If this scheme pleases you, click here to download.
| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 |
LEISURE TIME
Listening and Speaking Listening and Speaking |
Conversational skills: Negotiation skills - Words and Phrases
Conversational skills: Negotiation skills - Verbal and Non-verbal Cues |
By the end of the
lesson, the learner
should be able to:
- Identify words and phrases used during negotiations. - Use verbal cues during negotiations. - Acknowledge the importance of negotiation skills in communication. |
The learner is guided to:
- Watch a video clip in which people are engaged in a negotiation. - Listen to a conversation related to the theme. - Pick out words and phrases that facilitate a negotiation. - Work in pairs and search for more examples of words and phrases used during negotiations. - Use verbal cues in conversations. - Role play a negotiation scene. |
Which words or expressions would one use when negotiating?
|
Skills in English pg. 112
Digital devices Video clips Audio recordings Lesson notes Skills in English pg. 115 Conversational poems |
Observation
Oral presentation
Role play
Peer assessment
Checklists
|
|
| 1 | 2 |
Reading
|
Reading Fluency: Speed and Accuracy
Reading Fluency: Expression |
By the end of the
lesson, the learner
should be able to:
- Outline ways of enhancing fluency in reading. - Read a text at the right speed and accurately for effective communication. - Value reading fluency in communication. |
The learner is guided to:
- Preview a text. - Ignore unknown words. - Scan through a text to find a word, a pair of words or a phrase in pairs or groups. - Skim through articles or chapters in a book. - Read portions of a narrative in turns. - Engage in a timed, repeated reading of a portion of a text. - Pronounce sounds and words accurately. |
Why is reading a text fluently important?
|
Skills in English pg. 116
Digital devices Storybooks Textbooks Newspapers Magazines Skills in English pg. 119 Poems Newspapers |
Observation
Reading speed tests
Accuracy checks
Peer assessment
Reading logs
|
|
| 1 | 3 |
Grammar in Use
|
Comparison of Adverbs: Forms
Comparison of Adverbs: Usage |
By the end of the
lesson, the learner
should be able to:
- Identify the degrees of comparison in adverbs. - Differentiate between positive, comparative and superlative forms of adverbs. - Appreciate the correct usage of adverbs. |
The learner is guided to:
- Identify the positive, comparative and superlative degrees of adverbs. - Practise using different degrees of adverbs in sentences. - Listen to an audio clip or read a passage featuring the comparison of adverbs. - Discuss the rules for comparison of adverbs. - In small groups, correct mistakes in sentences that have comparison of adverbs. |
How do we compare things?
|
Skills in English pg. 121
Digital devices Audio clips Charts Textbooks Substitution tables Skills in English pg. 123 Video recordings Substitution tables Textbooks |
Written exercises
Sentence correction
Oral presentations
Group work evaluation
Checklists
|
|
| 1 | 4 |
Reading
|
Intensive Reading - Play: Themes
Intensive Reading - Play: Analysis |
By the end of the
lesson, the learner
should be able to:
- Identify the themes in a play or a section of a play. - Illustrate themes in a play with examples. - Recognize the role of literary appreciation in critical thinking. |
The learner is guided to:
- Read the play "The Free Weekend". - Outline and illustrate the themes in the play. - In groups discuss the themes in a play. - Engage in a hot seating activity featuring some of the themes. - Relate the themes to real life experiences. |
What are some of the issues authors write about?
|
Skills in English pg. 124
Digital devices Class readers - Play Lesson notes Teacher's guide Skills in English pg. 127 Video recording equipment Lesson notes |
Observation
Written analysis
Hot seat exercises
Group discussions
Checklists
|
|
| 1 | 5 |
Writing
|
Mechanics of Writing: Spelling of Words with Double Letters
|
By the end of the
lesson, the learner
should be able to:
- Recognise homonyms, homophones, and words with double consonants in written texts. - Spell commonly misspelt words for writing fluency. - Value the importance of correct spelling in written communication. |
The learner is guided to:
- Identify words with double consonants and those with double vowels. - Search for the commonly misspelt words such as homonyms and homophones from the internet or print sources. - Practise spelling homonyms and homophones in pairs or small groups. - Listen to a dictation of words with double consonants and those with double vowels and write them. |
Why are some words commonly misspelt?
