traits - In groups, look for similarities and differences in the characters in the short story |
What qualities do you admire in people?
|
Moran - Skills in English pg. 177
Short story Character charts Digital devices Moran - Skills in English pg. 179 Role-play scripts Digital devices Charts Teacher's Guide Moran - Skills in English pg. 180 Sample dialogues Manila papers |
Oral questions
Written exercises
Character analysis
Peer assessment
|
|
| 7 | 5 |
Writing
|
The Writing Process
|
By the end of the
lesson, the learner
should be able to:
- Plan a dialogue using prewriting techniques - Create a dialogue on a given topic - Acknowledge the value of a well-written dialogue |
The learner is guided to:
- In pairs, discuss and identify topics relating to modern fashion - Individually, write a draft of a dialogue about one of the topics identified following the stages of the writing process - Display dialogues in class - In pairs, use a checklist to assess the dialogues - Edit dialogues to make corrections based on feedback - Revise and rewrite dialogues - Publish final drafts in the class gallery or on social media |
Why should one write a dialogue?
|
Moran - Skills in English pg. 181
Assessment checklist Digital devices Charts Teacher's Guide |
Dialogue writing
Peer assessment
Portfolio assessment
Assessment rubrics
|
|
| 8 | 1 |
CONSUMER PROTECTION
Listening and Speaking Listening and Speaking |
Extensive Listening: Poems
|
By the end of the
lesson, the learner
should be able to:
- Identify messages in poems - Perform poems using appropriate techniques - Acknowledge the role of poems in society |
The learner is guided to:
- Watch performances of poems provided by the teacher - Write key ideas in the poems listened to - In pairs, identify and discuss the messages in the poems - Present findings to classmates |
What messages are conveyed in poems?
|
Moran - Skills in English pg. 183
Digital devices Audio recordings of poems Teacher's Guide Poems Recording devices Charts |
Observation
Oral questions
Peer assessment
Group presentations
|
|
| 8 | 2 |
Reading
|
Intensive Reading: Comprehension Strategies
|
By the end of the
lesson, the learner
should be able to:
- Select required information from a text - Identify key points in a passage - Acknowledge the importance of comprehension in life |
The learner is guided to:
- Read the passage "Market day" - Answer questions based on the story - In groups, discuss how to identify key points in a text - In pairs, identify the key points in the passage - Reread sentences in which specific words are used in the passage to determine their meaning |
How do you identify the key points in a text?
|
Moran - Skills in English pg. 184
Comprehension passages Dictionary Digital devices |
Written questions
Oral questions
Group discussions
Observation
|
|
| 8 | 3 |
Reading
|
Intensive Reading: Comprehension Strategies
|
By the end of the
lesson, the learner
should be able to:
- Create mental images of the characters, places and events in the text - Summarize the key points in the text - Appreciate the role of reading in lifelong learning |
The learner is guided to:
- Read the story "Market day" again - Identify sections that describe characters, places and events - Identify words that appeal to the five senses - Underline sentences that guide in drawing pictures to illustrate characters, places and events - Draw pictures of characters, places and events in the story - Complete a diagram with information from the story - Write a summary paragraph of the key points in the story |
Which words can bring out the five senses in a text?
|
Moran - Skills in English pg. 186
Summary maps/charts Drawing materials Digital devices |
Summary writing
Drawings
Diagrams
Written exercises
|
|
| 8 | 4 |
Grammar in Use
|
Word Classes: Compound Sentences
|
By the end of the
lesson, the learner
should be able to:
- Identify compound sentences from texts - Identify coordinating conjunctions used in compound sentences - Appreciate the usage of compound sentences in communication |
The learner is guided to:
- Read a text about a customer purchasing shoes - Find conjunctions and, but, or and so in the text - Identify the sentences joined by these conjunctions and read them aloud - Search online or in grammar books for texts about consumer protection - Read the texts and identify compound sentences that use coordinating conjunctions |
Why do we join sentences?
|
Moran - Skills in English pg. 187
Grammar books Digital devices Charts Teacher's Guide Moran - Skills in English pg. 188 Assessment checklist Sentence strips |
Written exercises
Identification tasks
Oral reading
Observation
|
|
| 8 | 5 |
Reading
|
Short Story: Style
|
By the end of the
lesson, the learner
should be able to:
- Identify personification and flashback in a short story - Read and retell a short story - Appreciate the creative use of language in short stories |
The learner is guided to:
- Study the picture and read the title of the story "Goods once sold" - Predict what the story might be about - Read the story "Goods once sold" - Retell the story to classmates - Answer questions based on the story - Search online and in printed materials for information about flashback and personification as features of style in writing |
How does a writer make a story interesting?
