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Wednesday, 04 January 2023 08:49

English - Grade 7 Curriculum Designs

MINISTRY OF EDUCATION
JUNIOR SECONDARY SCHOOL CURRICULUM DESIGN
GRADE 7
ENGLISH
KENYA INSTITUTE OF CURRICULUM DEVELOPMENT 2021

TIME ALLOCATION

No Subject Number of Lessons Per Week
(40 minutes per lesson)
1 English 5
2 Kiswahili/KSL 4
3 Mathematics 5
4 Integrated Science 4
5 Health Education 2
6 Pre-Technical and Pre-Career Education 5
7 Social Studies 3
8 Religious Education (CRE/IRE/HRE) 2
9 Business Studies 3
10 Agriculture 3
11 Life Skills Education 1
12 Physical Education and Sports 2
13 Optional Subject 3
14 Optional Subject 3
  Total 45

 

NATIONAL GOALS OF EDUCATION
Education in Kenya should:

  1.  Foster nationalism and patriotism and promote national unity. Kenya’s people belong to different communities, races and religions, but these differences need not divide them. They must be able to live and interact as Kenyans. It is a paramount duty of education to help young people acquire this sense of nationhood by removing conflicts and promoting positive attitudes of mutual respect which enable them to live together in harmony and foster patriotism in order to make a positive contribution to the life of the nation.
  2.  Promote the social, economic, technological and industrial needs for national development.
    Education should prepare the youth of the country to play an effective and productive role in the life of the nation.
    1.  Social Needs
      Education in Kenya must prepare children for changes in attitudes and relationships which are necessary for the smooth progress of a rapidly developing modern economy. There is bound to be a silent social revolution following in the wake of rapid modernization. Education should assist our youth to adapt to this change.
    2. Economic Needs
      Education in Kenya should produce citizens with the skills, knowledge, expertise and personal qualities that are required to support a growing economy. Kenya is building up a modern and independent economy which is in need of an adequate and relevant domestic workforce.
    3.  Technological and Industrial Needs
      Education in Kenya should provide learners with the necessary skills and attitudes for industrial development. Kenya recognizes the rapid industrial and technological changes taking place, especially in the developed world. We can only be part of this development if our education system is deliberately focused on the knowledge, skills and attitudes that will prepare our young people for these changing global trends.
  3. Promote individual development and self-fulfilment
    Education should provide opportunities for the fullest development of individual talents and personality. It should help children to develop their potential interests and abilities. A vital aspect of individual development is the building of character.
  4. Promote sound moral and religious values.
    Education should provide for the development of knowledge, skills and attitudes that will enhance the acquisition of sound moral values and help children to grow up into self-disciplined, self-reliant and integrated citizens.
  5.  Promote social equality and responsibility.
    Education should promote social equality and foster a sense of social responsibility within an education system which provides equal educational opportunities for all. It should give all children varied and challenging opportunities for collective activities and corporate social service irrespective of gender, ability or geographical environment.
  6. Promote respect for and development of Kenya’s rich and varied cultures.
    Education should instill in the youth of Kenya an understanding of past and present cultures and their valid place in contemporary society. Children should be able to blend the best of traditional values with the changing requirements that must follow rapid development in order to build a stable and modern society.
  7. Promote international consciousness and foster positive attitudes towards other nations.
    Kenya is part of the international community. It is part of the complicated and interdependent network of peoples and nations. Education should therefore lead the youth of the country to accept membership of this international community with all the obligations and responsibilities, rights and benefits that this membership entails.
  8. Promote positive attitudes towards good health and environmental protection.
    Education should inculcate in young people the value of good health in order for them to avoid indulging in activities that will lead to physical or mental ill health. It should foster positive attitudes towards environmental development and conservation. It should lead the youth of Kenya to appreciate the need for a healthy environment.

LEARNING OUTCOMES FOR MIDDLE SCHOOL
By the end of Middle School, the learner should be able to:

  1. Apply literacy, numeracy and logical thinking skills for appropriate self-expression.
  2. Communicate effectively, verbally and non-verbally, in diverse contexts.
  3. Demonstrate social skills, spiritual and moral values for peaceful co-existence.
  4. Explore, manipulate, manage and conserve the environment effectively for learning and sustainable development.
  5. Practice relevant hygiene, sanitation and nutrition skills to promote health.
  6. Demonstrate ethical behavior and exhibit good citizenship as a civic responsibility.
  7. Appreciate the country's rich and diverse cultural heritage for harmonious co-existence.
  8. Manage pertinent and contemporary issues in society effectively.
  9. Apply digital literacy skills for communication and learning.

ESSENCE STATEMENT

The Constitution of Kenya 2010 accords English the status of one of the official languages. According to the Language in Education Policy of 1976, English is the language of instruction from Grade Four onwards, including colleges and universities. In addition, English is a language of communication at both local and international levels. Mastery of English enhances access to academic, social, and professional opportunities. The English subject at the junior secondary school level will expose learners to both knowledge and use of the English language, and literary appreciation. It will build on the competencies acquired at the upper primary school level in Listening, Speaking, Reading, Writing, and Grammar in Use.

By the end of Junior Secondary level, learners will be expected to be proficient in the English language for further learning and training, and their day-to-day interactions. Learners will be provided with appropriate varied experiences in

listening, speaking, reading, writing, and Grammar in Use to develop linguistic and communicative competence. They will also be expected to interact with print and non-print language and literary material both in and outside the classroom.

The English subject will lay a firm foundation for the learners' efficient and effective use of the English language, as a communication tool and the medium of instruction at Senior Secondary School. In addition, it will be a stepping stone for further study of English, Literature in English, and other pathways.

SUBJECT GENERAL LEARNING OUTCOMES

By the end of Junior Secondary level, the learner should be able to:

  1. listen and respond appropriately to relevant information in a variety of contexts,
  2. read a wide variety of texts fluently, accurately, and interpretively for lifelong learning,
  3. develop critical thinking skills for life,
  4. read and analyze literary material and relate them to real life experiences,
  5. develop a lifelong interest in reading on a wide range of subjects,
  6. use grammatical forms to communicate appropriately in different settings,
  7. write texts legibly, creatively, and cohesively to empower them for life
  8. apply digital literacy skills to enhance proficiency in English,
  9. appreciate the role of English as a medium for creativity and talent development.
THEME 1.0: PERSONAL RESPONSIBILITY
Strand Sub strand  Specific Learning Outcomes  Suggested Learning Experiences  Key Inquiry Question(s)
1.1 Listening and Speaking 1.1.1 Conversational Skills: Polite Language

(2 lessons)
By the end of the sub strand, the learner should be able to:
  1. identify polite expressions used in the introduction of self and others,
  2. use polite expressions in the introduction of self and others in different speaking contexts,
  3. model respectful behaviour during introductions.
The learner is guided to:
  • make a list of necessary details about people that one needs to know for effective introduction,
  • brainstorm on different types of introduction,
  • list polite expressions that can be used during the introduction,
  • match polite expressions to corresponding types of introduction,
  • discuss reasons for using polite language in introductions,
  • use games such as catch the ball, in small groups, for the introduction of others,
  • role play different contexts of self-introduction with peers,
  • review an audio or video recording on formal and informal introductions.
  1. What considerations should one make when introducing other people?
  2. How would you introduce your parents or guardians to your teachers?
  3. Why is it important to be polite while introducing yourself or others?

 

Core Competencies
  • Communication is developed as the learner listens critically and speaks clearly and effectively during role play.
Pertinent and Contemporary Issues (PCIs)
  • Peace education is enhanced as the learner role-plays different contexts of self-introduction.
  • Effective communication is enhanced as the learner uses polite language during introductions.
Values
  • Respect is developed as learners brainstorm on different types of introduction.
Link to other subjects:
  • Indigenous Languages and Kiswahili have politeness infused in their content.

 

Assessment Rubric 
Indicators Exceeds Expectations  Meets Expectations  Approaches Expectations  Below Expectations 
Ability to identify polite expressions used in the introduction of self and others. Identifies a wide range of polite expressions used in the introduction of self and others Identifies polite expressions used in the introduction of self and others Identifies some polite expressions used in the introduction of self and others Finds it difficult to identify polite expressions used in the introduction of
self and others
Ability to use polite expressions in the introduction of self and others in different speaking contexts. Uses polite expressions in the introduction of self and others in different speaking contexts
with ease
Uses polite expressions in the introduction of self and others in different speaking contexts Uses some polite expressions in the introduction of self and others in some speaking contexts Uses some polite expressions in the introduction of self and others in different speaking contexts
with difficulty

 

Strand Sub strand  Specific Learning Outcomes  Suggested Learning Experiences  Key Inquiry Question(s)
1.2 Reading

1.2.1 Extensive Reading: Independent Reading

(2 lessons)

By the end of the sub strand, the learner should be able to:
  1. identify a variety of texts for independent reading
  2. read selected materials for information and enjoyment
  3. appreciate the value of independent reading in lifelong learning.
The learner is guided to:
  • think-pair-share on the factors to consider when selecting reading material,
  • select appropriate reading materials related to personal responsibility
  • set and share reading goals for the session,
  • read selected print and non- print materials independently,
  • observe good reading habits,
  • keep a portfolio or a journal of their experiences during the reading session,
  • conduct peer review of the portfolios and journals kept.
  1. What do you consider while selecting reading materials?
  2. How can you ensure that you benefit from a reading session?
Core Competencies
  • Critical Thinking and Problem Solving: developed as learner searches, collects, processes, and uses information from selected texts.
Pertinent and Contemporary Issues (PCIs)
  • Effective Communication: enhanced as learner shares his or her experiences during the think-pair-share activity.
Values
  • Respect is enhanced as learners avoid distracting others by observing good reading habits.
  • Responsibility is enhanced as the learner is guided in selecting material that they consider appropriate for self and as they track personal progress.
Link to other subjects:
  • Languages such as Kiswahili, Indigenous Languages among others have the concept of independent reading.

 

Assessment Rubric 
Indicators Exceeds Expectations  Meets Expectations  Approaches Expectations  Below Expectations 
Ability to select a variety of texts for independent reading. Excellently identifies a variety of texts for independent reading. Identifies a variety of texts for independent reading. Identifies some texts for independent reading with assistance. Makes an attempt to identify some texts for independent reading
with assistance.
Ability to read selected materials for information and enjoyment Easily reads the selected materials and records experiences from the reading sessions for tracking
progress.
Reads the selected materials and records experiences from the reading sessions for tracking progress. Reads some of the selected materials and partially records experiences from the reading sessions for
tracking progress.
Reads the selected material and records experiences from the reading sessions for tracking progress with
difficulty.

 

Strand Sub strand  Specific Learning Outcomes  Suggested Learning Experiences  Key Inquiry Question(s)
1.3 Grammar In use 1.3.1 Word Classes:
Nouns

(2 lessons)

By the end of the sub- strand, the learner should be able to:

  1. identify the different types of nouns from a print or digital text,
  2. use different types of nouns in sentences,
  3. appreciate the role of correct grammar in written and spoken communication.
 The learner is guided to:
  • read a print or non-print text in pairs
  • identify common, proper, concrete, and abstract nouns,
  • search online for examples of the common, proper, concrete, and abstract nouns, and compile a list of the nouns in groups,
  • listen to a poem or a story and categorize the nouns used,
  • mention examples of common, proper, concrete and abstract nouns in the classroom and school,
  • construct sentences using common, proper, concrete and abstract nouns,
  • complete substitution tables with the different types of nouns in pairs
  • engage in language games such as scrabble, puzzles, code words and guessing games,
  • write and display stories, songs or poems featuring the different types of nouns
  1. Why is it important to identify items by name?
  2. Why is
knowledge on use of capital letters useful?
Core Competencies to be developed:
  • Learning to Learn: enhanced as the learner is motivated to learn continuously and work collaboratively while engaging in language games such as scrabble, puzzles, codewords and guessing games on nouns.
Pertinent and Contemporary Issues (PCIs)
  • Digital Citizenship and Cyber well ness: enhanced as the learner interacts with digital devices.
Values
  • Harmony: fostered as learners work in groups.
  • Patriotism: is promoted as learners identify with their locality as they talk about people, places and institutions in their community
Link to other subjects:
  • Kiswahili and other language subjects address the correct usage of the different types of nouns

 

Assessment Rubric 
Indicators Exceeds Expectations  Meets Expectations  Approaches Expectations  Below Expectations 
Ability to identify nouns from a print or digital text. Identifies all nouns from a print or digital
text with varied examples.
Identifies most nouns from a print or digital text  Identifies some nouns from a print or digital text. Identifies some nouns from a print or digital text with assistance.
Ability to use nouns in sentences. Uses all nouns in sentences creatively. Uses most nouns in sentences. Uses most nouns in sentences. Uses some nouns in
sentences with assistance.

 

Strand Sub strand  Specific Learning Outcomes  Suggested Learning Experiences  Key Inquiry Question(s)
1.4 Reading

1.4.1
Intensive Reading: Trickster Narratives

(1 lesson)

By the end of the sub strand, the learner should be able to:
  1. identify the main events in trickster narratives
  2. analyze the characters in narratives
  3. appreciate the importance of trickster narratives in the inculcation of values.
The learner is guided to:
  • engage in pre-reading activities such as previewing the title of the narrative, using the picture clues and brainstorming
  • recount the events in the trickster narrative and highlight the trick in the narrative
  • discuss the various character traits displayed by the characters,
  • brainstorm on the moral lessons of the narrative
  • retell a trickster narrative in small groups
  • relate characters and events in the trickster narrative to real life situations
  • explore and share with group members how personal responsibility can be derived from the narrative’s moral lessons
  1. What is a trickster narrative?
  2. What can we learn from narratives?
  3. Which characters are common in the trickster narratives that you know?
Core Competencies to be developed
  • Creativity and imagination: enhanced as the learner strives to understand tasks that allow forming mental images, for example retelling a trickster narrative in small groups.
Pertinent and Contemporary Issues (PCIs)
  • Creative thinking is enhanced as the learner retells trickster narratives.
Values: 
  • Integrity is enhanced as learner relates the moral in the trickster narrative to real life situations.
Link to other subjects:
  • Social Studies focuses on moral lessons.

 

Assessment Rubric 
Indicators Exceeds Expectations  Meets Expectations  Approaches Expectations  Below Expectations 
Ability to identify the main events in the
story.
Identifies the main events in the story
with ease.
Identifies the main events in the story Identifies some of the events in the story. Identifies the main events in the story
vaguely.
Ability to analyse the characters in the narrative. Comprehensively analyses various characters in the narrative. Analyses various characters in the narrative. Analyses some of the characters in the narrative. Analyses some of the characters in the narrative with assistance

 

Strand Sub strand  Specific Learning Outcomes  Suggested Learning Experiences  Key Inquiry Question(s)
1.5. Writing

1.5.1
Handwriting: Legibility and Neatness

(1 lesson)

By the end of the sub strand, the learner should be able to:

  1. describe features of legible and neat handwriting for efficient writing
  2. write texts legibly and neatly
  3. acknowledgel the importance of writing neatly and legibly.

 The learner is guided to:
  • listen to an audio clip on the importance of developing legible and neat handwriting\
  • study written samples of legible and neat handwriting featuring all letters of the alphabet and short texts
  • discuss the features of legible and neat handwriting including shaping letters, joining and spacing letters and words
  • practise handwriting games such as blind writing, speed writing, and letter stations
  • suggest ways of correcting bad handwriting habits such as joining letters and words inappropriately
  • copy given texts on the theme of personal responsibility on charts and display for peer evaluation and correction
  • write short paragraphs legibly and neatly and share with peers for peer review
  1. Why should we learn to write legibly and clearly?
  2. What kind of misunderstanding could arise as a result of bad handwriting?
  3. How can you make your handwriting presentable?

 

Core Competencies to be developed:
  • Learning to Learn: developed as the learner collaborates with peers to write clearly and spell words correctly
Pertinent and Contemporary Issues (PCIs)
  • Effective Communication developed as the learner improves the ability to pass on written messages clearly
Values:
  • Respect is achieved as learners provide feedback respectfully and positively.
  • Social justice is enhanced as learners review each other’s written work.
Link to other subjects:
  • Language subjects; legible and neat handwriting is an essential skill for these subjects 

 

Assessment Rubric 
Indicators Exceeds Expectations  Meets Expectations  Approaches Expectations  Below Expectations 
Ability to describe features of legible and neat handwriting for efficient writing. Describes features of legible and neat handwriting for efficient writing with
examples.
Describes all the features of legible and neat handwriting for efficient writing. Describes some features of legible and neat handwriting for efficient writing Describes some features of legible and neat handwriting for efficient writing with
support
Ability to write texts legibly and neatly. Writes texts legibly and neatly with a lot of creativity. Writes texts legibly and neatly.  Attempts to write texts legibly and neatly Struggles to write texts legibly and neatly.
 

 

THEME 2.0: SCIENCE AND HEALTH EDUCATION
Strand Sub strand  Specific Learning Outcomes  Suggested Learning Experiences  Key Inquiry Question(s)
2.1 Listening and Speaking 2.1.1 Oral Presentations: Oral Narratives

(1 lessons)
By the end of the sub strand, the learner should be able to:
  1. outline the oral narrative performance techniques for effective delivery,
  2. use oral narrative techniques during the performance,
  3. appreciate the importance of performance techniques in the successful delivery of oral material.
The learner is guided to:
  • watch live or recorded oral performance of narratives as a class,
  • search online or offline for information on performance techniques, in pairs, and make presentations to peers,
  • discuss the oral performance techniques in groups,
  • perform oral narratives in groups while peers watch, record, and then give feedback,
  • compose oral narratives in groups and suggest the most suitable ways of performing them. 
  1. What do you enjoy during a story telling session?
  2. How can you become a good storyteller?
Core Competencies to be developed:
  • Creativity and Imagination is developed as learner undertakes tasks such as creating and retelling narratives which require remembering scenarios  
Pertinent and Contemporary Issues (PCIs)
  • Environmental conservation is enhanced as learner performs narratives on the need to take care of the environment.   
Values:
  • Patriotism is achieved as learners compose and perform narratives on national values.  
Link to other subjects:
  • Performing Arts as performance techniques are utilized in showcasing presentations.    

 

Assessment Rubric 
Indicators Exceeds Expectations  Meets Expectations  Approaches Expectations  Below Expectations 
Ability to outline the oral narratives performance techniques for effective delivery. Outlines all the oral narratives performance techniques for effective delivery Outlines most of the oral narratives performance techniques for effective delivery Outlines some of the oral narratives performance techniques for effective delivery Outlines few oral narratives performance techniques for effective delivery
with difficulty
Ability to use oral narrative techniques during their performance Uses all oral narrative techniques during their performance with a lot of creativity Uses most oral narrative techniques during their performance  Uses some oral narrative techniques during their performance Uses few oral narrative techniques during their
performance if assisted by others

 

Strand Sub strand  Specific Learning Outcomes  Suggested Learning Experiences  Key Inquiry Question(s)
2.2 Reading

2.2.1 Intensive reading: Simple poems

(2 lessons)

By the end of the sub strand, the learner should be able to:
  1. distinguish between poems and other literary genres
  2. recite a variety of simple poems for enjoyment
  3. collaborate in poetry recitation for enjoyment and learning.
 The learner is guided to:
  • listen and respond to live or recorded poetry recitation
  • discuss, in groups, what makes reading simple poems interesting
  • pick out poems from a variety of texts and read them out aloud
  • recite poems that address science and health issues such as HIV and AIDS in groups
  • provide feedback to peers and seek help where necessary
  1. How are poems different from stories?
  2. Why would you use a poem instead of a story to pass a message?
  3. What makes poems interesting?
Core Competencies to be developed:
  • Self-efficacy is enhanced as learners present ideas with confidence as learners recite poems.  
Pertinent and Contemporary Issues (PCIs)
  • Health education is promoted as learners recite poems that address science and health issues such as HIV and AIDS.  
Values:
  • Peace is enhanced as learners work in teams during the poetry recitation.
  • Social justice is developed as learners recite poems that promote fairness in society.    
Link to other subjects:
  • Performing Arts as recitation skills are handled in this learning area.  

 

Assessment Rubric 
Indicators Exceeds Expectations  Meets Expectations  Approaches Expectations  Below Expectations 
Ability to distinguish between poems and other literary genres. Aptly distinguishes between poems and other literary genres. Distinguishes between poems and other literary genres. Partially distinguishes between poems and other literary genres. Struggles to distinguish between
poems and other literary genres.
Ability to recite a variety of simple poems for enjoyment. Recites a variety of simple poems for enjoyment with a lot
of creativity.
Recites a variety of simple poems for enjoyment.  Recites some simple poems for enjoyment with a few slips. Recites simple poems for enjoyment with prompts with a lot of
difficulty.

 

Strand Sub strand  Specific Learning Outcomes  Suggested Learning Experiences  Key Inquiry Question(s)
2.2 Grammar in Use

2.3.1 Word Classes:
Nouns

(2 lessons)
By the end of the sub strand, the learner should be able to:
  1. identify count, non-count, singular, and plural nouns from a variety of texts,
  2. use count, non- count, singular, and plural nouns in sentences,
  3. Appreciate the importance of the correct use of nouns in communication.
The learner is guided to:
  • search for examples of the count, non-count, singular, and plural nouns from the internet and post them on the classroom wall,
  • listen to an audio text on the theme of science and health education, and pick out the target nouns,
  • pick out count, non-count, singular, and plural nouns from newspapers and magazine articles,
  • identify objects in the classroom and categorise them as count or non-count nouns, in pairs,
  • change singular nouns to plural and vice versa,
  • construct sentences using the specified types of nouns orally and in writing,
  • complete crossword puzzles with the target nouns in small groups,
  • create posters and poems using the learnt nouns, and post them on the classroom wall or share them using digital learning platforms.
  1. Why are some things impossible to count?
  2. How can you group things that cannot be counted?
  3. Why should you specify the number of things you require to accomplish a task?
Core Competencies to be developed:
  • Collaboration is achieved as learners create posters and poems, and share them on the classroom wall or through digital learning platforms. This enhances teamwork among the learners.    
Pertinent and Contemporary Issues (PCIs)
  • Effective communication is achieved as the learner uses nouns in varied texts correctly.
  • Health Education is promoted as the learner listens to an audio text on health issues.
Values:
  • Unity is enhanced as learners work together to identify the different types of nouns in the classroom.
  • Respect is achieved as learners take turns as they work in groups to create poems and posters.  
Link to other subjects:
  • Kiswahili, German, Arabic focus on count and non-count nouns as well as singular and plural nouns.
  • Health Education addresses health issues such as HIV and AIDS    

 

Assessment Rubric 
Indicators Exceeds Expectations  Meets Expectations  Approaches Expectations  Below Expectations 
Ability to identify count, non-count, singular, and plural nouns from a variety of texts.  Identifies count, non- count, singular, and plural nouns from a variety of texts extensively  Identifies count, non- count, singular, and plural nouns from a variety of texts. Identifies count, non- count, singular, and plural nouns from a variety of texts sometimes. Identifies count, non- count, singular, and plural nouns from texts with difficulty.
Ability to use count, non-count nouns, singular and plural nouns in sentences. Uses count, non- count, singular, and plural nouns in sentences all the time Uses most count, non- count nouns, singular and plural nouns in sentences. Uses some count, non- count nouns, singular and plural nouns in sentences. Finds it difficult to use count, non-count, singular, and plural nouns in sentences.
Ability to create posters and poems
then share them in the class
Creatively makes posters and poems and
shares them with classmates.
Makes posters and poems and shares them with classmates. Attempts to make posters and poems and
share them with classmates.
Needs support to make posters and
poems and share- them with classmates.

 

Strand Sub strand  Specific Learning Outcomes  Suggested Learning Experiences  Key Inquiry Question(s)
2.4 Reading 2.4.1
Intensive Reading: Class Reader

(2 lessons)
By the end of the sub strand, the learner should be able to:
  1. explain the different parts that aid in previewing a book
  2. describe the author and the setting of the text in terms of time and place
  3. underscore the value of reading for lifelong learning.
The learner is guided to:
  • study the cover page, read the blurb and highlight the outstanding features, in groups,
  • discuss the title of the class reader
  • research online for more information about the author and the location where the story is taking place
  • make oral presentations to the class on their findings from the research
  • identify words, images and details that describe the setting in terms of place and time
  • design a graphic organizer such as a mind map and tree map to identify the setting
  • create, share and give feedback using summary charts such as what I know - where I learned it - what I want to know - what I Learned (K-W-W-L) chart, to visualize what has been learned,
  • make short notes on the setting and the author.
  1. What would you consider when designing the cover of a book?
  2. Why should we not judge a book by its cover?
  3. Why do we read storybooks?

 

Core Competencies to be developed: 
  • Learning to Learn is enhanced as learners build on their learning experiences through analysis of the setting and research on the author.
  • Critical thinking is developed as learners explore the links between different events through tasks like creating graphic organisers that cultivate high-order thinking skills.
  • Problem-solving is archived as learner conducts research online to obtain more information about the author and the setting of the story.   
Pertinent and Contemporary Issues (PCIs)
  • Creative thinking is developed as learner creates charts to summarize what they have learned.   
Values: 
  • Unity is enhanced as the learner develops skills for working in harmony with others while participating in group and pair work.    
Link to other subjects:
  • All languages encourage reading of class readers.    

 

 

Assessment Rubric 
Indicators Exceeds Expectations  Meets Expectations  Approaches Expectations  Below Expectations 
Ability to explain the different parts that aid in previewing a book.  Explains the different parts that aid in previewing a book clearly and with examples. Explains all the different parts that aid in previewing a book. Explains some of the parts that aid in previewing a book Barely attempts to explain the parts that aid in previewing a book.
Ability to describe the author and the setting of the text in terms of time and place based on personal research.  Describes the author and setting of the text in terms of time and place extensively based on personal
research and in detail. 
Describes the author and setting of the text in terms of time and place based on personal research. Describes the author and setting of the text in terms of time and place based on personal research
partially.
Describes the author and setting of the text in terms of time and place with the assistance of peers.

 

Strand Sub strand  Specific Learning Outcomes  Suggested Learning Experiences  Key Inquiry Question(s)
2.5 Writing 2.5.1 Mechanics of Writing: Punctuation Marks

(2 lessons)
By the end of the sub strand, the learner should be able to:
  1. recognise the full stop, exclamation mark, and question mark, in texts
  2. use the full stop, exclamation mark, and question mark in sentences
  3. acknowledge the importance of punctuating sentences accurately.
The learner is guided to:
  • read print or non-print text and identify the full stop, exclamation mark, and question mark in groups
  • punctuate a text using the target punctuation marks, in pairs
  • write a short story or dialogue on the theme of science and health education using the full stop exclamation mark, and question mark, where necessary
  • engage in online or offline punctuation games in groups
  • draw and display posters or charts with punctuated sentences for peer review and revision
  • role play well-punctuated dialogues and record themselves
  • discuss, in groups, the effectiveness of punctuation marks in expressing meaning.
  1. Which punctuation marks do you use in writing?
  2. Why is it important to punctuate a text?
Core Competencies to be developed:
  • Digital literacy is developed as learners use digital devices as they play online games and record dialogues.
  • Self-efficacy is achieved as learners pay attention to detail while role playing and recording dialogues.    
Pertinent and Contemporary Issues (PCIs)
  • Effective communication is exhibited through well-punctuated texts.
  • Social skills are enhanced as learners discuss the effectiveness of punctuation marks in expressing meaning.   
Values:
  • Unity is achieved as learners give each other feedback on charts and posters featuring the use of punctuation marks.   
Link to other subjects:
  • Kiswahili emphasizes on the acquisition of proper punctuation skills.   

 

Assessment Rubric 
Indicators Exceeds Expectations  Meets Expectations  Approaches Expectations  Below Expectations 
Ability to recognize the full stop, exclamation mark and question mark in
texts.
Recognizes the full stop, exclamation mark and a question mark in varied texts. Recognizes the full stop, exclamation mark, and question mark in texts Sometimes recognizes the full stop, exclamation mark, and question mark in
texts.
Has difficulty recognizing the full stop, exclamation mark, and question
mark in texts.
Ability to use the full stop, exclamation mark, and question mark, in sentences. Uses the full stop, exclamation mark, and question mark, in a wide range of sentences. Uses the full stop, exclamation mark, and question mark, in sentences. Uses the full stop, exclamation mark, and question mark, in sentences with some errors. Uses the full stop, exclamation mark, and question mark, in sentences but makes many errors

 

THEME 3.0: HYGIENE
Strand Sub strand  Specific Learning Outcomes  Suggested Learning Experiences  Key Inquiry Question(s)
3.1 Listening and Speaking 3.1.1
Listening for Information and the main idea

(2 lessons)
By the end of the sub strand, the learner should be able to:
  1. identify the main idea from varied descriptive texts
  2. Pick out specific information from varied descriptive texts
  3. acknowledge the importance of listening skills in communication.
The learner is guided to:
  • listen to audio recordings on hygiene and identify the main idea
  • Listen for specific information from the audio recording and take notes
  • search online and offline for expressions that signal the main ideas such as;
    - this talk is about...
    - I will talk about...,
  • watch a video describing a process, a person, or an object and pick out specific information
  • listen to peers read descriptive texts, and note the main ideas, in turns.
  1. Why is it important to get the main points from an oral text?
  2. What can you do to ensure you capture the main ideas from a speaker?

 

Core Competencies to be developed:
  • Communication is enhanced as learners listen keenly and respond to oral texts.
  • Digital literacy is achieved as learners use digital devices to search online for expressions that signal the main idea and specific information. 
Pertinent and Contemporary Issues (PCIs)
  • Health education - personal hygiene as learners listen and respond to oral texts on hygiene.  
Values:
  • Respect is enhanced as learners listen to peers read descriptive texts and note the main ideas, in turns.
Link to other subjects:
  • Kiswahili and other language subjects address the listening for the main idea and specific information.

 

Assessment Rubric 
Indicators Exceeds Expectations  Meets Expectations  Approaches Expectations  Below Expectations 
Ability to identify the main idea from varied descriptive texts Identifies the main ideas from a range of
varied descriptive texts
Identifies all the main ideas from varied descriptive texts Identifies some main ideas from varied descriptive texts Barely attempts to identify main ideas
from varied descriptive texts
Ability to pick out specific information from varied descriptive texts Picks out specific information from varied descriptive texts meticulously Picks out specific information from varied descriptive texts Picks out specific information from varied descriptive texts with some
inaccuracy
Picks out specific information from varied descriptive texts with difficulty

  

Strand Sub strand  Specific Learning Outcomes  Suggested Learning Experiences  Key Inquiry Question(s)
3.2 Reading

3.2.1. Reading for information and Meaning

(1 lesson)

By the end of the sub strand, the learner should be able to:
  1. distinguish between reading for information and reading for meaning,
  2. pick out information from varied texts,
  3. infer the meaning of words and phrases from context,
  4. use new words and phrases in sentences,
  5. appreciate the importance of reading for information and meaning.
The learner is guided to:
  • distinguish between reading for information and reading for meaning,
  • scan through a text in pairs and identify text features (such as title, subtitles),
  • read texts on issues such as hygiene, safety, and security and organise the information by making notes,
  • Infer and share, in groups, the meaning of words from context,
  • construct sentences using new words and phases, in groups,
  • fill in crossword puzzles using new words learned.
  1. Why do we read texts?
  2. How would you tell the meaning of a word in a passage?
Core Competencies to be developed: 
  • Collaboration is promoted as learners infer and share the meaning of new words in groups.
    
Pertinent and Contemporary Issues (PCIs)
  • Health and Safety: As learners read texts on issues such as hygiene, safety, and security and organise the information by
    
Values:
  • Respect is enhanced as learners respect each other’s ideas as they work in groups.
    
Link to other subjects:
  • Kiswahili, German, French, Arabic, Chinese and Indigenous Languages all emphasise reading for information and reading for meaning as skills to be acquired.
    

 

Assessment Rubric 
Indicators Exceeds Expectations  Meets Expectations  Approaches Expectations  Below Expectations 
Ability to pick out information from varied
texts.
Picks out all information from varied texts. Picks out most information from varied texts. Picks out information from some texts. Rarely picks out information from texts.
Ability to infer the meaning of words and phrases from
context.
Infers meaning of words and phrases from context with consistent precision Infers meaning of words and phrases from context- Infers meaning of words and phrases from context with some errors. Infers meaning of words and phrases from context with difficulty.
Ability to use new words and phrases in sentences. Uses new words and phrases in sentences correctly and brilliantly Uses new words and phrases in sentences correctly. Uses some new words and phrases in sentences correctly. Uses new words and phrases in sentences with difficulty.

 

Strand Sub strand  Specific Learning Outcomes  Suggested Learning Experiences  Key Inquiry Question(s)
3.3
Grammar In Use
3.3.1 Word classes: Verbs and tense

(2 lessons)
By the end of the sub strand, the learner should be able to:
  1. identify regular and irregular verbs in sentences
  2. use regular and irregular verbs in sentences construct sentences using the past, present and future tense
  3. appreciate the correct use of verbs and tense for effective communication.
The learner is guided to:
  • search online and offline for information on verbs and their tenses
  • listen to texts read by the teacher on verbs and their tenses
  • identify and group verbs with similar endings from passages on the theme of hygiene
  • identify the tenses of the verbs in sentences
  • construct sentences using verbs in the correct tenses
  • participate in a language game on tenses
  • engage in conversations in pairs using verbs in various tenses,
  • review their peers’ use of tense in spoken sentences
  1. How did you spend the last holiday?
  2. Which misunderstanding can arise when people use wrong tense?
Core Competencies to be developed:
  • Communication and collaboration are developed as learners engage in conversations in pairs using verbs in various tenses. 
Pertinent and Contemporary Issues (PCIs)
  • Effective communication is enhanced as learners construct sentences in correct verbs and tenses.
Values:
  • Respect is inculcated as learners review peers’ use of tenses.
Link to other subjects:
  • Kiswahili and Indigenous Languages also address correct usage of verbs and tense. 

 

Assessment Rubric 
Indicators Exceeds Expectations  Meets Expectations  Approaches Expectations  Below Expectations 
Ability to identify regular and irregular verbs in sentences Identifies all regular and irregular verbs in sentences explicitly Identifies all regular and irregular verbs in sentences Identifies some regular and irregular verbs in sentences On some occasions identifies regular and irregular verbs in sentences with
assistance
Ability to use regular and irregular verbs in sentences Ability to use regular and irregular verbs in sentences Uses regular and irregular verbs in varied sentences Uses regular and irregular verbs in some sentences Seldom uses regular and irregular verbs in sentences

  

Strand Sub strand  Specific Learning Outcomes  Suggested Learning Experiences  Key Inquiry Question(s)
3.4. Reading 3.4.1
Intensive Reading:
Poetry

(2 lessons)
By the end of the sub strand, the learner should be able to:
  1. explain the structure of poems
  2. analyze the structure of varied simple poems
  3. read short poems addressing varied societal issues
  4. appreciate the poem’s structure in communicating a message.
 The learner is guided to:
  • source online or offline for different poems and note the titles and the poets while observing integrity and cyber safety,
  • brainstorm on the parts of a poem, in pairs,
  • read short poems addressing issues such as personal hygiene, HIV and AIDS, and COVID-19,
  • analyze how poems are broken into stanzas and stanzas into lines,
  • study varied poems and present their different structures in graphic organizers in groups
  • compare the structures of different poems,
  • relate the poem’s structure to the poem’s message.
  1. Why do people write poems?
  2. What makes a poem interesting?
  3. How can one tell a text is a poem?
Core Competencies to be developed:
  • Digital literacy is achieved as learners use digital devices to search sources online for different poems and note the titles and the poets, while observing integrity and cyber safety. 
Pertinent and Contemporary Issues (PCIs)
  • Health Education is promoted as learners tackle poems addressing issues such as personal hygiene, HIV and AIDS, and COVID-19
  • Cyber Safety - as learners source online or offline for poems while observing cyber safety  
Values:
  • Integrity is achieved as learners’ source online or offline for poems while observing integrity  
Link to other subjects:
  • Kiswahili and Performing Arts tackle the structure of varied poems.

 

Assessment Rubric 
Indicators Exceeds Expectations  Meets Expectations  Approaches Expectations  Below Expectations 
Ability to explain the structure of poems. Explains in detail the structure of poems. Explain the structure of poems. Explains the structure of poems sketchily. Barely attempts to explain the structure of poems.
Ability to analyze the structure of varied simple poems. Analyses the structure of varied simple poems with
illustrations.
Analyses the structure of varied simple poems. Roughly analyses the structure of simple poems. Analyses the structure of simple poems with assistance.
Ability to read short poems addressing varied societal issues. Read short poems addressing varied societal issues
enthusiastically.
Reads short poems addressing varied societal issues. Reads some short poems addressing varied societal issues. Reads short poems addressing varied societal issues with
difficulty.

