NATURAL RESOURCES: MARINE LIFE

Listening and Speaking
Listening and Speaking

Listening for Detail: Main Ideas
Listening for Detail: Specific Information

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

Observation Oral questions Written responses Peer assessment Checklists

Reading

Intensive Reading: Interpretation

By the end of the lesson, the learner should be able to:
- Distinguish between reading for interpretation and reading for evaluation for information.
- Interpret a reading text for lifelong learning.
- Appreciate the role of correct interpretation of a text in learning.

The learner is guided to:
- Watch video clips on a text and interpret the text.
- Outline the key issues discussed in the video clip.
- Summarize the content of the video.
- Study and identify visuals from texts related to the theme.
- Read a short text related to the theme and interpret it in pairs.

Why should you give the correct interpretation of a text?

Skills in English pg. 137
Digital devices
Video clips
Texts on marine life
Lesson notes

Observation Text interpretation Summary writing Peer assessment Checklists

Grammar in Use

Relative Pronouns

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

Written exercises Sentence construction Video recording assessment Peer feedback Checklists

Grammar in Use
Reading

Interrogative Pronouns
Intensive Reading: Play - Characters

By the end of the lesson, the learner should be able to:
- Recognize interrogative pronouns in a text.
- Use interrogative pronouns in sentences.
- Value the role of interrogative pronouns in communication.

The learner is guided to:
- Role play a dialogue featuring interrogative pronouns.
- Use interrogative pronouns as they participate in a hot seating activity on the conservation of marine life/natural resources.
- Create a crossword puzzle featuring interrogative pronouns.
- Use interrogative pronouns to ask questions based on visuals.

How do you obtain information from people?

Skills in English pg. 144
Digital devices
Crossword puzzles
Visual aids
Textbooks
Skills in English pg. 146
Video clips
Class readers - Play
Lesson notes

Role play assessment Hot seat evaluation Crossword completion Questioning exercises Checklists

Reading

Intensive Reading: Play - Relationships

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

Role play assessment Video recording evaluation Character relationship analysis Peer feedback Checklists

Writing

The Writing Process: Planning and Drafting

By the end of the lesson, the learner should be able to:
- Outline the stages of the writing process.
- Create a first draft of a composition, story or poem following the steps of the writing process.
- Value planning in the writing process.

The learner is guided to:
- In pairs, outline the steps of the writing process.
- Brainstorm, in groups, on different topics such as natural resources-marine life, respect and life skills for writing a factual composition.
- Select one topic, in each group, and write a first draft of a factual composition.
- Use an outline to organize ideas before writing.

How does the writing process help us improve the quality of our writing?

Skills in English pg. 150
Digital devices
Writing materials
Sample outlines
Textbooks

Outline evaluation First draft assessment Group collaboration Peer feedback Checklists

Writing

The Writing Process: Editing and Publishing

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

Final composition assessment Editing process evaluation Publishing quality Peer assessment Assessment rubrics

TOURISM: INTERNATIONAL

Listening and Speaking
Listening and Speaking

Oral Poetry: Features
Oral Poetry: Performance

By the end of the lesson, the learner should be able to:
- Identify the features of oral poetry.
- Interpret oral poems on varied issues.
- Acknowledge the role of oral poetry in the preservation of cultural heritage.

The learner is guided to:
- Listen and respond to audio recordings of oral poetry.
- Listen and respond to an oral poem recited by the teacher.
- Retell a poem using own words.
- Infer the meaning of words and phrases in a given oral poem.
- Listen to different renditions of the same oral poem.

Why should you interpret an oral poem correctly?

Skills in English pg. 154
Digital devices
Audio recordings
Poem collections
Lesson notes
Skills in English pg. 156
Video recordings

Observation Oral responses Poem interpretation Retelling assessment Checklists

Reading

Reading for Interpretation: Point of View

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

Observation Point of view identification Written analysis Oral responses Checklists

Reading

Reading for Interpretation: Analysis

By the end of the lesson, the learner should be able to:
- Analyze the point of view in a poem.
- Compose a short poem with a specific point of view.
- Acknowledge the importance of the point of view in the understanding of a poem.

The learner is guided to:
- Compose a short poem individually.
- Discuss the various points of view in the poems in small groups.
- Analyze how point of view affects the meaning and impact of a poem.
- Present and explain the point of view in their own poems.

How does point of view affect our understanding of a poem?

