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| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 1 |
OPENING AND REVISION OF END TERM ASSESSMENT |
||||||||
| 2 | 1 |
NATURAL RESOURCES: WILDLIFE
Listening and Speaking |
Listening for Detail
|
By the end of the
lesson, the learner
should be able to:
- Identify main ideas in a listening text - Respond appropriately to questions based on the listening text - Acknowledge the importance of listening for details in life |
The learner is guided to:
- Listen to a recorded text on wildlife and answer questions from the text - Discuss the main ideas from the text - Listen to a passage read by peers or the teacher and outline the main ideas from the text individually - Discuss with peers answers based on a given text |
How should one listen for detail?
|
Moran - Skills in English pg. 95
Audio recording on wildlife Digital devices Teacher's guide |
Observation
Question and answer
Oral presentations
Written exercises
Group discussions
|
|
| 2 | 2 |
Listening and Speaking
Reading |
Listening for Detail
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 |
Oral questions
Written responses
Peer assessment
Listening comprehension exercises
|
|
| 2 | 3 |
Reading
|
Intensive Reading: Visuals
|
By the end of the
lesson, the learner
should be able to:
- Make inferences of implied meaning from visuals - Interpret visuals correctly for meaning - Value the role of visuals in communicating information |
The learner is guided to:
- Study information presented in optical illusions from print/electronic devices and discuss findings - Make inferences of implied meaning from visuals - Make connections between visuals and written texts - Write a summary of what has been viewed in visuals depicting human-wildlife conflict - Present a piece of written information on wildlife in form of a visual |
How can one interpret a visual correctly?
|
Moran - Skills in English pg. 97
Digital devices Visuals on wildlife Charts Posters Teacher's guide |
Visual analysis
Written summaries
Oral presentations
Peer assessment
Project work
|
|
| 2 | 4 |
Grammar in Use
|
Word Classes: Pronouns
|
By the end of the
lesson, the learner
should be able to:
- Identify indefinite and reflexive pronouns correctly - Use indefinite pronouns in sentences correctly - Appreciate the role of indefinite pronouns in communication |
The learner is guided to:
- Read the text "Nothing to do" and identify words in bold - Discuss what the words in bold have in common - Listen to an audio text and identify indefinite pronouns - Discuss why we use indefinite pronouns - Listen to a poem "When there is no one to help" and identify the indefinite pronouns - Listen to an audio recording on wildlife protection and identify indefinite pronouns |
What are indefinite pronouns? Why do we use indefinite pronouns?
|
Moran - Skills in English pg. 101
Audio recording Digital devices Charts Poem "When there is no one to help" |
Gap filling exercises
Sentence construction
Oral questions
Written exercises
Group discussions
|
|
| 2 | 5 |
Grammar in Use
|
Word Classes: Pronouns
|
By the end of the
lesson, the learner
should be able to:
- Identify reflexive pronouns correctly - Use reflexive pronouns in sentences correctly - Show respect for correct usage of pronouns in communication |
The learner is guided to:
- Study a chart displaying indefinite and reflexive pronouns - Complete sentences using appropriate indefinite pronouns - Construct sentences using indefinite pronouns from a substitution table - Fill in gaps using correct reflexive pronouns - Construct sentences using reflexive pronouns from a substitution table - Use charts to explain differences between indefinite and reflexive pronouns |
How do we use reflexive pronouns correctly?
|
Moran - Skills in English pg. 102
Charts on pronouns Digital devices Substitution tables Teacher's guide |
Sentence construction
Gap filling exercises
Group discussions
Peer assessment
Oral questions
|
|
| 3 | 1 |
Reading
|
Intensive Reading: Short story
|
By the end of the
lesson, the learner
should be able to:
- Identify the characters in a given short story - Explain the relationship between the characters in the short story - Value the role of characters in short stories |
The learner is guided to:
- Share about favorite stories and characters - Read the short story "Touring the wild" - Identify and list the characters in the story - Role play different characters in the story - Dramatize the text using appropriate voice, gestures and facial expressions - Discuss why some people are considered heroes in communities |
How does one identify qualities of characters in a short story?
|
Moran - Skills in English pg. 104
Short story "Touring the wild" Digital devices Reference materials Teacher's guide Moran - Skills in English pg. 106 Charts PowerPoint presentation |
Character analysis
Oral presentations
Role play
Written exercises
Group discussions
|
|
| 3 | 2 |
Writing
|
Composition Writing
|
By the end of the
lesson, the learner
should be able to:
- Identify the steps in the writing process - Plan a dialogue on a given topic - Appreciate the importance of the writing process in enhancing clear communication |
The learner is guided to:
- Read the dialogue "At the museum" - Identify the features of the dialogue - Suggest topics related to wildlife for writing - Search for information on the topic from the Internet or books - Discuss the importance of planning before writing - Explain how to make writing clear and interesting |
How can a good dialogue be written?