 

Strand Sub strand  Specific Learning Outcomes  Suggested Learning Experiences  Key Inquiry Question(s)
3.5 Writing 3.5.1
Writing Narrative Paragraphs

(1 lessons)
By the end of the sub strand, the learner should be able to:
  1. identify the parts of a narrative paragraph
  2. compose a narrative paragraph with the appropriate structure
  3. acknowledge the significance of paragraphing in written communication.
The learner is guided to:
  • identify parts of a well- written paragraph specifically, an introduction, necessary details, and a conclusion,
  • read samples of narrative paragraphs provided by the teacher and discuss the flow of ideas,
  • write a paragraph using a digital device about issues such as hygiene, safety, and security,
  • present the paragraphs in class for peer review.
  1. What are the parts of a paragraph?
  2. Why do we write paragraphs?
Core Competencies to be developed:
  • Communication is enhanced as learners compose a narrative paragraph and review each other’s work.
  • Creativity and imagination are developed as learners create narrative paragraphs. 
Pertinent and Contemporary Issues (PCIs)
  • Social cohesion is enhanced as learners present the paragraphs in class for peer review.
Values:
  • Respect is promoted as learners give feedback on the narrative paragraphs they have reviewed.
Link to other subjects:
  • Computer Science covers interacting with technology through the use of digital devices.

 

Assessment Rubric 
Indicators Exceeds Expectations  Meets Expectations  Approaches Expectations  Below Expectations 
Ability to identify parts of a narrative paragraph. Promptly identifies parts of a narrative paragraph. Identifies parts of a narrative paragraph. Sometimes identifies parts of a narrative paragraph. Identifies parts of a narrative paragraph with help from others.
Ability to compose a narrative paragraph with the appropriate
structure.
Composes a narrative paragraph with the appropriate structure artistically. Composes a narrative paragraph with the appropriate structure. Composes a narrative paragraph with the appropriate structures sometimes. Composes a narrative paragraph with the appropriate structure with assistance from
the teacher.

 

THEME 4.0: LEADERSHIP
Strand Sub strand  Specific Learning Outcomes  Suggested Learning Experiences  Key Inquiry Question(s)
4.1 Listening and Speaking 4.1.1 Listening Comprehension: Selective Listening

(2 lessons)
By the end of the sub strand, the learner should be able to:
  1. distinguish between specific and general information from a listening text
  2. select specific information from a listening text
  3. listen and respond to texts on leadership
  4. emphasise the value of listening skills in communication.
The learner is guided to:
  • listen to an audio text and decide whether the information presented is specific or general
  • search online for audio recordings on leadership and attentively listen to text for specific information
  • Listen to a role play and respond to questions
  • listen to a passage on leadership (good governance) and answer questions posed by the speaker.
  1. Why is it important to get the main points from an oral text?
  2. What can you do to ensure you capture the relevant information from a speaker?
Core Competencies to be developed:
  • Communication is developed as learners critically listen to oral texts and select information.
Pertinent and Contemporary Issues (PCIs)
  • Good governance is enhanced as learners listen to texts on leadership.
  • Effective communication is achieved as learners listen and respond to audio texts.
Values:
  • Integrity is promoted as learners listen to texts on good governance.
  • Social justice is enhanced as they listen to oral texts on good leadership qualities.   
Link to other subjects:
  • Kiswahili and other Language subjects - focus on selective listening as a skill.   

 

Assessment Rubric 
Indicators Exceeds Expectations  Meets Expectations  Approaches Expectations  Below Expectations 
Ability to distinguish- between specific and general
information from a listening text. 
Distinguishes between specific and general information from a listening text remarkably. Distinguishes between specific and general information from a listening text. Sometimes distinguishes between specific and general information from a listening text. Distinguishes between specific and general information from a listening text with prompts.
Ability to select specific information from a listening text. Selects specific information from a listening text distinctly. Selects specific information from a listening text.  Selects some specific information from a listening text. Finds it difficult to select specific information from a
listening text with difficulty.
Ability to listen and respond to texts on leadership Timely listens and responds to texts on leadership accurately. Listens and  responds to most texts on leadership  Listens and responds to some texts on leadership accurately Listens and responds to texts on leadership accurately with assistance

 

Strand Sub strand  Specific Learning Outcomes  Suggested Learning Experiences  Key Inquiry Question(s)
4.2. Reading 4.2.1 Intensive Reading

(2 lessons)
By the end of the sub strand, the learner should be able to:
  1. discuss the identified reading strategies
  2. select main ideas and details from a variety of written texts
  3. acknowledge the importance of reading for main ideas and details as a comprehension skill.
The learner is guided to:
  • search online and watch appropriate video clips on the selected reading strategies: reading for main ideas and reading for details,
  • read and underline the main ideas and details in texts on issues such as gender roles in leadership, and review each other’s work,
  • share ideas on how they can use the selected reading strategies, in groups,
  • fill in substitution tables with specific details from texts, in pairs,
  • complete a mind map with a focus on the main idea and
details.
  1. What can one do to understand a text better?
  2. Why should one read for main ideas?
  3. How can you improve your reading?
Core Competencies to be developed:
  • Learning to learn is developed as learners share what they have learned while completing a mind map with a focus on the main idea and details.
  • Digital literacy is enhanced as learners manipulate digital devices while searching online and watching appropriate video clips on the selected reading strategies.  
Pertinent and Contemporary Issues (PCIs)
  • Gender roles in leadership enhanced as learners read and underline the main ideas and details in texts on issues such as gender roles in leadership.
Values:
  • Unity is achieved as learners work together to complete the mind map. 
Link to other subjects:
  • All subjects emphasise reading for the main idea and specific details.

 

Assessment Rubric 
Indicators Exceeds Expectations  Meets Expectations  Approaches Expectations  Below Expectations 
Ability to discuss the identified reading strategies. Confidently discusses the identified reading strategies with ease. Discusses the identified reading strategies. Discusses the identified reading strategies hesitantly. Discusses the identified reading strategies with some
difficulty.
Ability to select main ideas and details from a variety of written
texts.
Selects the main ideas and details from a variety of written
texts promptly.
Selects the main ideas and details from a variety of written
texts.
Selects a few of the main ideas and details from a variety of
written texts
Attempts to select the main ideas and details from a variety of
written texts.

 

Strand Sub strand  Specific Learning Outcomes  Suggested Learning Experiences  Key Inquiry Question(s)
4.3 Grammar 4.3.1 Word Classes: Verbs and Tense

(2 lessons)
By the end of the sub strand, the learner should be able to:
  1. identify verbs in the simple present and simple past tense in a text
  2. write sentences using the simple present tense,
  3. write sentences using the simple past tense
  4. advocate appropriate use of tense in communication.
The learner is guided to:
  • underline verbs in simple present and simple past tense in a text
  • reflect on the formation of simple present and simple past tense form of verbs
  • construct and share sentences on a variety of issues including leadership, using verbs in the appropriate tense
  • type the constructed sentences using a digital device
  • search online or offline for verbs used in simple present and simple past tense from a variety of texts
  • complete sentences using the correct tense of the given verbs
  • create and display charts showing words in their simple present and past tense
  • play language games using
  1. Why is it necessary to indicate when an activity takes place?
  2. What makes correct use of tense difficult for some people?
Core Competencies to be developed:
  • Self efficacy is developed as learners build on their learning experiences while constructing grammatically correct sentences and using them in oral communication.
Pertinent and Contemporary Issues (PCIs)
  • Effective communication is enhanced as learners use the appropriate tense to discuss leadership.
  • Good governance is enhanced as learners construct sentences on leadership. 
Values:
  • Integrity is enhanced as learners construct sentences on leadership practices.   
Link to other subjects:
  • All languages as they use the knowledge of tenses.    

 

Assessment Rubric 
Indicators Exceeds Expectations  Meets Expectations  Approaches Expectations  Below Expectations 
Ability to identify verbs in the simple present and simple past tense in a text. Identifies all the verbs in the simple present and simple past tense in a range of texts.  Identifies all the verbs in the simple present and simple past tense in texts. Identifies some of the verbs in the simple present and simple past tense in a text. Rarely identifies verbs in the simple present and simple past tense in a text.
Ability to write. sentences using simple present tense. Writes sentences using the simple present tense correctly
and imaginatively
Writes sentences using the simple present tense correctly Writes sentences using the simple present tense with
minimal errors
Writes sentences using the simple present tense with
assistance
Ability to write sentences using the simple past. Writes sentences using the simple past correctly and
enthusiastically.
Writes sentences using the simple past correctly. Writes sentences using the simple past with some errors
sometimes.
Rarely writes sentences using the simple past correctly.

  

Strand Sub strand  Specific Learning Outcomes  Suggested Learning Experiences  Key Inquiry Question(s)
4.4 Reading 4.4.1 Intensive Reading: Class Readers

(2 lessons)
By the end of the sub strand the learner should be able to:
a) identify the main characters in a class reader,
b) explain how the characters make the story flow,
c) make predictions based on the title and the sections read,
d) appreciate the role of characters in the class reader.
The learner is guided to:
  • read a section of a class reader and identify the main characters,
  • discuss predictions made from the title and the sections read,
  • participate in a reader’s theatre and read portions of the class reader,
  • outline the things done by each character studied in the section,
  • discuss in pairs how the characters make the story flow,
  • write a summary about how the main characters make the story flow.
  1. How can you tell a main character in a story?
  2. Why are some stories usually more interesting than others?
  3. What should you consider when selecting a story book to read?
Core Competencies to be developed:
  • Critical thinking is enhanced through discussions about how characters contribute to the flow of the story.   
Pertinent and Contemporary Issues (PCIs)
  • Critical thinking is enhanced through discussions about how characters contribute to the flow of the story.
Values:
  • Responsibility is enhanced as learners write a summary based on the main character.   
Link to other subjects:
  • Kiswahili deals with the skills of prediction and discussion of characters in texts.

 

Assessment Rubric 
Indicators Exceeds Expectations  Meets Expectations  Approaches Expectations  Below Expectations 
Ability to identify the main characters in the class reader. Identifies the main characters in the class reader with precision. Identifies the main characters in the class reader. Identifies some of the main characters in the class reader. Identifies some of the main characters in the class reader with
assistance.
Ability to explain how the characters make the story flow. Exceptionally explains how the characters make the story flow with clear illustrations. Explains how the characters make the story flow. Explains how the characters make the story flow, with prompting. Has difficulty explaining how the characters make the story flow even with the assistance of
peers.
Ability to make predictions based on the title and the portion the sections read. Makes accurate predictions based on the title and the sections read innovatively. Makes accurate predictions based on the title and the sections read. Partially makes accurate predictions based on the title and the sections they have read. Struggles to make accurate predictions based on the title and the section read.

 

Strand Sub strand  Specific Learning Outcomes  Suggested Learning Experiences  Key Inquiry Question(s)
4.5 Writing 4.5.1 Paragraphing: Using examples and incidents

(2 lessons)

By the end of the sub strand, the learner should be able to:

  1. outline examples and incidents to include in a paragraph,
  2. create a well- developed paragraph using examples and incidents,
  3. appreciate the importance of well- written paragraphs in
    writing.
The learner is guided to:
  • share ideas on examples and incidents that can be included in a paragraph,
  • develop a paragraph on leadership, in groups, using the ideas generated in their earlier discussion,
  • present their paragraphs in class for peer review,
  • use mind maps to generate examples and incidents for sample paragraphs,
  • compose a paragraph based on suggested examples and incidents.
  1. How can you organize your ideas logically?
  2. Why should we write coherently?
Core Competencies to be developed:
  • Creativity and Imagination are enhanced as the learner creates a paragraph. This will help them to make connections between similar and related phenomena.
    
Pertinent and Contemporary Issues (PCIs)
  • Diversity is developed as the learner collaborates with others to create a paragraph on leadership.   
Values:
  • Love- care and compassion for others are enhanced as learners present their paragraphs in class for peer review.
Link to other subjects:
  • All language subjects as the learner organizes ideas in writing paragraphs.

 

Assessment Rubric 
Indicators Exceeds Expectations  Meets Expectations  Approaches Expectations  Below Expectations 
Ability to outline examples and incidents to include
in a paragraph.
Confidently outlines examples and incidents to include
in a paragraph.
Outlines examples and incidents to include in a paragraph. Outlines some examples and incidents to include
in a paragraph.
Attempts to outline examples and incidents to include in a
paragraph.
Ability to create a well-developed paragraph using examples and incidents. Creates a well- developed paragraph using all the examples and incidents
appropriately.
Creates a well- developed paragraph using most of the examples and incidents appropriately. Creates a well- developed paragraph using some of the examples and incidents. Creates a well- developed paragraph using some of the examples and incidents with assistance from
peers.

 

THEME 5.0: FAMILY
Strand Sub strand  Specific Learning Outcomes  Suggested Learning Experiences  Key Inquiry Question(s)
5.1 Listening and Speaking 5.1.1 Pronunciation: Sounds and Word Stress

(2 lessons)
By the end of the sub strand the learner should be able to:
  1. identify the consonant and vowel sounds in words
  2. articulate consonants and vowel sound for oral fluency
  3. distinguish the meaning of, words on the basis of stress
  4. advocate the role of correct pronunciation in communication.
The learner is guided to:
  • pronounce the consonant sounds /p/, /b/, /k/ and /g/ from a text,
  • practice saying the short /i/ and the long /i:/ sounds in pairs,
  • watch and listen to an audio- visual recording featuring selected consonants and vowel sounds,
  • make a recording featuring learned sounds,
  • practice saying words with the sounds/p/ as in pin ; /b/ as in bean, /k/ as in kin ; /g/ as in goat, /i/ as in bin; and /i:/ as in seen correctly,
  • distinguish the meaning of words based on stress, for example, project (verb) project (noun),
  • play language games to distinguish word meaning on basis of stress,
  • practice pronouncing minimal pairs containing the target sounds.
  1. Why it is important to articulate sounds correctly?
  2. How can we improve our pronunciation?
Core Competencies to be developed:
  • Digital Literacy as learners selects digital technology relevant to the tasks while watching and listening to audio visual recordings.
  • Communication as learners speak clearly and effectively while articulating the sounds correctly.
  • Collaboration is developed as the learner participates actively when making recordings of the target sounds in groups. 
Pertinent and Contemporary Issues (PCIs)
  • Self-esteem is developed as the learner practises pronunciation of sounds in groups.
  • Social cohesion is enhanced as the learner makes sentences on family relationships.
Values:
  • Unity: learners work together to record sounds and words
Link to other subjects:
  • Kiswahili and other language subjects require correct articulation of sounds.

 

Assessment Rubric 
Indicators Exceeds Expectations  Meets Expectations  Approaches Expectations  Below Expectations 
Ability to identify consonant and vowel sounds in words. Always identifies the consonant and vowel sounds in words
correctly.
Identifies the consonant and vowel sounds in words
correctly.
Sometimes identifies the consonant and vowel sounds in
words correctly.
Struggles to identify consonant and vowel sounds in words.
Ability to articulate consonants and vowel sounds for oral fluency. Articulates all the target consonant and vowel sounds correctly. Articulates most of the target consonant and vowel sounds correctly. Articulates some of the target consonant and vowel sounds correctly. Articulates some of the target consonant and vowel sounds with some difficulty.
Ability to distinguish the meaning and the word classes of words with varying stress. Distinguishes the meaning and word class of all the words by varying stress accurately. Distinguishes the meaning and word class of most the words by varying stress accurately. Distinguishes the meaning and word class of some the words by varying stress. Distinguishes the meaning and word class of some the words by varying stress with assistance
from peers.

 

Strand Sub strand  Specific Learning Outcomes  Suggested Learning Experiences  Key Inquiry Question(s)
5.2 Reading 5.2.1 Study Skills: Synonyms and Antonyms

(2 lessons
By the end of the sub strand, the learner should be able to:
  1. identify synonyms and antonyms of words from written texts
  2. spell synonyms and antonyms correctly for written fluency.
  3. use synonyms and antonyms in sentences
  4. appreciate the importance of correct use of words in communication.
The learner is guided to:
  • use reference materials such as the encyclopedia and the dictionary to locate synonyms and antonyms,
  • check the meaning and pronunciation of synonyms and antonyms from the dictionary
  • search for synonyms and antonyms from print and digital texts
  • create a crossword puzzle using synonyms and antonyms and share it online
  • use synonyms and antonyms in sentences
  • match words with their antonyms from a list of words,
  • practice pronouncing synonyms and antonyms in pairs
  • design and display a chart with antonyms and synonyms of words correctly spelled.
  1. Why do we use antonyms and synonyms?
  2. Why is it important to spell words correctly?
Core Competencies to be developed:
  • Digital Literacy: learner interacts with digital devices and uses them to access the online encyclopedia and dictionary
  • Learning to learn: enhanced as learners work independently when looking up the words in the dictionary and encyclopedia.
Pertinent and Contemporary Issues (PCIs)
  • Social cohesion is enhanced as learners construct sentences on varied issues such as family set- up using synonyms and antonyms of words.   
Values:
  • Patriotism is enhanced as learners gain a sense of belonging to the family.
Link to other subjects:
  • Links to Kiswahili and other language subjects also have antonyms and synonyms.  

 

Assessment Rubric 
Indicators Exceeds Expectations  Meets Expectations  Approaches Expectations  Below Expectations 
Ability to identify synonyms and antonyms of words from written texts. Identifies synonyms and antonyms from written texts meticulously. Identifies synonyms and antonyms from written texts. Identifies some synonyms and antonyms from written texts with
assistance.
Struggles to identify synonyms and antonyms of words from written texts.
Ability to spell synonyms and antonyms correctly. Promptly spells all synonyms and antonyms correctly. Spells of the synonyms and antonyms correctly. Spells some of the synonyms and antonyms correctly. Spells some of the synonyms and antonyms correctly with the assistance of
peers.
Ability to use synonyms and antonyms in sentences.  Creatively uses synonyms and antonyms correctly in sentences. Uses synonyms and antonyms correctly in sentences. Uses some synonyms and antonyms correctly in sentences.  Needs assistance to use synonyms and antonyms in sentences.

 

Strand Sub strand  Specific Learning Outcomes  Suggested Learning Experiences  Key Inquiry Question(s)
5.3. Grammar in Use 5.3.1. Word Classes: Comparative and Superlative Adjectives

(2 lessons)
By the end of the sub strand the learner should be able to:
  1. identify comparative and superlative adjectives in texts,
  2. use comparative and superlative adjectives in communication,
  3. acknowledge the value of comparative and superlative forms of adjectives in communication.
The learner is guided to:
  • identify comparative and superlative adjectives, from texts in pairs
  • search online or offline for examples of comparative and superlative adjectives
  • construct sentences using comparative and superlative adjectives
  • play language games featuring adjectives
  • use a substitution table to complete sentences featuring comparative and superlative adjectives
  • use flashcards to categorize comparative and superlative adjectives
  • compare various items within the environment using comparative and superlative adjectives. in groups.
  1. How do we compare different people, places, and things?
  2. Why are comparisons important in life?
Core Competencies to be developed:
  • Learning to learn developed as the learner organises their learning and searches online or offline for examples of comparative and superlative adjectives.
  • Self-efficacy is enhanced as the learner uses flash cards to categorise adjectives into comparatives and superlatives successfully.
Pertinent and Contemporary Issues (PCIs)
  • Self-awareness is enhanced as the learner identifies comparative and superlative adjectives, from texts on family relationships.  
Values:
  • Love is nurtured as the learner uses adjectives in the comparative and superlative form to express family relations.
Link to other subjects:
  • Language subjects also focus on comparative and superlative adjectives

 

Assessment Rubric 
Indicators Exceeds Expectations  Meets Expectations  Approaches Expectations  Below Expectations 
Ability to identify and categorise comparative and superlative forms of
adjectives.
Identifies and categorises all comparative and superlative adjectives
in a text.
Identifies all comparative and superlative adjectives in a text. Identifies some comparative and superlative adjectives in a text.  Identifies comparative and superlative adjectives in a text with assistance
Ability to use comparative and superlative forms of
adjectives.
Uses comparative and superlative adjectives with great clarity. Uses comparative and superlative adjectives. Uses some comparative and superlative adjectives. Uses comparative and superlative adjectives with some difficulty.


   

Strand Sub strand  Specific Learning Outcomes  Suggested Learning Experiences  Key Inquiry Question(s)
5.4. Reading 5.4.1 Intensive Reading:
Oral Narratives

(2 lessons
By the end of the sub strand, the learner should be able to:
  1. identify heroic characters in legends
  2. explain the moral lessons in legends
  3. discuss why legends are important in various, communities
  4. relate the characters in the legends to real life.
The learner is guided to:
  • predict the actions of characters in legends
  • read a heroic narrative- (legends) aloud in turns
  • identify the characters in legends,
  • discuss heroic acts in the legend, in groups
  • relate legends to their actions,
  • identify and discuss the moral lessons learned from legends
  • reflect on the impact of their actions in the society
  • discuss in groups, how he or she can collect narratives from the community
  • use a mind map to show how the moral lessons in the narrative can be of benefit to the community
  •  research and identify the community needs to be addressed through the functional reading of legend narratives
  • develop, in groups, legend narratives.
  1. Why are heroes celebrated?
  2. Why are some people are considered heroic?
  3. What heroic acts have been done in your school or community?
  4. What challenges might one face when collecting narratives from the community?
Core Competencies to be developed:
  • Citizenship is enhanced as learners use communication and interpersonal skills to build strong and supportive ties and cultural identity and developing a sense of belonging through reading and reflecting on the oral narratives.
  • Critical thinking and problem-solving are developed as learners prepare and study instructions on how collecting narratives can be conducted in the community before the project begins.
Pertinent and Contemporary Issues (PCIs)
  • Creative thinking is inculcated as the learners analyze the heroic actions of the characters in the oral narratives.
Values:
  • Patriotism is enhanced as learners reflect on the impact of their own actions in the society.    
Link to other subjects:
  • Indigenous languages also have oral narratives and thus learning experiences can be shared.

 

Assessment Rubric 
Indicators Exceeds Expectations  Meets Expectations  Approaches Expectations  Below Expectations 
Ability to identify heroic characters in legends. Identifies heroic characters in the oral narratives with descriptions. Identifies heroic characters in the oral narratives. Identifies some heroic characters in the oral narratives. Identifies heroic characters in the oral narratives with assistance.
Ability to relate the characters in the legends to real life. Relates all the characters in the
legends to real life precisely.
Relates most of the characters in the legends to real life. Relates some of the characters in the legends to real life. Vaguely relates some of the characters in the legends to real life.
Ability to explain the moral lessons in legends. Explains the moral lessons in legends with examples. Explains the moral lessons in legends. Explains some of the moral lessons in legends. Explains some of the moral lessons in legends
with assistance from
peers.
Ability to discuss why legends are important in various communities. Discusses why legends are important in various communities with confidence. Discusses why legends are important in various communities. Discusses why legends are important in various communities with some difficulty. Discusses why legends are important in various communities with a lot of difficulty.

 

Strand Sub strand  Specific Learning Outcomes  Suggested Learning Experiences  Key Inquiry Question(s)
5.5.
Writing
5.5.1 Functional Writing: Friendly Letters

(2 lessons
By the end of the sub strand, the learner should be able to:
  1. identify the parts of a friendly letter
  2. compose a friendly letter using the correct format
  3. Appreciate the role of friendly letters in communication.
The learners are guided to:
  • read sample friendly letters
  • identify and underline parts of a friendly letter in pairs
  • create a friendly letter individually
  • exchange the friendly letter with a peer for feedback
  • incorporate the feedback obtained from a peer
  • type the friendly letter on a digital device or display the letter on a chart
  • display friendly letters for other learners to give feedback.
  1. Why do we write friendly letters?
  2. When do we write friendly letters?
Core Competencies to be developed:
  • Digital literacy is enhanced as the learner interacts with a digital device and uses it to type a friendly letter.
  • Learning to learn is developed as the learner practices communicating constructively through friendly letters.
Pertinent and Contemporary Issues (PCIs)
  • Creativity and imagination is enhanced as learners write friendly letters.
Values:
  • Respect is developed as learners address their friends and family members respectfully in the letters. 
Link to other subjects:
  • Kiswahili emphasizes writing friendly letters as one of the skills to be acquired.

 

Assessment Rubric 
Indicators Exceeds Expectations  Meets Expectations  Approaches Expectations  Below Expectations 
Ability to identify the parts of a friendly letter. Accurately identifies all the parts of a friendly letter. Identifies all the parts of a friendly letter. Identifies some parts of a friendly letter. Struggles to identify the parts of a friendly letter.
Ability to compose a friendly letter using the correct format on a digital device. Composes a clear and precise friendly letter using the correct format artistically. Composes a friendly letter using the correct format. Composes a friendly letter using the correct format with assistance Composes a friendly letter but fails to use the correct format.

 

THEME 6.0: DRUG AND SUBSTANCE ABUSE
Strand Sub strand  Specific Learning Outcomes  Suggested Learning Experiences  Key Inquiry Question(s)
6.1 Listening and Speaking 6.1.1 Conversational Skills: 

(2 lessons)
By the end of the sub strand, the learner should be able to:
  1. identify verbal and non- verbal forms of polite interruptions,
  2. apply turn-taking skills in different speaking contexts,
  3. use verbal and non- verbal cues to interrupt a conversation politely,
  4. acknowledge the importance of politeness in communication.
The learner is guided to:
  • watch a live or recorded dialogue depicting turn taking skills and interrupting politely,
  • practice in pairs interrupting someone politely,
  • practice turn taking in a conversation with peers,
  • watch short videos of conversations or television programes and identify instances of turn taking and polite interruptions,
  • listen to a radio talk show and pick out polite words and expressions,
  • write examples of polite words and expressions on sticky notes or flash cards and paste them on the wall or class noticeboard,
  • make posters showing polite expressions as well as ways of interrupting someone politely,
  • make posters on turn taking skills and polite interruptions and display them,
  • role play a dialogue on the effects of drug and substance abuse in pairs,
  • recite a conversational (choral) verse, make an audio or video recording and share it on WhatsApp, email or social media.
  1. How can you interrupt a conversation politely?
  2. Why should people speak one at a time in a conversation?
  3. How can you ensure that you do not dominate a conversation?
Core Competencies to be developed:
  • Communication is enhanced as learners take turns in real life conversations and role play. This enhances effective speaking.
  • Collaboration is developed as learners contribute to group decision making during the role play.
Pertinent and Contemporary Issues (PCIs)
  • Alcohol and substance abuse as learners are sensitized on the negative effects of drug and substance abuse through role play.    
Values:
  • Peace: Turn taking and polite interruptions in conversations ensure harmony
  • Respect: By practicing the skills of turn taking and interrupting politely, learners learn to respect the opinion and space of others.  
Link to other subjects:
  • Kiswahili addresses the skills of turn taking and interrupting politely   

 

Assessment Rubric 
Indicators Exceeds Expectations  Meets Expectations  Approaches Expectations  Below Expectations 
Ability to identify verbal and non- verbal forms of polite interruptions. Consistently identifies turn-taking skills and polite interruptions in conversations. Identifies turn-taking skills and polite interruptions in conversations. Sometimes identifies turn-taking skills and polite interruptions in conversations. Identifies turn-taking skills and polite interruptions in conversations with the
assistance of peers.
Ability to apply turn- taking skills in different speaking contexts. Applies turn-taking skills and polite interruptions in conversations at all times Applies turn-taking skills and polite interruptions in conversations. Sometimes applies some turn-taking skills and polite interruptions in conversations. Attempts to apply some turn-taking skills and polite interruptions in conversations with the
assistance of peers.
Ability to use verbal and non-verbal cues to interrupt a conversation politely. Uses verbal. and non- verbal cues to interrupt a conversation politely in a captivating
manner
Uses verbal and non- verbal cues to interrupt a conversation politely. Uses some of the selected verbal and non-verbal cues to interrupt a conversation politely. Uses some verbal and non-verbal cues to interrupt a conversation politely with assistance.

 

Strand Sub strand  Specific Learning Outcomes  Suggested Learning Experiences  Key Inquiry Question(s)
6.2 Reading 6.2.1 Reading:
Fluency

(2 lessons
By the end of the sub strand, the learner should be able to:
  1. identify instances of expressive reading from a reading or digital text,
  2. read a text at the right speed, accurately and with expression,
  3. appreciate the importance of reading fluency in communication.
The learner is guided to:
  • view a variety of video clips featuring well-read scripts related to the theme
  • watch news clips from a favourite television programme/presenter and comment on the presenter’s speed, accuracy and expression,
  • brainstorm on ways of reading effectively
  • reflect on the qualities of a good reader
  • read a text such as a poem, a narrative or dialogue with:
    • with appropriate expressions
    • with accuracy
    • right speed,
  • listen to a text read by a peer and provide feedback
  • engage in a readers’ theatre in groups and read a poem, narrative or dialogue
  • read a choral verse in pairs or small groups,
  • time himself or herself while reading an excerpt of a text
  • participate in activities that enhance reading fluently such as reader’s theatre, paired reading, echo reading, repeated reading and choral reading.
  1. Why is it
    important to read fluently?
  2. How does the appropriate use of verbal and non- verbal cues enhance reading fluency?

 

Core Competencies to be developed:
  • Learning to learn is developed as the learner builds on own learning experiences by listening and modelling fluent reading.
  • Self-efficacy is developed as learners document- success criteria while timing themselves as they read excerpts in pairs
  • Communication and collaboration – enhanced as the learner speaks clearly and effectively when reciting a choral verse.
Pertinent and Contemporary Issues (PCIs)
  • Critical thinking is enhanced as the learner views a video and comments on whether a speaker reads accurately, at the right speed and with expressions.  
Values:
  • Responsibility is enhanced as learners read texts on drug and substance abuse prevention.
  • Respect is achieved as learners listen to their peers reading.  
Link to other subjects:
  • Performing arts: fluent reading is essential in drama and poem recitations.
  • All languages emphasise fluent reading.

 

Assessment Rubric 
Indicators Exceeds Expectations  Meets Expectations  Approaches Expectations  Below Expectations 
Ability to identify instances of expressive reading read text or audio book with ease. Identifies all instances of expressive reading from a read text or audio book interestingly. Identifies all instances of expressive reading from a read text or audio book. Identifies some instances of expressive reading from a read text or audio book. Identifies some instances of expressive reading from a read text or audio book with
assistance.
Ability to read a text at the right speed, accurately and with expression. Exuberantly, reads a text at the right speed, accurately and with expression. Reads a text at the right speed, accurately and with expression. Reads a text at the right speed, with some hesitations and mispronounces some
sounds and words.
Reads a text at the right speed, with many hesitations and mispronounces most
sounds and words.

 

Strand Sub strand  Specific Learning Outcomes  Suggested Learning Experiences  Key Inquiry Question(s)
6.3 Grammar
In Use
6.3.1
Word Classes: Adverbs

(2 lessons)
By the end of the sub strand, the learner should be able to:
  1. identify adverbs of time, place and manner in texts
  2. use adverbs of time, place and manner in different contexts
  3. acknowledge the value of adverbs of manner, time and place in communication.
 The learner is guided to:
  • read a print or non-print text on drug and substance abuse in pairs
  • identify the adverbs of time, place and manner used in the text
  • categorise adverbs of time, place and manner from word lists or flash cards
  • construct sentences using adverbs of time, place and manner
  • use adverbs of time, place and manner in a role play, hot seating or simulation and make a video recording in groups
  • share a story or dialogue featuring adverbs of time, place and manner.
  1.  Why is it important to describe where, when and how something happens?
  2. Which words do we use to describe different actions?
Core Competencies to be developed:
  • Critical thinking and problem solving – using logical reasoning as learners think of different ways to describe manner, time and place
  • Learning to learn - organising own learning as learners identify and use different types of adverbs 
Pertinent and Contemporary Issues (PCIs)
  • Drug and Substance Abuse: learners read different print and non- print texts on drug and substance abuse and learn the negative effects of the same.
Values:
  • Responsibility: learners record videos and describe the events with peers, they act responsibly    
Link to other subjects:
  • Kiswahili and Indigenous Languages have adverbs as a word class
  • Physical Education and Sports, Agriculture and Home Science since learners describe processes using adverbs of manner  

 

Assessment Rubric 
Indicators Exceeds Expectations  Meets Expectations  Approaches Expectations  Below Expectations 
Ability to identify adverbs of time, place and manner in texts. Identifies adverbs of time, place and manner in texts impeccably Identifies adverbs of time, place and manner in texts. Identifies some adverbs of time, place and manner in texts. Identifies some adverbs of time, place and manner in texts with assistance.
Ability to use adverbs of time, place and manner in different contexts. Eagerly uses adverbs of time, place and manner in sentences correctly. Uses adverbs of time, place and manner in sentences correctly. Uses some adverbs of time, place and manner in sentences correctly. Uses some adverbs of time, place and manner in sentences with assistance from
peers.

  

Strand Sub strand  Specific Learning Outcomes  Suggested Learning Experiences  Key Inquiry Question(s)
6.4 Reading  6.4.1Intensive Reading: Oral literature Songs

(2 lessons)
By the end of the sub strand, the learner should be able to:
  1. identify repeated words and phrases in lullabies,
  2. use appropriate techniques when performing lullabies,
  3. pick out key messages communicated in lullabies,
  4. appreciate the importance of lullabies in real life.
The learner is guided to:
  • listen to audio recordings of lullabies
  • view videos of lullabies and identify instances of repetition,
  • perform a lullaby and make a recording,
  • pick out key messages communicated in lullabies,
  • share ideas on the key messages that are addressed in lullabies,
  • discuss in groups the functions of lullabies,
  • collaborate to compose songs, sing and record lullabies from their immediate environment,
  • create lullabies in groups and perform them in class,
  • identify characters in different lullabies.
  1. What is the difference between a lullaby and other songs?
  2. How are songs similar to poems?
  3. What similarities exist in lullabies across communities?
Core Competencies to be developed:
  • Creativity and Imagination is developed as learners discuss different functions of lullabies; they develop their sense of imagination.
  • Critical Thinking is enhanced as learner researches information about lullabies.
Pertinent and Contemporary Issues (PCIs)
  • Peace Education is enhanced as learners collaborate in singing and recording lullabies from their immediate environment.  
Values:
  • Social justice is achieved as learners collaborate- in singing and recording lullabies from their immediate environment.   
Link to other subjects:
  • Performing Arts: singing lullabies involves performance. 

 

Assessment Rubric 
Indicators Exceeds Expectations  Meets Expectations  Approaches Expectations  Below Expectations 
Ability to identify repeated words and phrases in lullabies. Enthusiastically identifies all the repeated words and
phrases in lullabies.
Identifies all the repeated words and phrases in lullabies.  Identifies some of the repeated words and phrases in lullabies. Identifies some of the repeated words and phrases in lullabies
with assistance.
Ability to use appropriate techniques when performing lullabies. Passionately uses appropriate techniques when performing lullabies. uses appropriate techniques when performing lullabies. Uses some appropriate techniques when performing lullabies. Uses some appropriate techniques when performing lullabies
with guidance.
Ability to pick out key messages communicated in
lullabies.
Aptly picks out all the key messages communicated in
lullabies.
Picks out all of the key messages communicated in
lullabies.
Picks out some of the key messages communicated in
lullabies.
Tries to pick out key messages communicated in
lullabies.

 

Strand Sub strand  Specific Learning Outcomes  Suggested Learning Experiences  Key Inquiry Question(s)
6.5 Writing

6.5.1
Mechanics of Writing: commonly misspelt words
(2 lessons)

By the end of the sub strand, the learner should be able to:

  1. recognise commonly misspelt words in texts,
  2. use commonly misspelt words correctly in written texts,
  3. value the relationship between accurate spelling and effective written communication.
The learner is guided to:
  • mention words that are difficult to spell correctly,
  • search for commonly misspelt words from textbooks and online sources, in pairs,
  • discuss in groups ways of correcting commonly misspelt words,
  • Correct texts with wrong spellings of irregular plural nouns for example knife –knives; ox-oxen; fox-foxes; child-children; thief- thieves; lady – ladies; monkey –monkeys, and –ing verbs formed from verbs with final –e for example love – loving, dine – dining,
  • explain to peers the effects of correct spelling on written communication
  • engage in spelling games such as crossword puzzles,
  • write a story or dialogue on contemporary issues, for example, keeping my neighborhood safe, using the commonly misspelt words and share it with peers for feedback
 
  1. What makes some words difficult to spell?
  2. How can we improve our spelling?

 

Core Competencies to be developed:
  • Communication is enhanced as learners write clearly and spell words correctly.
  • Collaboration is developed as learners contribute to group decision making in spelling games.
    