|
Skills in English pg. 129
Digital devices Dictionaries Word lists Dictation exercises Lesson notes |
Dictation tests
Spelling quizzes
Written exercises
Peer assessment
Checklists
|
|
| 2 | 1 |
Writing
Listening and Speaking |
Mechanics of Writing: Spelling Games and Activities
Listening for Detail: Main Ideas |
By the end of the
lesson, the learner
should be able to:
- Engage in spelling games for practice. - Use target words in sentences of their own. - Show respect for correct spelling in communication. |
The learner is guided to:
- Engage in spelling games such as spelling bee, scramble, crosswords and word search. - Use the target words in sentences of their own. - Fill in crossword puzzles and other word games and share them through the internet, magazines or the school noticeboard. - Create and complete word puzzles featuring double-letter words and homophones. |
Why is it important to spell words correctly?
|
Skills in English pg. 132
Digital devices Crossword puzzles Word search games Spelling bee materials Textbooks Skills in English pg. 135 Audio recordings Lesson notes Teacher's guide |
Spelling games evaluation
Word puzzle completion
Sentence construction
Peer assessment
Assessment rubrics
|
|
| 2 | 2 |
NATURAL RESOURCES: MARINE LIFE
Listening and Speaking Reading |
Listening for Detail: Specific Information
Intensive Reading: Interpretation |
By the end of the
lesson, the learner
should be able to:
- Respond to questions based on the listening passage. - Recall specific details from a listening passage. - Value the importance of attentive listening. |
The learner is guided to:
- Use a digital device to search for more information on the topic. - Watch a video and pick out specific details in groups. - Recall specific details from a listening passage. - Listen to another text "Clayton the Scuba Diver" and answer questions about specific details. |
Why is it important to listen keenly?
|
Skills in English pg. 136
Digital devices Audio recordings Video clips Lesson notes Skills in English pg. 137 Texts on marine life |
Observation
Oral questions
Written responses
Detail recall exercises
Checklists
|
|
| 2 | 3 |
Grammar in Use
|
Relative Pronouns
Interrogative 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 Skills in English pg. 144 Crossword puzzles Visual aids Textbooks |
Written exercises
Sentence construction
Video recording assessment
Peer feedback
Checklists
|
|
| 2 | 4 |
Reading
|
Intensive Reading: Play - Characters
Intensive Reading: Play - Relationships |
By the end of the
lesson, the learner
should be able to:
- Identify the characters in a play for deeper understanding. - Describe the characters in a play based on their actions and words. - Value the role of literary appreciation in developing critical thinking. |
The learner is guided to:
- Watch muted video clips based on a play and discuss what they think the characters are saying to each other. - Read excerpts of a play "Nature Speaks". - Answer questions based on a play. - Identify the characters in the play and their roles. - Create character maps or diagrams. |
Why should we establish the relationship between the characters in a play?
|
Skills in English pg. 146
Digital devices Video clips Class readers - Play Lesson notes Skills in English pg. 148 Video recording equipment |
Observation
Character analysis
Written responses
Group discussions
Checklists
|
|
| 2 | 5 |
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
|
|
| 3 | 1 |
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
|
|
| 3 | 2 |
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
|
|
| 3 | 3 |
Reading
|
Reading for Interpretation: Point of View
Reading for Interpretation: Analysis |
By the end of the
lesson, the learner
should be able to:
- Identify the point of view in a poem. - Explain the different types of point of view in poetry. - Value different points of view in writing. |
The learner is guided to:
- Read the poem "The Notre Dame Cathedral". - Identify the point of view used in the poem. - Search for poems with different points of view from the internet and non-digital sources. - Listen to poems read by the teacher. - Relate the subjects of different poems to real life. |
Why is it important to understand the point of view in a poem?
|
Skills in English pg. 157
Digital devices Poetry collections Lesson notes Textbooks Skills in English pg. 159 Writing materials |
Observation
Point of view identification
Written analysis
Oral responses
Checklists
|
|
| 3 | 4 |
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
|
|
| 3 | 5 |
Reading
|
Poetry: Characters - Identification
Poetry: Characters - Analysis |
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 Skills in English pg. 164 Recording equipment Character trait charts |
Character identification
Description exercises
Illustration assessment
Peer feedback
Checklists
|
|
| 4 | 1 |
Writing
|
Assessing Writing: Qualities
|
By the end of the
lesson, the learner
should be able to:
- Identify the qualities of a well-written composition. - Create an assessment list for evaluating compositions. - Value the need for clarity and cohesion in writing. |
The learner is guided to:
- Read a passage about the qualities of a good composition. - Write down a criterion or checklist for assessing compositions. The criterion should have parameters such as: variety of sentences, relevance and creativity, cohesion, grammar and editorials. - Read samples of well-written compositions from the coursebook. |
What are the qualities of a good composition?