|
Moran - Skills in English pg. 107
Sample dialogues Digital devices Reference materials Teacher's guide |
Written dialogues
Peer assessment
Oral presentations
Group discussions
Writing process evaluation
|
|
| 3 | 3 |
Writing
|
Composition Writing
|
By the end of the
lesson, the learner
should be able to:
- Write a dialogue on a given topic - Edit a dialogue for clarity, cohesion and coherence - Value the role of the writing process in communication |
The learner is guided to:
- Discuss ideas to include when writing a dialogue - Write a rough draft of a dialogue about wildlife conservation - Edit the dialogue to avoid repetition, correct spellings and punctuation - Revise the dialogue by adding, rearranging, removing or replacing ideas, words, phrases and sentences - Assess each other's dialogues using a provided checklist - Share final work in class |
Why is it important to follow the writing process?
|
Moran - Skills in English pg. 108
Sample dialogues Digital devices Assessment checklist Reference materials |
Dialogue writing
Peer assessment
Self-assessment
Editing exercises
Oral presentations
|
|
| 3 | 4 |
Listening and Speaking
|
Listening and Responding: Oral Narratives - Myths
|
By the end of the
lesson, the learner
should be able to:
- Identify the characters in a given myth - Narrate the key events in a given myth - Explain the moral lesson in a set myth - Acknowledge the role of oral literature in lifelong learning |
The learner is guided to:
- Predict events in a myth from the title or pictures in the story - Listen to a narration of a myth from the community then retell the myth to peers - Watch a video recording of a myth - Identify the characters in the myth - Collaborate to answer questions from the story - Discuss the lessons learnt from a myth - Discuss the relevance of the story to real life |
How can you tell what is going to happen in a story? How are the characters or events in the story related to the people or happenings around us?
|
Moran - Skills in English pg. 111
Audio recordings Digital devices Video recordings Myth "How Wechakhulia Hill was formed" |
Oral presentations
Retelling of myths
Question and answer
Group discussions
Role play
|
|
| 3 | 5 |
TOURISM: DOMESTIC
Listening and Speaking |
Listening and Responding: Oral Narratives - Myths
|
By the end of the
lesson, the learner
should be able to:
- Relate the characters in a myth to real life - Retell a myth using appropriate verbal and non-verbal cues - Value the importance of myths in preserving cultural heritage |
The learner is guided to:
- Take turns to retell the story they listened to, ensuring events are in correct order - Search from the Internet for a video recording of a myth, watch it and narrate key events - Identify the characters in the myth - Discuss the consequences of characters' behaviors in the story - Explain moral lessons learned in the myth - Identify alternative statements characters could have made |
Why are oral narratives important in society?
|
Moran - Skills in English pg. 112
Digital devices Video recordings Audio recordings Teacher's guide |
Oral presentations
Narration skills assessment
Peer assessment
Written reflections
Group discussions
|
|
| 4 | 1 |
Reading
|
Intensive Reading: Poem
|
By the end of the
lesson, the learner
should be able to:
- Select required information from a text - Use nonverbal cues to bring out the message in a poem - Appreciate the importance of comprehension in life |
The learner is guided to:
- Read the poem "Local tourists" - Identify characters, themes and aspects of style such as repetition from the poem - Infer the meaning of words from the context - Rap/recite the poem in turns using relevant non-verbal cues - Answer direct and inferential questions based on the poem - Retell events depicted in the poem in own words |
How can one tell the meaning of unfamiliar words used in a text? Why should one support an opinion about a story or person with evidence?
|
Moran - Skills in English pg. 112
Poem "Local tourists" Digital devices Reference materials Charts Teacher's guide |
Poem recitation
Written exercises
Oral presentations
Peer assessment
Group discussions
|
|
| 4 | 2 |
Reading
|
Intensive Reading: Poem
|
By the end of the
lesson, the learner
should be able to:
- Make judgement on the information in a text - Infer the meaning of unfamiliar words using contextual clues - Value the role of poems in conveying messages |
The learner is guided to:
- Retell the main events in the poem "Local tourists" using gestures and facial expressions - Recite the poem using non-verbal cues to bring out the message - Discuss meaning of statements used in the poem - Conduct a class debate explaining what they like or do not like about the poem - Scan through the poem for new words and discuss how to determine their meaning - Find the meaning of each new word based on how they are used |
Why do we repeat some sounds, words and lines in a poem?
|
Moran - Skills in English pg. 115
Poem "Local tourists" Digital devices Dictionary Visual aids Teacher's guide |
Debates
Poem recitation
Oral presentations
Written exercises
Vocabulary assessment
|
|
| 4 | 3 |
Grammar in Use
|
Word Classes: Simple prepositions
|
By the end of the
lesson, the learner
should be able to:
- Identify prepositions of position, time and place correctly - Use prepositions of position correctly in sentences - Appreciate the role of prepositions of position in communication |
The learner is guided to:
- Study pictures showing different positions of objects - Answer questions about the position of objects in the pictures - Identify the words used to provide information about time, position and place - Identify prepositions in the paragraph "A week of touring" - Find a text and identify prepositions of position, place and time |
How do we show where somebody or something is?