Pertinent and Contemporary Issues (PCIs)
  • Peace Education is enhanced as learners engage in discussions and games.
    
Values:
  • Peace is enhanced as learners engage in spelling games
Link to other subjects:
  • Performing arts – correct spelling is required in scripting texts for performance
  • Visual arts – graphics need to be written in correct spelling

 

Assessment Rubric 
Indicators Exceeds Expectations  Meets Expectations  Approaches Expectations  Below Expectations 
Ability to recognize commonly misspelt words in texts. Promptly recognizes all commonly misspelt words in texts. Recognizes most commonly misspelt words in texts. Recognizes some commonly misspelt words in texts. Recognizes commonly misspelt words in texts with assistance.
Ability to use commonly misspelt
words correctly in written texts
Carefully and clearly uses commonly
misspelt irregular words in a written text
Uses commonly misspelt words in written texts  Uses some commonly misspelt words in written texts Has difficulty using commonly misspelt words in written texts

 

THEME 7.0: NATURAL RESOURCES – FORESTS
Strand Sub strand  Specific Learning Outcomes  Suggested Learning Experiences  Key Inquiry Question(s)
7.1Listening and Speaking

7.1.2 Listening Comprehension: Listening for Details

 



(2 lessons)
By the end of the sub strand, the learner should be able to:
  1. identify clues that signal details from a listening text,
  2. take detailed notes on a listening text,
  3. acknowledge the importance of listening for details.

The learner is guided to:

  • search online or offline for signposts that introduce details in an oral text,
  • listen and identify words that introduce different types of details that indicate:
    • addition such as first, also, moreover; 
    • emphasis such as important note,
      especially, particularly;
    • comparison such as. like, similarly,
      just as
    • contrast such as but, however, on
      the other hand;
    • illustration such as for example, for
      instance, such as,
    • cause-and-effect such as because, therefore, so that,
  • discuss kinds of details one should look out for from a text. The details could include: numbers, figures, points, facts, examples, people, places, behavior and opinions,
  • listen and note the clues signaling details from a peer,
  • listen to a live or recorded oral presentation on a pertinent and contemporary issue such as natural resources, for example, forests, and take specific details,
  • role play, in turns, oral presentations in pairs as the partner takes notes,
  • compare the notes in groups, then revise and display them for review.
  1. How can you tell the key information from a listening text?
  2. What factors interfere with one’s ability to listen well?
  3. How can you tell that people are listening attentively?
Core Competencies to be developed:
  • Self-efficacy is developed as learners listen for detail thus making them confident in note-taking skills.
  • Communication and collaboration are enhanced as learners role-play and make oral presentations. This enhances the learner’s ability to listen keenly.
Pertinent and Contemporary Issues (PCIs)
  • Environmental and social issues as learners listen to texts on natural resources.
Values:
  • Patriotism is enhanced as learners listen to texts on natural resources thereby making them develop a sense of belonging.    
Link to other subjects:
  • Social studies provide the context where the listening texts on Natural resources and forests can be obtained from.
  • German, French, Chinese, and Arabic require note taking as part of the listening skill.

 

Assessment Rubric 
Indicators Exceeds Expectations  Meets Expectations  Approaches Expectations  Below Expectations 
Identifying clues that signal details from a listening text. Identifies all the clues that signal details from a listening text. Identifies clues that signal details from a listening text. Identifies some clues that signal details from a listening text. Struggles to identify some clues that signal details from a text.
Taking notes of details from a listening text. Takes detailed notes of all the details from a listening text. Takes notes of details from a listening text. Takes notes of some from a listening text. Takes notes of some details from the text with assistance.

 

Strand Sub strand  Specific Learning Outcomes  Suggested Learning Experiences  Key Inquiry Question(s)
7.2 Reading 7.2.1Intensive Reading: Visuals

(2 lessons)
By the end of the sub strand, the learner should be able to
  1. identify types of information conveyed by visuals for comprehension,
  2. interpret visuals for information,
  3. appreciate the importance of visual, interpretation skills in different texts.
The learner is guided to:
  • list common visuals like road signs, photographs, billboards,
  • search online and offline for different types of information visuals convey such as stories, messages, feelings or emotions, relationships, mood,
  • discuss class/school/ community/ national needs or issues that can be addressed by visuals,
  • answer comprehension questions on the visuals,
  • apply comprehension strategies such as prediction, making connections, inferences, questioning, and visualizing in interpreting visuals,
  • create stories or songs from visuals,
  • discuss visuals of national importance like the national flag, the Kenyan currency,
  • discuss the importance of developing visual interpretation skills for a full understanding of messages,
  • use digital devices to create simple visuals through photographing, drawing and making realia on natural resources.
  1. How does observation of real items help us understand what we are being taught?
  2. What is the importance of pictures and photographs that accompany written texts?

 

Core Competencies to be developed:
  • Digital literacy is enhanced as learners search for different types of information conveyed through visuals.
  • Citizenship as learners discuss national symbols such as the national flag and currency enhances patriotism.  
Pertinent and Contemporary Issues (PCIs)
  • Environmental conservation is enhanced as learners create visuals on natural resources
Values:
  • Patriotism is enhanced as learners discuss visuals like the national flag and visuals on the Kenyan currency.
  • Integrity is enhanced through discussions on the evils of corruption
Link to other subjects:
  • Visual arts deals with creating and interpreting visuals.
  • Computer sciences – In computer science, computers are used to create and display visuals.
  • Humanities, Mathematics, and sciences use visuals like maps, graphs, and charts.

 

Assessment Rubric     
Indicators Exceeds Expectations  Meets expectations  Approaches expectations  Below expectations 
Ability to identify types of information conveyed by visuals for comprehension. Immaculately identifies types of information conveyed by visuals for comprehension. Identifies types of information conveyed by visuals for comprehension. Identifies some types of information conveyed by visuals for comprehension. Identifies some types of information conveyed by visuals for comprehension with support.
Ability to interpret visuals for information. Interprets visuals for information with exceptional insight. Interprets visuals for information. Interprets some visuals for information. Interprets some visuals for information with support.

 

Strand Sub strand  Specific Learning Outcomes  Suggested Learning Experiences  Key Inquiry Question(s)
7.3 Grammar in Use 7.3.1 Word Classes: Personal and possessive pronouns.

(2 lessons)
By the end of the sub strand, the learner should be able to:
  1. distinguish between personal and possessive pronouns in sentences,
  2. use personal and possessive pronouns in sentences appropriately,
  3. appreciate the value of proper use of pronouns.
The learner is guided to:
  • pick out personal and possessive pronouns from print and nonprint texts on natural resources in pairs,
  • use personal pronouns to refer to people in a class,
  • construct sentences using personal pronouns, in groups,
  • write a paragraph using possessive pronouns,
  • construct sentences using personal pronouns from substitution and completion tables,
  • draw a chart with singular/plural, subjective, and objective personal pronouns and display them for peer review.
  1. What is the difference between personal and possessive pronouns?
  2. How can you avoid unnecessary repetition in sentences?
  3. Why should we avoid unnecessary repetition?
Core Competencies to be developed:
  • Communication is enhanced by the correct use of pronouns
Pertinent and Contemporary Issues (PCIs)
  • Social cohesion is enhanced as learners use personal pronouns to refer to people in the class.
Values:
  • Respect is enhanced as learners use pronouns to construct sentences to refer to others in the class.  
Link to other subjects:
  • Computer Science: Digital skills are enhanced as learners refer to print and non-print materials to search for personal pronouns
  • French, German, Chinese and Arabic cover pronouns in grammar.  

 

Assessment Rubric     
Indicators Exceeds Expectations  Meets expectations  Approaches expectations  Below expectations 
Ability to distinguish between personal and possessive pronouns in texts. Distinguishes between personal and possessive pronouns in texts avidly. Distinguishes between personal and possessive pronouns. Distinguishes between some personal and possessive pronouns in texts. Distinguishes between some personal and possessive pronouns in texts with
assistance.
Ability to use personal and possessive pronouns in sentences. Uses all personal and possessive pronouns excellently. Uses personal and possessive pronouns in sentences. Uses some personal and possessive pronouns in sentences. Attempts to use personal and possessive pronouns in sentences.

 

Strand Sub strand  Specific Learning Outcomes  Suggested Learning Experiences  Key Inquiry Question(s)
7.4 Reading 7.4.1Intensive Reading: Characters in class readers.

(2 lessons)
By the end of the sub strand, the learner should be able to:
  1. identify minor characters in a class reader,
  2. Discuss the relationships between different minor characters in the class reader,
  3. appreciate the place of minor characters in the class reader.
The learner is guided to:
  • read and identify minor characters in a class reader,
  • search online and offline for words and phrases used to describe relationships between characters,
  • discuss how the characters relate with each other, in groups,
  • hot seat different minor characters to bring out their relationships, in groups,
  • link characters reactions to the relationships they are in.
  1. How can you tell the difference between a main and a minor character in a story?
  2. How would you describe the behavior of your classmates?
Core Competencies to be developed:
  • Critical thinking: linking the relationships between characters in the class reader enhances the learner’s ability to link various issues
  • Collaboration: hot seating different minor characters to bring out their relationships.  
Pertinent and Contemporary Issues (PCIs)
  • Citizenship is enhanced as learners discuss the character traits and relationships of some of the characters in the text read.   

Values:

  • Social justice is developed as learners discuss in groups the relationships between characters.    
Link to other subjects:
  • Performing Arts uses hot seating for the actors to internalize their roles.

 

Assessment Rubric     
Indicators Exceeds Expectations  Meets expectations  Approaches expectations  Below expectations 
Ability to identify and discuss the role of the minor characters in a class reader. Identifies and discuss the role of the minor characters in a class reader.  Identifies and discusses the role of the minor characters in a class reader.  Fairly Identifies and discusses some of the roles of the minor
characters in a class reader.
Identifies and discusses the role of the minor characters
in the text with difficulty.
Ability to discuss the relationships between different minor characters in the class reader. Discusses the relationships between the different minor characters in the class reader with ease. Discusses the relationships between different minor characters in the class reader. Discusses the relationships between some different minor characters in the class reader. Discusses the relationships between few different minor characters in the class reader with a lot of
difficulty.

 

Strand Sub strand  Specific Learning Outcomes  Suggested Learning Experiences  Key Inquiry Question(s)
7.5 Writing 7.5.1
Composition Writing: Writing Process
(2 lessons)
By the end of the sub strand, the learner should be able to:
  1. outline the steps in the writing process,
  2. Write a narrative composition following the writing process,
  3. acknowledge the role of writing fluency in communication.

The learner is guided to:

  • watch a video of learners going through the writing process,
  • read samples of well-written texts and highlight features that make them outstanding,
  • discuss the writing process giving details of what each entails on a mind map,
  • suggest the most suitable topics on issues like natural resources or saving forests for practising the writing process,
  • practise, in groups, the writing process, for example by:
    • prewriting:
    • drafting:
    • editing:
    • revising
    • publishing,
  • write a narrative composition following the writing process and share using a digital device for peer
    review.
  • review the effectiveness of the writing process in writing compositions.
  1. What should you consider before you begin writing a composition?
  2. What contributes to a well written composition?
Core Competencies to be developed:
  • Digital Literacy is developed as learners share the compositions using a digital device for peer review
  • Creativity and imagination is developed as learners mind -map on the idea to be written in the narrative composition using the writing process  
Pertinent and Contemporary Issues (PCIs)
  • Environmental Conservation is addressed by the narrative compositions on natural resources.
Values:
  • Responsibility is enhanced as learners practise writing on natural resources, they learn how to conserve the environment.
Link to other subjects:
  • All languages: Kiswahili, German, Arabic and French - Composition writing is a component of writing in all languages.
  • Agriculture involves reading and writing about management of natural resources like soil and forests.

 

Assessment Rubric     
Indicators Exceeds Expectations  Meets expectations  Approaches expectations  Below expectations 
 Ability to outline the steps in the writing process. Precisely outlines the steps in the writing process. Outlines the steps in the writing process. Outlines some steps in the writing process. Outlines few steps in the writing process.
Ability to write a narrative composition following the writing process. Write a narrative composition following the writing process in a focused and clear manner Composes a narrative composition following the writing process.  Composes a fairly written narrative composition following the writing process. Composes a fairly written narrative composition following the writing process with
assistance.

  

THEME 8.0: TRAVEL
Strand Sub strand  Specific Learning Outcomes  Suggested Learning Experiences  Key Inquiry Question(s)
8.1 Listening and Speaking 8.1.1Listening Comprehension: Explanatory Narratives
(1 lesson)
By the end of the sub strand, the learner should be able to:
  1. identify the characters and moral lessons in explanatory narratives,
  2. sequence the events in explanatory narratives,
  3. explain the moral lessons in an explanatory narrative
  4. acknowledge the importance of listening comprehension in communication
The learner is guided to:
  • listen to a recording of an explanatory narrative from a digital device and retell the story
  • search online and offline for information on explanatory narratives
  • dramatise dialogues in the explanatory narratives
  • role play the story telling session
  • identify the moral lessons and relate them to real life situations
  • discuss behaviour of the characters in the explanatory narratives, in pairs
  • create an explanatory narrative- and share it through WhatsApp, social media among others
  1. How can you tell a lesson that you can learn from a narrative?
  2. Why do people tell narratives?
  3. What are the functions of oral narratives?
Core Competencies to be developed:
  • Digital Literacy is developed as learners manipulate digital devices and use them to create stories and share them with others
  • Communication and collaboration -speaking clearly and effectively as learners dramatize narratives and discuss moral lessons. 
Pertinent and Contemporary Issues (PCIs)
  • Digital citizenship is enhanced as learners gain a sense of identity and belonging by listening and responding to explanatory narratives derived from various communities.
Values:
  • Patriotism is promoted as learners listen and respond to explanatory narratives and moral lessons and relating them to their real life, thereby becoming better citizens.
Link to other subjects:
  • Social studies also emphasizes the application of moral lessons.
  • Performing arts also employs role-playing narratives in performances.

 

Assessment Rubric     
Indicators Exceeds Expectations  Meets expectations  Approaches expectations  Below expectations 
Ability to identify the characters and moral lessons in explanatory narratives. Distinctively identifies the characters and moral lessons in explanatory
narratives.
Identifies most of the characters and moral lessons in explanatory narratives. Identifies some of the characters and moral lessons in explanatory narratives. Identifies the characters and moral lessons in explanatory narratives with
guidance from peers.
Ability to sequence the events in explanatory narratives. Sequences the events in explanatory narratives impeccably Sequences all the events in explanatory narratives. Sequences of the events in explanatory narratives on some occasions. Makes some attempt to sequence some of the events in explanatory narratives
but with difficulty.
Ability to explain the moral lessons in an explanatory narrative. Explains the moral lessons in an explanatory narrative with appropriate and
adequate examples.
Explains the moral  lessons in an explanatory narrative. Explains some moral lessons in explanatory narrative. Explains the moral lessons in an explanatory narrative with assistance.

 

Strand Sub strand  Specific Learning Outcomes  Suggested Learning Experiences  Key Inquiry Question(s)
8.2 Reading 8.2.1
Intensive Reading

(2 lessons)
By the end of the sub strand, the learner should be able to:
  1. distinguish main ideas from supporting details from poems,
  2. use contextual clues to infer the meaning of words and phrases in a text,
  3. make connections between events in a poem and real life,
  4. summarize events in a poem
  5. answer direct and inferential questions from poems,
  6. acknowledge the role of reading comprehension in lifelong learning.
The learner is guided to:
  • search online and offline and discuss, in groups, the meaning of reading for interpretation and evaluation,
  • visualize events, people, and places in poems,
  • predict events in poems,
  • utilize digital devices to check the meanings of words,
  • infer meanings of vocabulary based on contextual clues,
  • answer direct and inferential questions in pairs,
  • summarize main issues from poems
  • create word puzzles with learned vocabulary and share them online,
  • relate the issues in a set poem to real life.
  1. How can you identify the subject in a poem?
  2. How are poems similar to songs?
Core Competencies to be developed:
  • Digital Literacy is enhanced as learner creates a word puzzle and shares it online using digital devices.
  • Critical thinking and problem-solving are developed as learners interpret and evaluate issues highlighted in poems and relate them to real life.
Pertinent and Contemporary Issues (PCIs)
  • Peace is enhanced as learners work in groups to evaluate issues highlighted in poems.
Values:
  • Respect is enhanced as learners respect each other’s opinions as they work together.
Link to other subjects:
  • Social Studies and Business Studies require reading for interpretation and evaluation.

 

Assessment Rubric     
Indicators Exceeds Expectations  Meets expectations  Approaches expectations  Below expectations 
Ability to distinguish main ideas from supporting details in poems  Confidently distinguishes main ideas from supporting details in
poems
Distinguishes main ideas from supporting details in poems Distinguishes some main ideas from supporting details in poems Distinguishes some main ideas from supporting details in poems with assistance
Ability to use contextual clues to infer the meaning of words and phrases in
a text
Elaborately uses contextual clues to infer the meaning of words and phrases in
a text
Uses contextual clues to infer the meaning of words and phrases in a text Uses contextual clues to infer the meaning of some words and phrases in a text Uses contextual clues to infer the meaning of few words and phrases in a text
Ability to make connections between events in a poem and real life.  Make connections between events in a poem and real life insightfully Make connections between events in a poem and real life Makes some connections between events in a poem and real life Makes some connections between events in a poem and real life but with some
difficulty.
Ability to summarize events in a poem. Summarizes events in a poem elaborately Summarizes events in a poem  Summarizes some events in a poem Summarizes few events in a poem
Ability to answer direct and inferential questions from poems. Zealously answers direct and inferential questions from poems Answers most direct and inferential questions from poems Answers some direct and inferential questions from
poems
Answers direct and inferential questions from poems with assistance

 

Strand Sub strand  Specific Learning Outcomes  Suggested Learning Experiences  Key Inquiry Question(s)
8.3
Grammar in Use
8.3.1 Word Classes: Simple Prepositions
 
(2 lessons)
By the end of the sub strand, the learner should be able to:
  1. identify different types of prepositions,
  2. use prepositions in sentences,
  3. attest to the importance of well- formed sentences in communication.
The learner is guided to:
  • identify and underline simple prepositions (agent, instrument, and direction) in texts,
  • search online and offline for examples of simple prepositions,
  • read texts and identity simple prepositions,
  • complete sentences using a substitution table,
  • match simple prepositions with the word they collocate with,
  • Watch video clips and identify simple propositions,
  • construct sentences using prepositions, in groups,
  • create a crossword puzzle featuring simple prepositions and the words or phrases they collocate with,
  • share the puzzles online, on posters, charts, or through WhatsApp.
  1. What is the function of prepositions in sentences?
  2. How do we show the relationship between words?
  3. How can you ensure all your sentences are correctly written?
Core Competencies to be developed:
  • Digital Literacy developed as learners manipulate digital devices and use them to create word puzzles and share them with others
  • Communication and Collaboration are enhanced as learners speak clearly and effectively during dramatization of narratives and discussion of moral lessons.
Pertinent and Contemporary Issues (PCIs)
  • Social cohesion is enhanced as learners work in groups and cohesively as they give each other feedback.
Values:
  • Unity is enhanced as learners work together to construct sentences using prepositions.
Link to other subjects:
  • Languages like French, German, Arabic, and Kiswahili have prepositions as an area of study   

 

Assessment Rubric     
Indicators Exceeds Expectations  Meets expectations  Approaches expectations  Below expectations 
Ability to identify
different types of prepositions.
Keenly identifies
different types of prepositions.
Identifies different types of prepositions. Identifies some types of prepositions. Struggles to identify types of prepositions.
Ability to use prepositions in
sentences.
Remarkably uses the prepositions in
sentences correctly.
Uses prepositions in sentences correctly.  Uses some prepositions in sentences correctly.  Uses prepositions in sentences with the
help of peers.

 

Strand Sub strand  Specific Learning Outcomes  Suggested Learning Experiences  Key Inquiry Question(s)
8.4 Reading 8.4.1
Intensive Reading:
Poetry
(2 lessons)
By the end of the sub strand the learner should be able to:
  1. identify the human characters in a set of poems
  2. use adjectives to describe the traits of human characters in a set of poems
  3. appreciate the importance of human characters in poetry.
 The learner is guided to:
  • read a given poem and identify the human characters
  • search online and offline for adjectives that can be used to describe characters
  • discuss what each character does or says in each poem
  • role play a given poem to bring out the characters’ actions
  • take video clips of the role play and share them as they discuss their performances
  • paste sticky notes containing character traits identified
  • relate the human characters in the poem with real life lessons. 
  1. How do we identify characters in a given poem?
  2. Why are human characters important in poetry?
  3. How can you identify the lessons learned from poems?
Core Competencies to be developed:
  • Communication and collaboration are enhanced as learners contribute to group decision-making by participating actively in the discussion on what each character does or says in each poem.
  • Learning to learn is developed as learners build on their own learning experiences while relating the human characters in the poem with real life situations.
Pertinent and Contemporary Issues (PCIs)
  • Social cohesion is enhanced as learners relate human characters to real life.  
Values:
  • Peace: learners bond as they work in groups
  • Love: learners relate human characters to real life, they grow to love each other  
Link to other subjects:
  • Peace: learners bond as they work in groups
  • Love: learners relate human characters to real life, they grow to love each other

 

Assessment Rubric     
Indicators Exceeds Expectations  Meets expectations  Approaches expectations  Below expectations 
Ability to identify the human characters in a set of poems. Promptly identifies the human characters involved in a set of
poems.
Identifies the human characters involved in a set of poems. Identifies some of the human characters involved in a set of poems. Identifies the human characters involved in a set of poems with
difficulty
Ability to use appropriate adjectives to describe the traits of human characters in a set of poems. Stunningly uses appropriate adjectives to describe the traits of human characters in a set of poems. Uses appropriate adjectives to describe the traits of human characters in a set of poems. Uses some appropriate adjectives to describe the traits of human characters in a set of poems with prompting Uses appropriate adjectives to describe the traits of human characters in a set of poems with difficulty.

 

Strand Sub strand  Specific Learning Outcomes  Suggested Learning Experiences  Key Inquiry Question(s)
8.5 Writing 8.5.1Composition Writing:
Self-Assessment
(2 lessons)
By the end of the sub strand the learner should be able to:
  1. identify steps involved in the assessment of narrative compositions,
  2. write narrative compositions and assess the introduction, body, and conclusion,
  3. appreciate the importance of assessment in improving narrative composition writing.
The learner is guided to:
  • search online and offline for information on the aspects of self-assessment when writing a narrative composition,
  • practice assessing own narrative composition,
  • watch a video or listen to a recording on how to peer assess a composition,
  • plan, organize, and write a composition, on travel, and share it with peers for review,
  • identify and correct spelling, punctuation, and grammatical errors using a given checklist.
  1. Why is it important to assess writing?
  2. How can one improve their composition writing skills?
Core Competencies to be developed:
  • Collaboration is enhanced as learners participate actively in the writing activity when working in pairs, sharing and assessing each other’s narrative composition.
  • Learning to learn is achieved as learners organize their learning while writing and assessing his or her narrative composition before sharing with peers for assessment.
Pertinent and Contemporary Issues (PCIs)
  • Peer education is enhanced as learners assess each others compositions.
Values:
  • Integrity is achieved as learners learn to be honest and truthful while assessing their own and others compositions.
Link to other subjects:
  • French, German, Chinese and Arabic involve narrative composition writing   

 

Assessment Rubric     
Indicators Exceeds Expectations  Meets expectations  Approaches expectations  Below expectations 
Ability to identify introduction, body, and conclusion of a narrative composition. Identifies the introduction, body, and conclusion of a narrative impressively
and with examples.  
Identifies the introduction, body, and conclusion of a narrative. Identifies the introduction, body, and conclusion of a narrative occasionally Identifies the introduction, body, and conclusion of a narrative with help
from others.
Ability to assess narrative compositions using a given checklist. Exceptionally and with detailed comments assesses the narrative
compositions using the check-list given.
Assesses narrative compositions using the check-list given.  Assesses narrative compositions using the check-list with assistance Struggles to assess narrative compositions with the check-list given.

 

THEME 9.0: HEROES AND HEROINES - KENYA
Strand Sub strand  Specific Learning Outcomes  Suggested Learning Experiences  Key Inquiry Question(s)
9.1
Listening and Speaking
9.1.1
Pronunciation: Consonant and Vowel Sounds
(2 Lessons)
By the end of the sub strand, the learner should be able to:
  1. articulate correctly the consonant sounds/t/, /d/, /l/, /r/ in words articulate correctly vowel sounds /ʊ/ and /uː/ in words,
  2. pronounce words correctly using stress,
  3. distinguish the meaning of words based on stress,
  4. acknowledge the importance of correct pronunciation in oral communication.

The learner is guided to: listen to audio clips and watch video clips with the sounds /t/, /d/, /l/, /r, /, /ʊ/ and /uː/ in words

  • articulate the following consonants and vowel sounds in groups:
    • /t/ as in toll
    • /d/as in doll
    • /l/ as in liver
    • /r/ as in river
    • /ʊ/ as in pull, bull;
    • /uː/ as in pool, book, watch an oral presentation and pick out words with the target sounds,
  • practice pronouncing words with the target consonant and vowel sounds, in pairs,
  • sort words based on pronunciation of the target,  consonant and vowel sounds
  • recite poems or sing songs on national heroes with the target sounds,
  • say tongue twisters with the target consonant and vowel sounds,
  • listen to audio featuring a variety of words and classify them in their word classes according to the stressed syllables,
  • engage in pronunciation drills on stress for distinguishing word class,
  • underline stressed syllables in words
  • discuss the importance of correct pronunciation and use of stress in conveying meaning
  • reflect on the target consonant and vowel sounds and identify those they struggle with for further practice.
  1. Why should you pronounce words correctly?
  2. Why do people find it difficult to pronounce some words?
  3. In what ways can one improve own pronunciation?
Core Competencies to be developed:
  • Digital literacy is enhanced as learners listen to audio clips and watch videos on pronunciation
  • Learning to learn is emphasized as learners build on their own experiences by reflecting on the target consonant and vowel sounds and identify those they struggle with for further practice.
Pertinent and Contemporary Issues (PCIs)
  • Patriotism and Good Governance are enhanced as learners sing songs and recite poems on national heroes/ heroines.
Values:
  • Patriotism is enhanced through poems on nationalism
  • Unity is enhanced in the songs on nationalism
Link to other subjects:
  • All language subjects focus on pronunciation as a basic skill.
  • Performing Arts emphasises clear enunciation in performances.

 

Assessment Rubric     
Indicators Exceeds Expectations  Meets expectations  Approaches expectations  Below expectations 
Ability to articulate correctly the consonant sounds/t/,
/d/, /l/, /r/ in words.
Excellently articulates correctly the consonant sounds /t/, /d/, /l/, /r/ in words Articulates correctly the consonant sounds/t/, /d/, /l/,
/r/ in words.
 Articulates correctly some of the consonant sounds/t/, /d/, /l/,
/r/ in words.
Articulates correctly few of the consonant sounds/t/,
/d/, /l/, /r/ in words.
Ability to articulate correctly vowel sounds /ʊ/ and /uː/ in words Passionately articulates correctly vowel sounds
/ʊ/ and /uː/ in words, with ease
Articulates correctly some of the consonant sounds/t/, /d/, /l/,
/r/ in words. 
Sometimes articulates correctly vowel sounds /ʊ/ and
/uː/ in words with assistance
Attempts to articulate correctly vowel sounds /ʊ/ and /uː/ in words even with the assistance of others
Ability to pronounce words correctly using stress Conspicuously pronounces words correctly while using stress. Pronounces words correctly using stress Occasionally pronounces words using stress correctly.  Has difficulty pronouncing words using stress correctly.
Ability to give the meaning of words based on stress. Impressively gives the meaning of words based on stress with examples Gives the meaning of words based on stress Gives the meaning of some
words based on stress
Gives the meaning of words based on stress with assistance

 

Strand Sub strand  Specific Learning Outcomes  Suggested Learning Experiences  Key Inquiry Question(s)
9.2 Reading 9.2.1 Extensive Reading: Grade appropriate fiction materials

(2 lessons)
By the end of the sub strand, the learner should be able to:
  1. select a variety of fictional texts for extensive reading
  2. read fictional texts for information and enjoyment,
  3. appreciate the importance of fiction in life.
The learner is guided to:
  • identify fictional material to read by looking at the cover page, blurb, and title
  • read texts on varied issues such as national heroes and heroines and discuss the elements of fiction in the text
  • list down new words and phrases encountered
  • re-tell the story in their own words
  • dramatise a section of the text and record themselves
  • relate the ideas expressed in fiction to real life
  • read fiction materials for enjoyment.
  1. Why is it important to read fictional materials?
  2. How can a reading culture be developed?
  3. What should you consider when selecting fictional texts for reading?
Core Competencies to be developed:
  • Learning to learn as learners select fictional texts for reading
Pertinent and Contemporary Issues (PCIs)
  • Citizenship as they are exposed to individual and cultural differences through extensive reading
Values:
  • Patriotism: Reading on national heroes and heroines inculcates patriotism.
Link to other subjects:
  • Language subjects like Indigenous Languages, French, Arabic, and Chinese have fiction as a genre.   

 

Assessment Rubric     
Indicators Exceeds Expectations  Meets expectations  Approaches expectations  Below expectations 
Ability to identify and select a variety of fictional texts for extensive reading. Identifies and selects a variety of fictional texts for extensive reading immaculately. Identifies and selects a variety of fictional texts for extensive reading. Identifies and selects a variety some of fictional texts for extensive reading with assistance. Identifies and selects a few fictional texts for extensive reading even with prompting.
Ability to read and explain imaginary ideas in a fictional text. Reads and explains incredibly imaginary ideas in a given fictional text. Reads and explains imaginary ideas in a given fictional text Reads and explains some imaginary ideas in a given fictional text Reads and explains imaginary ideas in a given fictional text with assistance

 

Strand Sub strand  Specific Learning Outcomes  Suggested Learning Experiences  Key Inquiry Question(s)
9.3
Grammar In Use
9.3.1 Word Classes: Conjunctions and, but, or

(2 lessons)
By the end of the sub strand, the learner should be able to:
  1. identify the conjunctions and, but and or in sentences,
  2. use and, but and or in sentences accurately,
  3. appreciate the importance of proper use of conjunctions in written and spoken contexts.
The learner is guided to:
  • search, in pairs, online and offline for the use of the conjunctions and, but and or in texts,
  • identify the conjunctions and, but and or from different texts,
  • construct sentences using the conjunctions and, but and or, in groups
  • fill in substitution and completion tables using the conjunctions and, but and or
  • create and share a story or dialogue on heroes in Kenya, using the conjunctions and, but and or
  • discuss the importance of proper use of conjunctions in sentences.
  1. How do the words and, but and or help in conversation?
  2. Why is it important to communicate clearly?
  3. which words would you use to replace and but and or in a conversation?
  4. How can you tell that joining words have been used well?
Core Competencies to be developed:
  • Self-efficacy is developed as learners pay attention to details and use the conjunctions in different circumstances.
  • Learning to learn is achieved as learners to share what they have learnt as they create and share stories or songs in heroes and heroines in Kenya.
Pertinent and Contemporary Issues (PCIs)
  • Patriotism is enhanced as learners create and share stories on local heroes
Values:
  • Patriotism: National heroes and heroines are focused on in the story.
  • Peace: Learners acquire skills of working in harmony as they work in pairs and groups.  
Link to other subjects:
  • Languages like French, German, Arabic, and Chinese address the correct usage of conjunctions.

 

Assessment Rubric     
Indicators Exceeds Expectations  Meets expectations  Approaches expectations  Below expectations 
Ability to identify the conjunctions and, but and or in sentences. Consistently identifies the conjunctions and, but and or in sentences correctly. Identifies the conjunctions and, but and or in sentences. Sometimes identifies the conjunctions and, but and or in sentences.  Attempts to identify the conjunctions and, but and or in sentences.
Ability to use the conjunctions and, but and or in sentences accurately. Sometimes identifies the conjunctions and, but and or in sentences.  Impressively uses the conjunctions and, but and or in sentences accurately. Uses the conjunctions and, but and or in sentences accurately. Uses the conjunctions and, but and or in sentences with limitations.

 

Strand Sub strand  Specific Learning Outcomes  Suggested Learning Experiences  Key Inquiry Question(s)
9.4 Reading 9.4.1
Intensive reading: Class Reader

(2 lessons)
By the end of the sub strand the learner should be able to:
  1. explain the sequence of events in a class reader,
  2. make short notes on the sequence of events in a class reader,
  3. appreciate reading works of art for information and enjoyment.
The learner is guided to:
  • read sections of a class reader and explain the sequence of events,
  • dramatize parts of the class reader for clarity,
  • outline the actions of each character studied in the section,
  • discuss, in pairs, how the characters make the story flow,
  • use a sequence chart to show the order of events in the class reader,
  • make short notes on the sequence of events in the story,
  • relate the events in the story to real life,
  • discuss possible solutions to the problems portrayed in the class reader.
  1. What marks the climax of a story?
  2. How does a writer make a piece of writing interesting?
  3. Which captivating story books or TV programmes have you come across and what made them interesting?
Core Competencies to be developed:
  • Communication is developed as learners write fluently and present organized work as the learner makes notes on the sequence of events in the class reader.
  • Collaboration is enhanced as learners participate actively in dramatizing parts of the class reader for conceptualization.
  • Critical thinking and problem solving are developed as learners create different options by discussing possible solutions to the problems portrayed in the class reader.
Pertinent and Contemporary Issues (PCIs)
  • Ethical relationships is enhanced as learners relate issues to real life alludes to relationships in society.   
Values:
  • Respect: dramatizing parts of the class reader enhance respect among learners
Link to other subjects:
  • Performing arts: dramatization is a component of this learning area. 

 

 

Assessment Rubric     
Indicators Exceeds Expectations  Meets expectations  Approaches expectations  Below expectations 
Ability to explain the sequence of events in a class reader. Avidly explains the sequence of events in
a section of a class reader.
Explains the sequence of events in a section of a class reader. Fairly explains the sequence of events in
a section of a class reader.
Finds it difficult to explain the sequence
of events in a section of a class reader.
Ability to make short notes on the sequence of events in a class reader. Makes clear, concise short notes on the sequence of events in a section of the class
reader.
Makes short notes on the sequence of events in a section of the class reader. Makes fairly clear short notes on the sequence of events in a section of the class
reader.
Has difficulty in making short notes on the sequence of events in a section of the
class reader.

  

Strand Sub strand  Specific Learning Outcomes  Suggested Learning Experiences  Key Inquiry Question(s)
9.5 Writing

9.5.1 Creative writing: Narrative compositions

(1 lesson)

By the end of the sub strand, the learner should be able to:
  1. identify features of narrative composition in creative writing,
  2. create well-written narrative compositions on a variety of topics,
  3. Appreciate the importance of writing in day-to-day life.

The learner is guided to:

  • Search for features of a well- written narrative from print and non-print sources. (200-240 words) such features include
    • a narrow and clearly defined focus (title)
    • a strong introduction
    • character descriptions
    • dialogue
    • setting description
    • interesting details
    • a logical sequence
    • purposeful and precise word choice
    • varied sentence structure and
    • a strong conclusion,
  • read well-written samples of narrative compositions noting the most outstanding parts,
  • plan a narrative composition, in groups, and tell it as a chain story,
  • write a narrative composition on issues like historical and current heroes and share it with peers for discussion and revision,
  • create displays of narrative
    writing skills learned and publish them in the classroom.
  1. How can you make your composition writing better?
  2. Which things make a composition memorable
  3. What are the characteristics of a good narrative composition?
Core Competencies to be developed:
  • Creativity and imagination are enhanced as learners look at problems in a new way and undertake the task of narrative writing and sharing.
  • Self-efficacy is attained as learners pay attention to detail, plan a narrative composition, and tell a chain story.    
Pertinent and Contemporary Issues (PCIs)
  • Citizenship is enhanced as learners create narratives on historical and current heroes and heroines which portrays love for the nation  
Values:
  • Social justice: research and writing stories of heroes and heroines exposes learners to issues like colonialization thus enabling them to learn from the experiences of the heroes and heroines. 
Link to other subjects:
  • French, Arabic, German and Chinese require narrative writing as a basic skill.
  • Performing Arts: Composing plays, poems, and narratives for performance require creative writing skills.