Skills in English pg. 159
Digital devices
Poetry collections
Writing materials
Textbooks

Original poem assessment Point of view analysis Group discussion evaluation Peer feedback Checklists

Grammar in Use

Complex Prepositions: Identification
Complex Prepositions: Usage

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

Identification exercises Written tasks Listening exercises Peer assessment Checklists

Reading

Poetry: Characters - Identification

By the end of the lesson, the learner should be able to:
- Identify the persona and other participants in a poem.
- Describe the characters in a poem using appropriate words.
- Value the role of characters in poetry.

The learner is guided to:
- Read a grade appropriate poem "Let us go touring".
- Use appropriate adjectives to describe the behaviour of characters in poem.
- Illustrate character traits in varied poems.
- Identify the persona and other characters in the poem.

How do we tell the behaviour of the characters in a poem?

Skills in English pg. 162
Digital devices
Poetry collections
Lesson notes
Textbooks

Character identification Description exercises Illustration assessment Peer feedback Checklists

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

Writing

Assessing Writing: Application

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

Composition assessment Peer review quality Revised composition Final product evaluation Assessment rubrics

Listening and Speaking

Diphthongs and Sentence Stress: Diphthongs

By the end of the lesson, the learner should be able to:
- Identify words with the diphthongs /aʊ/ and /ʊə/ in a text.
- Pronounce diphthongs accurately.
- Value correct pronunciation in speech.

The learner is guided to:
- Identify the diphthongs /aʊ/ as in out, house /ʊə/ as in sure, cure.
- Read a passage featuring the diphthongs/aʊ/ and /ʊə/.
- Recite poems featuring the diphthongs/aʊ/ and /ʊə/.
- Underline words with the diphthongs from texts.
- In groups, read aloud words with the diphthongs /aʊ/ and /ʊə/ from flashcards.

Why is it important to pronounce words correctly?

Skills in English pg. 170
Digital devices
Audio recordings
Flashcards
Dictionaries
Poems

Observation Pronunciation assessment Recitation evaluation Peer feedback Checklists

HEROES AND HEROINES: WORLD

Listening and Speaking

Diphthongs and Sentence Stress: Emphasis

By the end of the lesson, the learner should be able to:
- Use emphatic stress in words to convey meanings.
- Apply stress appropriately when reading a poem.
- Advocate the need for accurate pronunciation in oral communication.

The learner is guided to:
- Identify the stressed and unstressed words in a sentence.
- Apply stress appropriately when reading a poem.
- Read the same sentence while placing stress on different words.
- Use the dictionary to find more examples of words with the diphthongs.
- Recite a poem while distinguishing the stressed and unstressed words, make a recording and upload the video on YouTube, social media platforms or share it through the mobile phone.

How does stress help us to convey different meanings?

Skills in English pg. 172
Digital devices
Recording equipment
Dictionaries
Poems
Textbooks

Stress pattern identification Reading assessment Recording quality Peer feedback Assessment rubrics

Reading

Extensive Reading: Selection

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

Text selection assessment Preview quality Skimming and scanning skills Peer feedback Checklists

Reading
Grammar in Use

Extensive Reading: Application
Conjunctions: Correlative Conjunctions - Identification

By the end of the lesson, the learner should be able to:
- Read a text for information and enjoyment.
- Make connections between the text and real life.
- Appreciate the role of extensive reading in lifelong learning.

The learner is guided to:
- Read independently and silently.
- Interpret what they read in their own way.
- Infer meanings of unfamiliar vocabulary from the context.
- Look up the meaning of unfamiliar words in the dictionary.
- Outline the subjects addressed in the text.
- Make notes on what has been read.
- Discuss the topics of the texts with peers.
- Write a book review of their favourite fictional text.

What should one consider when choosing a reading text?

Skills in English pg. 177
Digital devices
Dictionaries
Book collections
Note-taking materials
Textbooks
Skills in English pg. 180
Newspapers
Magazines
Books

Reading comprehension Vocabulary inference Note-taking quality Book review assessment Peer feedback

Grammar in Use

Conjunctions: Correlative Conjunctions - Usage

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

Sentence construction Question and answer Role play assessment Matching exercises Assessment rubrics

Reading

Play: Style - Features
Play: Style - Analysis

By the end of the lesson, the learner should be able to:
- Identify features of style used in a play.
- Explain the purpose of stylistic features.
- Value creativity in plays.

The learner is guided to:
- Read aloud excerpts of a play.
- Answer questions based on the excerpt.
- Highlight aspects of style such as flashback, flash-forwards and personification in a play.
- Discuss, in groups, the role of memories, dreams and a story within the story in a flashback.