|
Moran - Skills in English pg. 116
Pictures showing positions Digital devices Charts Reference materials Teacher's guide Moran - Skills in English pg. 117 Newspapers Magazines Crossword puzzles |
Gap filling exercises
Sentence construction
Oral questions
Written exercises
Group discussions
|
|
| 4 | 4 |
Reading
|
Intensive Reading: Poetry
|
By the end of the
lesson, the learner
should be able to:
- Identify inanimate characters in a given poem - Describe traits of inanimate characters present in a given poem - Value the role of inanimate characters in poetry |
The learner is guided to:
- Read the poem "We won't let you!" - Discuss what the poem is about - Search from the Internet or books for the meaning of inanimate characters - Present findings to classmates - Identify inanimate characters in the poem or any other poem of choice |
What makes stories interesting to read? How can the characters in a poem be described?
|
Moran - Skills in English pg. 118
Poem "We won't let you!" Digital devices Reference materials Teacher's guide |
Character analysis
Oral presentations
Written exercises
Group discussions
Recitation
|
|
| 4 | 5 |
Reading
|
Intensive Reading: Poetry
|
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 |
Character analysis
Poem recitation
Role play
Written exercises
Oral presentations
|
|
| 5 | 1 |
Writing
|
Assessment of writing
|
By the end of the
lesson, the learner
should be able to:
- Identify errors in an essay written by self or peers - Suggest corrections for identified errors - Value the importance of assessment in improving writing |
The learner is guided to:
- Read the composition "The visit of my life" - Identify errors in the composition using the guidelines in a provided table - List the errors identified - Rewrite the composition, correcting the errors - Identify errors in compositions provided by the teacher - Rewrite the compositions, correcting the errors |
How does a text with errors make you feel? What are some of the common mistakes we make in our writing?
|
Moran - Skills in English pg. 121
Sample composition "The visit of my life" Assessment guidelines Digital devices Teacher's guide |
Error identification
Editing exercises
Peer assessment
Rewriting exercises
Self-assessment
|
|
| 5 | 2 |
Writing
|
Assessment of writing
|
By the end of the
lesson, the learner
should be able to:
- Assess a composition written by self or peers and suggest corrections for errors - Write a composition free of errors - Appreciate the importance of feedback to improve a composition |
The learner is guided to:
- Write a composition on the subject of domestic tourism - Exchange compositions with other groups - Read through the other group's composition and identify errors - Suggest corrections to be made - Assess the composition written in the previous activity - Correct the errors identified - Write the final draft after making necessary corrections - Type the composition on a digital device and display it on the classroom gallery wall or noticeboard - Conduct a gallery walk to view compositions by other groups |
How can one improve their writing skills?
|
Moran - Skills in English pg. 122
Digital devices Sample compositions Assessment guidelines Teacher's guide |
Composition writing
Error identification
Peer assessment
Self-assessment
Editing exercises
|
|
| 5 | 3 |
HEROES AND HEROINES: AFRICA
Listening and Speaking |
Pronunciation: Sounds Vowels
|
By the end of the
lesson, the learner
should be able to:
- Identify words with vowels /ɑː/ /зː/ and the consonant /tʃ/ /dʒ/ from a sample text - Pronounce the vowels /ɑː/ /зː/ and the consonants /tʃ/ /dʒ/ correctly - Value correct pronunciation in communication |
The learner is guided to:
- Practice saying sounds provided by the teacher - Listen to words with highlighted vowel sounds in columns A and B - Identify words in texts with the same vowel sounds as those in columns A and B - Listen to sets of words and identify the common sounds - Listen to a recording and identify words with target sounds - Create a table with four columns for words with target sounds |
Why are some words said with greater force than others?
|
Moran - Skills in English pg. 124
Audio recordings Digital devices Charts Word lists Teacher's guide |
Pronunciation exercises
Oral presentations
Listening activities
Group discussions
Sound identification exercises
|
|
| 5 | 4 |
Listening and Speaking
|
Stressed and unstressed words
|
By the end of the
lesson, the learner
should be able to:
- Apply stress on content words while leaving the function words unstressed - Use the correct intonation in declarative and exclamatory sentences - Appreciate the importance of emphatic stress in communication |
The learner is guided to:
- Practice pronouncing words with target sounds correctly - In pairs, make a recording of voices reading words aloud - Use each word in a sentence - Practice pronouncing vowel and consonant sounds - Read lines from the poem "If I knew" - Underline nouns, main verbs, adjectives and adverbs - Discuss whether underlined words help figure out what the poem is about - Reread the poem aloud and identify emphasized words |
Why do we pronounce some words differently from others in a sentence?