 

Assessment Rubric     
Indicators Exceeds Expectations  Meets expectations  Approaches expectations  Below expectations 
Ability to Identify features of narrative composition in creative writing. Distinctly identifies all features of narrative composition in creative writing. Identifies features of narrative composition in creative writing. Identifies features some  of narrative composition in creative writing. Needs assistance to identify features of narrative composition in creative writing.
Ability to create well written narrative compositions on a variety of topics. Creates uniquely well written narrative compositions on a variety of topics. Creates well written narrative compositions on a variety of topics. Creates fairly well written narrative compositions on a variety of topics. Creates written narrative compositions on a variety of topics with
support from peers.

 

THEME 10.0: MUSIC
Strand Sub strand  Specific Learning Outcomes  Suggested Learning Experiences  Key Inquiry Question(s)
10.1
Listening and Speaking
10.1.1 Oral Presentations: Delivering Speeches

(2 lessons)
By the end of the sub strand, the learner should be able to:
  1. identify occasions where speeches are presented,
  2. apply the features of oral presentations for effective communication,
  3. appreciate the importance of good oral presentation skills when delivering a speech.
The learner is guided to:
  • Think, pair, and share on occasions where speeches are presented,
  • Search online or offline for features of oral presentation and make short notes,
  • listen to recorded grade- appropriate speeches and share their opinions on them, in pairs,
  • brainstorm, in groups, on the importance of body language in delivering a speech,
  • rehearse a speech and present it to each other, in groups,
  • write short speeches on the importance of music and present it to peers,
  • record the speeches being presented and discuss the presentations.
  1. What is the purpose of speeches in society?
  2. What circumstances make one to read a pre-written speech?
  3. How can one deliver a speech effectively?
Core Competencies to be developed:
  • Digital Literacy is improved as learners use digital devices to record speeches as learners present them.
  • Self-efficacy is enhanced as learners give attention to details while rehearsing speeches and presenting them to each other, in groups.   
Pertinent and Contemporary Issues (PCIs)
  • Social cohesion: writing a short speech on the importance of music relates to social cohesion.    
Values:
  • Responsibility: importance of music to learners promotes responsibility among learners.
  • Respect: discussion on presentations requires that learners respect each other’s work.  
Link to other subjects:
  • Performing Arts also focuses on oral presentations including delivering a speech that involves both verbal and non- verbal aspects.   

 

Assessment Rubric     
Indicators Exceeds Expectations  Meets expectations  Approaches expectations  Below expectations 
Ability to Identify occasions where speeches are presented. Prominently identifies many occasions where speeches are presented. Identifying occasions where speeches are presented. Identifying some occasions where speeches are presented. Finds it difficult to identify occasions where speeches are presented.
Ability to apply the features of oral presentations in speeches for effective communication. Immensely and effectively applies the features of oral presentations in speeches for effective communication Applies the features of oral presentations in speeches for effective communication. Applies some of the features of oral presentations in speeches for effective communication. Rarely applies the features of oral presentations in speeches for effective communication.

 

Strand Sub strand  Specific Learning Outcomes  Suggested Learning Experiences  Key Inquiry Question(s)
10.2 Reading 10.2.1 Study Skills:
Note Making

(2 lessons)
By the end of the sub strand, the learner should be able to:
  1. identify the main and supporting points in texts
  2. make notes from varieties of written texts,
  3. relate note making to effective reading.
The learner is guided to:
  • conduct an online and offline search on the format of note- making- (heading, subheading, main points, supporting point, keywords)
  • discuss, in groups, the importance of note making in reading,
  • read texts on varied issues including music and select the key points
  • pick the keywords from reading texts
  • fill in the key points in a note making a template
  • draw a mind map to show the relationship between topic, main idea, and supporting ideas, in groups
  • read print or non-print texts and make notes from them.
  1. How can effective reading be done?
  2. How can key points be identified in a text?
  3. What is the importance of note-making?
Core Competencies to be developed:
  • Digital literacy is enhanced as learners search online for information on note-making.
  • Learning to learn as learners organize own learning and makes notes after reading varied texts.  
Pertinent and Contemporary Issues (PCIs)
  • Career guidance: reading and making notes on types of music exposes the learner to the music career 
Values:
  • Unity: drawing a mind map in groups enhances unity among learners   
Link to other subjects:
  • Integrated Science, CRE, IRE and HRE- require the skill of note making for effective study

 

Assessment Rubric     
Indicators Exceeds Expectations  Meets expectations  Approaches expectations  Below expectations 
Ability to identify the main and supporting points in a given text. Speedily identifies all the main and supporting points in a given text. Identifies most of the main and supporting points in a given text. Identifies some of the main and supporting points in a given text. Identifies some of the main and supporting points in a given text with some assistance
Ability to make notes from varieties of written texts. Makes amazingly clear notes from
varieties of written texts.
Makes notes from varieties of written texts. Makes some notes from varieties of written texts. Attempts to make notes from varieties of written texts.

 

Strand Sub strand  Specific Learning Outcomes  Suggested Learning Experiences  Key Inquiry Question(s)
10.3Grammar in Use 10.3.1
Word Classes: Determiners

(2 lessons)
By the end of the sub strand, the learner should be able to:
  1. identify articles and possessives in texts,
  2. use articles and possessives in sentences,
  3. acknowledge the importance of articles and possessives for effective communication.
 The learner is guided to:
  • identify articles and possessives from a text,
  • underline articles a, an, the and possessives my, our, your, his, her, their used in print and non-print texts,
  • read out examples of possessives from flashcards, in pairs,
  • correct errors in sentences that contain articles,
  • engage in language games using articles, in groups,
  • practice matching articles with nouns, in pairs,
  • construct sentences using possessives
  • compose a song on children’s rights using relevant articles and possessives and video record the
performances.
  1. What would happen if a conversation lacked determiners?
  2. How do we indicate that something belongs to somebody?
Core Competencies to be developed:
  • Self-efficacy is improved as learners pay attention to details and correct errors in sentences.
  • Communication and collaboration are enhanced as learners use articles and possessives to communicate clearly and effectively.  
Pertinent and Contemporary Issues (PCIs)
  • Child rights - composing a song on rights of children enlightens learners on their welfare
Values:
  • Respect - correct use of articles and possessives makes learners use correct titles while addressing people
Link to other subjects:
  • French, German, Chinese, and Arabic have determiners as an area of study.    

 

Assessment Rubric     
Indicators Exceeds Expectations  Meets expectations  Approaches expectations  Below expectations 
Ability to identify articles and possessives in texts. Identifies articles and possessives in texts outstandingly. Identifies articles and possessives in texts. Identifies some articles and possessives in texts. Attempts to identify articles and possessives in texts.
Ability to use articles and possessives in varied sentences. Uses articles and possessives in varied sentences phenomenally. Uses articles and possessives in sentences. Uses articles and possessives in some sentences. Uses articles and possessives in sentences with the teacher’s assistance.

 

Strand Sub strand  Specific Learning Outcomes  Suggested Learning Experiences  Key Inquiry Question(s)
10.4 Reading 10.4.1 Intensive Reading:

(2 lessons)
By the end of the sub strand, the learner should be able to:
  1. identify characters in monster narratives,
  2. explain traits of characters in given monster narratives,
  3. relate monster narratives to real life situations,
  4. appreciate the importance of monster narratives in life.

The learner is guided to:

  • describe a monster/ ogre,
  • search online and offline for features of monster narratives,
  • narrate monster narratives from their immediate environment to their peers,
  • in groups, discuss what monsters/ogres represent
  • discuss how monster narratives relate to real life,
  • explain health education lessons they learn from monster narratives,
  • dramatize a monster narrative and record the performance,
  • discuss the traits of the characters involved in a monster narrative, in pairs,
  • brainstorm on the reading strategies suitable for sharing experiences with community members,
  • interact actively with resource persons to pick out the relevant reading strategies,
  • seek support from resources persons on how to relate monster narratives to real life,
  • collect, analyse and compile them into an anthology of narratives from the community, in groups,
  • conduct a reader’s theatre, in groups,
  • describe the procedure used in collecting the narratives.
  1. What kind of characters are commonly used in monster narratives?
  2. What is the relevance of oral narratives in modern society?
  3. What should one consider when collecting narratives among people of varied socio- cultural backgrounds?
Core Competencies to be developed:
  • Critical thinking and problem solving are embedded as learners discuss the lessons learned and the relevance of monster narratives in real life.
  • Critical thinking and problem solving are enhanced as learners reason logically in choosing the reading strategies that would best aid in sharing experiences with community members.  
Pertinent and Contemporary Issues (PCIs)
  • HIV and AIDS: relevance of monster narratives in real life touches on some issues of health.   
Values:
  • Responsibility: since monsters represent evil in society, learners learn to act responsibly. 
Link to other subjects:
  • Indigenous languages: monster narratives are part of oral literature which is a key component of indigenous languages.

 

Assessment Rubric     
Indicators Exceeds Expectations  Meets expectations  Approaches expectations  Below expectations 
Ability to identify characters in monster narratives. Readily identifies characters in monster narratives. Identifies characters in monster narratives. Identifies some characters in monster narratives. Identifies few characters in monster narratives.
Ability to relate monster narratives to real life situations. Fervently relates monster narratives to real life situations. Relates monster narratives to real life situations. Relates monster narratives to real life situations laboriously. Relates monster narratives to real life
situations with support from others.

 

Strand Sub strand  Specific Learning Outcomes  Suggested Learning Experiences  Key Inquiry Question(s)
10.5 Writing 10.5.1 Functional Writing: Packing and Shopping lists

(2 lessons)

By the end of the sub strand, the learner should be able to:

  1. identify ways of grouping items in packing and shopping lists,
  2. write a packing list for a specified event,
  3. prepare a shopping list for use in a given context,
  4. recognize the importance of preparing a shopping and packing list in their everyday lives.
The Learner is guided to:
  • search online and offline for samples of packing and shopping lists,
  • discuss, in groups, the parts of a shopping list,
  • create and fill a packing list template,
  • discuss, in groups, different ways of grouping items in packing and shopping list,
  • give in pairs, the prices of different items in the shopping list to match a given budget.
  1. What should one consider when grouping items in a packing list?
  2. Why should a shopping list be prepared?
  3. What is the importance of a packing list?
Core Competencies to be developed:
  • Critical thinking is enhanced as learners categorize the various items included in a shopping and packing list in order of importance.
  • Learning to learn is enhanced as learners prepare a shopping list and a packing list which builds learners' capacity.
Pertinent and Contemporary Issues (PCIs)
  • Financial Literacy is enhanced as learners prepare a realistic budget for the shopping list and categorize items.    
Values:
  • Integrity – as learners come up with shopping lists that adhere to given budgets
  • Social responsibility – mastery of writing of shopping and packing list would ensure public projects are completed within stated budgets.
Link to other subjects:
  • Business Studies - preparing a shopping list involves budgeting which is a component of Business Studies

 

Assessment Rubric     
Indicators Exceeds Expectations  Meets expectations  Approaches expectations  Below expectations 
Ability to identify ways of grouping items in packing and shopping lists.  Exceptionally identifies ways of grouping items in packing and shopping
lists
Identifies ways of grouping items in packing and shopping lists. Identifies some ways of grouping items in packing and shopping lists. Makes an attempt to identify the ways of grouping items in packing and shopping
lists
Ability to write a packing list for a
specified event
Uniquely writes a detailed packing list
for a specified event
Writes a packing list for a specified event Roughly writes a packing list for a
specified event.
Writes a packing list for a specified event
with difficulty
Ability to prepare a shopping list for use in a given context Prepares a strikingly detailed shopping list for use in a given context Prepares a shopping list for use in a given context Prepares a shopping list for use in a given context with a lot of effort Prepares a shopping list for use in a given context with a lot of difficulty

 

THEME 11.0: PROFESSIONS
Strand Sub strand  Specific Learning Outcomes  Suggested Learning Experiences  Key Inquiry Question(s)
11.1 Listening and
Speaking
11.1.1
Interviews

(1 lesson)
By the end of the sub strand, the learner should be able to:
  1. identify reasons for sitting an interview,
  2. articulate points clearly and confidently during an oral interview,
  3. respond confidently to questions during an interview,
  4. Seek clarification during an oral presentation,
  5. appreciate the importance of interviews in getting school placement and scholarships.
The learner is guided to:
  • listen to and review an audio clip on school placement and scholarship interviews
  • discuss in groups reasons for sitting for a placement and scholarship interview,
  • search online and watch video clips on school placement and scholarship interview
  • role play in small groups the school placement and scholarship interview, record and share them via mobile phones and other social media channels
  • conduct mock interviews in pairs or small groups,
  • record the interviews on digital devices
  • share the videos with friends and peers on social media platforms, blogs among others.
  1. Why are interviews important?
  2. Why should one articulate point clearly and confidently during an interview?
  3. How can one seek clarification during an interview?
  4. What are the ways in which you can prepare for an interview?
Core Competencies to be developed:
  • Communication and collaboration are enhanced as learners discuss in groups reasons for sitting for a placement and scholarship interview.
  • Digital Literacy is enhanced as learners search online and watch video clips on school placement and scholarship interviews.
  • self-efficacy is enhanced as learners organize and lead the open forum where the functional reading is conducted.
Pertinent and Contemporary Issues (PCIs)
  • Peace Education is developed through discussion in groups and working in pairs.
Values:
  • Social responsibility is achieved through role play and discussion.
  • Respect is enhanced as the learners collaborate in groups.
Link to other subjects:
  • Listening to respond is an integral component in the study of Kiswahili, French, German and Indigenous languages

 

Assessment Rubric     
Indicators Exceeds Expectations  Meets expectations  Approaches expectations  Below expectations 
Ability to state reasons for sitting for school placement and
scholarship interviews.
Sharply states reasons for sitting for school placement and
scholarship interviews.
States reasons for sitting for school placement and
scholarship interviews.
States some reasons for sitting for school placement and
scholarship interviews.
With support from others states some reasons for sitting for
school placement and scholarship interviews.
Ability to articulate points clearly during an oral interview. Eagerly articulates points clearly and confidently during an
oral interview,
Articulates points clearly during an oral interview, Articulates some points clearly during an oral interview, Articulates some points clearly during an oral interview with the
assistance of peers
Ability to respond to questions during an interview. Responds passionately to questions during an
interview
Responds to questions during an
interview
Responds passionately to some questions during an
interview
Responds to some questions during an interview with the
assistance of peers.
Ability to seek clarification during an oral presentation, Impressively seeks clarification on all issues during an oral presentation. Seeks clarification on all issues during an oral presentation. Seeks clarification on some issues during an oral presentation. Seeks clarification on some issues during an oral presentation but with a lot of difficulty.

 

Strand Sub strand  Specific Learning Outcomes  Suggested Learning Experiences  Key Inquiry Question(s)
11.2
Reading
11.2.1
Extensive Reading: Non-Fiction materials

(2 Lessons)
By the end of the sub strand, the learner should be able to:
  1. identify print or electronic non-fiction materials that are interesting to read,
  2. read a variety of grade appropriate non-fiction materials independently for lifelong learning,
  3. recommend to peers suitable non- fiction materials to read for information,
  4. acknowledge the importance of reading for enjoyment and general understanding.
The learner is guided to:
  • search for digital and print non-fiction materials,
  • read a variety of non–fiction materials,
  • infer the meaning of the new words and phrases used in non- fiction materials,
  • skim through the non-fiction material for the main idea,
  • scan the non-fiction material to obtain specific information,
  • prepare a reading log of the reading activities of the non- fiction texts.
  1. What kind of stories contribute to behavior change?
  2. Why should we read non- fiction materials?
Core Competencies to be developed:
  • Self-efficacy is strengthened as learners read a variety of non-fiction material to inculcate a reading culture.
  • Learning to learn is instilled as learners search for digital and print non-fiction materials using electronic gadgets.
Pertinent and Contemporary Issues (PCIs)
  • Life skills especially self awareness is developed through the learner’s own choice of the non-fiction materials to interact with.
Values:
  • Responsibility is honed as learners make informed choices by recommending to peers suitable non- fiction materials to read.
Link to other subjects:
  • Extensive reading is a skill required by learners as they research across the subjects.  

 

Assessment Rubric     
Indicators Exceeds Expectations  Meets expectations  Approaches expectations  Below expectations 
Ability to identify print and electronic materials that are
interesting to read.
Prompt in identifying reading materials of interest. Identifies reading materials of interest. Identifies some reading materials of interest. Identifies reading materials of interest with the assistance.
Ability to infer the meaning of new words and phrases used in the non-fiction materials. Infers the meaning of all the new words and phrases used in the non-fiction material
effectively using all context clues.
Infers the meaning of the new words and phrases used in the non-fiction material. Infers the meaning of a few new words and phrases used in the non-fiction material. Infers the meaning of the new words and phrases used in the non-fiction material
with the support of others.

 

Strand Sub strand  Specific Learning Outcomes  Suggested Learning Experiences  Key Inquiry Question(s)
11.3
Grammar in Use

11.3.1 Word Classes
11.3.2
Adjective Formed from Nouns
11.3.3.

Adjectives Formed from Verbs

(2 Lessons)

By the end of the sub strand, the learner should be able to:
  1. recognize adjectives from a text
  2. construct simple sentences using the adjectives formed
  3. appreciate the value of proper use of adjectives.
The learner is guided to:
  • search for online tutorials on adjectives and examples of adjectives formed from nouns and verbs,
  • listen to a poem or passage from the teacher and pick out adjectives formed from nouns and verbs,
  • read a given passage and in pairs identify adjectives formed from nouns and verbs,
  • form adjectives using nouns and verbs
  • construct simple sentences using the adjectives formed in pairs,
  • in groups engage in language games such as scramble, puzzle code words and guessing games.
  1. How are adjectives formed?
  2. Why should we use adjectives correctly?
Core Competencies to be developed:
  • Communication and collaboration is developed as learners work in pairs and groups to interact with others and share ideas.
  • Digital literacy is enhanced as learners search and watch online tutorials on adjectives to develop their interest in the theme.
Pertinent and Contemporary Issues (PCIs)
  • Citizenship is inculcated as learners engage in the formation of adjectives and construction of sentences in pairs and groups.
Values:
  • Love is instilled through collaboration in pairs and groups  
Link to other subjects:
  • Adjectives are learnt in Kiswahili, German, French and indigenous languages

 

Assessment Rubric     
Indicators Exceeds Expectations  Meets expectations  Approaches expectations  Below expectations 
Ability to recognize adjectives from a text Aptly recognizes the adjectives in a passage Recognizes adjectives in a passage Recognizes some adjectives in a passage Recognizes few adjectives in a passage with the support of the teacher and peers
Ability to Construct simple sentences using the adjectives
formed
Impeccably constructs many simple sentences using adjectives formed Constructs simple sentences using the adjectives formed Constructs some simple sentences using the adjectives formed Constructs few some simple sentences using the adjectives formed
with assistance

 

Strand Sub strand  Specific Learning Outcomes  Suggested Learning Experiences  Key Inquiry Question(s)
11.4
Reading

11..4.1
Intensive reading:
11.4. 2
Dilemma Narratives

(2 lessons)

By the end of the sub strand, the learner should be able to:
  1. describe the characters in a given dilemma narrative,
  2. recognize a closing formula as a feature of dilemma narratives,
  3. relate the lessons learnt in the dilemma narrative to real life experiences,
  4. appreciate the lessons learnt from the dilemma narrative for literary appreciation.
The learner is guided to:
  • read the dilemma narrative in a given text and describe the characters,
  • identify a closing formula as a feature of dilemma narratives,
  • in groups discuss what makes dilemma narratives interesting,
  • dramatize parts of the dilemma narrative in small groups,
  • draw a chart showing the sequence of events in the dilemma narrative,
  • search online and watch an adaptation of a dilemma narrative,
  • relate the lessons learnt from the dilemma narrative to real life experiences in groups.
  1. What is the importance of dilemma narratives in the society?
  2. What are the qualities of a good narrator?
  3. How can narratives contribute to decision making?
Core Competencies to be developed:
  • Creativity and imagination is engrained as learners relate the lessons learnt to real life experiences and give them the ability to recreate the environment.
Pertinent and Contemporary Issues (PCIs)
  • Life skills is enhanced as learners describe and relate the characters to real life situations in groups.    
Values:
  • Respect is enhanced as learners carry out the group discussions.  
Link to other subjects:
  • Performing Arts and Kiswahili emphasize creativity through narratives.

 

Assessment Rubric     
Indicators Exceeds Expectations  Meets expectations  Approaches expectations  Below expectations 
Ability to describe the characters in the
Dilemma Narrative
Elaborately describe the character in
dilemma narratives
Describes the characters in dilemma
narratives
Describes some characters in dilemma
narratives
Describes characters in dilemma narratives
with the help of peers
Ability to relate the lessons learnt in the dilemma narrative to real life experiences. Graphically relates the lessons learnt in the dilemma narrative to real life experiences. Relates the lessons learnt in the dilemma narrative to real life experiences. Relates, with some effort, the lessons learnt in the dilemma narrative to real life experiences. Relates the lessons learnt in the dilemma narrative to real life experiences with assistance from the
teacher and peers.
Ability to recognize a closing formula as a feature of dilemma narratives. Instantly recognizes a closing formula as a feature of dilemma narratives. Recognizes a closing formula as a feature of dilemma narratives. Recognizes a closing formula as a feature of dilemma narratives with some difficulties. Recognizes a closing formula as a feature of dilemma narratives with the help of the
peers.

 

Strand Sub strand  Specific Learning Outcomes  Suggested Learning Experiences  Key Inquiry Question(s)
11.5 Writing

11.5.1 Spelling antonyms, synonyms and numbers

(2 Lessons)

By the end of the sub strand, the learner should be able to:
  • recognize antonyms, synonyms and numbers in words from a selected text,
  • use antonyms, synonyms and numbers in words correctly in writing,
  • appreciate the usage of antonyms, synonyms and numbers in words in effective writing.
The learner is guided to:
  • read a text with antonyms, synonyms and numbers in words from print and non-print sources,
  • identify the antonyms, synonyms and numbers in words from a selected text
  • listen to a dictation of a text with antonyms and synonys and write them down,
  • Search for antonyms and synonyms from books in groups, newspapers and the internet and compile a list,
  • write a list of antonyms and synonyms and in pairs exchange for assessment.
  1. Why is it important to tell the synonyms and antonyms of words?
  2. Which words with similar meanings do you know?
  3. Why is it important to write numbers in words?
Core Competencies to be developed:
  • Digital literacy is developed as learners search for more antonyms and synonyms from books, newspapers and the internet to boost their ability to use digital devices.
  • Communication and collaboration is enhanced as learners generate a list of antonyms and synonyms in groups as they interact with peers and share ideas.
Pertinent and Contemporary Issues (PCIs)
  • Effective communication is improved as learners use antonyms, synonyms and figures in words correctly in writing. 
Values:
  • Unity is cultivated as learners search for more examples of antonyms and synonyms in groups. 
Link to other subjects:
  • Antonyms, synonyms and writing of numbers in words are taught in Kiswahili, Sciences, Mathematics and other languages

 

Assessment Rubric     
Indicators Exceeds Expectations  Meets expectations  Approaches expectations  Below expectations 
Ability to recognize antonyms, synonyms and figures in words from a selected text Recognizes the antonyms, synonyms and numbers in words from a selected text
with ease
Recognizes antonyms, synonyms and numbers in words from a selected text Recognizes a few antonyms, synonyms and numbers in words from a selected text Recognizes antonyms, synonyms and numbers in words from a selected text with the guidance
of the teacher and peers
Ability to use antonyms, synonyms and numbers in words correctly Correctly uses antonyms, synonyms and numbers in words effortlessly Uses antonyms, synonyms and numbers in words correctly Strains when using antonyms, synonyms and
numbers in words correctly
Uses antonyms, synonyms and numbers in words but with the guidance of the teacher

 

THEME 12.0: TRADITIONAL FASHION
Strand Sub strand  Specific Learning Outcomes  Suggested Learning Experiences  Key Inquiry Question(s)
12.1
Listening and Speaking

12.1.1
Listening to Respond: Views/ Opinions

(2 Lessons)

By the end of the sub strand, the learner should be able to:
  1. list ways of expressing views/opinions in different contexts,
  2. use different expressions that indicate own views/opinions in a given text,
  3. acknowledge the value of one’s views/opinions as a lifelong skill in communication. 
The learner is guided to:
  • search online and offline for the different ways of expressing views/opinions,
  • listen to an oral narrative and identify the different ways used to express opinions/views,
  • in groups, role play the different characters in the narrative and bring out different ways of expressing opinions/views,
  • explain their feelings towards issues raised in the trickster narrative,
  • write on a chart, the words they have used to describe their feelings.
  1. How are opinions expressed?
  2. Why is it important to express one’s opinion?
  3. How can expressing opinion/views affect relationships?
Core Competencies to be developed:
  • Learning to learn is achieved as learners discuss various views/opinions.
  • Digital literacy is enhanced as learners interact using technology when searching online and listening to an oral narrative from digital gadgets.    
Pertinent and Contemporary Issues (PCIs)
  • Effective communication is enriched as learners explore and express their views/opinions in different subjects.
Values:
  • Respect is enhanced as learners express opinions during group activities.
  • Unity is inculcated as learners engage in group work.
Link to other subjects:
  • Views or opinions are important in subjects like Religious Education, Life Skills Education and Music

 

Assessment Rubric     
Indicators Exceeds Expectations  Meets expectations  Approaches expectations  Below expectations 
Ability to list ways of expressing views/opinions in
different contexts.
Lists very many ways of expressing views/opinions in
different contexts.
Lists ways of expressing views/opinions in
different contexts.
Lists some ways of expressing views/opinions in
different contexts.
Can barely list ways of expressing views/opinions in
different contexts.
Ability to use different expressions that indicate own views in a given text. Uniquely uses different expressions that indicate own views in a given text
with ease.
Uses different expressions that indicate own views in a given text. Uses different expressions that indicate own views in a given text on some occasions. Uses different expressions that indicate own views in a given text with
difficulty.

 

Strand Sub strand  Specific Learning Outcomes  Suggested Learning Experiences  Key Inquiry Question(s)
12.2 Reading

12.2.1 Intensive Reading- Comprehension

(2 Lessons)

By the end of the sub strand, the learner should be able to:
  1. identify main ideas in a text,
  2. use contextual clues to infer the meaning of words in a text,
  3. describe characters, ideas or events in a text,
  4. summarise information from a short text,
  5. appreciate the importance of reading comprehension in lifelong learning.
The learner is guided to:
  • download and share texts with mental images from the texts and draw conclusions,
  • read a passage individually, and identify key words in the passage,
  • infer the meaning of words using contextual clues,
  • choose descriptive parts of the passage on traditional fashion and share the vivid images created in their mind,
  • in groups, role play the characters and events in the text,
  • use contextual clues to decipher the meaning of words,
  • answer questions based on the passage
  • give an appropriate title to a story or passage.
  1. Why should we recreate characters, places and events in our minds?
  2. How can we tell the meaning of words and phrases in a text?
Core Competencies to be developed:
  • Critical thinking is enhanced as learners visualize characters, events and places.
  • Imagination is developed as learners gain new perspectives as they use contextual clues to infer meanings of words.  
Pertinent and Contemporary Issues (PCIs)
  • Self-awareness is instilled as learners visualize pictures of ideas or events in a text.  
Values:
  • Responsibility is reinforced as learners help each other to role-play characters, events and answer questions.
Link to other subjects:
  • Making inferences and visualizing are important skills in Mathematics, Sciences and Performing Arts

 

Assessment Rubric     
Indicators Exceeds Expectations  Meets expectations  Approaches expectations  Below expectations 
Ability to identify main ideas in a text. Discernibly identifies ideas in a text. Identifies main ideas in a text. Identifies main ideas in a text intermittently. Identifies main ideas
in a text with assistance.
Ability to use contextual clues to
infer the meaning of words in a text.
Uses contextual clues to infer the meaning
of very many words in a text with ease.
Uses contextual clues to infer the meaning of words in a text. Uses contextual clues to infer the meaning of a few words in a text. Uses contextual clues to infer the meaning of words in a text.
Ability to describe characters, events and places in the text. Describes characters, events and places in the text graphically. Describes characters, events and places in the text. Describes a few characters, events and places in the text. Finds it difficult to describe characters, events and places in
the text.

 

Strand Sub strand  Specific Learning Outcomes  Suggested Learning Experiences  Key Inquiry Question(s)
12.3 Grammar in Use

12.3.1
Phrasal Verbs

(2 Lesson)

By the end of the sub strand, the learner should be able to:
  1. identify phrasal verbs formed from put, come and give in a given text,
  2. use given phrasal verbs correctly in sentence construction,
  3. acknowledge the role of phrasal verbs in communication.
The learner is guided to:
  • read a text and identify the phrasal verbs formed from put, come and give present,
  • in groups, search online and use charts for meanings of the phrasal verbs they have identified,
  • fill in blanks in a text using the most appropriate phrasal verb,
  • search on the internet for more examples of phrasal verbs,
  • construct sentences using the phrasal verbs in pairs.
  1. How are phrasal verbs formed?
  2. What meanings are expressed through phrasal verbs?
  3. Why should we use Phrasal Verbs correctly? 
Core Competencies to be developed:
  • Communication and collaboration are strengthened when learners speak clearly as they interact to enhance their knowledge of phrasal verbs.
  • Self-efficacy is developed as learners identify and state what they find difficult to do and why.

Pertinent and Contemporary Issues (PCIs)

  • Effective communication is improved when learners refine their ability to communicate by using phrasal verbs correctly.   
Values:
  • Cohesion is achieved as learners work in groups to foster unity.
Link to other subjects:
  • Phrasal Verbs are learnt in all Languages.

 

Assessment Rubric     
Indicators Exceeds Expectations  Meets expectations  Approaches expectations  Below expectations 
Ability to identify Phrasal Verbs formed from put, come and give in a given text. Identifies very many Phrasal Verbs formed from put, come and give in a given text. Identifies many Phrasal Verbs formed from put, come and give in a given text. Identifies some Phrasal Verbs formed from put, come and give in a given text. Identifies Phrasal Verbs formed from put, come and give in
a given text with help from others.
Ability to use given phrasal verbs in sentence construction correctly. Uses the given phrasal verbs correctly in sentence construction and with precision. Uses the given phrasal verbs correctly in sentence construction. Uses some of the given phrasal verbs correctly in sentence construction. Uses the given phrasal verbs correctly in sentence construction with difficulty.

 

Strand Sub strand  Specific Learning Outcomes  Suggested Learning Experiences  Key Inquiry Question(s)
12.4 Reading

12.4.1 Class Reader: Main Ideas

(2 Lessons)

By the end of the sub strand, the learner should be able to:
  1. identify the main ideas in the section read in the text,
  2. discuss the lessons learnt from the text
  3. relate the lessons learnt to real life experiences
  4. appreciate the role of literature in fostering critical thinking.
The learner is guided to:
  • read a section of the text aloud in turns and dramatize the events
  • discuss the main ideas in the sections read in the text in groups
  • relate the lessons learnt from the section read to real life experiences in groups
  • draw a chart showing the sequence of the main events in the section read
  • search online and watch an adapted dramatization of the section read.
  1. Why do people read story books?
  2. What is the importance of reading a short story?
Core Competencies to be developed:
  • Self-Efficacy is strengthened since learners’ self-awareness is improved as they acquire literary analysis skills.
  • Creativity and Imagination is developed as learners undertake group discussions and role-play to enhance creativity
  • Critical thinking and problem solving is developed as learners relate the lessons learnt from the section read to real life experiences.
Pertinent and Contemporary Issues (PCIs)
  • Self awareness is enhanced as learners relate the story to real life experiences.
  • Social cohesion is cultivated as learners work in groups thus creating a sense of oneness.
Values:
  • Peaceful coexistence is nurtured as learners discuss in groups.
  • Love is reinforced as learners work in groups.  
Link to other subjects:
  • Reading and analysis of class readers is done in all Language subjects and Performing Arts.

 

Assessment Rubric     
Indicators Exceeds Expectations  Meets expectations  Approaches expectations  Below expectations 
Ability to identify the main ideas in the sections read in the
text
Aptly identifies main ideas in the sections read in the text Identifies main ideas in the sections read in the text Identifies some of the main ideas in the sections read in the text Occasionally identifies some of the ideas in the sections
read in the text
Ability to discuss the
lessons learnt from the text
Discusses in details
the lessons learnt from the text
Discusses the lessons learnt from the text Discusses some lessons learnt from the text Struggles to discuss
the lessons learnt from the text
Ability to relate the lessons learnt to real life experiences Relates, with detailed illustrations, all the lessons learnt to real life experiences Relates the lessons learnt to real life experiences Partially relates the lessons learnt to real life experiences Relates the lessons learnt to real life experiences with difficulty

 

Strand Sub strand  Specific Learning Outcomes  Suggested Learning Experiences  Key Inquiry Question(s)
12.5 Writing

12.5.1 The writing Process: Dialogues

(2 Lessons)

By the end of the sub strand, the learner should be able to:
  1. outline the format of a dialogue
  2. apply the writing process in writing a dialogue
  3. acknowledge the importance of the writing process in acquiring good writing skills.
The learner is guided to:
  • search online and offline for an example of a dialogue
  • dramatize the identified dialogue
  • in groups, discuss the format of the dialogue they have identified
  • Individually fill in missing words in a set dialogue on traditional fashion
  • In pairs, discuss the correctness of the words they have used
  • individually, create a rough draft of a short dialogue using the format they have identified
  • in groups, edit each other’s dialogue to check for repetition, clarity, grammar, spelling and punctuation in pairs
  • revise the dialogue individually,
  • publish the final product for assessment by sharing the samples of well written
dialogue with others in class.
  1. What is the difference between a dialogue and a narrative composition?
  2. What should we consider before writing a dialogue?
Core Competencies to be developed:
  • Communication and collaboration is developed when learners write clearly and in an organized manner as they work together to acquire skills on good writing for effective communication.
Pertinent and Contemporary Issues (PCIs)
  • Effective communication is enhanced as learners communicate effectively through writing.
Values:
  • Responsibilty is instilled as learners learn how to dress decently and respectfully.
  • Unity is achieved as learners work together to generate ideas for writing tasks.
Link to other subjects:
  • Social Studies, Religious Education and Home Science emphasize appropriate modes of dressing in different contexts.

 

Assessment Rubric     
Indicators Exceeds Expectations  Meets expectations  Approaches expectations  Below expectations 
Ability to outline the format of a dialogue Outlines the format of a dialogue with stunning clarity Outlines the format of a dialogue Outlines the format of a dialogue with assistance Outlines the format of a dialogue with difficulty
Ability to apply the writing process in writing a dialogue Applies the writing process in writing a dialogue with pleasant
zeal
Applies the writing process in writing a dialogue Applies the writing process in writing a dialogue with the help of
peers
Has difficulty applying the writing process in writing a dialogue.

 

THEME 13.0: LAND TRAVEL
Strand Sub strand  Specific Learning Outcomes  Suggested Learning Experiences  Key Inquiry Question(s)
13.1 Listening Speaking 13.1.1 Listening Comprehension: Extensive Listening

(2 lessons)
By the end of the sub strand, the learner should be able to:
  1. identify the key issues raised in songs addressing land travel,
  2. listen attentively to songs on land travel,
  3. use vocabulary identified from songs on land travel correctly,
  4. Acknowledge the importance of extensive listening in communication.
The learner is guided to:
  • listen to songs on local and international land travel from audio recordings,
  • respond to comprehension questions on key issues raised in the song,
  • pick out key issues raised from a song sung by the teacher or resource person on land travel,
  • share ideas on the key issues addressed in the songs they have listened to using wall charts,
  • identify vocabulary used in songs on land travel and infer their meaning from context,
  • construct sentences orally using the vocabulary learnt,
  • sing choral songs on land travel.
  1. How can we tell the main message in a song?
  2. How can we draw meanings from the words used in a song?
  3. How are songs made interesting?
Core Competencies to be developed:
  • Digital Literacy is enhanced when learners manipulate digital tools as they listen to songs from audio recordings and respond to them.
  • Learning to Learn is cultivated as learners build on their own knowledge.
Pertinent and Contemporary Issues (PCIs)
  • Effective communication is strengthened as learners acquire the skills of listening attentively and critically.
Values:
  • Patriotism is reinforced as learners listen to information on local land travel.
Link to other subjects:
  • All subjects require listening skills

 

Assessment Rubric     
Indicators Exceeds Expectations  Meets expectations  Approaches expectations  Below expectations 
Ability to identify the key issues raised in
songs addressing land travel.
Identifies the key issues raised in songs
addressing land travel strikingly.
Identifies the key issues raised in songs addressing land travel. Identifies some key issues raised in songs addressing land travel. Makes an attempt to identify key issues
raised in songs addressing land travel.
Ability to respond to comprehension questions from songs on land travel. Responds to comprehension questions from songs on land travel with
conviction.
Responds to comprehension questions from songs on land travel. Responds to some comprehension questions on songs on land travel. Has difficulty in responding to comprehension questions from songs
on land travel.
Ability to use vocabulary identified
from songs correctly.
Keenly and correctly uses vocabulary
identified from songs.
Uses vocabulary identified from songs
correctly.
Uses some vocabulary identified from songs
correctly.
Barely uses vocabulary identified
from songs correctly.