|
Skills in English pg. 165
Digital devices Sample compositions Assessment rubrics Textbooks |
Assessment criteria creation
Sample analysis
Written exercises
Peer feedback
Checklists
|
|
| 4 | 2 |
Writing
Listening and Speaking |
Assessing Writing: Application
Diphthongs and Sentence Stress: Diphthongs |
By the end of the
lesson, the learner
should be able to:
- Write a composition related to the theme. - Assess a composition against a predesigned criteria. - Apply feedback to improve writing. |
The learner is guided to:
- Write a composition related to tourism. - Assess a peer's composition and give comments as guided by the checklist. - Make corrections to the composition. - Display the compositions on the school noticeboard. |
How can one make a composition interesting?
|
Skills in English pg. 167
Digital devices Assessment rubrics Composition samples Textbooks Skills in English pg. 170 Audio recordings Flashcards Dictionaries Poems |
Composition assessment
Peer review quality
Revised composition
Final product evaluation
Assessment rubrics
|
|
| 4 | 3 |
HEROES AND HEROINES: WORLD
Listening and Speaking Reading |
Diphthongs and Sentence Stress: Emphasis
Extensive Reading: Selection |
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 Skills in English pg. 175 Video clips Book collections Library resources |
Stress pattern identification
Reading assessment
Recording quality
Peer feedback
Assessment rubrics
|
|
| 4 | 4 |
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
|
|
| 4 | 5 |
Grammar in Use
Reading |
Conjunctions: Correlative Conjunctions - Usage
Play: Style - Features |
By the end of the
lesson, the learner
should be able to:
- Use correlative conjunctions in sentences. - Construct sentences with various correlative conjunctions. - Appreciate use of correlative conjunctions for effective communication. |
The learner is guided to:
- Form sentences using correlative conjunctions. - Ask and answer questions using correlative conjunctions. - In groups, role play an event and use correlative conjunctions. - Match correlative conjunctions in charts. - Rewrite sentences using correlative conjunctions. |
What are the different types of correlative conjunctions?
|
Skills in English pg. 182
Digital devices Charts Sentence strips Role play materials Textbooks Skills in English pg. 183 Class readers - Play Lesson notes |
Sentence construction
Question and answer
Role play assessment
Matching exercises
Assessment rubrics
|
|
| 5 | 1 |
Reading
Writing |
Play: Style - Analysis
Narrative Compositions: Elements |
By the end of the
lesson, the learner
should be able to:
- Relate features of style to the meaning of a play. - Analyze the effectiveness of stylistic features in a play. - Appreciate how plot development creates tension and interest. |
The learner is guided to:
- Analyze the features of style in relation to the meaning of a play. - In groups, role play some events in which the flashback, flash forward and personification feature in the play. - Dramatize some of the events in a play and make video recordings. - Engage in hot seating activities mirroring events and people in the play. |
How do stylistic features contribute to the meaning of a play?
|
Skills in English pg. 187
Digital devices Video recording equipment Class readers - Play Lesson notes Skills in English pg. 190 Sample compositions Planning templates Textbooks |
Style analysis
Role play assessment
Video recording quality
Hot seat evaluation
Assessment rubrics
|
|
| 5 | 2 |
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
|
|
| 5 | 3 |
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
|
|
| 5 | 4 |
SOCIAL AND MASS MEDIA
Listening and Speaking Reading |
Impromptu Speeches: Delivery
Note Making: Main Ideas |
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 Skills in English pg. 196 Argumentative passages Note-making templates Textbooks |
Speech delivery assessment
Recording evaluation
Feedback quality
Self-assessment
Assessment rubrics
|
|
| 5 | 5 |
Reading
Grammar in Use |
Note Making: Organization
Determiners: Numerals |
By the end of the
lesson, the learner
should be able to:
- Make notes from an argumentative passage. - Organize notes effectively. - Value the importance of note making while reading for pleasure or academic purposes. |
The learner is guided to:
- In groups, make notes on different health and media issues presented in passages. - Graphically prepare charts using their notes. - Exchange the charts for peer review and correction. - Use the notes, in groups, to compose a poem or a song and present it in class. |
In what situations could notes be made?