|
Moran - Skills in English pg. 125
Poem "If I knew" Audio recordings Digital devices Charts with stressed and unstressed words Teacher's guide |
Pronunciation exercises
Poem recitation
Stress identification exercises
Oral presentations
Recording analysis
|
|
| 5 | 5 |
Reading
|
Extensive Reading: Grade appropriate fiction Materials - Characters
|
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 |
Character analysis
Role play
Oral presentations
Written exercises
Drama performance
|
|
| 6 | 1 |
Grammar in Use
|
Word Classes: Conjunctions
|
By the end of the
lesson, the learner
should be able to:
- Identify the listed conjunctions from a group of words - Use the conjunctions because, that, when, if, unless, and since correctly in sentences - Value the correct use of conjunctions in communication |
The learner is guided to:
- Discuss how one can join two or more sentences - Identify the words used to refer to words that can join ideas or sentences - Read the passage about African heroes and heroines - Copy the text and identify and underline the conjunctions in the text - Recite the poem "If you knew" and identify the conjunctions used - Listen to a song played by the teacher and identify the conjunctions used |
Why should we join sentences correctly? Why do we use conjunctions?
|
Moran - Skills in English pg. 130
Passage about African heroes Poem "If you knew" Songs Digital devices Charts Teacher's guide |
Conjunction identification
Sentence construction
Oral presentations
Written exercises
Group discussions
|
|
| 6 | 2 |
Grammar in Use
|
Word Classes: Conjunctions
|
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 |
Sentence construction
Gap filling exercises
Crossword puzzles
Written exercises
Poster creation
|
|
| 6 | 3 |
Reading
|
Intensive Reading: Similes and metaphors
|
By the end of the
lesson, the learner
should be able to:
- List the similes and metaphors in a given short story - Use similes and metaphors in their own sentences - Value the importance of similes and metaphors in communication |
The learner is guided to:
- Explain what makes short stories interesting - Read the short story "Finding a hero" - Answer questions based on the story - Point out the main events in the story - Discuss how the events make the story flow - Learn about metaphors and similes - Search for the meaning of simile and metaphor from a textbook or the Internet - Identify and list similes and metaphors used in the story |
How do events flow logically in a story?
|
Moran - Skills in English pg. 133
Short story "Finding a hero" Digital devices Reference materials Dictionaries Teacher's guide |
Simile and metaphor identification
Sentence construction
Oral presentations
Written exercises
Group discussions
|
|
| 6 | 4 |
Reading
Writing |
Intensive Reading: Similes and metaphors
Creative Writing: Narrative Compositions |
By the end of the
lesson, the learner
should be able to:
- Explain the similes and metaphors used in the short story - Relate the use of similes and metaphors to real life situations - Appreciate how similes and metaphors enhance understanding in texts |
The learner is guided to:
- List familiar similes and metaphors - Use listed similes and metaphors to construct sentences about African heroes and heroines - Discuss how to use similes and metaphors in a narrative composition - Explain similes and metaphors identified in the story in a table - Discuss the meaning of each simile or metaphor - Discuss the importance of similes and metaphors used in the story |
Why should short stories be read? How can one write a short story?
|
Moran - Skills in English pg. 134
Short story "Finding a hero" Digital devices Reference materials Charts with similes and metaphors Teacher's guide Moran - Skills in English pg. 136 Story "Beyond achievements" Planning templates |
Simile and metaphor explanation
Sentence construction
Written exercises
Oral presentations
Group discussions
|
|
| 6 | 5 |
Writing
|
Creative Writing: Narrative Compositions
|
By the end of the
lesson, the learner
should be able to:
- Create a narrative composition using revealing details - Revise and edit a narrative composition for clarity and correctness - Appreciate the value of quality narrative compositions |
The learner is guided to:
- Answer questions as they plan to write a story about an event or experience that has affected them greatly - Search for information on the parts of a narrative composition and present findings - Identify the parts of a narrative composition in a provided text - Use prewriting techniques to plan a narrative composition about one of their most memorable experiences - Write a narrative composition of 240-280 words using revealing details - Review each other's work using a provided checklist - Revise and correct any mistakes - Display final composition on a poster or share using social media |
Which event excited you or made you sad recently? How can a good narrative be written?
|
Moran - Skills in English pg. 138
Digital devices Posters Assessment checklists Reference materials Teacher's guide |
Narrative composition writing
Peer assessment
Self-assessment
Editing exercises
Oral presentations
|
|
| 7 | 1 |
ART
Listening and Speaking |
Oral Presentations
|
By the end of the
lesson, the learner
should be able to:
- Identify the items in the format of a speech - Present a written speech using effective speaking skills - Acknowledge the importance of good speaking skills for effective communication |
The learner is guided to:
- Listen to a recorded speech provided by the teacher - Identify how the speaker introduced the speech, what it was about, and words that indicated it was ending - Search from the Internet and printed materials for the format of a speech - Identify the items in the format of a speech - Listen to a speech or watch a speech from a digital device - Pick out the items in the format of a speech |
How can you make a speech presentation interesting?