 

Strand Sub strand  Specific Learning Outcomes  Suggested Learning Experiences  Key Inquiry Question(s)
13.2 Reading 13.2.1 Intensive Reading: Comprehension Strategies

(2 lessons)
By the end of the sub strand, the learner should be able to:
  1. identify key ideas from a passage,
  2. summarize key ideas from a passage,
  3. create mental images from the events in a passage,
  4. deduce the meaning of words from context,
  5. respond to factual and inferential questions, correctly from the passage
  6. acknowledge the importance of comprehension strategies in effective reading.
The learner is guided to:
  • read selected grade appropriate passages on issues related to land travel such as safety and security from print and on-line sources,
  • discuss opinions formed about the characters or ideas presented in the passage,
  • infer the meaning of words based on how they have been used in the passage
  • complete oral and written exercises using the vocabulary learnt,
  • answer factual and inferential questions from the passages, both orally and in writing
  • Summarize key ideas presented in the passages by paraphrasing,
  1. How do you get the meaning of a words from a passage?
  2. What is the importance of reading a passage?
  3. What makes people write passages?
Core Competencies to be developed:
  • Critical thinking is cultivated when learners demonstrate that they can follow simple instructions to complete tasks.
  • Problem solving is cultivated as learners find required information when discussing opinions formed about the characters or ideas presented in the passage.
Pertinent and Contemporary Issues (PCIs)
  • Safety and Security is reinforced as learners read and respond to texts on safe and secure land travel.
Values:
  • Love is cultivated as learners acquire information on land travel and retell sections of the passage in pairs or groups.
Link to other subjects:
  • Physical and Health Education also addresses issues of safety.   

 

Assessment Rubric     
Indicators Exceeds Expectations  Meets expectations  Approaches expectations  Below expectations 
Ability to identify and summarize key ideas from a
passage
Identifies and summarizes key ideas from a passage appealingly and with a lot of clarity Identifies and summarizes most key ideas from a passage Identifies and summarizes some key ideas from a passage Identifies and summarizes few key ideas from a passage
Ability to deduce meaning of
words from context.
Evidently deduces meaning of words from context Deduces meaning of words from context Deduces meaning of some words from context Struggles to deduce meaning of words from context

 

Strand Sub strand  Specific Learning Outcomes  Suggested Learning Experiences  Key Inquiry Question(s)
13.3
Grammar in Use
13.3.1
Sentences: Simple Sentences

(2 lessons)
By the end of the sub strand, the learner should be able to:
  1. identify simple sentences from varied texts,
  2. construct simple sentences on a variety of issues,
  3. advocate the importance of using a variety of sentences in communication.
The learner is guided to:
  • listen keenly to a poem or a story on land travel and write down all the simple sentences that feature in the texts,
  • read a print or non-print text on land travel in groups and identify the simple sentences,
  • tell a chain story featuring simple sentences in groups,
  • complete a substitution table featuring simple sentences,
  • complete a mind map to practice construction of simple sentences,
  • write a short dialogue using simple sentences and share it with peers on- line and off-line.
  1. What is the role of sentences in a text?
  2. What constitutes a simple sentence?
  3. How do you determine what to include in a sentence?
Core Competencies to be developed:
  • Communication and collaboration are improved as learners speak clearly and effectively by making points in a logical order.
Pertinent and Contemporary Issues (PCIs)
  • Environmental Education is achieved as learners discuss tourism attraction sites.
Values:
  • Responsibility is enhanced as learners write a short dialogue using simple sentences and shares it with peers on-line
Link to other subjects:
  • Land Travel is taught in Social Studies

 

Assessment Rubric     
Indicators Exceeds Expectations  Meets expectations  Approaches expectations  Below expectations 
Ability to identify simple sentences from varied texts Identifies simple sentences from varied texts promptly Identifies all simple sentences from varied texts Identifies some simple sentences from varied texts Finds it difficult to identify simple
sentences from varied texts
Ability to construct simple sentences on a
variety of issues
Constructs a range of simple sentences on a variety of issues Constructs simple sentences on a variety of issues correctly Constructs some simple sentences on a variety of issues correctly Needs support to construct simple sentences on a variety
of issues

 

Strand Sub strand  Specific Learning Outcomes  Suggested Learning Experiences  Key Inquiry Question(s)
13.4
Reading
13.4.1 Oral Literature: Praise Songs

(2 lessons)
By the end of the sub strand, the learner should be able to:
  1. identify the purpose and occasions for which praise songs are performed,
  2. discuss the relationship between the singer and the person being praised in praise songs,
  3. perform praise songs sang in their immediate environment
  4. collaborate with peers in performing the praise songs,
  5. appreciate the purpose of praise songs in communication.
The learner is guided to:
  • listen to praise songs from audio visual sources or from a resource person,
  • identify and discuss the purpose of the praise songs they have listened to,
  • share ideas on the relationship between the singer and the person been praised in the praise songs they have listened to,
  • identify a praise song sang in their immediate environment in groups,
  • present praise songs in groups to the class and share experiences,
  • discuss the character traits of the singer(s) as brought out in the praise song(s).
  1. Why do we sing?
  2. What kind of people are praised in songs?
  3. How do songs portray people’s character?
  4. What are the qualities of a good singer?
Core Competencies to be developed:
  • Self-efficacy is strengthened as learners share experiences as they discuss what they found difficult in praise songs.
  • Creativity and imagination are enhanced as learners gain new perspectives on how to perform praise songs.
Pertinent and Contemporary Issues (PCIs)
  • Life skills are inculcated as learners identify and perform praise songs sang in their immediate environment. 
Values:
  • Respect is enhanced as learners perform praise songs in groups and respect each other’s roles.
Link to other subjects:
  • Performing arts: songs are one of the genres performed in this subject.
  • Indigenous Languages: songs are part and parcel of indigenous knowledge.

 

Assessment Rubric     
Indicators Exceeds Expectations  Meets expectations  Approaches expectations  Below expectations 
Ability to identify the purpose and occasion for praise songs in different
contexts
Exuberantly identifies the purpose and occasion for praise songs in different
contexts
Identifies the purpose and occasion for praise songs in different
contexts
Identifies the purpose and occasion for praise songs in different contexts with some effort Identifies the purpose and occasion for praise songs in different contexts with
assistance
Ability to discuss the relationship between the singer and the person being praised in praise songs Discusses the relationship between the singer and the person being praised in praise songs earnestly Discusses the relationship between the singer and the person being praised in praise songs Discusses some aspects of the relationship between the singer and the person being praised in praise songs. Discusses aspects of the relationship between the singer and the person being praised in praise songs with support
Ability to Perform praise songs sang
in their immediate environment
Performs praise songs sang in their
immediate environment excitedly and confidently.
Performs praise songs sang in their
immediate environment
Makes some effort to Performs praise songs
sang in their immediate environment.
Attempts to perform praise songs sang in
their immediate environment even with assistance.

 

Strand Sub strand  Specific Learning Outcomes  Suggested Learning Experiences  Key Inquiry Question(s)
13.5 Writing 13.5.1
Creative Writing: Narrative Composition
(2 lessons)
By the end of the sub strand, the learner should be able to:
  1. explain the meaning of specified idioms in context,
  2. create well written narrative compositions using the specified idioms,
  3. appreciate the role of idioms in creative writing.
The learner is guided to:
  • brainstorm on the reason creative writers use idiomatic expressions in writing,
  • explain situations that call for the use of the following idiomatic expressions:
    • biting off more than you can chew
    • own up to something
    • having a lot on your plate
    • call it a day
    • piece of cake
    • hold your tongue
  • confirm the meaning of the idiomatic expressions from print and on-line dictionaries,
  • practise using the idiomatic expressions in sentences,
  • plan a narrative composition in groups, incorporating the specified idiomatic expressions, on the theme of land travel,
  • write a narrative composition individually
  • Peer review each other’s work and revise as per the suggestions given.
  1. What makes a story memorable?
  2. What is the importance of using idioms in communication?
Core Competencies to be developed:
  • Problem Solving is boosted when learners seek advice to help solve the problem as peers review each other’s work and revise as per the suggestions given
  • Digital Literacy is enhanced when learners use digital devices to effectively accomplish own tasks by confirming the meaning of the idiomatic expressions from on-line dictionaries.
  • Creativity and imagination are developed as learners undertake to watch how people do things and write about it.
Pertinent and Contemporary Issues (PCIs)
  • Effective communication is enriched when learners engage in the creative writing process.
Values:
  • Integrity is enhanced as learners discuss and use the idiomatic expressions in writing.
Link to other subjects:
  • Narrative writing is a skill in all languages.
  • Performing Arts – Composing plays, poems and narratives for performance require creative writing skills.

 

Assessment Rubric     
Indicators Exceeds Expectations  Meets expectations  Approaches expectations  Below expectations 
Ability to explain the meaning of idiomatic expressions in context. Explains the meaning of all idiomatic expressions in context and with
ease.
Explains the meaning of most idiomatic expressions in context Explains the meaning of some idiomatic expressions in context Explains the meaning of a few idiomatic expressions in context with assistance
Ability to create well written narrative
compositions using the specified idiomatic expressions.
Exceptionally creates well written narrative
compositions using the specified idiomatic expressions.
Creates well written narrative
compositions using the specified idiomatic expressions.
Creates well written narrative
compositions using the specified idiomatic expressions with assistance.
Struggles to create narrative
compositions using the specified idiomatic expressions even with assistance.

 

THEME 14.0: SPORTS - OUTDOOR GAMES
Strand Sub strand  Specific Learning Outcomes  Suggested Learning Experiences  Key Inquiry Question(s)
14.1 Listening

14.1.1Pronunciation: Consonant Sounds and Intonation

(2 lessons)

By the end of the sub strand, the learner should be able to:
  1. identify words with the sounds /v/, /f/, /n/ and /ŋ/ from a text,
  2. pronounce words with the sounds /v/,/f/, /n/ and /ŋ/ in sentences,
  3. use correct intonation for yes/no and wh- questions in varied contexts,
  4. appreciate the importance of correct pronunciation and intonation in a conversation.

The learner is guided to:

  • search from print and non-print sources for tongue twisters with some of the target sounds and say them for enjoyment,
  • watch a video or listen to a recording or conversation on outdoor games and group the words in a table according to the to the following target sounds: v/ as in very; /f/ as in ferry /n/ as in been an /ŋ/ as in being,
  • listen to and model native speaker clips with the target sounds in words,
  • practice, in groups, the pronunciation of words with the target and record themselves,
  • share the clips for peer review,
  • listen to an audio or a dramatized conversation on outdoor games in which Yes/No and WH- questions are used and point out whether a rising or falling intonation is used,
  • practice articulation of Yes/No and WH- questions with the appropriate intonation in dialogues,
  • write, dramatize and record a dialogue using words with the target sounds as well as Yes/ No and WH-
    questions and share with peers for review.
  1. Why should people pronounce words correctly?
  2. How can one learn to pronounce words correctly?
  3. What kind of questions require Yes or No as an answer?
Core Competencies to be developed:
  • Digital literacy is enhanced as learners use digital tools to record themselves and share dramatized dialogues.
  • Self-efficacy is developed as learners document their successes when writing and dramatizing the conversations.
Pertinent and Contemporary Issues (PCIs)
  • Health Education – Body fitness is enhanced as learners listen to dramatized conversations on outdoor games.
Values:
  • Peace is achieved as learners discuss proper pronunciation and accommodate those who cannot pronounce well due to mother tongue or other influences.
  • Respect is enhanced as learners learn to ask and answer yes/no and which questions politely. 
Link to other subjects:
  • Kiswahili, French, German, Indigenous Languages and Arabic require skills in pronunciation and questioning
  • Physical Health Education to which the theme on outdoor sports is related

 

Assessment Rubric     
Indicators Exceeds Expectations  Meets expectations  Approaches expectations  Below expectations 
Ability to identify words with the sounds
/v/, /f/, /n/ and /ŋ/ from a text
Identifies very many of words with the sounds /v/, /f/, /n/ and
/ŋ/ from a text
Identifies words with the sounds /v/, /f/, /n/ and /ŋ/ from a text Identifies some of the words with the sounds /v/, /f/, /n/ and /ŋ/ from a text Identifies some of the words with the sounds
/v/, /f/, /n/ and /ŋ/ from a text with
difficulty
Ability to pronounce words with the sounds
/v/, /f/, /n/ and /ŋ/ in sentences
Impressively pronounces words with the sounds /v/,
/f/, /n/ and /ŋ/ in sentences correctly
Pronounces words with the sounds /v/,
/f/, /n/ and /ŋ/ in sentences correctly
Sometimes Pronounces words with the sounds /v/,
/f/, /n/ and /ŋ/ in sentences correctly
Attempts to
pronounce words with the sounds /v/, /f/, /n/ and /ŋ/ in sentences
Using correct intonation for Yes/No and WH- questions in varied contexts Prominently uses correct intonation for Yes/No and WH- questions in varied
contexts
Uses correct intonation for Yes/No and WH-
questions in varied contexts
Uses correct intonation for Yes/No and WH-
questions in some contexts
Finds it difficult to use correct intonation for Yes/No and WH- questions

 

Strand Sub strand  Specific Learning Outcomes  Suggested Learning Experiences  Key Inquiry Question(s)
14.2 Reading

14.2.1 Study Skills: Summarizing

(2 Lessons)

By the end of the sub strand, the learner should be able to:
  1. identify the main ideas in texts,
  2. write a summary of ideas from varied texts,
  3. appreciate the importance of summarizing information in a given context.
The learner is guided to:
  • brainstorm on the steps to follow when writing a summary of a text,
  • in pairs, read a print or non-print text on varied issues including outdoor games and underline the main ideas,
  • make notes from the underlined sentences and use them to make a rough draft,
  • use the rough draft to make a fair copy,
  • share the summaries through charts for peer review,
  • check and make corrections on the written summarized pieces in groups,
  • discuss in pairs the purpose of making summaries.
  1. How do we identify main ideas from a text?
  2. Why is it important to summarize information?
  3. What factors should one consider when summarizing an event?
  4. In which activities or jobs can summarizing be useful?
Core Competencies to be developed:
  • Learning to learn Developed as learners summarize excerpts as well as make presentations for peer review.
Pertinent and Contemporary Issues (PCIs)
  • Life Skills Education is enhanced as learners make decisions when selecting which content to pick or leave out in summary writing.   
Values:
  • Responsibility is enhanced as learners underline main ideas in the text that they are assigned.
Link to other subjects:
  • Social Studies, Religious Education and Agriculture – summary as a skill is essential as learners are exposed to huge chunks of content which might require summarizing from time to time.

 

Assessment Rubric     
Indicators Exceeds Expectations  Meets expectations  Approaches expectations  Below expectations 
Ability to identify the main ideas in texts Distinctly identifies the main ideas in texts Identifies the main ideas in texts Identifies some of the
main ideas in texts tiresomely
Identifies some of the
main ideas in texts with assistance
Ability to write a summary of ideas from varied texts Convincingly writes a summary of ideas from varied texts Writes a summary of ideas from varied texts Writes a summary of ideas from varied texts laboriously With difficulty writes a summary of ideas from varied texts

 

Strand Sub strand  Specific Learning Outcomes  Suggested Learning Experiences  Key Inquiry Question(s)
14.3 Grammar in Use 14.3.1
Sentences: Subject-Verb Agreement

(2 Lessons)
By the end of the sub strand, the learner should be able to:
  1. identify the subject and the verb in sentences,
  2. construct sentences ensuring subject-verb agreement,
  3. affirm the importance of subject-verb agreement in sentences.
The learner is guided to:
  • read texts on varied topics such as outdoor games and identify the, subject and verbs in the sentences
  • brainstorm and make short notes on the relationship between a subject and a verb in a sentence in terms of number and person
  • read sentences and label subject-verb agreement in them,
  • make sentences based on outdoor sports in which the rule of subject verb agreement has been applied,
  • share the sentences in charts for peer review.
  1. What is a subject in a sentence?
  2. Which rule should we follow when constructing a sentence?
  3. What is the difference between the first, second and the third persons?
Core Competencies to be developed:
  • Self-efficacy is developed as learners ensure subject-verb agreement when constructing sentences. 
Pertinent and Contemporary Issues (PCIs)
  • Life Skills Education - Problem solving is achieved as learners come up with sentences in which subject-verb agreement have been correctly used. This helps sort out communication hitches. 
Values:
  • Integrity is enhanced as learners openly share ideas of agreement.
Link to other subjects:
  • All language subjects embrace subject verb agreement
  • Sports and Physical Education - Learners make sentences based on the theme of outdoor sports and games.

 

Assessment Rubric     
Indicators Exceeds Expectations  Meets expectations  Approaches expectations  Below expectations 
Ability to Identify subjects and verbs in sentences Sharply and promptly identifies subjects and verbs in sentences Identifies subjects and verbs in sentences Identifies subjects and verbs in sentences in some instances Struggles to identify subjects and verbs in sentences
Ability to construct sentences ensuring subject-verb agreement Imaginatively constructs sentences ensuring subject-verb agreement Constructs sentences ensuring subject- verb agreement Sometimes constructs sentences ensuring subject- verb agreement  Constructs sentences with subject-verb agreement with help from others

 

Strand Sub strand  Specific Learning Outcomes  Suggested Learning Experiences  Key Inquiry Question(s)
14.4
Reading

14.4.1Class reader: Features of style

(2 Lessons)

By the end of the sub strand, the learner should be able to:
  1. identify instances of dialogue, similes and metaphors in the text,
  2. use the styles of dialogue, similes and metaphors in guided contexts,
  3. appreciate the importance of style in a work of art.
The learner is guided to:
  • search online and offline for examples of dialogue, similes and metaphors in stories and them with the rest of the class,
  • in pairs, read the class reader and identify with illustrations instances of dialogue, similes and metaphors in the text, and display their work on the class notice boards,
  • in groups, role play selected dialogues from the class reader and record themselves for video sharing and review,
  • make sentences using the similes and metaphors identified from the text,
  • discuss instances in real life where dialogues, similes and metaphors can be used.
  1. Which stylistic features have you come across in different texts?
  2. How can we convey a message more effectively?
  3. Why do we use similes and metaphors?
Core Competencies to be developed:
  • Self-efficacy is developed as learners hold a discussion on instances in real life where dialogues, similes and metaphors can be used, thereby enhancing their literary skills.
  • Learning to learn is achieved as learners record and share videos.
Pertinent and Contemporary Issues (PCIs)
  • Critical thinking is achieved as learners relate the features of styles to real life.
Values:
  • Respect is enhanced as learners help each other during role play of selected dialogues.
Link to other subjects:
  • All languages – study of class readers involves scrutiny of stylistic devices

 

Assessment Rubric     
Indicators Exceeds Expectations  Meets expectations  Approaches expectations  Below expectations 
Ability to identify and illustrate instances of dialogue, similes and metaphors in the text Conspicuously and keenly identifies and illustrates instances of dialogue, similes and metaphors in
the text
Identifies and illustrates instances of dialogue, similes and metaphors in the text Identifies and illustrates instances of dialogue, similes and metaphors in the text sometimes Identifies and illustrates instances of dialogue, similes and metaphors in the text with difficulty
Ability to use dialogue, similes and metaphors in guided
contexts
Elaborately uses dialogue, similes and metaphors in
guided contexts
Uses dialogue, similes and metaphors in guided
contexts
Sparingly uses dialogue, similes and metaphors in guided contexts Needs assistance to use dialogue, similes and metaphors in
guided contexts

 

Strand Sub strand  Specific Learning Outcomes  Suggested Learning Experiences  Key Inquiry Question(s)
14.5 Writing

14.5.1 Creative Writing: Descriptive Writing
(200 – 240
words)

(2 Lessons)

By the end of the sub strand, the learner should be able to:
  1. identify features of a person a thing or a place that can be described,
  2. write a descriptive composition on a given subject,
  3. underscore the importance of creative writing in communication.

The learner is guided to:

  • in pairs, view videos or pictures of people, things or places and list the features of each that can be described in an essay,
  • search online and offline for words and expressions that can be used to describe different features like weather emotions, events and characters,
  • explain the difference between descriptive writing and other forms of writing,
  • in groups, they read samples of descriptive essays and classify the features that are described and the expressions used in a graphic organizer for sharing,
  • create a descriptive composition of between 200 to 240 words on an interesting
    topic like outdoor sports and display it in a gallery for peer review and revision.
  1. How can you describe your best friend?
  2. How can you describe some things in your school?
  3. What do you consider when describing something?
Core Competencies to be developed:
  • Creativity and Imagination are developed as learners write clearly and creatively when writing the descriptive composition.
  • Collaboration is promoted as learners engage in peer review of each other’s work thus improving quality.
Pertinent and Contemporary Issues (PCIs)
  • Creative thinking is enhanced as learners compose descriptive texts.
Values:
  • Unity is enhanced as learners engage each other to view videos or pictures of people, things or places,
Link to other subjects:
  • Performing arts: A sense of creativity is required in scripting texts for performance,
  • All languages: Writing is key to mastery of any language.

 

Assessment Rubric     
Indicators Exceeds Expectations  Meets expectations  Approaches expectations  Below expectations 
Ability to identify features of a person, a thing or a place Exhaustively identifies features of a person, a thing or a place Identifies features of a person a thing or a place Partially Identifies features of a person a thing or a place Identifies features of a person a thing or a place with difficulty
Ability to write a descriptive composition on a given subject writes a vivid or detailed descriptive composition on a given subject writes a descriptive composition on a given subject With some effort writes a descriptive composition on a given subject Needs assistance to write a descriptive composition on a given subject

 

THEME 15.0: TOURIST ATTRACTION SITES - KENYA
Strand Sub strand  Specific Learning Outcomes  Suggested Learning Experiences  Key Inquiry Question(s)
15.1 Listening and Speaking

15.1.1 Oral Reports: Events within the Classroom

(2 lessons)

By the end of the sub strand, the learner should be able to:
  1. outline the organization of an oral report of events within the classroom,
  2. present an oral report on events that occur within the classroom,
  3. enjoy delivering and listening to oral reports in various contexts.
The learner is guided to:
  • brainstorm in groups on the content and organization of an oral report e.g. introduction, body and conclusion,
  • search in pairs online and offline the steps for conducting an oral report e.g. research, compile (write), rehearse and report (present/deliver),
  • role play methods of delivering oral reports such as clear pronunciation, voice projection, tonal variation, use of non-verbal cues and use of visuals,
  • use flash cards to prepare speaking notes for the reports,
  • simulate in groups an oral report preparation and delivery procedure and video or audio record themselves,
  • watch or listen to the recorded reports and evaluate them in terms of strengths and weaknesses,
  • prepare and present actual oral reports in groups,
  • write the reports on charts and share with peers.
  1. Which
    activities can you report about that happen in the classroom?
  2. What makes a good oral report?
  3. How can you make an oral report presentation interesting?

 

Core Competencies to be developed:
  • Digital Literacy is developed as learners practice their digital knowledge by searching online for report preparation and presentation skills.
  • Critical thinking and problem solving is enhanced as learners make objective observation when evaluating strengths and weaknesses of their peers’ oral reports.
Pertinent and Contemporary Issues (PCIs)
  • Effective communication is strengthened as learners use verbal and non-verbal reporting skills.
Values:
  • Patriotism is enhanced as learners address class issues in their reports.
Link to other subjects:
  • All language subjects emphasize oral skills
  • Computer Science, Agriculture, Home Science and Integrated Science require reporting skills for projects

 

Assessment Rubric     
Indicators Exceeds Expectations  Meets expectations  Approaches expectations  Below expectations 
Ability to outline the organization of an oral report of events. Impressively outlines the organization of an oral report of events. Outlines the organization of an oral report of events. Outlines some aspects of the organization of an oral report of events. Has limitations in outlining the organization of an oral report of events.
Ability to present oral reports on events that occur within the classroom. Pleasantly presents oral reports on various events that occur within the classroom. Presents oral reports on events that occur within the classroom. Fairly presents oral reports on some events that occur within the classroom. Presents oral reports on a few events that occur within the classroom with support.

 

Strand Sub strand  Specific Learning Outcomes  Suggested Learning Experiences  Key Inquiry Question(s)
15.2 Reading

15.2.1 Reading Fluency

(2 lessons)

By the end of the sub strand, the learner should be able to:
  1. recognize the use of fluency strategies in the reading process,
  2. apply fluency strategies while reading,
  3. hail the role of reading fluency in communication.

The learner is guided to:

  • watch and listen to videos or students reading fluently and discuss what makes them good readers,
  • search online and offline for different reading fluency strategies such as previewing and predicting, skimming, scanning and ignoring
    unknown words and share with peers,
  • in pairs, watch or listen to sample reading clips and simulate the model reading as they apply reading strategies,
  • practice, in groups, timed reading, accurate reading and reading with expression on issues like tourist attraction sites in Kenya,
  • assess peers’ reading on the basis of the aspects of fluency –
    accuracy, speed, reading,
  • record sample readers in class and save the recordings in a digital device,
  • discuss the importance of reading fluently.
  1. Why is it important to read fluently?
  2. What makes one a good reader?
  3. How can you improve your reading fluency?
Core Competencies to be developed:
  • Self-efficacy is achieved as learners gain confidence in reading by applying fluency strategies.
  • Citizenship is developed as learners promote national responsibility by reading about tourist attraction sites in Kenya.
Pertinent and Contemporary Issues (PCIs)
  • Effective Communication is enhanced as learners develop competence in fluency as a reading skill.
  • Environmental Education and Animal Safety are achieved as learners read about tourist attraction sites in Kenya.
Values:
  • Unity is achieved as learners work in pairs to watch or listen to sample reading clips and simulate models.   
Link to other subjects:
  • All language subjects encourage reading fluency.

 

Assessment Rubric     
Indicators Exceeds Expectations  Meets expectations  Approaches expectations  Below expectations 
Ability to recognize the use of fluency strategies in the
reading process.
Promptly recognizes the use of fluency strategies in the reading process. Recognizes the use of fluency strategies in the reading process Recognizes the use of fluency strategies in the reading process with some effort. Recognizes the use of fluency strategies in the reading process with support.
Ability to apply fluency strategies while reading With noticeable precision applies fluency strategies
while reading
Applies fluency strategies while reading Applies some fluency strategies while reading Applies fluency strategies while reading with assistance from
others

 

Strand Sub strand  Specific Learning Outcomes  Suggested Learning Experiences  Key Inquiry Question(s)
15.3 Gramma in Use 15.3.1
Affirmative and Negative Sentences

(2 lessons)
By the end of the sub strand, the learner should be able to:
  1. differentiate between affirmative and negative sentences in spoken and written contexts,
  2. construct affirmative and negative sentences in varied contexts,
  3. acknowledge the expressive role of sentences in effective communication.

The learner is guided to:

  • search online and offline for the differences between affirmative and negative sentences and share them with peers,
  • role play a dialogue with affirmative and negative sentences and record themselves,
  • watch/listen to a conversation on issues like tourist sites in Kenya and pick out in groups the affirmative and negative sentences,
  • sort jumbled up sentences into affirmative and negative sentences
  • construct affirmative and negative sentences,
  • share sentences made in the form of charts for peer review,
  • write a short story or dialogue on an issue like tourist attraction sites in Kenya using affirmative and negative sentences.
  1. When do we use affirmative statements?
  2. When do we use negative statements?
  3. Why is it important to use the right sentence when saying something?
Core Competencies to be developed:
  • Citizenship: using critical inquiry as learners make affirmative and negative sentences on the tourist attraction sites in Kenya
  • Digital literacy is developed as learners search online and offline for the differences between affirmative and negative sentences and share them with peers.
Pertinent and Contemporary Issues (PCIs)
  • Citizenship Education is enhanced through texts on tourism sites in Kenya.
  • Creative Thinking is enhanced as learners create dialogue and stories using declarative sentences.
  • Friendship Formation is developed as the learners ask and answer questions and state facts with their peers 
Values:
  • Unity is enhanced as learners share sentences made in the form of charts for peer review
  • Patriotism is enhanced as learners read texts on tourist attraction sites. 
Link to other subjects:
  • All language subjects feature affirmative and negative sentences

 

Assessment Rubric     
Indicators Exceeds Expectations  Meets expectations  Approaches expectations  Below expectations 
Ability to differentiate between affirmative and negative sentences in spoken and written contexts Differentiate between affirmative and negative sentences in spoken and written contexts outstandingly. Differentiate between affirmative and negative sentences in spoken and written contexts. Somehow differentiate between affirmative and negative sentences in spoken and written contexts. Has difficulty telling differentiate between affirmative and negative sentences in spoken and written contexts
Ability to construct affirmative and negative sentences in varied contexts. Acutely constructs a range of affirmative and negative sentences in varied contexts.  Constructs the affirmative and negative sentences in varied contexts.  Constructs some affirmative and negative sentences correctly in varied contexts.  Constructs affirmative and negative sentences with support.

 

Strand Sub strand  Specific Learning Outcomes  Suggested Learning Experiences  Key Inquiry Question(s)
15.4 Reading

15.4.1 Poetry

(2 lessons)

By the end of the sub strand, the learner should be able to:
  1. identify the subject matter of a poem
  2. analyze ideas in the poem
  3. reiterate the role of poetry in passing information.
The learner is guided to:
  • recite poems for enjoyment and in pairs outline the subject matter,
  • search online and offline for ways of determining ideas in a poem such as studying the title, the persona, the events and the choice of words,
  • discuss how the use of repetition and other styles can help bring out the ideas in the poem,
  • in groups, pick a poem and identify the ideas brought out and share their findings with peers through charts or graphic organizers for review,
  • dramatize a poem displaying ideas generated from it using placards and record their performances.
  1. Why would you use a poem instead of a story to pass information?
  2. What makes a poem interesting to read?
  3. What kind of ideas can one convey using a poem?
Core Competencies to be developed:
  • Problem Solving: finding extra information as learners search online and offline for ways of determining ideas in a poem
  • Critical thinking: following simple instructions as learners dramatize a poem displaying ideas generated from it using placards and record their performances
Pertinent and Contemporary Issues (PCIs)
  • Life Skills Education: decision making enhanced as learners evaluate which ideas a poem conveys.
Values:
  • Peace: enhanced as learners share their findings and provide positive feedback. 
Link to other subjects:
  • Kiswahili, Indigenous Languages and Performing Arts emphasise recitation and performance of poems.

 

Assessment Rubric         
Indicators Exceeds Expectations  Meets expectations  Approaches expectations  Below expectations 
Ability to identify the subject matter of a poem Identifies the subject matter of a poem with clear and elaborate illustrations Identifies the subject matter of a poem with clear illustrations Identifies the subject matter of a poem with few illustrations are not clear  Struggles to identify the subject matter of a poem
Ability to analyze ideas in ta poem Analyses ideas in a poem critically and thoughtfully Analyses ideas in a poem Analyses some ideas in a poem Analyses ideas in a poem with difficulty.

 

Strand Sub strand  Specific Learning Outcomes  Suggested Learning Experiences  Key Inquiry Question(s)
15.5 Writing 15.5.1
Functional Writing:
Notices
and Posters

(2 lessons)
By the end of the sub strand, the learner should be able to:
  1. outline the format of presenting notices and posters
  2. design notices and posters on current issues
  3. acknowledge the role of notices and posters in disseminating information.

 The learner is guided to:

  • collect posters and notices online or offline tourist attraction sites in Kenya and display them in class
  • brainstorm on the format for presenting of notices and posters in groups
  • study samples of a notice and a poster presented in class and label features of format
  • differentiate between a poster and a notice in writing
  • discuss and select issue(s) that can be addressed by notices and posters including matters relating to tourist attraction sites in Kenya
  • design a notice and a poster on the selected issue using
    the model format and display for peer review
  • keep the revised notice and poster in their portfolio.
  1. What kind of messages do posters convey?
  2. Why are notices important in the community
  3. How can one make a poster or a notice attractive?
Core Competencies to be developed:
  • Learning to Learn: Organizing own learning as learners design a notice and a poster on the selected issue using the model format
  • Citizenship: Exploring cultural awareness and heritage as learners collect posters and notices on tourist attraction sites in Kenya
Pertinent and Contemporary Issues (PCIs)
  • Effective Communication is achieved as learners design different notices and posters on selected issues.
  • Problem Solving is enhanced as learners identify community needs to be addressed by posters.
  • Patriotism is enhanced as learners design different notices and posters on local tourist sites.
Values:
  • Patriotism is enhanced as learners design posters on tourist attraction sites and community issues.
  • Responsibility is enhanced as learners organize their learning in designing notices and posters.
Link to other subjects:
  • Performing Arts: designing notices and posters is a useful skill in performing arts.
  • Social studies: the knowledge of tourist attraction sites in Kenya is relevant  

 

Assessment Rubric     
Indicators Exceeds Expectations  Meets expectations  Approaches expectations  Below expectations 
Ability to outline the format of presenting notices and posters Impressively outlines the format of presenting notices and posters Outlines the format of presenting notices and posters Roughly outlines the format of presenting notices and posters Needs assistance to outline the format of presenting notices and posters
Ability to design notices and posters on current issues Eagerly and innovatively designs notices and posters on current issues Designs notices and posters on current issues Designs notices and posters on current issues with some effort  Has difficulty designing notices and posters on current issues

COMMUNITY SERVICE LEARNING (CSL) PROJECT

The CSL project is based on the four language skills: listening, speaking, reading and writing as well as grammar. During the CSL project, the learner will collect oral narratives from the community with the aim of preserving his or her cultural heritage as embodied in the oral literature of various communities.