|
Moran - Skills in English pg. 189
Short story Pictures Digital devices |
Oral retelling
Written questions
Reading aloud
Peer assessment
|
|
| 9 |
Midterm break |
||||||||
| 10 | 1 |
Reading
Writing |
Short Story: Style
Creative Narrative Composition: Idioms |
By the end of the
lesson, the learner
should be able to:
- Identify examples of personification and flashback in a short story - Dramatize selected parts of a short story featuring personification and flashback - Value the use of stylistic devices in enhancing meaning in a text |
The learner is guided to:
- Identify examples of personification and flashback in the short story "Goods once sold" - Make short notes on personification and flashback with examples from the short story - In groups, select sections of the story which use flashback and personification - Dramatize the sections selected - Present dramatizations to classmates |
Which qualities of a person can animals or things be given?
|
Moran - Skills in English pg. 191
Notes on style Digital devices Charts Teacher's Guide Moran - Skills in English pg. 192 Text with idioms Dictionary Digital devices |
Dramatization
Note-making
Peer assessment
Observation
|
|
| 10 | 2 |
Writing
|
Creative Narrative Composition: Idioms
|
By the end of the
lesson, the learner
should be able to:
- Compose a narrative composition using specified idioms - Review narrative compositions for correctness - Value the use of idioms in enhancing communication |
The learner is guided to:
- Write a composition on any subject relating to consumer protection using provided idioms - In groups, share compositions - Review one another's work using a provided checklist - In groups, play a language game on constructing sentences using idioms - Write a final draft of the narrative composition using idioms correctly |
How can we improve our writing skills?
|
Moran - Skills in English pg. 193
Assessment checklist Sample idioms Digital devices Teacher's Guide |
Composition writing
Peer assessment
Language games
Assessment rubrics
|
|
| 10 | 3 |
SPORTS: OLYMPICS
Listening and Speaking Listening and Speaking |
Pronunciation and Intonation
|
By the end of the
lesson, the learner
should be able to:
- Identify silent consonant letters in words - Pronounce words with silent consonant letters correctly - Acknowledge the importance of correct pronunciation in communication |
The learner is guided to:
- Listen to the teacher pronounce words with silent letters - Identify letters in the words that are not pronounced and list them - Listen from an online source or offline audio-dictionary for the correct pronunciation of words with silent letters - Copy words and identify and underline the silent letters in each word - Search online or in books for words with silent consonant letters r, h, k, g, p, t and b - Read aloud words with silent letters |
Why should we use the right intonation when speaking?
|
Moran - Skills in English pg. 195
Audio dictionary Digital devices Word lists Teacher's Guide Moran - Skills in English pg. 196 Sentence strips Digital recordings Lesson notes |
Oral reading
Identification tasks
Peer assessment
Observation
|
|
| 10 | 4 |
Reading
|
Study Skills
|
By the end of the
lesson, the learner
should be able to:
- Identify the main ideas in a descriptive text - Make notes from a descriptive text - Appreciate the role of note making in studying |
The learner is guided to:
- Explain the steps to follow when writing a summary of a text - Read the passage "Safety in sports" - Answer questions based on the passage - In groups, discuss how key points in a text can be identified - Write a list of key points a sportsperson should consider to avoid injury in sports - In pairs, share and compare lists |
Why is it important to summarize information?
|
Moran - Skills in English pg. 197
Descriptive text Note-making templates Digital devices |
Written questions
Note-making
Group discussions
Pair work
|
|
| 10 | 5 |
Reading
|
Study Skills
|
By the end of the
lesson, the learner
should be able to:
- Identify the steps to follow when summarizing a text - Summarize a descriptive text in a paragraph of stated number of words - Acknowledge the role of summarizing in learning |
The learner is guided to:
- Write a suitable title for the list of key points made - Reread a descriptive text about the Olympics - Write the main points identified in a numbered list - Create a summary paragraph using notes made - Check summary for accuracy - Review and edit paragraphs - Write the final copy of the summary - Read texts provided by the teacher, make notes and write summaries |
How can key points be identified in a text?