|
Moran - Skills in English pg. 140
Audio recordings Digital devices Sample speeches Reference materials Teacher's guide |
Oral presentations
Format identification
Observation
Question and answer
Group discussions
|
|
| 7 | 2 |
Listening and Speaking
|
Oral Presentations
|
By the end of the
lesson, the learner
should be able to:
- Identify the items in the format of a speech - Present a written speech using effective speaking skills - Acknowledge the importance of good speaking skills for effective communication |
The learner is guided to:
- Listen to a recorded speech provided by the teacher - Identify how the speaker introduced the speech, what it was about, and words that indicated it was ending - Search from the Internet and printed materials for the format of a speech - Identify the items in the format of a speech - Listen to a speech or watch a speech from a digital device - Pick out the items in the format of a speech |
How can you make a speech presentation interesting?
|
Moran - Skills in English pg. 140
Audio recordings Digital devices Sample speeches Reference materials Teacher's guide |
Oral presentations
Format identification
Observation
Question and answer
Group discussions
|
|
| 7 | 3 |
Listening and Speaking
Reading |
Oral Presentations
Study Skills: Note Making |
By the end of the
lesson, the learner
should be able to:
- Prepare a short speech on a given topic - Deliver a speech using appropriate verbal and non-verbal cues - Value effective oral presentation skills in communication |
The learner is guided to:
- Take turns to give the introduction and conclusion of a speech - Try different ways to make the speech interesting - Present a speech that the teacher will provide using non-verbal cues - Use gestures and facial expressions during presentation - Discuss various aspects of heritage - Write down points from the discussion - Plan and prepare a speech based on the points - Present the speech to the class - Assess non-verbal skills used during presentations |
What are some of the techniques for introducing or concluding a speech?
|
Moran - Skills in English pg. 141
Sample speeches Digital devices Assessment checklists Reference materials Teacher's guide Moran - Skills in English pg. 142 Text "Creative careers" Note making templates |
Speech delivery
Non-verbal cues assessment
Peer assessment
Observation
Group discussions
|
|
| 7 | 4 |
Reading
|
Study Skills: Note Making
|
By the end of the
lesson, the learner
should be able to:
- Make notes on the margin and space letters, words and sentences correctly - Rewrite or re-read notes and reorganize into categories - Appreciate the role of note making in comprehension |
The learner is guided to:
- Identify verbal signposts in the text "Creative careers" - Study the notes in the right column of a table made from the text - Identify abbreviations in the notes and their meanings - Carry out steps with a printed copy of the passage such as circling key points, making notes on the margin, paraphrasing, creating abbreviations - Write down repeated ideas in the text - Reread the notes and key points marked in the passage - Write a clean copy of notes while organizing ideas |
How do we determine what to include in our notes during note making?
|
Moran - Skills in English pg. 144
Text "Creative careers" Digital devices Note taking templates Reference materials Teacher's guide |
Note organization exercise
Abbreviation identification
Written exercises
Peer review
Group discussions
|
|
| 7 | 5 |
Grammar in Use
|
Word Classes: Determiners
|
By the end of the
lesson, the learner
should be able to:
- Identify demonstratives in a given text - Use demonstratives in sentences for clarity of communication - Value the role of demonstratives in communication |
The learner is guided to:
- Study pictures showing learners identifying items - Identify the use of words in red (demonstratives) - Discuss when such words are used - Study a table showing demonstratives for singular and plural, near and far - Use demonstratives to identify items correctly - Read text "Talented Brothers" and fill in blank spaces with correct answers from the passage |
Why do we use demonstratives? When do we use demonstratives?
|
Moran - Skills in English pg. 146
Pictures showing demonstrative use Text "Talented Brothers" Charts with demonstratives Digital devices Teacher's guide |
Demonstrative identification
Sentence construction
Gap filling exercises
Written exercises
Group discussions
|
|
| 8 | 1 |
Grammar in Use
|
Word Classes: Quantifiers
|
By the end of the
lesson, the learner
should be able to:
- Identify quantifiers in a given text - Use quantifiers correctly in sentences - Appreciate the importance of quantifiers in communication |
The learner is guided to:
- Collect items representing count and non-count nouns - Make sentences using quantifiers many, few, a few, little and a little - Show the difference in meaning between the pairs: little/a little and few/a few - Read the text "Art in my life" and identify quantifiers - Fill in blank spaces in sentences using appropriate demonstratives - Select appropriate demonstratives for different circumstances - Read sentences and discuss differences in meaning based on quantifier use |
How do count nouns differ from non-count nouns? Why is it important to express the quantity of something correctly?