Strands relating to CSL project Sub strand  Specific Learning Outcomes  Suggested Learning Experiences  Key Inquiry Question(s)
  1. Listening and Speaking
  2. Grammar
  3. Writing
Oral Narratives (9
Lessons)
By the end of the sub strand the learner should be able to:
  1. identify strategies of collecting different types of narratives
  2. conduct offline and online research on the narratives that exist in various communities,
  3. Devise strategies of preserving oral narratives in his or her community,
  4. collect narratives from the community for information,
  5. prepare an anthology based on the narratives,
  6. publish the anthology on different platforms,
  7. apply various lessons learnt from the narratives to real life situations,
  8. collaborate with peers to devise strategies of preserving oral literature from the community.
Learner is guided to:
  • identify community members who can share different types of narratives with them,
  • research in pairs or groups the narratives from various communities,
  • search various types of narratives in print and digital texts,
  • use cameras, video recorders, mobile phones or pen and paper to record narratives,
  • share with peers the narratives collected and lessons learnt,
  • write the narratives down in readiness for printing,
  • discuss in groups the lessons learnt from the narratives,
  • discuss ways of preserving the narratives,
  • prepare an anthology of oral narratives
  • publish the anthology in print and digital format,
  • archive copies for example in libraries preservation and heritage
  • share the anthology in the school magazine, blogs, social media platforms, email, mobile phone among others.
  1. Why is it important to preserve our heritage?
  2. In which ways can people preserve their heritage?
  3. How can preservation of heritage by different communities be of economic value to a country?
Key Component of CSL developed: Collecting Narratives
  • The learners will explain the importance of preserving oral narratives as a heritage.
  • The learners will apply lessons learnt from narratives to real life situations.
  • Learners will suggest strategies of preserving heritage such as the oral narratives
  • Learners will have improved relationships with the community as the collect the narratives.
  • Core Competencies to be developed:
  • Learning to learn: Learners collect the narratives and discuss lessons learnt.
  • Self-efficacy: Learners develop the skill of self-awareness and organizational skills as they discuss the challenges they have with time management.
  • Digital Literacy; Learners collect oral narratives using digital devices
Values:
  • Responsibility: Learners take charge of their own learning as they collect the narratives
  • Respect: They will respect members of the society and be courteous as they collect the narratives
Pertinent Contemporary Issues (PCIs):
  • Citizenship: Learners have improved relationship with peers and community members as they work together.
Link to other subjects:
  • Music, theatre arts, all languages

 

Assessment Rubric     
Indicators Exceeds Expectations  Meets expectations  Approaches expectations  Below expectations 
 Ability to research and identify different types of narratives,  Promptly researches and identifies different types of narratives in the community, Researches and identifies different types of narratives in the community, Researches and identifies few types of narratives in the community, Finds it difficult to research and identify different types of narratives in the community,
Ability to devise strategies of preserving the oral narratives in his or her community, Devises a variety of strategies of preserving the oral narratives in his or her community Devises strategies of preserving the oral narratives in his or her community Devises some strategies of preserving the oral narratives in his or her community Devises some strategies of preserving the oral narratives in his or her community with
assistance
Ability to collect narratives from the community and
compile an anthology
Collects varied and relevant narratives from the community
and compiles an anthology
Collects relevant narratives from the community and
compiles an anthology
Collects relevant narratives from the community and
compiles an anthology
Collects some relevant narratives from the community
and compiles an anthology with assistance.
Ability to prepare and publish the anthology on different platforms Prepares and publishes an anthology on the school notice board, blogs and other social media platforms and
invites feedback from peers
Prepares and publishes an anthology on different platforms Prepares and publishes an anthology on the school notice board Prepares and publishes an anthology on the school notice board with guidance from peers

APPENDIX 1: SUGGESTED ASSESSMENT METHODS

Listening and Speaking  Reading  Grammar in use  Writing skills 
Oral reading or dictation recitations
  • Role play
  • Debates
  • Oral interviews
  • Dialogues
  • Oral discussions
  • Oral presentations
  • Public speaking
  • Peer assessment
  • Self-assessment and standardized listening assessments
Reading aloud
  • Dictation
  • Oral interviews
  • Question and answer
  • Learner summaries of what they read
  • Learner journals
  • Learner portfolios
  • Peer assessment
  • Self-assessment and standardized reading assessments
  • Keeping a record of books read
  • Tasks such as multiple choice
  • Discrimination
  • Gap-filling
  • Short-answer
  • Dialogue-completion, information gap
  • Role play
  • Simulation
  • Matching tasks
  • Substitution tables
  • Word games
  • Puzzles
Learner journals
  • Peer assessment
  • Self-assessment
  • Portfolio dictation
  • Standardized writing assessment

APPENDIX 2: SUGGESTED LERNING RESOURCES

Non-digital   Digital 
  • Dictionaries
  • Posters
  • Models
  • Workbooks
  • Manilla papers
  • Word trees
  • Storybooks
  • Poetry books
  • Pictures and photographs
  • Newspapers
  • Magazines
  • Junior Encyclopaedia
  • Journals
  • Course books
  • Diorama
  • Flash cards
  • Word wheels
  • Word puzzles
  • Code words
  • Charts and realia
Digital course books
  • Games
  • Songs
  • Digital story books
  • Pictures and photographs
  • Journals
  • Electronic and digital devices
  • Electronic or online dictionaries
  • Flash cards
  • Charts
  • Video clips
  • Audio-visual resources
  • Other web resources

APPENDIX 3: SUGGESTED NON-FORMAL ACTIVITIES

Listening and Speaking  Reading  Grammar in Use  Writing Skills 
  • Participation in poetry recitations during music and drama festivals
  • Interclass or club debating contests
  • Improve vocabulary, speech and values through Christian union, Catholic Action, Muslim, Hindu associations
  • Come up with speeches and deliver them during prize giving days, school assembly, extravaganzas among others to enhance fluency.
  • Participate in music festivals to hone communication and listening skills
  • Reading news during assemblies and other school functions
  • Virtual tours using Google maps and establishing the direction of various locations using Google maps
  • Collecting different forms of oral literature from their community for a school magazine.
  • Showcasing short plays, conversational poems or choral verses within or without the school
  • Participating in Journalism Club Activities to improve reading
  • Essay writing competitions on different topics
  • Hot seating sessions to enhance their language competence
  • Language symposiums to sharpen their language capacity
  • Word based sports or games for example crossword puzzles or scrabble
  • Shadowing language users
  • Language drills
  • Announcement posters and and advertising of school activities as a practice
  • Essay writing competitions
  • Writing clubs, journalism clubs, and compiling articles for the school magazine to nurture writing talent.
  • Interclass or school Spelling contests
  • Letter writing drills
  • Mentorship in writing
  • Report writing based on activities such as school sports and games
WEEK   LESSON   TOPIC   SUB-TOPIC   OBJECTIVES   T/L ACTIVITIES   T/L AIDS   REFERENCE   REMARKS
  1   Topics covered in first term   Revisions By the end of the lesson the learner should be able to recall content covered in previous term in preparation for term two work . Asking and answering questions.
Tests and quizzes
Past exam papers Marking schemes for past exams  
  2 





   1 MEASUREMENT
















































Percentage Profit and loss By the end of the lesson the learner should be able to work out problems involving percentage profit and loss.
  • Demonstration
  • Asking & answering questions
  • Working out exercises
  • Examples on chalk board
Primary mathematics: pupils book 8 (2005 new edition) JKF –Pg. 134  
  2 Percentage Profit and loss By the end of the lesson the learner should be able to work out problems involving percentage profit and loss.
  • Demonstration
  • Asking & answering questions
  • Working out exercises

  • Examples on chalk board
Primary mathematics: pupils book 8 (2005 new edition) JKF –Pg. 136  
  3 Bills By the end of the lesson the learner should be able to work out problems involving bills.
  • Demonstration
  • Asking & answering questions
  • Working out exercises

  • Examples on chalk board
Primary mathematics: pupils book 8 (2005 new edition) JKF –Pg. 137  
  4 Bills By the end of the lesson the learner should be able to work out problems involving bills.
  • Demonstration
  • Working out exercises

  • Examples on chalk board
Primary mathematics: pupils book 8 (2005 new edition) JKF –Pg. 139  
  5  Discount By the end of the lesson the learner should be able to work out problems involving discount
  • Demonstration
  • Working out exercises

  • Examples on chalk board
Primary mathematics: pupils book 8 (2005 new edition) JKF –Pg. 140  
  6  Percentage discount By the end of the lesson the learner should be able to work out problems involving percentage discount
  • Demonstration
  • Working out exercises

  • Examples on chalk board
Primary mathematics: pupils book 8 (2005 new edition) JKF –Pg. 141  
  7  Commission and percentage By the end of the lesson the learner should be able to work out problems involving
  • Demonstration
  • Working out exercises

  • Examples on chalk board
Primary mathematics: pupils book 8 (2005 new edition) JKF –Pg. 142  
  3





  1  MEASUREMENT


Hire purchase By the end of the lesson the learner should be able to work out problems involving hire purchase
  • Explanation
  • Demonstration
  • Asking & answering questions
  • Working out exercises
  • Chalkboard 
Primary mathematics: pupils book 8 (2005 new edition) JKF –Pg. 144  
  2 Simple interest By the end of the lesson the learner should be able to work out problems involving simple interest
  • Explanation
  • Demonstration
  • Asking & answering questions
  • Working out exercises

  • Chalkboard
  • Examples in pupils text book
Primary mathematics: pupils book 8 (2005 new edition) JKF –Pg. 146  
  3 Simple interest By the end of the lesson the learner should be able to work out problems involving simple interest
  • Explanation
  • Demonstration
  • Asking & answering questions
  • Working out exercises

  • Chalkboard
  • Examples in pupils text book

Primary mathematics: pupils book 8 (2005 new edition) JKF –Pg. 148  
  4 Compound interest By the end of the lesson the learner should be able to work out problems involving compound interest using simple interest per unit time.
  • Explanation
  • Demonstration
  • Asking & answering questions
  • Working out exercises

  • Chalkboard
  • Examples in pupils text book

Primary mathematics: pupils book 8 (2005 new edition) JKF –Pg. 152  
  5 MEASUREMENT

Postal charges By the end of the lesson the learner should be able to work out problems involving postal charges(inland)
  • Explanation
  • Demonstration
  • Asking & answering questions
  • Working out exercises

  • Chalkboard
  • Examples in pupils text book

Primary mathematics: pupils book 8 (2005 new edition) JKF –Pg. 155  
  6 Postal charges By the end of the lesson the learner should be able to work out problems involving postal charges(International)
  • Explanation
  • Demonstration
  • Asking & answering questions
  • Working out exercises

  • Chalkboard
  • Examples in pupils text book

Primary mathematics: pupils book 8 (2005 new edition) JKF –Pg. 158  
  7 Postal charges By the end of the lesson the learner should be able to work out problems involving postal charges(parcels)
  • Explanation
  • Demonstration
  • Asking & answering questions
  • Working out exercises

  • Chalkboard
Primary mathematics: pupils book 8 (2005 new edition) JKF –Pg. 162  
 4        1  MEASUREMENT    Postal charges  By the end of the lesson the learner should be able to work out problems involving postal charges(money orders)  
  • Demonstration
  • Asking & answering questions
  • Working out exercises
  • Examples on chalkboard and pupils text book
 Primary mathematics: pupils book 8 (2005 new edition) JKF –Pg. 164  
 2  Postal charges  By the end of the lesson the learner should be able to work out problems involving postal charges(Postal orders)  
  • Demonstration
  • Asking & answering questions
  • Working out exercises
  •  Examples on chalkboard and pupils text book
 Primary mathematics: pupils book 8 (2005 new edition) JKF –Pg. 166  
 3  Postal charges

By the end of the lesson the learner should be able to work out problems involving postal charges(Inland telegrams

 

 
  • Demonstration
  • Asking & answering questions
  • Working out exercises
  •  Examples on chalkboard and pupils text book
 Primary mathematics: pupils book 8 (2005 new edition) JKF –Pg. 168  
 4 TIME, SPEED AND TEMPERATURE     Time  By the end of the lesson the learner should be able to work out problems involving time.  
  • Explanation
  • Demonstration
  • Asking & answering questions
  • Working out exercises
 Clock face 
 Examples in pupils text book
 Primary mathematics: pupils book 8 (2005 new edition) JKF –Pg. 171  
 5  Time  By the end of the lesson the learner should be able to work out problems involving time.  
  • Demonstration
  • Working out exercises
 Illustrations on chalkboard  Ppls bk. pg. 172  
 6 Fares tables By the end of the lesson the learner should be able to work out problems involving fares.   
  • Asking & answering questions
  Illustrations on chalkboard   Ppls bk. pg. 173  
 7  Bus time table  By the end of the lesson the learner should be able to work out problems involving bus timetables  
  • Working out exercises
  Illustrations on chalkboard   Ppls bk. pg. 174  
 5        1    Train timetable  By the end of the lesson the learner should be able to work out problems involving train timetables  
  • Demonstration
  • Working out exercises
 Timetables in ppls text bk   Ppls bk. pg. 175  
 2    Plane timetables  By the end of the lesson the learner should be able to work out problems involving plane timetables  
  • Asking & answering questions
  Timetables in ppls text bk   Ppls bk. pg. 177  
 3    Speed: Conversion of km/h to m/s  By the end of the lesson the learner should be able to convert km/h to m/s
  •  Working out exercises
 Chart showing conversions  Ppls bk. pg.178  
 4  TIME, SPEED AND TEMPERATURE  Conversion of km/h to m/s  By the end of the lesson the learner should be able to convert m/s to km/h  
  • Explanation
  • Demonstration
  • Asking & answering questions
  • Working out exercises
  • Examples in pupils text bk
  • Clock face
  • Chalkboard 
 Ppls bk. pg.180  
 5   Speed, time and distance By the end of the lesson the learner should be able to work out problems involving speed, time and distance. Working out exercises
  • Examples in pupils text bk
  • Clock face
  • Chalkboard
Ppls bk. pg.181  
6   Speed, time and distance By the end of the lesson the learner should be able to work out problems involving speed, time and distance. Working out exercises
  • Examples in pupils text bk
  • Clock face
  • Chalkboard
Ppls bk. pg.183  
 7   Temperature  By the end of the lesson the learner should be able to work out problems involving temperature Working out exercises
  • Examples in pupils text bk
  • Clock face
  • Chalkboard
Ppls bk. pg.184  
 6        1 SCALE DRAWING Reading and interpreting diagrams drawn to scale By the end of the lesson the learner should be able to read and interpret diagrams drawn to scale. Reading and interpreting diagrams drawn to scale Diagrams and illustration on chalkboard
Local environment
Ppls bk. pg.186  
2 '' '' By the end of the lesson the learner should be able to work out problems involving scale.
  • Explanation
  • Demonstration
  • Asking & answering questions
  • Working out exercises
 '' Ppls bk. pg.187  
 3 '' Determining and making scale drawing By the end of the lesson the learner should be able to determine and make scale drawings.   
  • Explanation
  • Demonstration
  • Asking & answering questions
  • Working out exercises

Examples in pupils text bk.

chalkboard

Pimary maths ppls bk. 8 pg. 191  
 4  

     ''

    

By the end of the lesson the learner should be able to draw diagrams using given scale.
  • Explanation
  • Demonstration
  • Working out exercises
   ''  ppls bk.  pg. 192  
 5   Exercises involving scale drawing By the end of the lesson the learner should be able to work out problems involving scale drawing.
  • Explanation
  • Demonstration
  • Working out exercises
    ''  ppls bk.  pg. 192  
 6      '' By the end of the lesson the learner should be able to work out problems involving scale drawing. Working out exercises   Chalkboard  ppls bk.  pg. 186  
 7  TEST     '' By the end of the lesson the learner should be able to work out given revision exercise to reinforce covered content Working out exercises   Chalkboard  ppls bk.  pg. 186  
 7         1  RATION AND PROPORTION  Ratio By the end of the lesson the learner should be able to work out problems involving ratio.
  • Explanation
  • Demonstration
  • Working out exercises
 Examples in pupils text book
Chalkboard
 ppls bk.  pg. 194  
  2    ''  Ratio By the end of the lesson the learner should be able to work out problems involving ratio. Working out exercises  Examples in pupils text book  ppls bk.  pg. 195  
  3    ''  Ratio By the end of the lesson the learner should be able to work out problems involving ratio. Working out exercises  Chalkboard  ppls bk.  pg. 196  
  4    ''  Ratio increasing and decreasing By the end of the lesson the learner should be able to work out problems involving ratio increase and decrease Working out exercises   Examples in pupils text book  ppls bk.  pg. 199  
  5    '' Direct proportion By the end of the lesson the learner should be able to work out problems involving simple direct proportion
  • Explanation
  • Demonstration
  • Working out exercises
   "  ppls bk.  pg. 201  
  6    " Direct proportion By the end of the lesson the learner should be able to work out problems involving simple direct proportion
  • Explanation
  • Demonstration
  • Asking & answering questions
  • Working out exercises
 Examples in pupils text book
Cghalkboard
Pimary maths ppls bk. 8 pg. 203  
  7    " Indirect proportion By the end of the lesson the learner should be able to work out problems involving indirect proportion
  • Explanation
  • Demonstration
  • Working out exercises
 Examples in pupils text book  ppls bk.  pg. 204  
 8        1  RATION AND PROPORTION  Indirect proportion  By the end of the lesson the learner should be able to work out problems involving simple indirect proportion.  
  • Explanation
  • Demonstration
  • Working out exercises
 Chalkboard  ppls bk.  pg. 204  
 2    Direct rroportion  By the end of the lesson the learner should be able to work out problems involving direct proportion.  
  • Explanation
  • Demonstration
  • Working out exercises
  Examples in pupils text book   ppls bk.  pg. 205  
 3    Ratio and proportion mixed exercises  By the end of the lesson the learner should be able to work out problems involving mixed exercises  
  • Explanation
  • Demonstration
  • Working out exercises
 Chalkboard   ppls bk.  pg. 205  
 4    Averages 
(i) Mean
 By the end of the lesson the learner should be able to work out problems involving mean  
  • Explanation
  • Demonstration
  • Working out exercises
  Examples in pupils text book
Chalkboard
  ppls bk.  pg. 207  
 5   (ii) The mode  By the end of the lesson the learner should be able to work out problems involving mode
  • Explanation
  • Demonstration
  • Working out exercises
           "  ppls bk.  pg. 208  
 6    (iii) The median  By the end of the lesson the learner should be able to work out problems involving median Working out exercises             "  ppls bk.  pg. 209  
 7 TABLES AND GRAPHS  (iii) The median  By the end of the lesson the learner should be able to work out problems involving median
  • Explanation
  • Demonstration
  • Asking and answering oral questions
  • Working out exercises
  • Tables and graphs ion ppls text bk
  • Chalkboard
  • Graph books
 Primary maths ppls bk. 8 Pg 210  
 9   1  " Reading and interpreting information from tables  By the end of the lesson the learner should be able to read, draw and interpret information given in tables  Working out exercises
  • Tables and graphs ion ppls text bk
  • Chalkboard
  • Graph books
 ppls bk.  pg. 211  
 2  "  Reading and interpreting bar graphs  By the end of the lesson the learner should be able to read, draw and interpret bar graphs
  •  Drawing bar graphs
  • Working out exercises
  • Examples in pupils text bk 
  • Chalkboard
  • Graph books
 ppls bk.  pg. 213  
 3  "   " By the end of the lesson the learner should be able to read, draw and interpret bar graphs
  • Working out exercises
  • Examples in pupils text bk 
  • Chalkboard
  • Graph books
ppls bk.  pg. 214  
 4 TABLES AND GRAPHS Reading and interpreting bar graphs  By the end of the lesson the learner should be able to read and interpret pie charts.
  • Reading and interpreting pie charts
  • Examples in pupils text bk 
  • Chalkboard
  • Graph books
ppls bk.  pg. 215  
 5  "  " By the end of the lesson the learner should be able to read and interpret pie charts.
  • Reading and interpreting pie charts
  " ppls bk.  pg. 218  
 6  " Reading and interpreting line graphs By the end of the lesson the learner should be able to read and interpret line graphs
  • Reading and interpreting pie charts
  " ppls bk.  pg. 218  
7  "   " By the end of the lesson the learner should be able to read and interpret line graphs
  • Explanation
  • Demonstration
  • Asking and answering oral questions
  • Working out exercises
  • Examples in pupils text bk 
  • Chalkboard
  • Graph books
Primary maths ppls bk. 8 Pg 223  
 10  1  "   " By the end of the lesson the learner should be able to read and interpret line graphs      "      
  • Graph books
ppls bk.  pg. 224  
 2  "  Travel graphs By the end of the lesson the learner should be able to read and interpret travel graphs  Reading and interpreting line graphs    
  • Graph books
ppls bk.  pg. 226  
 3  "   " By the end of the lesson the learner should be able to read and interpret travel graphs  Reading and interpreting line graphs
  • Graph books
ppls bk.  pg. 229  
 4  "  Travel graphs By the end of the lesson the learner should be able to read and interpret travel graphs  Reading and interpreting line graphs
  • Graph books
 ppls bk.  pg. 231  
 5  GEOMETRY  Patterns with shapes By the end of the lesson the learner should be able to make geometrical patterns using straight lines.  Reading and interpreting line graphs
  • Geometrical sets
 ppls bk.  pg. 245  
 6   GEOMETRY  Patterns with shapes By the end of the lesson the learner should be able to make patterns using quadlilaterals, triangles and circles.  Making patterns
  • Examples in pupils text bk
  • Geometrical
  • Chalkboard
Primary maths ppls bk. 8 Pg 246  
 7   "  Patterns with shapes By the end of the lesson the learner should be able to make patterns using quadlilaterals, triangles and circles. Making patterns       " ppls bk.  pg. 247  
 11                                                             END TERM TWO EXAMS

 MATHEMATICS SCHEMES OF WORK FOR CLASS EIGHT TERM ONE - 2022

 WK   LES   TOPIC   SUB - TOPIC   OBJECTIVES   T/L ACTIVITIES   T/L AIDS   REFERENCE   REMARKS 
  1    Revisions   General By the end of the lesson the learner should be able to recall content covered in previous class in preparation for std. 8 work. Asking and answering questions.
Tests and quizzes
Past exam papers Marking schemes for past exams
Teacher’s own selections
 
 2  1.  Numbers








Place value and total value By the end of the lesson the learner should be able to identify the place value and total value of digits from ones to tens of millions. -Explanation
-Demonstration
- -Working out exercises
  • Place value chart
  • Chalk board
Primary mathematics: pupils book 8 (2005 new edition) JKF –pg. 1-2  
 2. Numbers in words By the end of the lesson the learner should be able to read and write numbers in words correctly.(1- 999,999)
  • Reading and writing numbers in words
  • Working out exercises
  • Chalk board
Primary mathematics: pupils book 8 (2005 new edition) JKF –Pg. 2  
 3. Numbers in words By the end of the lesson the learner should be able to read and write numbers in words correctly. (1,000,000 – 10,000,000)
  • Reading and writing numbers in words
  • Working out exercises
 Flash Cards Primary mathematics: pupils book 8 (2005 new edition) JKF –Pg. 2  
 4. Numbers in words By the end of the lesson the learner should be able to read and write numbers in words correctly. (10,000, 000 – 999,999,999)
  • Reading and writing numbers in words
  • Working out exercises
  • Examples in pupils text book
  • Chalk board
Primary mathematics: pupils book 8 (2005 new edition) JKF –Pg. 2  
 5. Numbers in
symbols
By the end of the lesson the learner should be able to read and write numbers in symbols correctly.
  • Reading and writing numbers in symbols
  • Working out exercises
  • Examples in pupils text book
  • Chalk board
Primary mathematics: pupils book 8 (2005 new edition) JKF –Pg. 2  
 6. Numbers in
symbols
By the end of the lesson the learner should be able to read and write numbers in symbols correctly.
  • Reading and writing numbers in symbols
  • Working out exercises
  • Examples in pupils text book
  • Chalk board
Primary mathematics: pupils book 8 (2005 new edition) JKF –Pg. 2  
 7. Numbers in
symbols
By the end of the lesson the learner should be able to read and write numbers in symbols correctly.
  • Reading and writing numbers in symbols
  • Working out exercises
  • Chalk Board
Primary mathematics: pupils book 8 (2005 new edition) JKF –Pg. 2  
 3         1.

 NUMBERS






Squares  By the end of the lesson the learner should be able to work out correctly squares of numbers( 2- digits)
  • Explanation
  • Demonstration
  • Asking & answering questions
  • Working out exercises
  • Examples on chalkboard and pupils text books.
 Primary mathematics: pupils book 8 (2005 new edition) JKF –Pg. 11 - 12  
 2. Squares By the end of the lesson the learner should be able to work out correctly squares of numbers( 3- digits)
  • Explanation
  • Demonstration
  • Asking & answering questions
  • Working out exercises
  • Examples on chalkboard and pupils text books.
Primary mathematics: pupils book 8 (2005 new edition) JKF –Pg. 12 - 13  
 3. Square root By the end of the lesson the learner should be able to work out square root of perfect squares.
  • Explanation
  • Demonstration
  • Asking & answering questions
  • Working out exercises
  • Examples on chalkboard and pupils text books.
Primary mathematics: pupils book 8 (2005 new edition) JKF –Pg. 13 - 14  
 4. Square root By the end of the lesson the learner should be able to work out square root of perfect squares.(word problems)
  • Demonstration
  • Working out exercises
  • chalkboard
Primary mathematics: pupils book 8 (2005 new edition) JKF –Pg. 13 - 14  
 5. Conversion of fractions to percentage and vice versa By the end of the lesson the learner should be able to convert fractions to percentage and vice versa
  • Demonstration
  • Asking & answering questions
  • Working out exercises
  • Examples on chalkboard and pupils text books.
Primary mathematics: pupils book 8 (2005 new edition) JKF –Pg. 42-43  
 6. Conversion of fractions to percentage and vice versa By the end of the lesson the learner should be able to convert fractions to percentage and vice versa
  • Demonstration
  • Asking & answering questions
  • Working out exercises
  • Examples on chalkboard and pupils text books.
Primary mathematics: pupils book 8 (2005 new edition) JKF –Pg. 42-43  
 7. Conversion of fractions to decimals and vice versa By the end of the lesson the learner should be able to convert fractions to percentage and vice versa
  • Demonstration
  • Asking & answering questions
  • Working out exercises
  • Examples on chalkboard and pupils text books.
Primary mathematics: pupils book 8 (2005 new edition) JKF –Pg. 44-45  
 4  1.  NUMBERS Conversion of fractions to decimals and vice versa By the end of the lesson the learner should be able to convert fractions to percentage and vice versa
  • Demonstration
  • Asking & answering questions
  • Working out exercises
  • Examples on chalkboard and pupils text books
Primary mathematics: pupils book 8 (2005 new edition) JKF –Pg. 44-45  
 2. OPERATIONS ON WHOLE NUMBERS Addition By the end of the lesson the learner should be able to work out sums involving addition of numbers.
  • Explanation
  • Demonstration
  • Asking & answering questions
  • Working out exercises
  • Examples on chalkboard
Primary mathematics: pupils book 8 (2005 new edition) JKF –Pg. 3-4  
 3. Subtraction By the end of the lesson the learner should be able to work out sums involving subtraction of numbers.
  • Explanation
  • Demonstration
  • Working out exercises
  • Examples on chalkboard
Primary mathematics: pupils book 8 (2005 new edition) JKF –Pg. 8  
 4. Multiplication By the end of the lesson the learner should be able to work out sums involving multiplication of numbers.
  • Demonstration
  • Asking & answering questions
  • Working out exercises
  • Examples on chalkboard
Primary mathematics: pupils book 8 (2005 new edition) JKF –Pg. 5  
 5. Multiplication By the end of the lesson the learner should be able to work out sums involving multiplication of numbers.
  • Demonstration
  • Asking & answering questions
  • Working out exercises
  • Examples on chalkboard
Primary mathematics: pupils book 8 (2005 new edition) JKF –Pg. 5  
 6. Division By the end of the lesson the learner should be able to work out sums involving division of numbers.
  • Demonstration
  • Asking & answering questions
  • Working out exercises
  • Examples on chalkboard
Primary mathematics: pupils book 8 (2005 new edition) JKF –Pg. 5-6  
 7. Division By the end of the lesson the learner should be able to work out sums involving division of numbers.
  • Demonstration
  • Asking & answering questions
  • Working out exercises
  • Examples on chalkboard
Primary mathematics: pupils book 8 (2005 new edition) JKF –Pg. 5-6  
  5  1. OPERATION ON WHOLE NUMBERS   












































   
Combined operations  By the end of the lesson the learner should be able to work out correctly sums involving combined operations
  • Demonstration
  • Working out exercises
 
  • Examples on chalkboard
Primary mathematics: pupils book 8 (2005 new edition) JKF –Pg. 6-7  
 2. Combined operations  By the end of the lesson the learner should be able to work out correctly exercises involving addition and subtraction (word problems)
  • Demonstration
  • Asking & answering questions
  • Working out exercises
 
  • Examples on chalkboard
Primary mathematics: pupils book 8 (2005 new edition) JKF –Pg. 8-10  
 3. Combined operations  By the end of the lesson the learner should be able to work out correctly exercises involving addition and subtraction (word problems)  
  • Demonstration
  • Asking & answering questions
  • Working out exercises
 
  • Examples on chalkboard
 Primary mathematics: pupils book 8 (2005 new edition) JKF –Pg. 8-10  
 4. Number patterns  By the end of the lesson the learner should be able to work out exercises involving number patterns.  
  • Demonstration
  • Working out exercises
 
  •  Chalkboard
 Primary mathematics: pupils book 8 (2005 new edition) JKF –Pg. 15-16  
 5. Magic squares  By the end of the lesson the learner should be able to solve magic squares.  
  • Demonstration
  • Working out exercises
 
  • Examples on chalkboard
Primary mathematics: pupils book 8 (2005 new edition) JKF –Pg. 15-16  
 6. Magic squares  By the end of the lesson the learner should be able to solve magic squares.  
  • Demonstration
  • Working out exercises
 
  • Examples on chalkboard
Primary mathematics: pupils book 8 (2005 new edition) JKF –Pg. 15-16  
 7. Puzzles  By the end of the lesson the learner should be able to solve mathematical puzzles.  
  • Demonstration
  • Working out exercises
 
  • Examples on chalkboard
Primary mathematics: pupils book 8 (2005 new edition) JKF –Pg. 16  
 6    FORMATIVE ASSESSMENT  GENERAL  By the end of the lesson the learner should be able to give correct answers to given test items to reinforce retention of content. Asking and answering questions.
Tests and quizzes
  • Exercises
  • Mid - term exams
 Exam marking schemes  
 7                
 8  1 FRACTIONS




















































Addition of fractions By the end of the lesson the learner should be able to work out exercises involving addition of fractions.
  • Explanation
  • Demonstration
  • Working out exercises
  • Chalkboard
Primary mathematics: pupils book 8 (2005 new edition) JKF –Pg. 17-18  
 2 Addition of fractions By the end of the lesson the learner should be able to work out exercises involving addition of fractions.(mixed numbers)
  • Explanation
  • Demonstration
  • Asking & answering questions
  • Working out exercises
  • Chalkboard
  • Examples in pupils text book
 Primary mathematics: pupils book 8 (2005 new edition) JKF –Pg. 17-18  
 3 Subtraction of fractions By the end of the lesson the learner should be able to work out correctly exercises involving subtraction of fractions.
  • Explanation
  • Demonstration
  • Asking & answering questions
  • Working out exercises
  • Chalkboard
  • Examples in pupils text book
 Primary mathematics: pupils book 8 (2005 new edition) JKF –Pg.18  
 4 Subtraction of fractions By the end of the lesson the learner should be able to work out correctly exercises involving subtraction of fractions.( mixed numbers)
  • Explanation
  • Demonstration
  • Working out exercises
 
  • Chalkboard
  • Examples in pupils text book
 Primary mathematics: pupils book 8 (2005 new edition) JKF –Pg. 19  
 5 Multiplication of fractions By the end of the lesson the learner should be able to work out exercises involving multiplication of fractions.
  • Explanation
  • Demonstration
  • Asking & answering questions
  • Working out exercises
 
  • Chalkboard
  • Examples in pupils text book
Primary mathematics: pupils book 8 (2005 new edition) JKF –Pg. 20-21  
 6 Division of fractions By the end of the lesson the learner should be able to work out exercises involving division of fractions
  • Explanation
  • Demonstration
  • Working out exercises
 
  • Chalkboard
  • Examples in pupils text book
Primary mathematics: pupils book 8 (2005 new edition) JKF –Pg. 21  
 7 Division of fractions By the end of the lesson the learner should be able to work out exercises involving division of fractions
  • Explanation
  • Demonstration
  • Working out exercises
 
  • Chalkboard
Primary mathematics: pupils book 8 (2005 new edition) JKF –Pg. 22  
   9  1 FRACTIONS  Combined operations on fractions By the end of the lesson the learner should be able to work out exercises involving operations on fractions. 
  • Demonstration
  • Asking & answering questions
  • Working out exercises
  • Examples on chalkboard and pupils text book
Primary mathematics: pupils book 8 (2005 new edition) JKF –Pg. 23  
 2 Combined operations on fractions By the end of the lesson the learner should be able to work out exercises involving operations on fractions. 
  • Demonstration
  • Asking & answering questions
  • Working out exercises
  • Examples on chalkboard and pupils text book
Primary mathematics: pupils book 8 (2005 new edition) JKF –Pg. 23  
 3 Combined operations on fractions By the end of the lesson the learner should be able to work out exercises involving operations on fractions. ( word problems)
  • Demonstration
  • Asking & answering questions
  • Working out exercises
  • Examples on chalkboard and pupils text book
Primary mathematics: pupils book 8 (2005 new edition) JKF –Pg. 25  
 4 Combined operations on fractions By the end of the lesson the learner should be able to work out exercises involving operations on fractions. ( word problems)
  • Demonstration
  • Asking & answering questions
  • Working out exercises
  • Examples on chalkboard and pupils text book
Primary mathematics: pupils book 8 (2005 new edition) JKF –Pg. 26  
 5 Combined operations on fractions By the end of the lesson the learner should be able to work out exercises involving operations on fractions. ( word problems)
  • Demonstration
  • Asking & answering questions
  • Working out exercises
  • Examples on chalkboard and pupils text book
Primary mathematics: pupils book 8 (2005 new edition) JKF –Pg. 27-28  
 6 Squares of fractions By the end of the lesson the learner should be able to work out squares of fractions
  • Demonstration
  • Asking & answering questions
  • Working out exercises
  • Examples on chalkboard 
Primary mathematics: pupils book 8 (2005 new edition) JKF –Pg. 28-29  
 7 Square root of fractions By the end of the lesson the learner should be able to work out squares roots of fractions
  • Demonstration
  • Asking & answering questions
  • Working out exercises
  • Examples on chalkboard 
Primary mathematics: pupils book 8 (2005 new edition) JKF –Pg. 29-30  
10  1. FRACTIONS
































Sequences involving fractions By the end of the lesson the learner should be able to complete sequences involving fractions. Working out exercises
  • Examples on chalkboard 
Primary mathematics: pupils book 8 (2005 new edition) JKF –Pg. 31  
 2. Place value & total value of decimals By the end of the lesson the learner should be able to recognize place value and total value of decimals. Working out exercises
  • Examples on chalkboard and pupils text book
Primary mathematics: pupils book 8 (2005 new edition) JKF –Pg. 32  
 3. Addition and subtraction of decimals By the end of the lesson the learner should be able to work out exercises involving addition and subtraction of decimals. Working out exercises
  • Examples on chalkboard and pupils text book
Primary mathematics: pupils book 8 (2005 new edition) JKF –Pg. 33-34  
 4. Addition and subtraction of decimals By the end of the lesson the learner should be able to work out exercises involving addition and subtraction of decimals.(word problems) Working out exercises
  • Examples on chalkboard and pupils text book
Primary mathematics: pupils book 8 (2005 new edition) JKF –Pg. 33-34  
 5. Multiplication of decimals By the end of the lesson the learner should be able to work out exercises involving multiplication of decimals. Working out exercises
  • Examples on chalkboard 
Primary mathematics: pupils book 8 (2005 new edition) JKF –Pg. 35-37  
 6. Division of decimals By the end of the lesson the learner should be able to work out exercises involving division of decimals. Working out exercises
  • Examples on chalkboard 
Primary mathematics: pupils book 8 (2005 new edition) JKF –Pg. 36-37  
 7. Combined operations on decimals By the end of the lesson the learner should be able to work out exercises involving combined operations on decimals. Working out exercises
  • Examples on chalkboard 
Primary mathematics: pupils book 8 (2005 new edition) JKF –Pg. 37-39  
 11  1.  DECIMALS


























Squares of decimals By the end of the lesson the learner should be able to work out squares of decimals  
  • Demonstration
  • Asking & answering questions
  • Working out exercises
 
  • Examples on chalkboard and pupils text book
 Primary mathematics: pupils book 8 (2005 new edition) JKF –Pg. 39-40  
 2. Squares roots of decimals By the end of the lesson the learner should be able to work out squares roots of decimals Working out exercises
  • Examples on chalkboard and pupils text book
Primary mathematics: pupils book 8 (2005 new edition) JKF –Pg. 40-41  
 3. Conversion of fractions into decimals By the end of the lesson the learner should be able to convert fractions into decimals. Working out exercises
  • Examples on chalkboard and pupils text book
Primary mathematics: pupils book 8 (2005 new edition) JKF –Pg. 40-41  
 4. Conversion of decimals into fractions By the end of the lesson the learner should be able to convert decimals into fractions. Working out exercises
  • Examples on chalkboard and pupils text book
Primary mathematics: pupils book 8 (2005 new edition) JKF –Pg. 41  
 5. DECIMALS






















Percentage increase By the end of the lesson the learner should be able to work out percentage increase.
  • Demonstration
  • Asking & answering questions
  • Working out exercises
  • Examples on chalkboard and pupils text book
Primary mathematics: pupils book 8 (2005 new edition) JKF –Pg. 45-47  
 6. Percentage decrease By the end of the lesson the learner should be able to work out percentage iderease.c
  • Demonstration
  • Asking & answering questions
  • Working out exercises
  • Examples on chalkboard and pupils text book
Primary mathematics: pupils book 8 (2005 new edition) JKF –Pg. 47-48  
 7. Percentage increase & decrease By the end of the lesson the learner should be able to work out percentage increase & decrease
  • Demonstration
  • Asking & answering questions
  • Working out exercises
  • Examples on chalkboard and pupils text book
Primary mathematics: pupils book 8 (2005 new edition) JKF –Pg. 49-50  
  12  1  DECIMALS