Why do authors use flashback, flash-forward and personification in plays?

Skills in English pg. 183
Digital devices
Class readers - Play
Lesson notes
Textbooks
Skills in English pg. 187
Video recording equipment
Lesson notes

Style feature identification Written responses Group discussion evaluation Peer feedback Checklists

Writing

Narrative Compositions: Elements

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

Element identification Plan assessment Storytelling evaluation Peer feedback Checklists

Writing

Narrative Compositions: Writing

By the end of the lesson, the learner should be able to:
- Uses the elements of a narrative composition in a story.
- Write, edit and revise a narrative composition.
- Appreciate the role of background information in the creation of credible stories.

The learner is guided to:
- Write a narrative composition.
- Edit the composition.
- Revise the narrative composition.
- Read one another's composition and obtain feedback from peers.
- Make corrections to the narrative.
- Display the compositions in a gallery walk, class noticeboard or through social media.

What makes a story creative and engaging?

Skills in English pg. 192
Digital devices
Writing materials
Editing checklists
Display materials
Textbooks

Composition assessment Editing quality Revision effectiveness Peer feedback Assessment rubrics

SOCIAL AND MASS MEDIA

Listening and Speaking

Impromptu Speeches: Preparation

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

Observation Procedure identification Element recognition Group discussion evaluation Checklists

Listening and Speaking

Impromptu Speeches: Delivery

By the end of the lesson, the learner should be able to:
- Make an impromptu speech on a selected topic.
- Apply presentation skills in speech delivery.
- Acknowledge the importance of excellent presentation skills in speech delivery.

The learner is guided to:
- Make an impromptu speech on a topic related to social and mass media.
- Record the speech, discuss its strengths and weaknesses in a plenary and suggest ways of improvement.
- Apply voice projection, intonation, and appropriate body language during speech delivery.
- Give constructive feedback on speeches delivered by peers.

What makes an impromptu speech effective?

Skills in English pg. 195
Digital devices
Recording equipment
Speech topics
Feedback forms

Speech delivery assessment Recording evaluation Feedback quality Self-assessment Assessment rubrics

Reading

Note Making: Main Ideas
Note Making: Organization

By the end of the lesson, the learner should be able to:
- Identify main points or ideas in an argumentative passage.
- Distinguish between main ideas and supporting details.
- Value organization in note-making.

The learner is guided to:
- Practise, in groups, the note-making procedures such as SQ4R (Survey, Question, Read, Reflect, Recite, Review).
- Read argumentative passages based on the theme of social and mass media as well as health education.
- Identify main ideas and supporting details in the passages.
- Create structured notes that reflect the organization of the text.

Why is it important to make notes?

Skills in English pg. 196
Digital devices
Argumentative passages
Note-making templates
Textbooks
Skills in English pg. 199
Graphic organizers
Chart materials

Main idea identification Note structure assessment Group work evaluation Peer feedback Checklists

Grammar in Use

Determiners: Numerals

By the end of the lesson, the learner should be able to:
- Identify numerals used as determiners in a text.
- Use numerals as determiners in sentences.
- Value the correct use of determiners.

The learner is guided to:
- Read a short passage in which numerals are used as determiners.
- Identify numerals that are used as determiners.
- Form sentences using numerals as determiners.
- Match the numerals with appropriate nouns.
- State the names of objects and events in the school that can be described using numerals.

Why is it important to express the quantity of something correctly?

Skills in English pg. 202
Digital devices
Sample passages
Matching exercises
Textbooks

Identification exercises Sentence construction Matching assessment Peer feedback Checklists

Grammar in Use
Reading

Determiners: Ordinals
Play: Project - Planning

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

Identification exercises Sentence construction Rewriting assessment Peer feedback Assessment rubrics

Reading

Play: Project - Performance

By the end of the lesson, the learner should be able to:
- Present dramatised parts of a play to an audience.
- Use voice, gestures and movements effectively in performance.
- Acknowledge the effectiveness of the performance in delivering the play's message.

The learner is guided to:
- Rehearse with props and costumes.
- Dramatise simple scenes for classmates while focusing on voice, gestures and movements.
- Discuss how to use role play and mime in the performance.
- Give and receive feedback on the performance.
- Record the performance on a video or audio device.

What makes a performance successful?