|
Moran - Skills in English pg. 148
Text "Art in my life" Charts with quantifiers Real objects for demonstration Digital devices Teacher's guide |
Quantifier identification
Sentence construction
Gap filling exercises
Meaning differentiation
Group discussions
|
|
| 8 | 2 |
Reading
|
Intensive Reading: Short story
|
By the end of the
lesson, the learner
should be able to:
- Identify the events in the story - Relate the events in the short story to real life - Value the role of literature in life |
The learner is guided to:
- Describe different events in a story of choice - Discuss the order of events - Relate events to experiences - Read the story "Loiyangalani Art Exhibition" - Answer questions based on the story - Point out the main events in the story - Discuss how events make the story flow - Copy and fill in a table with main events from the story |
How do events flow logically in a story?
|
Moran - Skills in English pg. 151
Story "Loiyangalani Art Exhibition" Digital devices Event sequence charts Reference materials Teacher's guide Moran - Skills in English pg. 152 Setting analysis charts |
Event identification
Written exercises
Oral presentations
Group discussions
Event sequencing
|
|
| 8 | 3 |
Writing
|
Functional Writing: Thank you notes and Congratulatory notes
|
By the end of the
lesson, the learner
should be able to:
- Recognise the key elements and layout of a thank you note - Write a thank you note correctly - Value the importance of expressing gratitude in writing |
The learner is guided to:
- Read a thank you note - Identify the main purpose of the note - Discuss how emotions are expressed in writing - Make a list of occasions when such a note might be written - Read a congratulatory note - Identify the main purpose of the note - Make a list of occasions when it would be appropriate to write such a note - Search for samples of thank you notes and congratulatory notes - Compare the notes and identify the layout and key parts |
How are strong emotions expressed in writing?
|
Moran - Skills in English pg. 154
Sample thank you notes Digital devices Reference materials Note templates Teacher's guide |
Note analysis
Layout identification
Written exercises
Oral presentations
Group discussions
|
|
| 8 | 4 |
Writing
|
Functional Writing: Thank you notes and Congratulatory notes
|
By the end of the
lesson, the learner
should be able to:
- Write a congratulatory note correctly - Critique thank you notes and congratulatory notes for correctness and relevance - Value the importance of expressing appreciation in writing |
The learner is guided to:
- Discuss situations in which a thank you note is written - Write a thank you note using the correct format - Discuss the importance of appreciating someone or something done for you - Discuss situations in which a congratulatory note is used - Write a congratulatory note to a peer who has achieved something good - Display notes on classroom wall - Conduct a gallery walk to read displayed notes - Give feedback on notes using provided criteria |
Why should one write how they feel about something?
|
Moran - Skills in English pg. 155
Note writing templates Assessment criteria Posters for display Digital devices Teacher's guide |
Note writing
Peer assessment
Gallery walk
Written exercises
Group discussions
|
|
| 8 | 5 |
Listening and Speaking
|
Conversational Skills: interviews
|
By the end of the
lesson, the learner
should be able to:
- Identify polite words and expressions in a radio or television interview - Use polite words and expressions when conducting an interview - Value polite language during interviews |
The learner is guided to:
- Read questions from Mwala and Matano and identify differences between them - Determine who between Mwala and Matano has used polite words - Listen to a recorded radio or television interview - Identify and list polite words and expressions used in the interview - Role-play the interview in groups - Discuss why polite language should be used during interviews |
Why is it important to use polite language during an interview?
|
Moran - Skills in English pg. 157
Recorded interviews Digital devices Reference materials Radio/television interviews Teacher's guide |
Polite expression identification
Role play
Oral presentations
Written exercises
Group discussions
|
|
| 9 | 1 |
CHOOSING A CAREER
Listening and Speaking |
Conversational Skills: interviews
|
By the end of the
lesson, the learner
should be able to:
- Conduct an interview on a given topic using polite expressions - Apply non-verbal cues during an interview - Appreciate the role of interviews in collecting information |
The learner is guided to:
- Listen to a radio interview or watch a television interview - Make a list of polite words and expressions used in the interview - Search for questions and answers used in radio or television interviews - Conduct an interview on the subject of choosing a career using polite words and expressions - Make a list of verbal and non-verbal cues used to express politeness - Prepare questions about experiences of people in different careers - Conduct an interview with a group member about experiences in a selected career |
How do we show respect for others people's opinion?
|
Moran - Skills in English pg. 158
Digital devices Sample interviews Reference materials Interview question lists Teacher's guide |
Interview conducting
Non-verbal cue assessment
Polite expression usage
Peer assessment
Group discussions
|
|
| 9 | 2 |
Reading
|
Extensive Reading: Non-fiction
|
By the end of the
lesson, the learner
should be able to:
- Select reading materials from digital or non-digital sources - Skim through texts to obtain general ideas - Value the importance of reading for information |
The learner is guided to:
- Discuss the benefits of reading widely and considerations when selecting reading texts - Skim through the text "Choosing a career" by reading the title and first sentence of every paragraph - Discuss the general idea in the text - Scan through the text and answer specific questions - Identify key words and phrases in the text - Search online and from books for non-fiction texts on careers - Identify a variety of texts to read - Skim through the texts to identify main ideas |
Why is it important to read different types of materials? What should one consider when selecting a reading text?