|
Skills in English pg. 199
Digital devices Graphic organizers Chart materials Textbooks Skills in English pg. 202 Sample passages Matching exercises |
Note quality assessment
Chart preparation
Creative composition
Peer review
Assessment rubrics
|
|
| 6 | 1 |
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
|
|
| 6 | 2 |
Reading
Writing |
Play: Project - Performance
Filling Forms: Application Forms - Identification |
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 Skills in English pg. 209 Sample application forms Lists of forms Textbooks |
Performance assessment
Use of techniques
Recording quality
Feedback exchange
Assessment rubrics
|
|
| 6 | 3 |
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
|
|
| 6 | 4 |
INCOME GENERATING ACTIVITIES
Listening and Speaking 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 Skills in English Grade 9 (p. 215) Digital recording devices Sample job interview questions |
Observation
Oral questions
Peer assessment
Video recordings
|
|
| 6 | 5 |
Reading
|
Extensive Reading: Fiction
|
By the end of the
lesson, the learner
should be able to:
- Distinguish between fiction and non-fiction reading materials - Select grade-appropriate fiction materials - Value the importance of reading fiction for exposure to various ideas and language use |
The learner is guided to:
- Read passages which are taken from different reading materials and identify which are fiction and which are non-fiction - Search from digital or printed reference materials for the differences between fiction and non-fiction writing - Explain the difference between fiction and non-fiction reading materials with examples for each - Search online or in printed books for suitable fiction texts on income-generating activities - Select and read fiction texts |
Which story books or plays have you read?
|
Skills in English Grade 9 (p. 217)
Fiction books Digital devices Internet resources Library books Sample fiction and non-fiction texts Skills in English Grade 9 (p. 218) Graphic organisers Display materials Camera/digital device for taking photographs |
Oral presentations
Written assignments
Reading logs
Observation
Question and answer
|
|
| 7 | 1 |
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
|
|
| 7 | 2 |
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 Skills in English Grade 9 (p. 224) |
Oral discussions
Written assignments
Group presentations
Observation
Question and answer
|
|
| 7 | 3 |
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
|
|
| 7 | 4 |
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
|
|
| 7 | 5 |
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
|
|
| 8 |
Midterm |
||||||||
| 9 | 1 |
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
|
|
| 9 | 2 |
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
|
|
| 9 | 3 |
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
|
|
| 9 | 4 |
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
|
|
| 9 | 5 |
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
|
|
| 10 | 1 |
Reading
|
Play: Characterisation
|
By the end of the
lesson, the learner
should be able to:
- Outline the clues for identifying traits of different characters in a play - Use the clues to describe the characters in a play - Value the role of characterisation in determining virtues and vices in society |
The learner is guided to:
- Search from the internet, books, newspapers or magazines to find out what clues to look for in a play to identify traits of characters - Read play excerpts such as "Learner of the year" - In pairs, brainstorm on words and phrases used to describe characters - Compile the words and phrases into a phrase book - Share the phrase book with others in the classroom - Compare their books with those of other learners - Outline the clues for identifying traits of different characters in the play |
How can one tell the qualities of a character in a play?
|
Skills in English Grade 9 (p. 241)
Play excerpts Digital devices Internet resources Reference materials Chart papers |
Phrase books
Oral discussions
Written exercises
Observation
Peer assessment
|
|
| 10 | 2 |
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
|
|
| 10 | 3 |
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
|
|
| 10 | 4 |
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
|
|
| 10 | 5 |
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
|
|
| 11 | 1 |
SEA TRAVEL
Listening and Speaking |
Extensive Listening: Speeches
|
By the end of the
lesson, the learner
should be able to:
- Identify the issue addressed by the different speeches listened to - Take notes on the points made by the different speakers on the issue - Value the information shared in the speeches |
The learner is guided to:
- Tell classmates how a speech they listened to inspired them to take a certain course of action - Listen to speeches that the teacher will read aloud - Answer questions based on the speeches they have listened to - Take turns to ask and answer more questions based on the speeches - Identify the main issue being addressed in the speeches - Discuss the themes identified in the speeches - Search for speeches of interest on the internet, radio and television |
How can you ensure that you remember what you hear from a speech?