Skills in English pg. 207
Digital devices
Recording equipment
Props and costumes
Performance space

Performance assessment Use of techniques Recording quality Feedback exchange Assessment rubrics

Writing

Filling Forms: Application Forms - Identification

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

Form identification Feature analysis Group work evaluation Peer feedback Checklists

Writing

Filling Forms: Application Forms - Completion

By the end of the lesson, the learner should be able to:
- Fill in bursary and scholarship application forms while adhering to conventions.
- Value the importance of giving accurate and sufficient information in forms.
- Apply neatness and clarity in form filling.

The learner is guided to:
- Fill in different forms that require data on issues such as social and mass media.
- Share different filled in forms for peer observation and feedback.
- Discuss as a plenary the importance of providing accurate data in forms.
- Create a form in small groups.
- Fill in forms with accurate and sufficient information.

How can we ensure we provide accurate information in forms?

Skills in English pg. 212
Digital devices
Application forms
Pens with clear handwriting
Textbooks

Form completion assessment Accuracy evaluation Neatness check Peer feedback Assessment rubrics

INCOME GENERATING ACTIVITIES

Listening and Speaking

Conversation Skills: Job Interviews

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

Observation Oral questions Peer assessment Video recordings

Listening and Speaking
Reading

Conversation Skills: Job Interviews
Extensive Reading: Fiction

By the end of the lesson, the learner should be able to:
- Answer appropriate questions in mock job interviews
- Recognise excellent interview skills as a positive step towards getting a job
- Value the importance of job interviews in income generation

The learner is guided to:
- In pairs, plan the questions that can be asked by the interviewer and interviewee in given situations
- Carry out a mock job interview using the questions prepared
- Change roles and role-play the interview again
- Record the interviews using a digital device or write them out
- Select best recorded or written dialogue and exchange it with other learners for assessment
- Share comments and receive comments from the learners who reviewed the interview
- Discuss how success in a job interview supports income generation for oneself, one's family and one's community

Why is it important to prepare for a job interview?

Skills in English Grade 9 (p. 215)
Digital recording devices
Sample job interview questions
Internet resources
Skills in English Grade 9 (p. 217)
Fiction books
Digital devices
Library books
Sample fiction and non-fiction texts

Role play Peer assessment Written questions Recordings Observation schedules

Reading

Extensive Reading: Fiction

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

Portfolio assessment Observation Peer assessment Readers' gallery display Questions and answers

Grammar in Use

Word Classes: Nouns

By the end of the lesson, the learner should be able to:
- Identify nouns formed from verbs and other nouns from a text
- Use nouns formed from verbs and other nouns in sentences
- Value the importance of word formation in enriching vocabulary

The learner is guided to:
- Read passages and identify nouns that are formed from verbs and other nouns
- Discuss how these nouns have been formed
- Identify words which can be formed from others
- Discuss the changes that occur when one word is formed from another
- Create a list that separates root words from suffixes
- Play a game where one selects a card with a word and another forms a noun from it or identifies the root word

Which words can be formed from others?

Skills in English Grade 9 (p. 221)
Sample texts
Word cards
Digital devices
Dictionaries
Charts
Skills in English Grade 9 (p. 222)
Newspapers
Magazines
Chart papers

Written exercises Word formation games Oral questions Peer assessment Observation

Reading

Grade-appropriate Play: Lessons learnt

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

Oral discussions Written assignments Group presentations Observation Question and answer

Reading

Grade-appropriate Play: Lessons learnt

By the end of the lesson, the learner should be able to:
- Relate the lessons learnt to real life experiences
- Perceive plays as sources of life lessons and entertainment

The learner is guided to:
- Write a summary of the lessons that can be learned from the play
- Relate the lessons identified to real-life experiences
- Create graphic organisers to summarise the lessons learnt and present them in the form of charts
- Display the charts on the classroom gallery wall
- Review the charts and make corrections as necessary
- Read more play excerpts and find lessons that are useful in everyday life
- In pairs, discuss how the lessons learned from plays can be useful in everyday life and the value of plays in teaching life lessons and providing entertainment

Which issues are addressed in the play?

Skills in English Grade 9 (p. 224)
Chart papers
Graphic organisers
Play excerpts
Digital devices
Internet resources

Graphic organisers Written summaries Oral discussions Peer assessment Gallery walk Observation

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 in full
- Value the importance of correct spelling in communication

The learner is guided to:
- Study sample abbreviations and identify the pattern used
- Complete tables with correct abbreviations
- Read a passage containing abbreviations and list the abbreviations found
- Search from the internet and watch video clips or listen to audio clips that demonstrate the rules of abbreviations
- Make notes on abbreviation rules for titles, time references, company or organisation names and technical words
- In groups, discuss the rules of abbreviations and present them in charts
- Display charts on the classroom wall

What should you consider when splitting words at the end of a line?