|
Moran - Skills in English pg. 158
Text "Choosing a career" Digital devices Non-fiction texts Reference materials Teacher's guide |
Skimming and scanning exercises
Main idea identification
Written exercises
Oral presentations
Group discussions
|
|
| 9 |
HALF TERM BREAK |
||||||||
| 10 | 1 |
Reading
|
Extensive Reading: Non-fiction
|
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 |
Reading comprehension
Vocabulary exercises
Written exercises
Oral presentations
Group discussions
|
|
| 10 | 2 |
Grammar in Use
|
Word Classes: Adverbs
|
By the end of the
lesson, the learner
should be able to:
- Identify adverbs formed from adjectives in sentences or a group of words - Form adverbs from adjectives - Appreciate the value of adverbs in communication |
The learner is guided to:
- Read a conversation about career choice - Identify the adverb "cheerfully" in the conversation - Determine the adjective from which "cheerfully" is formed - Discuss why words are formed from other words - Read sentences and identify adverbs formed from adjectives - Search for adverbs formed from adjectives from the Internet, newspapers, magazines or books - List adverbs and compare with classmates - Identify adverbs formed from adjectives in provided word groups |
Why should we form words from other words? What are the functions of adverbs?
|
Moran - Skills in English pg. 161
Digital devices Newspapers Magazines Reference materials Teacher's guide Moran - Skills in English pg. 162 Posters and charts Gap filling exercises |
Adverb identification
Word formation exercises
Written exercises
Oral presentations
Group discussions
|
|
| 10 | 3 |
Reading
|
Intensive Reading: Lessons Learnt
|
By the end of the
lesson, the learner
should be able to:
- Identify the lessons learnt in a short story - Explain what the lesson means to learners - Value the importance of lessons in stories |
The learner is guided to:
- Explain what they understand by the term "moral lesson" - Discuss lessons learned from stories read previously - Listen to the teacher read a short story - Discuss and identify lessons learnt from the story by studying actions and words used - Record findings in a provided table - Discuss lessons learned from specific characters in the story |
How can you derive lessons from a short story?
|
Moran - Skills in English pg. 164
Short story "A career talk" Digital devices Reference materials Lesson analysis charts Teacher's guide |
Lesson identification
Character analysis
Written exercises
Oral presentations
Group discussions
|
|
| 10 | 4 |
Reading
|
Intensive Reading: Lessons Learnt
|
By the end of the
lesson, the learner
should be able to:
- Relate the lessons learnt in the short story to real life situations - Apply lessons learnt to personal situations - Appreciate the relevance of the short story in addressing real life issues |
The learner is guided to:
- Answer questions based on the story "A career talk" - Retell the story in pairs - Role-play sections of the story that bring out main lessons - Identify and role-play other events that bring out main lessons - Relate events in own life to those in the story - Write a composition on the subject of careers and assess in pairs - Relate lessons learnt to experiences, people or things around them - Watch or listen to a recorded story and identify lessons learnt - Compare lessons to personal experiences - Discuss ways of deriving lessons from short stories |
What issues in the society are addressed by stories?
|
Moran - Skills in English pg. 165
Short story "A career talk" Digital devices Recorded stories Reference materials Teacher's guide |
Role play
Composition writing
Lesson application
Oral presentations
Group discussions
|
|
| 10 | 5 |
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 |
Word breakdown exercises
Word identification
Word formation
Written exercises
Group discussions
|
|
| 11 | 1 |
Writing
|
Mechanics of Writing: Prefixes and Suffixes
|
By the end of the
lesson, the learner
should be able to:
- Use prefixes and suffixes correctly in sentences - Infer the meaning of a word from its prefix or suffix - Acknowledge the influence of prefixes and suffixes on meaning and formation of words |
The learner is guided to:
- Read pairs of words and sentences in which the words are used - Listen to words read by the teacher and write them down - Find the meaning of dictated words by looking at prefixes or suffixes - Copy sentences and fill in blank spaces by adding prefixes or suffixes to given words - Construct six sentences using words with prefixes and suffixes - Search for more words with prefixes and suffixes - Use words with prefixes and suffixes in sentences |
How can word parts help us understand new words?
|
Moran - Skills in English pg. 168
Dictated words list Digital devices Reference materials Gap filling exercises Teacher's guide |
Gap filling exercises
Sentence construction
Dictation exercises
Written exercises
Group discussions
|
|
| 11 | 2 |
MODERN FASHION
Listening and Speaking |
Listening to Respond: Attitude
|
By the end of the
lesson, the learner
should be able to:
- Explain the message in a given song - Use appropriate words and expressions to express their attitude towards a given song - Appreciate how choice of words affects the reader |
The learner is guided to:
- Listen to different songs from a digital device or non-electronic sources and describe the messages in them - Collaborate with peers to perform the songs and bring out relevant emotions - Discuss issues highlighted in the songs with those of their peers - Use words and expressions to describe their feelings about various issues in the songs including modern fashion |
What messages are found in songs?