Percentage increase & decrease By the end of the lesson the learner should be able to work out percentage increase & decrease
  • Demonstration
  • Asking & answering questions
  • Working out exercises
  • Examples on chalkboard and pupils text book
Primary mathematics: pupils book 8 (2005 new edition) JKF –Pg. 51  
 2 Sequences involving decimals By the end of the lesson the learner should be able to complete sequences involving decimals.
  • Demonstration
  • Asking & answering questions
  • Working out exercises
  • Examples on chalkboard and pupils text book
Primary mathematics: pupils book 8 (2005 new edition) JKF –Pg. 51-52  
 3  MEASUREMENTS






















Length 
Conversions

By the end of the lesson the learner should be able to convert measures from one unit to another correctly
  • Demonstration
  • Asking & answering questions
  • Working out exercises
  • Examples on chalkboard and pupils text book
Primary mathematics: pupils book 8 (2005 new edition) JKF –Pg. 88  
 4 Operations on length By the end of the lesson the learner should be able to solve problems involving operations on length
  • Working out exercises
  • Examples on chalkboard 
Primary mathematics: pupils book 8 (2005 new edition) JKF –Pg. 88  
 5 Operations on length By the end of the lesson the learner should be able to solve problems involving operations on length
  • Working out exercises
  • Examples on chalkboard 
Primary mathematics: pupils book 8 (2005 new edition) JKF –Pg. 89  
 6 Perimeter and circumference By the end of the lesson the learner should be able to work out perimeter different shapes
  • Working out exercises
  • Examples on chalkboard 
Primary mathematics: pupils book 8 (2005 new edition) JKF –Pg. 90  
 7 Perimeter and circumference By the end of the lesson the learner should be able to work out perimeter different shapes and  figures
  • Working out exercises
  • Examples on chalkboard 
Primary mathematics: pupils book 8 (2005 new edition) JKF –Pg. 91  
  13   REVISIONS General By the end of the lesson the learner should be able to recall content covered in the term in preparation for end term exam Asking and answering questions.
Tests and quizzes
Past exam papers
Revision question from text bk
  • Marking schemes for -past exams
  • Covered content
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  14                    END OF TERM ONE EXAMS, MARKING , COMPILING, ANALYZING AND RECORDING EXAM RESULTS
Thursday, 17 November 2022 08:51

Mathematics - Class 8 Schemes of Work 2023

                                                                                                                       TERM 1

 WEEK   LESSON   TOPIC/SUB TOPIC   OBJECTIVES   T/L ACTIVITIES   REFERENCES   T/L AIDS   REMARK
  1                                                                       Opening and Revision
  2   1 - 7 NUMBERS
Place values and total values.
Square and square roots.
LCM, GCD and divisibility test.
Fractions
The learner should be able to:
Read and write numbers in symbols and in words.
Work out squares of numbers and square roots of perfect squares.
Convert fractions and percentages into percentages and fractions.
Convert decimals to percentages and percentages into decimals.
Write the place values and total values of numbers.
Writing total values and place values.
Finding square and square roots.
Reading and writing numbers in symbols and in words.
Converting fractions into percentages and percentages into fractions.
Converting decimals into fractions and fractions into decimals.
Working out LCM , GCD and divisibility test
Understanding math pg 1 – 14
Progressive math pg 1 – 6
Learning mathematics pg 5 – 13
A chart  
  3  1 - 7 OPERATION ON NUMBERS.
Operations involving whole numbers.
Combining operations.
Operation
Involving: fractions and decimals.
Percentage increase and decrease.
Work out problems involving operations of whole numbers.
Work out problems involving operations on fractions.
Work out problems involving operation in decimals.
Work out problems involving combined operation.
Work out problems involving percentage increase and Decrease.
Work out problems in number sequence

Working out problems on whole numbers.
Work out operations on fractions
Work out operations on decimals
Working out sums on combined operations.
Working out problems on percentage increase and decrease.
Work out problems on number sequence
Understanding mathematics pg 16 – 43
Progressive math pg 10 – 13
Learning math pg 41 - 46
A chart
A chart  
  4 1 - 7                                                 END OF MONTH EXAMS
  5  1 - 7 LENGTH/MEASUREMENT
Units of length
Area
Surface area
Volume
Capacity
Mass
Workout problems involving units of length.
Work out problems involving area and surface area.
Work out problems involving volume.
Working out problems involving units of capacity.
Convert units of capacity to units.
Work out problems involving mass
Work out problems involving units of length
Work out problems involving area and surface area.
Work out problems involving volume.
Work out problems involving units of capacity.
Converting units of capacity to units of volume.
Working out problems involving mass
Understanding math pg 48 – 78
Progressive math pg 36 – 84
Learning math pg 54 – 89
A chart  
  6 1 - 7 MEASUREMENT
Profit and loss
Percentages profit and loss
Bills
Commission and percentage commissions
Discount and percentage discount.
Hire purchase
Simple interest
Work out problems involving profit and loss
Percentage profit and loss.
Work out problems involving bills.
Work out problems involving discounts percentage discount, commission and percentage commission.
Work out problems involving hire purchase.
Work out problems involving simple interest.
Work out problems involving compound interest using simple interest per unit time.
Work out problems involving postal charges.
Work out profit, loss, percentage profit and loss.
Working out problems on bills.
Working out problems on discount percentage discount, commission and percentage commission.
Working out problems involving hire purchase.
Working out simple and compound interest.
Working out examples.
Understanding math pg 89 – 121
Progressive math pg 94 – 111
Learning math pg 91 – 110
A chart  
 7, 8 & 9  1 - 7                                                 Revision, mid term exams
 10  1 - 7 TIME SPEED AND TEMPERATURE The learner should be able to:
Work out problems involving time and speed.
Work out problems involving distance and average speed.
Work out problems involving temperature in degrees siliceous.
Working out problems involving time and speed.
Working out examples involving distance and average speed.
Temperature and degrees siliceous
Understanding math pg 48 – 54
Learning math pg 111 -117
A chart clock  
 11 & 12  1 - 7 GEOMETRY
Construction of a Pythagorean relationship
construct triangle
Construct circles touching the three sides of the triangle.
Work out problems using Pythagorean relationship.
Construct parallelograms and rhombuses
Work out problems involving properties of squares, rectangles, parallelograms, rhombuses and trapeziums.
Recognize and identify triangles and square based pyramids
Identify and make nets of pyramids and prisms.
Make geometrical patterns
Constructing triangles.
Draw a perpendicular from a point to a line.
Constructing a circle.
Working out problems involving Pythagorean relationship.
Constructing parallelograms and rhombuses.
Working out problems involving properties of square, rectangles, parallelograms, rhombuses and trapezium.
Identifying triangular and square based pyramids
Making nets
Making geometrical patterns.
Understanding math pg 147 – 183
Progressive math pg 56 – 6 8
Learning math pg 118 - 138
A chart
Cut outs of patterns
Geometrical sets
 
  13   1 - 7                      Revisions and Preparations for End Term Exams
  14                                                    End Term 1 Exams and Closing

                                                                                       

                                                                                                              TERM 2

 WEEK   LESSON   TOPIC   SUB TOPIC   OBJECTIVES   T/L ACTIVITIES   T/L AIDS   REFERENCE   REMARK 
  1   1 - 7                                                 Opening and Revisions
  2   1 - 7 MEASUREMENT
Length perimeter and area
Length and circumference Be able to:
Work out problems involving conversions showing units of length.
Convert mm to cm and vice versa.
Convert dm, Dm, Hm, to Km and vice versa.
Work out perimeter of squares, rectangles and triangles.
Work out problems involving circumference correctly.
Conversions of units of length.
Discussing relationship of units.
Working out operations.
Water
Containers
Ruler.
Primary math pg 88 – 95
Understanding math pg 89 - 101
 
  3   1 - 7 MEASUREMENT Area and surface area. Be able to:
Work out problems involving areas of triangles and quadrilaterals.
Work out problems involving area of circles correctly.
Work out problems involving area of combined shapes and borders.
Work out problems involving area of
Reading and interpreting problems.
Finding areas of triangles and quadrilaterals.
Calculating the area.
Worked out examples on a chart.

Primary math pg 96 – 107
Understanding math pg 102 - 112

 

 
  4   1 - 7              
  5  1 - 7 MEASUREMENT Surface area Be able to:
Work out surface area of cubes.
Work out surface area of cuboids.
Work out surface area of cylinders.
Work out curved surface areas of cylinders
Observing open and closed boxes.
Cutting and opening boxes and cylinders.
Boxes
Cylinders
Primary math pg 108 – 113
Understanding math pg 113 – 120
 
  6   1 - 7 MEASUREMENT Volume of cubes, cuboids, cylinders and triangular prisms. Be able to:
Work out volume of cuboids.
Work out problems involving volumes of cubes.
Work out problems involving cylinders and triangular prisms.
Work out problems involving capacity.
Convert units of capacity to units of volume and vice versa.
Observing cubes and cuboids.
Working out volumes.
Working out capacity.
Coins
Cylinders
Boxes.

Primary math pg 114 – 125
Understanding math pg 121 – 127

 

 
  7   1 - 7                                  Revision and Mid term exams
  8   1 - 7 MEASUREMENT Mass Money Be able to:
Work out problems involving mass.
Converting different quantities of mass.
Work out problems involving percentage profit and loss.
Read and design bills.
Work out problems involving bills
Comparing mass
Working out problems.
Involving percentage
Designing bills
Bills
Weights.

Primary math pg 128 – 139
Understanding math pg 128 - 144

 

 
 9 - 13                                         Revisions and Preparations for End Term Exam
   14                                                    End Term 11 Exams and Closing

                                                                                                         TERM 3

 WEEK   LESSON   TOPIC   SUB TOPIC   OBJECTIVES   T/L 1 ACTIVITIES   T/L RESOURCE   T/L AIDS  REMARK 
  1   1 - 7                                                  REVISION OF HOLIDAY HOMEWORK
  2   1 - 7 POSTAL CHARGES  Postal charges.
Money order
Postal orders.
telegram
Be able to:
Work out problems involving postal charges.
Recognize and identify money orders and postal charges.
Work out problems involving telegrams.
Reading
Interpreting postal charges and international postal charges.
Working out problems involving postal charges.
Primary math pg 92 – 99
Understanding math pg 101 – 113
Money orders
Letters
 
  3   1 - 7 TIME, SPEED AND TEMPERATURE Time
Speed
Distance
Temperature
Be able to work out distance given speed and time.
Time given distance and speed.
Average speed given distance and time.
Work out problems involving temperature in degrees Celsius
Converting speed from km/h into m/s and vice versa.
Reading and interpreting travel tables.
Calculations of speed, time and distance.
Primary math pg 171 – 184
Understanding math pg 119 - 134
Clock
Thermometers.
 
 4  1 - 7 SPEED AND TEMPERATURE Temperature in degrees Celsius Be able to :
Work out average speed given speed and time.
Work out problems involving temperatures in degrees Celsius.
Reading thermometer
Tell increase or decrease in scale
Primary math pg 184 – 185
Understanding math pg 134 - 136
   
 5 - 8                                       Revisions, Class work and preparations for End Term Exams
  9                                                         End Term 111 Exam and closing

 

 

WEEK  LESSON  SUB-TOPIC  OBJECTIVES TEACHER'S ACTIVITIES  LEARNER'S ACTIVITIES  LEARNING/TEACHING RESOURCES REF  ASSESSMENT   REMARK
1                                                                                   REVISION OF STD 7 WORK
2    1  NUMBERS  Place value

By the end of the lesson the learner should be able to

  1. identify the place value of a given numbers
  2. Work out examples
    involving place value
  • Grouping
  • Explanation
  • Working out
  • demonstration
  • Discussion
  • Grouping
  • Explanation
  • Working out
  • demonstration
  • Discussion
  • Objects like tins, books, cups etc.
  • place value chart
Success Mathematics Pupils Bk 8
Pg 8-12

Written exercise
    2   Total value By the end of the lesson the learner should be able to
  1. identify total value of a given number
  2. Match objects according to common value
  • Grouping objects
  • arranging
  • Labelling and matching objects
  • Grouping objects
  • arranging
  • Labelling and matching numbers
place value chart Success Mathematics Pupils Bk 8
Pg 8-12
Filling in the table
     3   Squares of numbers By the end of the lesson the learner should be able to work out squares of perfect square numbers
  • Explanation
  • Working out
  • demonstration
  • Discussion
  • Explanation
  • Working out
  • demonstration
  • Discussion
Rectangles, circles, triangles
of different
sizes and colours
Success Mathematics Pupils Bk 8 Pg13 Written exercise
    4   Squares of numbers By the end of the lesson the learner should be able to work out squares of perfect square numbers
  • Explanation
  • Working out
  • demonstration
  • Discussion
  • Explanation
  • Working out
  • demonstration
  • Discussion
Rectangles, circles, triangles
of different sizes and
colours
Success Mathematics Pupils Bk 8 Pg13 Written exercise
    5   Squares roots of numbers By the end of the lesson the learner should be able to work out the square root of perfect square numbers
  • Explanation
  • Working out
  • demonstration-
  • Discussion
  • Explanation
  • Working out
  • demonstration
  • Discussion
Rectangles, circles, triangles
of different sizes and colours
Success Mathematics Pupils Bk 8 Pg13 Filling in the table
    6   The last
digit of a square
By the end of the lesson
the learner should be able to work out the last digit of a square
  • Explanation
  • Working out
  • demonstration
  • discussion
  • Explanation
  • Working out
  • demonstration
  • discussion
Rectangles,
circles, triangles
of different sizes and colours
Success
Mathematics
Pupils Bk 8 Pg15
Filling in the table
   7   The last
digit of a square
By the end of the lesson
the learner should be able to work out the last digit of a square
  • Explanation
  • Working out
  • demonstration
  • discussion
  • Explanation
  • Working out
  • demonstration
  • discussion
Rectangles,
circles, triangles
of different sizes and colours
Success
Mathematics
Pupils Bk 8 Pg15
Filling in the table
  3   1   Square root of perfect squares By the end of the lesson the learner should be able to work out square root of perfect squares
  • Explanation
  • Working out
  • demonstration
  • Divide
  • Explanation
  • Working out
  • demonstration
  • Divide
Objects like tins, books, bottles,
pictures, of different size
Success Mathematics Pupils Bk 8 Pg17  Written exercise
    2   Square root of perfect squares By the end of the lesson the learner should be able to work out square root of perfect squares
  • Explanation
  • Working out
  • demonstration
  • Divide
  • Explanation
  • Working out
  • demonstration
  • Divide
Objects like tins, books, bottles,
pictures, of different size
Success Mathematics Pupils Bk 8 Pg17 Written exercise
    3   Finding square root using prime
factorization
By the end of the lesson the learner should be able to find square root using prime factorization
  • Identifying
  • Matching
  • Comparing
  • Explanation
  • Working out
  • demonstration
  • Discussion
  • Identifying
  • Matching
  • Comparing
  • Explanation
  • Working out
  • demonstration
  • Discussion
Objects that have smooth or rough
texture like wood, paper, glass, soil, mirror,
Leaves, etc.
Success Mathematics Pupils Bk 8 Pg17  Working out a problem
    4   Conversion of fraction to decimals By the end of the lesson the learner should be able to fraction to decimals and vice versa
  • Explanation
  • Working out
  • demonstration
  • Discussion
  • Explanation
  • Working out
  • demonstration
  • Discussion
Chart Success Mathematics Pupils Bk 8 Pg20 Written exercise
    5   Conversion Of decimals to fractions By the end of the lesson the learner should be able to decimals to fractions
  • Explanation
  • Working out
  • demonstration
  • Discussion
  • Explanation
  • Working out
  • demonstration
  • Discussion
Chart Success Mathematics Pupils Bk 8 Pg21 Written exercise
    6   Conversion of fractions to percentages and
percentages to fractions
By the end of the lesson the learner should be able to convert percentage into fraction
  • Explanation
  • Working out
  • demonstration
  • Discussion
  • Explanation
  • Working out
  • demonstration
  • Discussion
Place value chart Success Mathematics Pupils Bk 8 Pg23 Written exercise
    7   Conversion of decimals to percentages and percentages
to fractions
By the end of the lesson the learner should be able to convert percentage into fraction
  • Explanation
  • Working out
  • demonstration
  • Discussion
  • Explanation
  • Working out
  • demonstration
  • Discussion
Place value chart Success Mathematics Pupils Bk 8 Pg26 Working out a problem
  4  1  OPERATION OF WHOLE NUMBERS  Addition By the end of this topic, the
pupils should be able to subtract whole numbers
by whole numbers correctly
  • Explanation
  • Working out
  • demonstration
  • Discussion
  • Explanation
  • Working out
  • demonstration
  • Discussion
Multiplication table  Success Mathematics Pupils Bk 8 Pg29  Written exercise
   2   Subtraction By the end of this topic, the
pupils should be able to subtract whole numbers
by whole numbers correctly
  • Explanation
  • Working out
  • demonstration
  • Discussion
  • Explanation
  • Working out
  • demonstration
  • Discussion
Multiplication table  Success Mathematics Pupils Bk 8 Pg36  Filling in the table
   3   Multiplication By the end of this topic, the
pupils should be able to subtract whole numbers
by whole numbers correctly
  • Explanation
  • Working out
  • demonstration
  • Discussion
  • Explanation
  • Working out
  • demonstration
  • Discussion
Multiplication table  Success Mathematics Pupils Bk 8 Pg38 Working out a problem
   1   Division  By the end of this topic, the
pupils should be able to divide whole numbers by up to 3-digit numbers
  • Explanation
  • Working out
  • demonstration
  • Discussion
  • Explanation
  • Working out
  • demonstration
  • Discussion
Multiplication table  Success Mathematics Pupils Bk 8 Pg39  Written exercise
   2   Combined operation  By the end of this topic, the
pupils should be able to work out problems
involving combined operation in whole numbers
 
  • Explanation
  • Working out
  • demonstration
  • Discussion
 
  • Explanation
  • Working out
  • demonstration
  • Discussion
Multiplication table Success Mathematics Pupils Bk 8 Pg41 Filling in the table
   3    Operation on decimals  By the end of this topic, the
pupils should be able to work out problems involving decimals
 
  • Explanation
  • Working out
  • demonstration
  • Discussion
 
  • Explanation
  • Working out
  • demonstration
  • Discussion
Multiplication table  Success Mathematics Pupils Bk 8 Pg43 Filling in the table
   4   Addition and subtraction By the end of this topic, the
pupils should be able to work out addition and subtraction of whole numbers
  • Explanation
  • Working out
  • demonstration
  • Discussion
  • Explanation
  • Working out
  • demonstration
  • Discussion
Multiplication table Success Mathematics Pupils Bk 8 Pg43 Working out a problem
   5   Combined operation on decimals By the end of this topic, the
pupils should be able to work out problems involving combined operation in decimals
  • Explanation
  • Working out
  • demonstration
  • Discussion
  • Explanation
  • Working out
  • demonstration
  • Discussion
Multiplication table Success Mathematics Pupils Bk 8 Pg45 Filling in the table
   6    Percentage increase and decrease  By the end of this topic, the
pupils should be able to work out percentage increase and decrease
 
  • Explanation
  • Working out
  • demonstration
  • Discussion
 
  • Explanation
  • Working out
  • demonstration
  • Discussion
Multiplication table  Success Mathematics Pupils Bk 8 Pg48 Written exercise
   7   Number sequence By the end of this topic, the
pupils should be able to recognize and identify number sequence involving whole numbers
  • Explanation
  • Working out
  • demonstration
  • Discussion
  • Explanation
  • Working out
  • demonstration
  • Discussion
Multiplication table Success Mathematics Pupils Bk 8 Pg51 Working out a problem
 5  1  MEASUREMENT  Length By the end of this topic, the
pupils should be able to work out problems involving units of length
  • Explanation
  • Working out
  • demonstration
  • Discussion
  • Explanation
  • Working out
  • demonstration
  • Discussion
Metre rule Success Mathematics Pupils Bk 8 Pg53 Working out a problem
   2   Length By the end of this topic, the
pupils should be able to work out problems involving units of length
  • Explanation
  • Working out
  • demonstration
  • Discussion
  • Explanation
  • Working out
  • demonstration
  • Discussion
Metre rule Success Mathematics Pupils Bk 8 Pg53 Working out a problem
   3   Perimeter By the end of this topic, the
pupils should be able to work out perimeter of various figures
  • Explanation
  • Working out
  • demonstration
  • Discussion
  • Explanation
  • Working out
  • demonstration
  • Discussion
Metre rule Success Mathematics Pupils Bk 8 Pg59 Written exercise
   4   Perimeter By the end of this topic, the
pupils should be able to work out perimeter of various figures
  • Explanation
  • Working out
  • demonstration
  • Discussion
  • Explanation
  • Working out
  • demonstration
  • Discussion
Metre rule
Mathematical set
Success Mathematics Pupils Bk 8 Pg59 Written exercise
   5   Circumference  By the end of this topic, the
pupils should be able to work out circumference of given figures
  • Explanation
  • Working out
  • demonstration
  • Discussion
  • Explanation
  • Working out
  • demonstration
  • Discussion
Metre rule
Mathematical set
Success Mathematics Pupils Bk 8 Pg59 Written exercise
   6   Circumference  By the end of this topic, the
pupils should be able to work out circumference of given figures
  • Explanation
  • Working out
  • demonstration
  • Discussion
  • Explanation
  • Working out
  • demonstration
  • Discussion
Metre rule
Mathematical set
Success Mathematics Pupils Bk 8 Pg59 Written exercise
   7 MEASUREMENT Area of triangles By the end of this topic, the
pupils should be able to work out area of various triangles
  • Explanation
  • Working out
  • demonstration
  • Discussion
  • Explanation
  • Working out
  • demonstration
  • Discussion
Metre rule
Mathematical set
Success Mathematics Pupils Bk 8 Pg67 Written exercise
 6  1   Area of triangles By the end of this topic, the
pupils should be able to work out area of various triangles
  • Explanation
  • Working out
  • demonstration
  • Discussion
  • Explanation
  • Working out
  • demonstration
  • Discussion
Metre rule
Mathematical set
Success Mathematics Pupils Bk 8 Pg67 Written exercise
   2    The area of combined shapes By the end of the lesson the learner should be able
to work out area of combines chapes
  • Explanation
  • Working out
  • demonstration
  • revision
  • Explanation
  • Working out
  • demonstration
  • revision
Metre rule
Mathematical set
Success Mathematics Pupils Bk 8 Pg71 Working out a problem
   3   Area of borders By the end of the lesson the learner should be able
to work out area of borders
  • Explanation
  • Working out
  • demonstration
  • Discussion
  • Explanation
  • Working out
  • demonstration
  • Discussion
Metre rule
Mathematical set
Success Mathematics Pupils Bk 8 Pg76 Written exercise
   4   Surface area of cubes By the end of the lesson the learner should be able
to work out area of cubes
  • Explanation
  • Working out
  • demonstration
  • Discussion
  • Explanation
  • Working out
  • demonstration
  • Discussion
Metre rule
Mathematical set
Success Mathematics Pupils Bk 8 Pg80 Written exercise
   5   Surface area of cuboids By the end of the lesson the learner should be able
to work out area of cuboids
  • Explanation
  • Subtraction
  • demonstration
  • Discussion
  • Explanation
  • Subtraction
  • demonstration
  • Discussion
Metre rule
Mathematical set
Success Mathematics Pupils Bk 8 Pg80 Written exercise
   6   Surface area of cylinders By the end of the lesson the learner should be able
to work out area of cylinders
  • Explanation
  • Subtraction
  • demonstration
  • Discussion
  • Explanation
  • Subtraction
  • demonstration
  • Discussion
Metre rule
Mathematical set
Success Mathematics Pupils Bk 8 Pg80 Written exercise
   7   Surface area of cylinders By the end of the lesson the learner should be able
to work out area of ,cylinders
  • Explanation
  • Subtraction
  • demonstration
  • Discussion
  • Explanation
  • Subtraction
  • demonstration
  • Discussion
Metre rule
Mathematical set
Success Mathematics Pupils Bk 8 Pg80 Written exercise
 7                                                                                         HALF TERM         
 8   1 MIXED EXERCISES Exercise 1                             Mixed exercise 1/ revision of the exercise
 9   1 MEASUREMENT Volume(cubes) By the end of the lesson the learner should be able to work out volume of cubes
  • Explanation
  • Subtraction
  • demonstration
  • Discussion
  • Explanation
  • Subtraction
  • demonstration
  • Discussion
Metre rule Mathematical set
cubes
cuboids cylinders
Success Mathematics Pupils Bk 8 Pg91 Written exercise
    2   Volume (cuboids) By the end of the lesson the learner should be able to work out volume of cuboids
  • Explanation
  • Subtraction
  • demonstration
  • Discussion
  • Explanation
  • Subtraction
  • demonstration
  • Discussion
Metre rule Mathematical set
cubes
cuboids cylinders
Success Mathematics Pupils Bk 8 Pg91 Written exercise
    3   Volume(cylinders)  By the end of the lesson the learner should be able to work out volume of cylinders
  • Explanation
  • Subtraction
  • demonstration
  • Discussion
  • Explanation
  • Subtraction
  • demonstration
  • Discussion
Metre rule Mathematical set
cubes
cuboids cylinders
Success Mathematics Pupils Bk 8 Pg91 Written exercise
    4   Volume(cylinders)  By the end of the lesson the learner should be able to work out volume of cylinders
  • Explanation
  • Subtraction
  • demonstration
  • Discussion
  • Explanation
  • Subtraction
  • demonstration
  • Discussion
Metre rule Mathematical set
cubes
cuboids cylinders
Success Mathematics Pupils Bk 8 Pg91 Written exercise
    5   Volume(triangular prisms)  By the end of the lesson the learner should be able to work out volume of triangular prisms
  • Explanation
  • Subtraction
  • demonstration
  • Discussion
  • Explanation
  • Subtraction
  • demonstration
  • Discussion
Metre rule Mathematical set
cubes
cuboids cylinders
Success Mathematics Pupils Bk 8 Pg92 Written exercise
    6   Volume(triangular prisms)  By the end of the lesson the learner should be able to work out volume of triangular prisms
  • Explanation
  • Subtraction
  • demonstration
  • Discussion
  • Explanation
  • Subtraction
  • demonstration
  • Discussion
Metre rule Mathematical set
cubes
cuboids cylinders
Success Mathematics Pupils Bk 8 Pg92 Written exercise
    7 MEASUREMENT Capacity (cubes) By the end of the lesson the learner should be able to work out capacity of cubes
  • Explanation
  • Subtraction
  • demonstration
  • Discussion
  • Explanation
  • Subtraction
  • demonstration
  • Discussion
Metre rule Mathematical set
cubes
cuboids cylinders
Success Mathematics Pupils Bk 8 Pg96 Written exercise
10   1   Capacity (cubes) By the end of the lesson the learner should be able to work out capacity of cubes
  • Explanation
  • Subtraction
  • demonstration
  • Discussion
  • Explanation
  • Subtraction
  • demonstration
  • Discussion
Metre rule Mathematical set
cubes
cuboids cylinders
Success Mathematics Pupils Bk 8 Pg96 Written exercise
    2   Capacity (cuboids) By the end of the lesson the learner should be able to work out capacity of cuboids
  • Explanation
  • Subtraction
  • demonstration
  • Discussion
  • Explanation
  • Subtraction
  • demonstration
  • Discussion
Metre rule Mathematical set
cubes
cuboids cylinders
Success Mathematics Pupils Bk 8 Pg96 Written exercise
    3   Capacity (cuboids) By the end of the lesson the learner should be able to work out capacity of cuboids
  • Explanation
  • Subtraction
  • demonstration
  • Discussion
  • Explanation
  • Subtraction
  • demonstration
  • Discussion
Metre rule Mathematical set
cubes
cuboids cylinders
Success Mathematics Pupils Bk 8 Pg96 Written exercise
   4   Capacity (cylinders) By the end of the lesson the learner should be able to work out capacity of cylinders
  • Explanation
  • Subtraction
  • demonstration
  • Discussion
  • Explanation
  • Subtraction
  • demonstration
  • Discussion
Metre rule Mathematical set
cubes
cuboids cylinders
Success Mathematics Pupils Bk 8 Pg96 Written exercise
   5   Capacity (cylinders) By the end of the lesson the learner should be able to work out capacity of cylinders
  • Explanation
  • Subtraction
  • demonstration
  • Discussion
  • Explanation
  • Subtraction
  • demonstration
  • Discussion
Metre rule Mathematical set
cubes
cuboids cylinders
Success Mathematics Pupils Bk 8 Pg96 Written exercise
   6   Conversion of capacity units and volume By the end of the lesson the learner should be able to convers units of capacity and volume
  • Explanation
  • Subtraction
  • demonstration
  • Discussion
  • Explanation
  • Subtraction
  • demonstration
  • Discussion
Metre rule Mathematical set
cubes
cuboids cylinders
Success Mathematics Pupils Bk 8 Pg100 Written exercise
   7   Conversion of capacity units and volume By the end of the lesson the learner should be able to convers units of capacity and volume
  • Explanation
  • Subtraction
  • demonstration
  • Discussion
  • Explanation
  • Subtraction
  • demonstration
  • Discussion
Metre rule Mathematical set
cubes
cuboids cylinders
Success Mathematics Pupils Bk 8 Pg100 Written exercise
11   1 MEASUREMENT Mass (conversion of mass) By the end of the lesson the learner should be able to work out convert mass
to simpler units
  • Explanation
  • Subtraction
  • demonstration
  • Discussion
  • Explanation
  • Subtraction
  • demonstration
  • Discussion
Metre rule Mathematical set
cubes
cuboids cylinders
Success Mathematics Pupils Bk 8 Pg103 Written exercise
   2   Mass (conversion of mass) By the end of the lesson the learner should be able to work out convert mass
to simpler units
  • Explanation
  • Subtraction
  • demonstration
  • Discussion
  • Explanation
  • Subtraction
  • demonstration
  • Discussion
Chalkboard layout Success Mathematics Pupils Bk 8 Pg103 Written exercise
   3   Mass (conversion of mass) By the end of the lesson the learner should be able to work out convert mass
to simpler units
  • Explanation
  • Subtraction
  • demonstration
  • Discussion
  • Explanation
  • Subtraction
  • demonstration
  • Discussion
Chalkboard layout Success Mathematics Pupils Bk 8 Pg103 Written exercise
  4 - 7 MIXED EXERCISES   By the end of the lesson the learner should be able to attempt the mixed exercise in their books
  • Explanation
  • Subtraction
  • demonstration
  • Discussion
  • Explanation
  • Subtraction
  • demonstration
  • Discussion
Exercise books Success Mathematics Pupils Bk 8 Pg106 Written exercise
 
12 - 14                                                   Assessment/ exams/ closing of the school

 

   

WEEK 5

TEACHER’S NAME: ………………….…………           TSC NO: …………….             SCHOOL/ INSTITUTION : ………………………………………….

FORM: 1                                                                     TERM: 3                                                                         YEAR……………..

NUMBER OF STUDENTS……………………………..      SUBJECT:  PHYSICS.                                                    TOPIC: CELLS AND SIMPLE CIRCUITS.

SUB-TOPIC: MEASURING CURRENT IN A CIRCUIT.     

WEEK:  5                                                                       LESSON NUMBER:   1

DATE: ……..                                                                    TIME: ……….

OBJECTIVES: By the end of the lesson the learner should be able to; 

  • Measure current in a circuit.

LESSON PRESENTATION

TIME CONTENT LEARNING ACTIVITIES RESOURCES REFERENCES
5 MNINUTES

INTRODUCTION

review of the previous lesson

Listening and taking short notes

Exercise books.

Chalk/white board.

  • Secondary Physics students Book 1 (KLB) pages 266-269
30 MINUTES

BODY DEVELOPMENT

Measure current in a circuit.

Measuring 
Experiments
Calculating

Voltmeter
Ammeter
Switch
  • Secondary Physics students Book 1 (KLB) pages 266-269
5 MINUTES

CONCLUSION

Asking and answering questions from the learners to summarize the lesson’s objectives.

Listening and answering questions.  
  • Secondary Physics students Book 1 (KLB) pages 266-269

SELF-EVALUATION:-


 


 

 

TEACHER’S NAME: …………………. …………           TSC NO: …………….           SCHOOL/ INSTITUTION : ………………………………………….

FORM: 1                                                                     TERM: 3                                                    YEAR……………..

NUMBER OF STUDENTS……………………………..      SUBJECT: PHYSICS.                                TOPIC: CELLS AND SIMPLE CIRCUITS.

SUB-TOPIC: PRIMARY CELLS.                                    

WEEK:  5                                                                         LESSON NUMBER:   2&3

DATE: ……..                                                                    TIME: ……….

OBJECTIVES: By the end of the lesson the learner should be able to;

  • Describe the working of primary cells.
  • Explain the defect s of primary cells.
  • Explain how to care for a primary cell.

 LESSON PRESENTATION

TIME CONTENT LEARNING ACTIVITIES RESOURCES REFERENCES
10 MNINUTES

INTRODUCTION

Explain the meaning of a primary cell.

Listening and taking short notes

Exercise books.

Chalk/white board.

  • Secondary Physics students Book 1 (KLB) pages 276-280
60 MINUTES

BODY DEVELOPMENT

Describe the working of a primary cell
Explain the defects of primary cells
Explain how to care for a primary cell

Discussions 
Experiments
Explaining the defects of a primary cell

Primary cells
  • Secondary Physics students Book 1 (KLB) pages 276-280
10 MINUTES

CONCLUSION

Asking and answering questions from the learners to summarize the lesson’s objectives.

Listening and answering questions.  
  • Secondary Physics students Book 1 (KLB) pages 276-280


SELF-EVALUATION:-


 


 

TEACHER’S NAME: …………………. …………              TSC NO: …………….        SCHOOL/ INSTITUTION: ………………………………………….

FORM: 1                                                                     TERM: 3                                                     YEAR……………..

NUMBER OF STUDENTS……………………………..      SUBJECT:  PHYSICS                                TOPIC: CELLS AND SIMPLE CIRCUITS.

SUB-TOPIC: MEASURING E.M.F IN PRIMARY CELL.    

WEEK:  5                                                                                 LESSON NUMBER:   4

DATE: ……..                                                                             TIME: ……….

OBJECTIVES: By the end of the lesson the learner should be able to;

  • Measure E.M.F in a primary

LESSON PRESENTATION

TIME CONTENT LEARNING ACTIVITIES RESOURCES REFERENCES
5 MNINUTES

INTRODUCTION

Reviewing the measuring of E.M.F.

Listening and taking short notes

Exercise books.

Chalk/white board.

  • Teacher’s Book 1 pages 34-37
  • Secondary Physics students Book 1 (KLB) pages 276-280
30 MINUTES

BODY DEVELOPMENT

Measuring E.M.F in a primary cell

Discussions 
Experiments
Demonstrations
Measuring

Primary cells
voltmeter
Switch
  • Comprehensive secondary physics Students Book 1 page 106.
  • Teacher’s Book 1 pages 34-37
  • Secondary Physics students Book 1 (KLB) pages 276-280
5 MINUTES

CONCLUSION

Asking and answering questions from the learners to summarize the lesson’s objectives.

Listening and answering questions.  
  • Teacher’s Book 1 pages 34-37
  • Secondary Physics students Book 1 (KLB) pages 276-280

SELF-EVALUATION:-


 


 

WEEK 6

TEACHER’S NAME: …………………. …………          TSC NO: …………….     SCHOOL/ INSTITUTION: ………………………………………….

FORM: 1                                                                     TERM: 3                                                     YEAR……………..

NUMBER OF STUDENTS……………………………..      SUBJECT:  PHYSICS.                              TOPIC: CELLS AND SIMPLE CIRCUITS.

SUB-TOPIC: SECONDARY CELLS.                              

WEEK:  6                                                                         LESSON NUMBER:   1

DATE: ……..                                                                    TIME: ……….