|
Skills in English Grade 9 (p. 251)
Audio recordings Video clips Digital devices Internet resources Sample speeches |
Oral questions
Written responses
Observation
Note taking
Group discussions
|
|
| 11 | 2 |
Listening and Speaking
|
Extensive Listening: Speeches
|
By the end of the
lesson, the learner
should be able to:
- Take notes on the points made by the different speakers on the issue - Acknowledge the importance of getting information from varied sources |
The learner is guided to:
- Work with a classmate and take notes on points made by different speakers about sea travel - Share and compare their notes with the notes of other learners - Compile the points that are repeated from the notes - Use the compiled notes to write a speech on any aspect of sea travel - Present the speech to classmates and record themselves - Publish the recorded speech on social media, class vlog or other audio platforms - Discuss what can be done to remember information listened to in a speech |
Why should we distinguish between relevant and irrelevant information during a presentation?
|
Skills in English Grade 9 (p. 252)
Digital recording devices Sample speeches Audio recording equipment Social media platforms Notes from previous lesson |
Speech presentations
Note taking
Recordings
Peer assessment
Observation
Discussions
|
|
| 11 | 3 |
Reading
|
Intensive Reading: Visualising and Summarising
|
By the end of the
lesson, the learner
should be able to:
- Identify mental images created from a read passage - Visualise scenes described in a text - Appreciate the role of mental images in enhancing understanding of a text |
The learner is guided to:
- Discuss how to ensure understanding of what is read - Read stories like "Scenes from the sea" - Answer comprehension questions based on the passage - Work with a classmate to identify words or expressions that appeal to the five senses in the passage - Describe mental images created from the passage that help to imagine how something looks, smells, sounds, feels or tastes - Write descriptive words and expressions that appeal to the five senses in a table - Search from the internet or a variety of texts for sensory words and expressions used to create mental images |
What are the features that make a text appealing to the senses?
|
Skills in English Grade 9 (p. 253)
Reading passages Digital devices Internet resources Sensory vocabulary lists Chart papers |
Written responses
Sensory tables
Observation
Pair work
Question and answer
Group discussions
|
|
| 11 | 4 |
Reading
|
Intensive Reading: Visualising and Summarising
|
By the end of the
lesson, the learner
should be able to:
- Summarise a paragraph and passage - Apply visualisation and summarisation strategies to enhance reading comprehension |
The learner is guided to:
- Use context clues to infer the meaning of unfamiliar words in passages - Fill in blank spaces in sentences with the most suitable words - In pairs, fill in key information from stories in a graphic organiser - Display outlines on the classroom wall - Fill in more forms with key ideas from texts as guided - Read passages like "Take nothing but memories" - Identify the main ideas in paragraphs - Summarise the ideas in their own words and present them on charts - Share charts and invite other learners to review them - Review the charts of other learners |
Why is it important to write an accurate summary of a text?
|
Skills in English Grade 9 (p. 256)
Reading passages Graphic organisers Chart papers Digital devices Reference materials |
Written summaries
Graphic organisers
Peer review
Chart presentations
Observation
Question and answer
|
|
| 11 | 5 |
Grammar in Use
|
Sentences: Complex Sentences
|
By the end of the
lesson, the learner
should be able to:
- Identify subordinating conjunctions in sentences - Construct complex sentences using subordinating conjunctions - Value the purpose of subordinating conjunctions in sentences |
The learner is guided to:
- Read sentences to identify main ideas - Study sentences and suggest words that could join them into one - Read passages like "Secrets of a ship" and identify complex sentences - Identify words that link clauses to form complex sentences - In pairs, identify and underline subordinating clauses in sentences - Pick out and label subordinating conjunctions used in passages - Circle subordinating conjunctions in sentences - Read more complex sentences from various sources and identify subordinating conjunctions |
What is the role of conjunctions in sentences?