|
Moran - Skills in English pg. 170
Digital devices Audio recordings of songs Teacher's Guide |
Observation
Oral questions
Peer assessment
Checklists
|
|
| 11 | 3 |
Listening and Speaking
|
Listening to Respond: Attitude
|
By the end of the
lesson, the learner
should be able to:
- Perform a song using relevant features of performance - Identify the opinions of others in a song - Value the role of attitude in communication |
The learner is guided to:
- In a group, identify and sing more songs about modern fashion - Discuss the issues raised in the songs - In a group, use appropriate words and expressions to describe feelings about various issues raised in the songs - Perform songs with appropriate emotions - Tell classmates how the choice of words affects the reader |
Why should we express our attitudes appropriately?
|
Moran - Skills in English pg. 170
Song lyrics Audio recordings Charts Digital devices |
Oral presentation
Observation schedule
Group performances
Assessment rubrics
|
|
| 11 | 4 |
Reading
|
Intensive Reading: Comprehension Strategies
|
By the end of the
lesson, the learner
should be able to:
- Identify mental images in a text correctly - Use contextual clues to infer information in a text - Acknowledge the role of comprehension in effective communication |
The learner is guided to:
- In pairs, read the passage "Tastes and trends" - Take turns to read aloud the passage and answer questions based on it - Identify sentences that help create mental images about characters, places and events - Draw pictures to illustrate the events in the story - Present the pictures on charts and display them on classroom walls |
What do you remember most after reading a text?
|
Moran - Skills in English pg. 171
Pictures Charts Manila papers Digital devices Moran - Skills in English pg. 172 Dictionary Digital devices Charts |
Written questions
Oral questions
Drawings
Observation
|
|
| 11 | 5 |
Grammar in Use
|
Phrasal Verbs
|
By the end of the
lesson, the learner
should be able to:
- Identify phrasal verbs correctly in a text - Explain how phrasal verbs are formed - Acknowledge the role of phrasal verbs in effective communication |
The learner is guided to:
- Study a conversation provided by the teacher to identify phrasal verbs - Discuss how phrasal verbs are formed - Compare meanings of individual words to meanings of entire phrases - Read a passage "Trendsetter" and identify the phrasal verbs highlighted in the passage - Search from the Internet or in textbooks for more examples of phrasal verbs formed from the verbs make, pass and look - List the phrasal verbs found |
How are phrasal verbs formed?
|
Moran - Skills in English pg. 174
Dictionary Digital devices Charts Teacher's Guide |
Written exercises
Matching exercises
Oral questions
Observation
|
|
| 12 | 1 |
Grammar in Use
|
Phrasal Verbs
|
By the end of the
lesson, the learner
should be able to:
- Use phrasal verbs correctly in sentences - Construct sentences using different phrasal verbs - Appreciate the role of phrasal verbs in making conversations interesting |
The learner is guided to:
- In groups, use print or digital dictionaries to check the meaning of phrasal verbs - Construct sentences using phrasal verbs - In pairs, create sentences on the subject of modern fashion using provided phrasal verbs - Write a paragraph about modern fashion using phrasal verbs - Discuss how phrasal verbs make conversations interesting |
How can one tell the meaning of a phrasal verb?
|
Moran - Skills in English pg. 175
Digital or print dictionaries Charts Sentence strips |
Sentence construction
Paragraph writing
Oral presentations
Assessment rubrics
|
|
| 12 | 2 |
Reading
|
Short Story: Characters
|
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 |
Oral questions
Written exercises
Character analysis
Peer assessment
|
|
| 12 | 3 |
Reading
Writing |
Short Story: Characters
The Writing Process |
By the end of the
lesson, the learner
should be able to:
- Categorize characters based on their traits - Relate characters in the story to real-life situations - Appreciate the role of characters in fiction |
The learner is guided to:
- In pairs, group the characters as good or bad based on their actions and words - In groups, discuss how the experiences of the characters are similar to their own experiences - Describe how some characters in the short story are similar to people they know - Write paragraphs describing the traits of the characters - Role-play traits of different characters in the short story - Find and read more short stories on modern fashion from the Internet or books |
How are character traits described?
|
Moran - Skills in English pg. 179
Role-play scripts Digital devices Charts Teacher's Guide Moran - Skills in English pg. 180 Sample dialogues Manila papers |
Role play
Written paragraphs
Character analysis
Assessment rubrics
|
|
| 12 | 4 |
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
|
|
| 12 | 4-5 |
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
|
|
| 13 |
END TERM ASSESSMENT |
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| 14 |
CLOSING OF THE SCHOOL |
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Your Name Comes Here