Skills in English Grade 9 (p. 227)
Sample abbreviations
Digital devices
Internet resources
Chart papers
Dictionaries
Reference materials

Written exercises Dictation Question and answer Peer assessment Chart presentations Observation

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

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

Listening and Speaking

Listening to Respond: Expressing Feelings

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

Group presentations Oral discussions Observation Peer assessment Self-assessment

Listening and Speaking

Listening to Respond: Expressing Feelings

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

Group presentations Oral discussions Observation Peer assessment Self-assessment

Reading

Intensive Reading: Comprehension Strategies

By the end of the lesson, the learner should be able to:
- Identify clues in the passage from which conclusions can be drawn
- Infer information and meaning of words and expressions from a passage
- Apply critical thinking skills when making inferences

The learner is guided to:
- Read stories and passages where inferences can be made
- Identify words in the passages which can help arrive at valid conclusions
- Underline words, phrases or sentences that provide clues for making inferences
- Use prior knowledge to make inferences from texts
- Search for print and non-print passages on personal grooming or other subjects
- Read the passages and write down the conclusions made from the reading
- In pairs, discuss what to consider when making conclusions from a text

How can one draw conclusions from a text?

Skills in English Grade 9 (p. 234)
Reading passages
Digital devices
Internet resources
Reference materials
Printed materials

Written exercises Oral discussions Observation Peer assessment Reading comprehension tests

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

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

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

Oral discussions Written exercises Observation Language games Sentence construction

Grammar in Use

Phrasal Verbs

By the end of the lesson, the learner should be able to:
- 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:
- Form phrasal verbs using the verbs hang, run, break and turn
- Use appropriate phrasal verbs to fill in blank spaces in passages
- Use phrasal verbs to complete substitution tables
- Construct at least ten sentences on personal grooming and health education using phrasal verbs
- Display sentences on charts in the classroom gallery wall
- Review each other's sentences and make necessary corrections
- Suggest ways to use phrasal verbs in speech or writing in school or at home
- In groups, compose a short song on health education and personal grooming using suitable phrasal verbs

Which words do we use to express different meanings in daily conversation?

Skills in English Grade 9 (p. 240)
Chart papers
Dictionaries
Reference materials
Sample texts
Digital devices

Written exercises Song composition Sentence construction Peer assessment Observation Chart presentations

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

Reading

Play: Characterisation

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

Role play Drama performances Character maps Hot-seating games Peer assessment Observation

Reading

Play: Characterisation

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

Role play Drama performances Character maps Hot-seating games Peer assessment Observation

Writing

The Writing Process

By the end of the lesson, the learner should be able to:
- Outline the different stages of the writing process
- Apply the writing process in creating a dialogue on a relevant theme
- Value the importance of planning in writing tasks

The learner is guided to:
- Discuss the steps to follow when writing
- Search online and in printed texts for information on the steps of the writing process
- Answer questions about the steps of the writing process
- In groups, discuss the different tasks involved in each step of the writing process
- Use notes and ideas from group discussion to outline the stages of the writing process
- Present the outline on a chart
- In pairs, take up roles and read dialogues like "A writing task"

Why should you plan your writing?

Skills in English Grade 9 (p. 247)
Sample writing process charts
Digital devices
Internet resources
Reference materials
Chart papers
Sample dialogues

Oral discussions Chart presentations Written exercises Observation Question and answer

Writing

The Writing Process

By the end of the lesson, the learner should be able to:
- Outline the different stages of the writing process
- Apply the writing process in creating a dialogue on a relevant theme
- Value the importance of planning in writing tasks

The learner is guided to:
- Discuss the steps to follow when writing
- Search online and in printed texts for information on the steps of the writing process
- Answer questions about the steps of the writing process
- In groups, discuss the different tasks involved in each step of the writing process
- Use notes and ideas from group discussion to outline the stages of the writing process
- Present the outline on a chart
- In pairs, take up roles and read dialogues like "A writing task"

Why should you plan your writing?

Skills in English Grade 9 (p. 247)
Sample writing process charts
Digital devices
Internet resources
Reference materials
Chart papers
Sample dialogues

Oral discussions Chart presentations Written exercises Observation Question and answer

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