|
Skills in English Grade 9 (p. 257)
Reading passages Reference materials Digital devices Chart papers Sentence samples |
Written exercises
Identification tasks
Sentence labelling
Observation
Peer assessment
Question and answer
|
|
| 12 | 1 |
Grammar in Use
|
Sentences: Complex Sentences
|
By the end of the
lesson, the learner
should be able to:
- Construct complex sentences using subordinating conjunctions learnt - Correct disjointed sentences using the rule of subordinating conjunctions |
The learner is guided to:
- Use subordinating conjunctions to construct complex sentences - Review each other's sentences and make corrections to form well-formed complex sentences - Display sentences on charts - With a classmate, underline and label the main and subordinate clauses on the chart - Use subordinating conjunctions to join pairs of sentences in substitution tables - Select the correct subordinating conjunction to link sentences in completion tables - Punctuate sentences correctly by inserting commas where needed - Correct errors in the choice of conjunctions in given sentences |
How can one differentiate between a simple sentence and a complex sentence?
|
Skills in English Grade 9 (p. 259)
Chart papers Sentence samples Reference materials Digital devices Substitution tables |
Sentence construction
Written exercises
Peer assessment
Chart presentations
Observation
Sentence correction
|
|
| 12 | 2 |
Reading
|
Grade-appropriate Play: Style
|
By the end of the
lesson, the learner
should be able to:
- Identify the styles of humour and monologue in a play - Analyse how these styles contribute to the overall effectiveness of the play - Value the role of literary devices in enhancing a play |
The learner is guided to:
- Read plays like "A funny fear" - Answer questions based on the play - In pairs, identify the use of humour in the play - Identify which character dominates the conversation in the play - In groups, identify and illustrate the use of humour and monologue in the play - Present work in a graphic organiser - Read more plays and identify the use of humour and monologue |
What makes a play interesting to read?
|
Skills in English Grade 9 (p. 261)
Play excerpts Digital devices Graphic organisers Chart papers Reference materials |
Oral discussions
Written responses
Graphic organisers
Group presentations
Observation
Question and answer
|
|
| 12 | 3 |
Reading
|
Grade-appropriate Play: Style
|
By the end of the
lesson, the learner
should be able to:
- Dramatise instances of humour and monologue in a play - Acknowledge the role of humour and monologue in enriching a literary work |
The learner is guided to:
- In pairs, search for examples of humour and monologue from various sources - Read them aloud or act them out - Search for plays featuring monologue and humour then watch or read them - Dramatise instances of humour and monologue in the plays - Record performances using digital devices - Watch and review recordings - Write play scripts that include the monologue of a main character and use humour - Dramatise plays for family members or peers - Use humour and monologue to write a play on safety during sea travel |
How do stylistic features enhance the message in a play?
|
Skills in English Grade 9 (p. 262)
Digital recording devices Play excerpts Reference materials Drama props Script writing materials |
Role play
Dramatisation
Script writing
Video recordings
Peer review
Observation
|
|
| 12 | 4 |
Writing
|
Creative Writing: Idioms
|
By the end of the
lesson, the learner
should be able to:
- Explain the meaning of given idioms in different contexts - Use idioms appropriately in speech and writing - Value the role of idioms in enhancing written and oral communication |
The learner is guided to:
- Read sentences and study pictures to identify idioms - Explain what idioms are and give examples they are familiar with - Read passages like "On the open sea" and "With open arms" that use idioms - Identify idioms used in the passages - In groups, explain what each idiom means based on how it is used in the passages - Search online and in dictionaries for meanings of given idioms - Fill in the gaps in sentences with appropriate idioms - Present idioms and their meanings in a diagram |
What is an idiom?
|
Skills in English Grade 9 (p. 264)
Reading passages Dictionaries Digital devices Internet resources Reference materials Chart papers |
Written exercises
Gap filling
Diagrams
Observation
Group discussions
Question and answer
|
|
| 12 | 5 |
Writing
|
Creative Writing: Idioms
|
By the end of the
lesson, the learner
should be able to:
- Use a variety of idioms in writing narrative compositions - Encourage peers to use idioms appropriately in speech and writing |
The learner is guided to:
- Play language games with idioms - Write a narrative composition on a topic related to sea travel, using given idioms - In groups, collect compositions and read through them - Create a checklist to record idioms and the number of times they are used in each composition - Compare totals and find the most used idiom - List other familiar idioms - Use a variety of idioms to write compositions on topics of choice - In pairs, discuss the importance of using idioms in communication - Plan a presentation to encourage peers to use idioms appropriately |
Why is proper use of idioms important in communication?
|
Skills in English Grade 9 (p. 267)
Chart papers Dictionaries Reference materials Digital devices Sample compositions Language game materials |
Narrative compositions
Checklists
Language games
Peer assessment
Presentations
Observation
|
|
Your Name Comes Here