|
Moran - Skills in English pg. 200
Descriptive text Summary samples Digital devices Teacher's Guide |
Summary writing
Peer assessment
Paragraph writing
Assessment rubrics
|
|
| 11 | 1 |
Grammar in Use
|
Sentences: Active and Passive Voice
|
By the end of the
lesson, the learner
should be able to:
- Identify sentences in the active and passive voice - Explain the differences between active and passive voice - Appreciate the role of active and passive voice in communication |
The learner is guided to:
- Read sentences in active and passive voice - In pairs, discuss differences between active and passive voice sentences - Study tables showing differences between active and passive voice sentences - Read sentences and indicate whether they are in active or passive voice - Read a paragraph, identify and underline sentences in active voice and circle those in passive voice - Search online or in books for texts on Olympics and find sentences in active and passive voice |
Why should one use a variety of sentences?
|
Moran - Skills in English pg. 201
Sentence strips Grammar books Digital devices Moran - Skills in English pg. 202 Charts Digital devices Teacher's Guide |
Identification tasks
Written exercises
Oral questions
Observation
|
|
| 11 | 2 |
Reading
|
Extensive reading: Short story
|
By the end of the
lesson, the learner
should be able to:
- Identify the ideas in the short story - Relate the ideas from the short story to real life experiences - Acknowledge the value of short stories in reflecting social issues |
The learner is guided to:
- Study the picture in the story "The entire world was watching" - Describe what is taking place in the picture - Read the story "The entire world was watching" - Answer questions based on the story - Identify the ideas brought out in the story - In pairs, discuss the events in the story - List and discuss characters mentioned in the story |
Where does a writer get what to write about?
|
Moran - Skills in English pg. 203
Short story Pictures Digital devices |
Oral questions
Written exercises
Group discussions
Observation
|
|
| 11 | 3 |
Reading
Writing |
Extensive reading: Short story
Creative Writing: Descriptive Writing |
By the end of the
lesson, the learner
should be able to:
- Identify issues brought out through characters and events in a story - Make connections between story events and real-life situations - Value the role of stories in addressing social issues |
The learner is guided to:
- Study a table which presents issues brought out in the story - In groups, make a similar table and fill it with more examples from the story - In pairs, relate the ideas in the story to their own experiences or the experiences of people they know - In groups, dramatize and record sections of the story that show real-life experiences |
How are stories related to what happens in real life?
|
Moran - Skills in English pg. 205
Analysis tables Recording devices Digital devices Teacher's Guide Moran - Skills in English pg. 206 Descriptive passages Dictionary Charts |
Role play
Table completion
Group discussions
Recordings
|
|
| 11 | 4 |
Writing
|
Creative Writing: Descriptive Writing
|
By the end of the
lesson, the learner
should be able to:
- Write a descriptive composition on people, places and events - Use words that appeal to the five senses in descriptive writing - Value the place of description in written and spoken communication |
The learner is guided to:
- Search from the Internet or books for words and expressions that appeal to the five senses - Group words in a table according to which sense they appeal to - Watch a video of one of the sporting events Kenya participates in at the Olympics - Write a descriptive paragraph about that sport - Write a descriptive composition based on one of the sports featured in the Olympics - Present composition for peer review - Edit and revise composition based on feedback - Publish completed composition on the school website, in a class blog or on a poster |
How can description make our writing better?
|
Moran - Skills in English pg. 207
Videos of sporting events Digital devices Assessment checklist Teacher's Guide |
Descriptive writing
Peer assessment
Portfolio assessment
Assessment rubrics
|
|
| 11 | 5 |
TOURIST ATTRACTION SITES: AFRICA
Listening and Speaking Listening and Speaking |
Oral Reports: Events
|
By the end of the
lesson, the learner
should be able to:
- Identify the items in the format of an oral report - Present a written report using effective speaking skills - Acknowledge the importance of oral reports in communication |
The learner is guided to:
- In pairs, plan a presentation about a tourist attraction site in Africa - Study pictures provided by the teacher - In pairs, discuss the activities taking place in the pictures - In pairs, discuss the correct sequence of the pictures - In groups, discuss experiences during a visit to a tourist attraction site - Retell the events that took place during the visit in the correct order |
How can you make your presentation convincing?
|
Moran - Skills in English pg. 209
Pictures Digital devices Charts Teacher's Guide Moran - Skills in English pg. 210 Feedback table Sample oral reports |
Oral presentations
Picture sequencing
Group discussions
Observation
|
|
| 12 | 1 |
Reading
|
Reading Fluency
|
By the end of the
lesson, the learner
should be able to:
- Outline reading fluency aspects and strategies observed while reading aloud - Identify methods one can use to read more fluently - Appreciate the importance of reading fluently |
The learner is guided to:
- Time themselves as they read a paragraph from a text - In groups, talk about reading fluency features such as accuracy, speed, and reading with expression - Discuss findings with another group in the class - In groups, identify methods one can use to read more fluently - Find a text about tourist attraction sites in Africa and read it aloud - Outline the reading fluency aspects and strategies used while reading - Display reading fluency aspects on a chart |
What emotions or feelings can we display when reading a text?
|
Moran - Skills in English pg. 211
Reading texts Stopwatch/timer Charts Digital devices |
Oral reading
Timing exercises
Group discussions
Chart displays
|
|
| 12 | 2 |
Reading
|
Reading Fluency
|
By the end of the
lesson, the learner
should be able to:
- Read texts accurately, with expression and at the right speed - Apply fluency strategies when reading a text - Value the significance of poems in communication |
The learner is guided to:
- Preview the story "Tourist attraction sites" - Skim through the text by reading the title and first sentence of every paragraph to get the main idea - Scan through the text to find characters - Read the story aloud, ignoring unfamiliar words - Answer questions based on the story - Read and recite the text "The wonders of Africa" in groups - Discuss emotions and feelings displayed when reading the text - Search from the Internet or in books for stories and poems on tourist attraction sites in Africa and read them aloud |
Why should we read a text at the right speed?
|
Moran - Skills in English pg. 212
Stories and poems Digital devices Reading passages Teacher's Guide |
Oral reading
Group recitation
Written questions
Peer assessment
|
|
| 12 | 3 |
Grammar in Use
|
Types of Sentences: Interrogative sentences
|
By the end of the
lesson, the learner
should be able to:
- Identify interrogative sentences and question tags from a text - Distinguish between different types of interrogative sentences - Acknowledge the role of correctly framed questions in communication |
The learner is guided to:
- Ask a classmate about a given tourist attraction site in Africa and note how the question was asked and answered - Read the text "From Cape Town to Cairo" - Identify different types of questions in the text (yes/no questions, WH-questions, alternative questions) - In pairs, take turns to ask and answer a question with a question tag from the text - Identify question tags from a dialogue "Finding out about the Falls" - With a classmate, take turns asking and answering the question tags in the dialogue |
How do we ask questions?
|
Moran - Skills in English pg. 215
Text with questions Dialogue Digital devices Charts Moran - Skills in English pg. 217 Diagrams Dialogue samples Teacher's Guide |
Identification tasks
Oral questions
Written exercises
Pair work
|
|
| 12 | 4 |
Reading
|
Poems
|
By the end of the
lesson, the learner
should be able to:
- Identify the ideas in the poem - Derive the lessons learnt in the poem - Appreciate the role of poems in addressing societal issues |
The learner is guided to:
- Tell a classmate about their favorite poem - Identify lessons learnt from a poem - Read the poem "The resilient River Nile" twice - Answer questions based on the poem - Summarize the subject matter in the poem - In groups, take turns sharing summaries of the subject matter - Identify the message in the poem and make notes - In groups, recite the poem - Dramatize the poem and present it to classmates |
What messages do poems convey?
|
Moran - Skills in English pg. 219
Poem texts Digital devices Lesson notes Teacher's Guide |
Oral recitation
Written questions
Note-making
Dramatization
|
|
| 12 | 5 |
Reading
Writing Writing |
Poems
Functional Writing: Personal Journals Functional Writing: Personal Journals |
By the end of the
lesson, the learner
should be able to:
- Match words with their meanings from the poem - Identify lessons from the poem - Recognize the role of poems in lifelong learning |
The learner is guided to:
- Copy and match words from the poem with their meanings - Find words or phrases in a stanza of the poem that describe people or things that pollute River Nile - Complete words with missing letters from the poem - Use complete words in sentences - In groups, discuss what the poem teaches about the dangers of pollution, benefits of a river to the environment, and the importance of having a goal - Point out lessons brought out through relationships between characters in the poem - Present work in posters and display on noticeboards |
Which lessons have you learnt from poems before?
|
Moran - Skills in English pg. 220
Vocabulary matching exercises Posters Digital devices Word cards Moran - Skills in English pg. 221 Sample journals Charts Teacher's Guide Journals/notebooks Assessment checklist Posters |
Matching exercises
Word completion
Group discussions
Poster displays
|
|
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