OBJECTIVES: By the end of the lesson the learner should be able to;

  • Charge a secondary cell
  • Discharge a secondary cell
  • Take care of a secondary cell

 LESSON PRESENTATION

TIME CONTENT LEARNING ACTIVITIES RESOURCES REFERENCES
5 MNINUTES

INTRODUCTION

Define a secondary cell.

Listening and taking short notes

Exercise books.

Chalk/white board.

  • Secondary Physics students Book 1 (KLB) pages 276-280
  • Golden tips physics pages 140
30 MINUTES

BODY DEVELOPMENT

Charge a secondary cell
Discharge a secondary cell
Take care of a secondary cell

Explanation on charging and maintenance of simple cells.

Secondary cells

  • Secondary Physics students Book 1 (KLB) pages 276-280
  • Golden tips physics pages 140
5 MINUTES

CONCLUSION

Asking and answering questions from the learners to summarize the lesson’s objectives.

Listening and answering questions.  
  • Secondary Physics students Book 1 (KLB) pages 276-280
  • Golden tips physics pages 140

SELF-EVALUATION:-


 


 

TEACHER’S NAME: …………………. …………            TSC NO: …………….       SCHOOL/ INSTITUTION : ………………………………………….

FORM: 1                                                                      TERM: 3                                         YEAR……………..

NUMBER OF STUDENTS……………………………..      SUBJECT:  PHYSICS.                        TOPIC: REVISION

SUB-TOPIC: REVISION.                                             

WEEK:  6                                                                        LESSON NUMBER:   2&3

DATE: ……..                                                                    TIME: ……….

OBJECTIVES: By the end of the lesson the learner should be able to;

 

LESSON PRESENTATION

TIME CONTENT LEARNING ACTIVITIES RESOURCES REFERENCES
10 MNINUTES

INTRODUCTION

Let learners raise the areas of concern.

Listening and taking short notes

Exercise books.

Chalk/white board.

 
60 MINUTES

BODY DEVELOPMENT

Answer questions on cell

Answer questions on circuits

Discussions
Demonstrations
Asking questions
Answering questions

Exercise books.

Chalk/white board.

  • Secondary Physics students Book 1 (KLB) pages 287-288
  • Golden tips physics pages 150-151
10 MINUTES

CONCLUSION

Asking and answering questions from the learners to summarize the lesson’s objectives.

Listening and answering questions.    

SELF-EVALUATION:-


 


 

WEEK 7 TO 10 REVISION AND END TERM EXAMINATION.

 

WEEK 1

TEACHER’S NAME: …………………. …………            TSC NO: …………….              SCHOOL/ INSTITUTION: ………………………………………….

FORM: 1                                                                     TERM: 3                                                                       YEAR……………..

NUMBER OF STUDENTS……………………………..     SUBJECT:  PHYSICS.                                                TOPIC: ELECTROSTATICS 1

SUB-TOPIC: CHARGING MATERIALS BY INDUCTION AND CONTACT METHODS.     

 WEEK:  1                                                                       LESSON NUMBER:   1

DATE: ……..                                                                    TIME: ……….

OBJECTIVES: By the end of the lesson the learner should be able to;

  • Explain the charging of materials by induction and contact
  • Describe origin of charge

LESSON PRESENTATION

TIME CONTENT LEARNING ACTIVITIES RESOURCES REFERENCES
5 MINUTES

INTRODUCTION

Define charges.

Listening and taking short notes.

Exercise books.

Chalk/white board.

  • Secondary Physics students Book 1 (KLB) pages 245-250.
30 MINUTES

BODY DEVELOPMENT

  • Explain the charging of materials by induction and contact.
  • Describe origin of charge.

 

  • Demonstrations.
  • Discussions.
  • Experiments.
  • Polythene bags
  • Thrust
  • Glass rod
  • Comprehensive secondary physics Students Book 1 page 89
  • Teacher’s Book 1 pages 29-32
  • Secondary Physics students Book 1 (KLB) pages 245-250
5 MINUTES

CONCLUSION

Asking and answering questions from the learners to summarize the lesson's objectives.

Listening and answering questions.    

SELF-EVALUATION:-


 


 

TEACHER’S NAME: …………………. …………             TSC NO: …………….             SCHOOL/ INSTITUTION : …………………………………………

FORM: 1                                                                          TERM: 3                                                    YEAR……………..

NUMBER OF STUDENTS……………………………..      SUBJECT: PHYSICS.                                TOPIC: ELECTROSTATICS 1

SUB-TOPIC: LAWS OF CHARGE.                             

WEEK:  1                                                                         LESSON NUMBER:   2&3

DATE: ……..                                                                    TIME: ……….

OBJECTIVES: By the end of the lesson the learner should be able to;

  • State the laws of charges.
  • Describe the electrostatic charge.
  • Explain the electrostatic charge.
  • State types of charge.

LESSON PRESENTATION

TIME CONTENT LEARNING ACTIVITIES RESOURCES REFERENCES
5 MINUTES

INTRODUCTION

State the laws.

Listening and taking short notes.

Exercise books.

Chalk/white board.

  • Teacher’s Book 1 pages 29-32
30 MINUTES

BODY DEVELOPMENT

  • Describe the electrostatic charge.
  • Explain the electrostatic charge.
  • State types of charge.

 

 

  • Discussions.
  • Experiments.
  • Observations
  • Polythene bags
  • Thrust
  • Glass rod
  • Comprehensive secondary physics Students Book 1 page 89-91
  • Teacher’s Book 1 pages 29-32
5 MINUTES

CONCLUSION

Asking and answering questions from the learners to summarize the lesson's objectives.

Listening and answering questions.  
  • Teacher’s Book 1 pages 29-32

SELF-EVALUATION:-


 


 

TEACHER’S NAME: …………………. …………                 TSC NO: …………….          SCHOOL/ INSTITUTION: ………………………………………….

FORM: 1                                                                     TERM: 3                                                     YEAR……………..

NUMBER OF STUDENTS……………………………..      SUBJECT:  PHYSICS                                TOPIC: ELECTROSTATICS 1.

SUB-TOPIC: THE LEAF ELECTROSCOPE.                   

WEEK:  1                                                                        LESSON NUMBER:   4

DATE: ……..                                                                    TIME: ……….

OBJECTIVES: By the end of the lesson the learner should be able to;

  • State the unit of charges and construct leaf electroscope

 LESSON PRESENTATION

TIME CONTENT LEARNING ACTIVITIES RESOURCES REFERENCES
5 MINUTES

INTRODUCTION

Show the learners an electroscope.

Listening and taking short notes.

Exercise books.

Chalk/white board.

  • Teacher’s Book 1 pages 29-32
30 MINUTES

BODY DEVELOPMENT

State the unit of charges and construct leaf electroscope.

 

  • Discussions.
  • Experiments.
  • Constructing an electroscope.
  • Leaf electroscope
  • Glass rod
  • Comprehensive secondary physics Students Book 1 page 91-92
  • Teacher’s Book 1 pages 29-32
  • Secondary Physics students Book 1 (KLB) pages 251-252
5 MINUTES

CONCLUSION

Asking and answering questions from the learners to summarize the lesson's objectives.

Listening and answering questions.

Exercise books.

Chalk/white board.

  • Teacher’s Book 1 pages 29-32

SELF EVALUATION:-


 


 

WEEK 2

TEACHER’S NAME: …………………. …………             TSC NO: …………….             SCHOOL/ INSTITUTION : ………………………………………….

FORM: 1                                                                     TERM: 3                                                      YEAR……………..

NUMBER OF STUDENTS……………………………..      SUBJECT:  PHYSICS.                              TOPIC: ELECTROSTATICS 1.

SUB-TOPIC: CHARGING AN ELECTROSCOPE BY CONTACT METHOD.  

WEEK:  2                                                                         LESSON NUMBER:   1

DATE: ……..                                                                    TIME: ……….

OBJECTIVES: By the end of the lesson the learner should be able to;

  • Charge an electroscope by contact method.

LESSON PRESENTATION

TIME CONTENT LEARNING ACTIVITIES RESOURCES REFERENCES
5 MINUTES

INTRODUCTION

Explain the charges acquired by an electroscope.

Listening and taking short notes.

Exercise books.

Chalk/white board.

  • Secondary Physics students Book 1 (KLB) pages 249-250
30 MINUTES

BODY DEVELOPMENT

Explain the contact method of charging an electroscope.

  • Demonstrations
  • Discussions.
  • Experiments.
  • Electroscope
  • Glass rod
  • Ebonite rod
  • Comprehensive secondary physics Students Book 1 page 94-96
  • Teacher’s Book 1 pages 29-32
  • Secondary Physics students Book 1 (KLB) pages 249-250
5 MINUTES

CONCLUSION

Asking and answering questions from the learners to summarize the lesson's objectives.

Listening and answering questions.  
  • Secondary Physics students Book 1 (KLB) pages 249-250

SELF-EVALUATION:-


 


 

TEACHER’S NAME: …………………. …………             TSC NO: …………….               SCHOOL/ INSTITUTION: ………………………………………….

FORM: 1                                                                      TERM: 3                                         YEAR……………..

NUMBER OF STUDENTS……………………………..      SUBJECT:  PHYSICS.                        TOPIC: ELECTROSTATICS 1.

SUB-TOPIC: CHARGING AN ELECTROSCOPE BY INDUCTION METHOD.        

WEEK:  2                                         LESSON NUMBER:   2&3

DATE: ……..                                                                    TIME: ……….

OBJECTIVES: By the end of the lesson the learner should be able to;

  • Charge an electroscope by induction

 LESSON PRESENTATION

TIME CONTENT LEARNING ACTIVITIES RESOURCES REFERENCES
10 MINUTES

INTRODUCTION

Explain the induction method.

Listening and taking short notes.

Exercise books.

Chalk/white board.

  • Secondary Physics students Book 1 (KLB) pages 248-249
60 MINUTES

BODY DEVELOPMENT

Explain how an electroscope can be charged by induction method.

  • Demonstrations
  • Discussions.
  • Experiments.
  • Electroscope
  • Glass rod
  • Ebonite rod
  • Secondary Physics students Book 1 (KLB) pages 248-249
10 MINUTES

CONCLUSION

Asking and answering questions from the learners to summarize the lesson's objectives.

Listening and answering questions.  
  • Secondary Physics students Book 1 (KLB) pages 248-249

SELF-EVALUATION:-


 


 

TEACHER’S NAME: …………………. …………            TSC NO: …………….              SCHOOL/ INSTITUTION : ………………………………………….

FORM: 1                                                                      TERM: 3                                           YEAR……………..

NUMBER OF STUDENTS……………………………..      SUBJECT:  PHYSICS                      TOPIC: ELECTROSTATICS 1.

SUB-TOPIC:  CHARGING AN ELECTROSCOPE BY SEPARATION METHOD.                    

WEEK:  2                                                                         LESSON NUMBER:   4

DATE: ……..                                                                    TIME: ……….

OBJECTIVES: By the end of the lesson the learner should be able to;

  • Charge an electroscope by separation method.

 LESSON PRESENTATION

TIME CONTENT LEARNING ACTIVITIES RESOURCES REFERENCES
5 MINUTES

INTRODUCTION

Explain charging by separation method briefly.

Listening and taking short notes.

Exercise books.

Chalk/white board.

 
30 MINUTES

BODY DEVELOPMENT

Explain by demonstration how an electroscope is charged by separation method.

  • Demonstrations
  • Discussions.
  • Experiments.
  • Electroscope Tiles
  • Rods of conductors and non-conductors
  • Comprehensive secondary physics Students Book 1 page 96-97
  • Teacher’s Book 1 pages 29-32
  • Secondary Physics students Book 1 (KLB) pages 250-251
5 MINUTES

CONCLUSION

Asking and answering questions from the learners to summarize the lesson's objectives.

Listening and answering questions.  
  • Secondary Physics students Book 1 (KLB) pages 250-251.

SELF-EVALUATION:-


 


 

WEEK 3

TEACHER’S NAME: …………………. …………             TSC NO: …………….            SCHOOL/ INSTITUTION : ………………………………………….

FORM: 1                                                                      TERM: 3                                                     YEAR……………..

NUMBER OF STUDENTS……………………………..      SUBJECT:  PHYSICS.                                 TOPIC: ELECTROSTATICS 1.

SUB-TOPIC: CHARGING AN ELECTROSCOPE BY EHT SOURCE.                         

WEEK:  3                                                                        LESSON NUMBER:   1

DATE: ……..                                                                    TIME: ……….

OBJECTIVES: By the end of the lesson the learner should be able to;

  • Charge electroscope by an EHT source.

 LESSON PRESENTATION

TIME CONTENT LEARNING ACTIVITIES RESOURCES REFERENCES
5 MINUTES

INTRODUCTION

Explain the meaning of an EHT source.

Listening and taking short notes.

Exercise books.

Chalk/white board.

 
  • Comprehensive secondary physics Students Book 1 page 97.
  • Teacher’s Book 1 pages 29-32
30 MINUTES

BODY DEVELOPMENT

Explain how an EHT source charges an electroscope.

  • Descriptions
  • Discussions.
  • Experiments.
  • Electroscope
  • Tiles
  • Rods of conductors and non-conductors
  • Comprehensive secondary physics Students Book 1 page 97
  • Teacher’s Book 1 pages 29-32
5 MINUTES

CONCLUSION

Asking and answering questions from the learners to summarize the lesson's objectives.

Listening and answering questions.  
  • Teacher’s Book 1 pages 29-32

SELF-EVALUATION:-


 


 

TEACHER’S NAME: …………………. …………              TSC NO: …………….          SCHOOL/ INSTITUTION : ………………………………………….

FORM: 1                                                                      TERM: 3                                                     YEAR……………..

NUMBER OF STUDENTS……………………………..      SUBJECT:  PHYSICS.                                  TOPIC: ELECTROSTATICS 1.

SUB-TOPIC: REVISION ON ELECTROSTATICS 1               

WEEK:  3                                                                          LESSON NUMBER:   2 & 3.

DATE: ……..                                                                      TIME: ……….

OBJECTIVES: By the end of the lesson the learner should be able to;

  • Answer questions on electrostatics.

 LESSON PRESENTATION

TIME CONTENT LEARNING ACTIVITIES RESOURCES REFERENCES
10 MINUTES

INTRODUCTION

Review the areas covered in the topic

Listening and taking short notes.

Exercise books.

Chalk/white board.

 
  • Principles of Physics pages 527-530
60 MINUTES

BODY DEVELOPMENT

Ask learners questions on the topic concepts.

Answer questions from the learners.

  • Questions and answers

Exercise books.

Chalk/white board.

  • Secondary Physics students Book 1 (KLB) pages 259-260
  • Principles of Physics pages 527-530
10 MINUTES

CONCLUSION

Asking and answering questions from the learners to summarize the lesson's objectives.

Listening and answering questions.

Exercise books.

Chalk/white board.

 

SELF-EVALUATION:-


 


 

TEACHER’S NAME: ………………….…………               TSC NO: …………….         SCHOOL/ INSTITUTION : ………………………………………….

FORM: 1                                                                      TERM: 3                                             YEAR……………..

NUMBER OF STUDENTS……………………………..      SUBJECT:  PHYSICS                          TOPIC: CELLS AND SIMPLE CIRCUITS.

SUB-TOPIC: SOURCES OF CONTINUOUS CURRENT.     

WEEK:  3                                                                          LESSON NUMBER:   4

DATE: ……..                                                                      TIME: ……….

OBJECTIVES: By the end of the lesson the learner should be able to;

  • State sources of continuous current

LESSON PRESENTATION

TIME CONTENT LEARNING ACTIVITIES RESOURCES REFERENCES
5 MINUTES

INTRODUCTION

 

Listening and taking short notes.

Exercise books.

Chalk/white board.

  • Secondary Physics students Book 1 (KLB) pages 261-265

30 MINUTES

BODY DEVELOPMENT

State and explain sources of continuous current.

  • Demonstrations.
  • Discussions.
  • Experiments.
  • Cells
  • Acids
  • Fruits
  • Solar panels
  • Petroleum products
  • Secondary Physics students Book 1 (KLB) pages 261-265
5 MINUTES

CONCLUSION

Asking and answering questions from the learners to summarize the lesson's objectives.

Listening and answering questions.  
  • Secondary Physics students Book 1 (KLB) pages 261-265

SELF-EVALUATION


 


 

WEEK 4

TEACHER’S NAME: …………………. …………             TSC NO: …………….            SCHOOL/ INSTITUTION: ………………………………………….

FORM: 1                                                                      TERM: 3                                                    YEAR……………..

NUMBER OF STUDENTS……………………………..      SUBJECT:  PHYSICS                                TOPIC: CELLS AND SIMPLE CIRCUITS.

SUB-TOPIC: CONNECTING AN ELECTRIC CIRCUIT.                                                               

WEEK:  4                                                                         LESSON NUMBER:   1

DATE: ……..                                                                     TIME: ……….

OBJECTIVES: By the end of the lesson the learner should be able to;

  • Draw and set up a simple electric circuit.
  • Identify circuit symbols.

LESSON PRESENTATION

TIME CONTENT LEARNING ACTIVITIES RESOURCES REFERENCES
5 MINUTES

INTRODUCTION

Define an electric circuit.

Listening and taking short notes.

Exercise books.

Chalk/white board.

  • Secondary Physics students Book 1 (KLB) pages 266-273

30 MINUTES

BODY DEVELOPMENT

  • Draw and set up a simple electric circuit
  • Identify circuit symbols.
  • Identifying circuit symbols.
  • Demonstrations.
  • Discussions.
  • Experiments.
  • Cells
  • Wires
  • Fruits
  • Charts on circuit symbols
  • Secondary Physics students Book 1 (KLB) pages 266-273
5 MINUTES

CONCLUSION

Asking and answering questions from the learners to summarize the lesson's objectives.

Listening and answering questions.  
  • Secondary Physics students Book 1 (KLB) pages 261-265

SELF--EVALUATION:-


 


 

TEACHER’S NAME: …………………. …………       TSC NO: …………….             SCHOOL/ INSTITUTION : ………………………………………….

FORM: 1                                                                      TERM: 3                                                     YEAR……………..

NUMBER OF STUDENTS……………………………..      SUBJECT:  PHYSICS                                 TOPIC: CELLS AND SIMPLE CIRCUITS.

SUB-TOPIC: MEASURING OF E.M.F                       

WEEK:  4                                                                     LESSON NUMBER:  2 & 3

DATE: ……..                                                                     TIME: ……….

OBJECTIVES: By the end of the lesson the learner should be able to;

  • Describe how he/she can measure the E.M.F of a cell.

LESSON PRESENTATION               

TIME CONTENT LEARNING ACTIVITIES RESOURCES REFERENCES
10 MINUTES

INTRODUCTION

Define E.M.F

Listening and taking short notes.

Exercise books.

Chalk/white board.

  • Secondary Physics students Book 1 (KLB) pages 264

60 MINUTES

BODY DEVELOPMENT

  • Describe the procedure of measuring the EMF of a cell by demonstrations.
  • Measuring.
  • Demonstrations.
  • Discussions.
  • Experiments.
  • Cell
  • Ammeter
  • Voltmeter
  • Switch.
  • Secondary Physics students Book 1 (KLB) pages 264
10 MINUTES

CONCLUSION

Asking and answering questions from the learners to summarize the lesson's objectives.

Listening and answering questions.  
  • Secondary Physics students Book 1 (KLB) pages 264

SELF-EVALUATION:-


 


 

TEACHER’S NAME: …………………. …………            TSC NO: …………….            SCHOOL/ INSTITUTION: ………………………………………….

FORM: 1                                                                      TERM: 3                                                    YEAR……………..

NUMBER OF STUDENTS……………………………..      SUBJECT:  PHYSICS.                               TOPIC: CELLS AND SIMPLE CIRCUITS.

SUB-TOPIC: CONDUCTIVITY OF MATERIALS.      

WEEK:  4                                                                         LESSON NUMBER:  4

DATE: ……..                                                                     TIME: ……….

OBJECTIVES: By the end of the lesson the learner should be able to;

  • Investigate the electrical conductivity of materials

 LESSON PRESENTATION

TIME CONTENT LEARNING ACTIVITIES RESOURCES REFERENCES
5 MINUTES

INTRODUCTION

Define conductivity.

Listening and taking short notes.

Exercise books.

Chalk/white board.

  • Secondary Physics students Book 1 (KLB) pages 273-275

30 MINUTES

BODY DEVELOPMENT

  • investigate the electrical conductivity of materials
  • Testing conductivity
  • Experiments.
  • Conductors.
  • Non-conductors
  • Secondary Physics students Book 1 (KLB) pages 273-275
5 MINUTES

CONCLUSION

Asking and answering questions from the learners to summarize the lesson's objectives.

Listening and answering questions.    

SELF-EVALUATION:-


 


 

TEACHER’S NAME: …………………. …………            TSC NO: …………….             SCHOOL/ INSTITUTION : ………………………………………….

FORM: 1                                                                     TERM: 3                                                                          YEAR……………..

NUMBER OF STUDENTS……………………………..      SUBJECT:  CHEMISTRY.                                              TOPIC: REVISION.

SUB-TOPIC: REVISION OF THE END TERM 2 EXAMS.  

WEEK:  1                                                                        LESSON NUMBER:   1 -4

DATE: ……..                                                                    TIME: ……….

OBJECTIVES: By the end of the lesson the learner should be able to;      

  • Give correct answers to ALL the questions tested in the previous exam   

 LESSON PRESENTATION

TIME CONTENT LEARNING ACTIVITIES RESOURCES REFERENCES
5 MINUTES

INTRODUCTION

Review the areas tested in the end of term 2 exam.

Taking notes. Exercise books.
  • Exam papers and the marking scheme.
30 MINUTES

BODY DEVELOPMENT

  • Discuss the expected answers to the questions in the exam paper.
  • Questions and answers. 
  • Discussion.
Exercise books.
Whiteboard.
  • Exam papers and the marking scheme.
5 MINUTES

CONCLUSION

Asking and answering questions from the learners to summarize the lesson's objectives.

Listening and answering questions.  
  • Exam papers and the marking scheme.

SELF-EVALUATION:-


 


 

WEEK 2

TEACHER’S NAME: …………………. …………               TSC NO: …………….           SCHOOL/ INSTITUTION: ………………………………………….

FORM: 1                                                                     TERM: 3                                                                          YEAR……………..

NUMBER OF STUDENTS……………………………..      SUBJECT:  CHEMISTRY.                                              TOPIC: HYDROGEN AND WATER.

SUB-TOPIC: REACTION OF METALS WITH COLD WATER.                                                                             

WEEK:  2                                                                        LESSON NUMBER:   1

DATE: ……..                                                                    TIME: ……….

OBJECTIVES: By the end of the lesson the learner should be able to;  

  • Explain observations when metals react with cold water.
  • State the products of reactions of cold water with different metals.

 LESSON PRESENTATION

TIME CONTENT LEARNING ACTIVITIES RESOURCES REFERENCES
5 MINUTES

INTRODUCTION

Explain how the reaction between metals with cold water takes place.

Taking short notes. Exercise books.
  • KLB BK 1 Pg. 102-105
30 MINUTES

BODY DEVELOPMENT

  • Explain observations when metals react with cold water.
  • State the products of reactions of cold water with different metals.
  • Carrying out experiments to show reaction of water with metals. 
  • Discussion.
Sodium, calcium, magnesium, cold water, trough, water, splints, gas jar, funnel
  • KLB BK 1 Pg. 102-105
5 MINUTES

CONCLUSION

Asking and answering questions from the learners to summarize the lesson's objectives.

Listening and answering questions.  
  • KLB BK 1 Pg. 102-105

SELF-EVALUATION:-


 


 

TEACHER’S NAME: …………………. …………              TSC NO: …………….            SCHOOL/ INSTITUTION: ………………………………………….

FORM: 1                                                                     TERM: 3                                                                          YEAR……………..

NUMBER OF STUDENTS……………………………..      SUBJECT:  CHEMISTRY.                                              TOPIC: HYDROGEN AND WATER.

SUB-TOPIC:  WORD EQUATION FOR THE REACTION BETWEEN METALS AND COLD WATER.        

WEEK:  2                                                                        LESSON NUMBER:   2

DATE: ……..                                                                    TIME: ……….

OBJECTIVES: By the end of the lesson the learner should be able to;  

  • Write word equations when metals react with cold water.

 LESSON PRESENTATION

TIME CONTENT LEARNING ACTIVITIES RESOURCES REFERENCES
5 MINUTES

INTRODUCTION

Deduce a method to write the word equations for the reaction between metals and cold water.

Taking short notes. Exercise books.
  • Explore chemistry BK 1  Pg. 87-89.

30 MINUTES

BODY DEVELOPMENT

  • Write word equations when metals react with cold water.
  • Carrying out experiments to show reaction of water with metals. 
  • Discussion.
Sodium, calcium, magnesium, cold water, trough, water, splints, gas jar, funnel
  • Explore chemistry BK 1  Pg. 87-89.

5 MINUTES

CONCLUSION

Asking and answering questions from the learners to summarize the lesson's objectives.

Listening and answering questions.  
  • Explore chemistry BK 1  Pg. 87-89.

SELF-EVALUATION:-


 


 

TEACHER’S NAME: …………………. …………             TSC NO: …………….           SCHOOL/ INSTITUTION : ………………………………………….

FORM: 1                                                                     TERM: 3                                                                          YEAR……………..

NUMBER OF STUDENTS……………………………..      SUBJECT:  CHEMISTRY.                                              TOPIC: HYDROGEN AND WATER.

SUB-TOPIC:  REACTION OF METALS WITH STEAM.        

WEEK:  2                                                            LESSON NUMBER:   3 & 4

DATE: ……..                                                                    TIME: ……….

OBJECTIVES: By the end of the lesson the learner should be able to;  

  • Explain the observations when metals react with steam
  • State the products of reactions of steam with different metals.

LESSON PRESENTATION

TIME CONTENT LEARNING ACTIVITIES RESOURCES REFERENCES
10 MINUTES

INTRODUCTION

Explain how a metal reacts with steam.

Taking short notes. Exercise books.
  • KLB BK 1 Pg. 105-107
60 MINUTES

BODY DEVELOPMENT

  • Explain the observations when metals react with steam 
  • State the products of reactions of steam with different metals.
  • Carrying out experiments to show reaction of steam with metals. 
  • Discussion.
Magnesium ribbon, boiling tube, trough, gas jar, delivery tube
  • KLB BK 1 Pg. 105-107
10 MINUTES

CONCLUSION

Asking and answering questions from the learners to summarize the lesson's objectives.

Listening and answering questions.  
  • KLB BK 1 Pg. 105-107

SELF-EVALUATION:-


 


 

TEACHER’S NAME: …………………. …………              TSC NO: …………….              SCHOOL/ INSTITUTION: ………………………………………….

FORM: 1                                                                     TERM: 3                                                                          YEAR……………..

NUMBER OF STUDENTS……………………………..      SUBJECT:  CHEMISTRY.                                              TOPIC: HYDROGEN AND WATER.

SUB-TOPIC: WORD EQUATION FOR THE REACTION BETWEEN METALS AND STEAM.                       

WEEK:  3                                                                        LESSON NUMBER:   1

DATE: ……..                                                                    TIME: ……….

OBJECTIVES: By the end of the lesson the learner should be able to;  

  • Write word equations when metals react with steam

LESSON PRESENTATION

TIME CONTENT LEARNING ACTIVITIES RESOURCES REFERENCES
5 MINUTES

INTRODUCTION

Give the difference between the word equation obtained from the reaction of metals and water and that of metals and steam.

Taking short notes. Exercise books.
  • Principles Of Chemistry Pg. 177-180.

30 MINUTES

BODY DEVELOPMENT

  • Write word equations when metals react with cold steam.
  • Carrying out experiments to show reaction of water with metals. 
  • Discussion.
Magnesium ribbon, boiling tube, trough, gas jar, delivery tube
  • Principles Of Chemistry Pg. 177-180.

5 MINUTES

CONCLUSION

Asking and answering questions from the learners to summarize the lesson's objectives.

Listening and answering questions.  
  • Principles Of Chemistry Pg. 177-180.

SELF-EVALUATION:-


 


 

TEACHER’S NAME: …………………. …………          TSC NO: …………….               SCHOOL/ INSTITUTION: ………………………………………….

FORM: 1                                                                     TERM: 3                                                                          YEAR……………..

NUMBER OF STUDENTS……………………………..      SUBJECT:  CHEMISTRY.                                              TOPIC: HYDROGEN AND WATER.

SUB-TOPIC: REACTIVITY SERIES OF METALS WITH WATER.                                                                   

WEEK:  3                                                                         LESSON NUMBER:   2

DATE: ……..                                                                    TIME: ……….

OBJECTIVES: By the end of the lesson the learner should be able to;  

  • Arrange metals in order of their reactivity with water in ascending order.

LESSON PRESENTATION

TIME CONTENT LEARNING ACTIVITIES RESOURCES REFERENCES
5 MINUTES

INTRODUCTION

Deduce a method of arranging the metals according to their reactivity series.

Taking short notes. Exercise books.
  • KLB BK 1 Pg. 108

30 MINUTES

BODY DEVELOPMENT

  • Arrange metals in order of their reactivity with water in ascending order.
  • Discussion.
  • Drawing summary table showing reactivity series
Chart
  • KLB BK 1 Pg. 108

5 MINUTES

CONCLUSION

Asking and answering questions from the learners to summarize the lesson's objectives.

Listening and answering questions.  
  • KLB BK 1 Pg. 108

SELF-EVALUATION:-


 


 

TEACHER’S NAME: …………………. …………                TSC NO: …………….          SCHOOL/ INSTITUTION : ………………………………………….

FORM: 1                                                                     TERM: 3                                                                          YEAR……………..

NUMBER OF STUDENTS……………………………..      SUBJECT:  CHEMISTRY.                                              TOPIC: HYDROGEN AND WATER.

SUB-TOPIC: LABORATORY PREPARATION OF HYDROGEN.                                                                      

WEEK:  3                                                                        LESSON NUMBER:   3 & 4

DATE: ……..                                                                    TIME: ……….

OBJECTIVES: By the end of the lesson the learner should be able to;  

  • Assemble the apparatus used to prepare hydrogen gas in the laboratory.
  • Give the chemical test for hydrogen gas.

 LESSON PRESENTATION

TIME CONTENT LEARNING ACTIVITIES RESOURCES REFERENCES
10 MINUTES

INTRODUCTION

Set up the apparatus.

Taking short notes. Exercise books.
  • KLB BK 1 Pg. 108-111
60 MINUTES

BODY DEVELOPMENT

  • Assemble the apparatus used to prepare hydrogen gas in the laboratory
  • Give the chemical test for hydrogen gas
  • Teacher demonstration on the preparation and test for hydrogen gas
  • Discussion
  • Notes taking
Flat bottomed flask, thistle funnel, cork, delivery tube, trough, gas jar, splint, water, zinc granules, Dil. HCl.
  • KLB BK 1 Pg. 108-111
10 MINUTES

CONCLUSION

Asking and answering questions from the learners to summarize the lesson's objectives.

Listening and answering questions.  
  • KLB BK 1 Pg. 108-111

SELF-EVALUATION:-


 


 

WEEK 4.

TEACHER’S NAME: …………………. …………           TSC NO: …………….           SCHOOL/ INSTITUTION  : ………………………………………….

FORM: 1                                                                     TERM: 3                                                                          YEAR……………..

NUMBER OF STUDENTS……………………………..      SUBJECT:  CHEMISTRY.                                              TOPIC: HYDROGEN AND WATER.

SUB-TOPIC: PHYSICAL PROPERTIES OF HYDROGEN.                                                                                   

WEEK:  4                                                                        LESSON NUMBER:   1

DATE: ……..                                                                    TIME: ……….

OBJECTIVES: By the end of the lesson the learner should be able to;  

  • Give at least three physical and chemical properties of hydrogen gas.

LESSON PRESENTATIONS

TIME CONTENT LEARNING ACTIVITIES RESOURCES REFERENCES
5 MINUTES

INTRODUCTION

Define physical properties.

Taking short notes. Exercise books.
  • Explore Chemistry BK 1 Pg. 93

30 MINUTES

BODY DEVELOPMENT

  • Give at least three physical and chemical properties of hydrogen gas.
  • Class discussion.
  • Note taking
Exercise books.
  • Explore Chemistry BK 1 Pg. 93

5 MINUTES

CONCLUSION

Asking and answering questions from the learners to summarize the lesson's objectives.

Listening and answering questions.  
  • Explore Chemistry BK 1 Pg. 93

SELF-EVALUATION:-


 


 

TEACHER’S NAME: …………………. …………          TSC NO: …………….            SCHOOL/ INSTITUTION : ………………………………………….

FORM: 1                                                                     TERM: 3                                                                          YEAR……………..

NUMBER OF STUDENTS……………………………..      SUBJECT:  CHEMISTRY.                                              TOPIC: HYDROGEN AND WATER.

SUB-TOPIC:  CHEMICAL PROPERTIES OF HYDROGEN.                                                                                

WEEK:  4                                                                         LESSON NUMBER:   2

DATE: ……..                                                                    TIME: ……….

OBJECTIVES: By the end of the lesson the learner should be able to;  

  • Investigate the reduction property of hydrogen gas.

LESSON PRESENTATION

TIME CONTENT LEARNING ACTIVITIES RESOURCES REFERENCES
5 MINUTES

INTRODUCTION

Differentiate chemical properties from physical properties.

Taking short notes. Exercise books.
  • Principles of Chemistry Pg. 183-188

30 MINUTES

BODY DEVELOPMENT

  • Investigate the reduction property of hydrogen gas
  • Class discussion.
  • Teacher demonstration
  • Drawing
Hydrogen generator, source of heat, CuO, anhydrous CuSO4, combustion tube
  • Principles of Chemistry Pg. 183-188

5 MINUTES

CONCLUSION

Asking and answering questions from the learners to summarize the lesson's objectives.

Listening and answering questions.    

SELF-EVALUATION:-


 


 

TEACHER’S NAME: …………………. …………            TSC NO: …………….     SCHOOL/ INSTITUTION: ………………………………………….

FORM: 1                                                                     TERM: 3                                                                          YEAR……………..

NUMBER OF STUDENTS……………………………..      SUBJECT:  CHEMISTRY.                                              TOPIC: HYDROGEN AND WATER.

SUB-TOPIC: OXIDATION AND REDUCTION.        

WEEK:  4                                                                        LESSON NUMBER:   3 & 4

DATE: ……..                                                                    TIME: ……….

OBJECTIVES: By the end of the lesson the learner should be able to;

  •  Define oxidation, reduction and redox in terms of hydrogen.
  • Explain using equations how hydrogen is a reducing agent.
  • Use equations to explain redox.

 LESSON PRESENTATION

TIME CONTENT LEARNING ACTIVITIES RESOURCES REFERENCES
10 MINUTES

INTRODUCTION

Explain the difference between oxidation and reduction.

Taking short notes. Exercise books.
  • KLB BK 1 Pg. 108-113
  • CSC BK 1 Pg. 78-79
  • Explore BK 1 Pg. 96
60 MINUTES

BODY DEVELOPMENT

  • Define oxidation, reduction and redox in terms of hydrogen.
  • Explain using equations how hydrogen is a reducing agent.
  • Use equations to explain redox.
  • Defining oxidation and reduction.
  • Writing equations.
  • Class discussion.
 
  • KLB BK 1 Pg. 108-113
  • CSC BK 1 Pg. 78-79
  • Explore BK 1 Pg. 96
10 MINUTES

CONCLUSION

Asking and answering questions from the learners to summarize the lesson's objectives.

Listening and answering questions.  
  • KLB BK 1 Pg. 108-113
  • CSC BK 1 Pg. 78-79
  • Explore BK 1 Pg. 96

SELF-EVALUATION:-


 


 

WEEK 5

TEACHER’S NAME: …………………. …………            TSC NO: …………….        SCHOOL/ INSTITUTION : ………………………………………….

FORM: 1                                                                     TERM: 3                                                                          YEAR……………..

NUMBER OF STUDENTS……………………………..      SUBJECT:  CHEMISTRY.                                              TOPIC: HYDROGEN AND WATER.

SUB-TOPIC:  USES OF HYDROGEN.                       

WEEK:  5                                                                       LESSON NUMBER:   1

DATE: ……..                                                                    TIME: ……….

OBJECTIVES: By the end of the lesson the learner should be able to;

  • Explain at least three uses of hydrogen.

LESSON PRESENTATION

TIME CONTENT LEARNING ACTIVITIES RESOURCES REFERENCES
5 MINUTES

INTRODUCTION

Highlight some uses of hydrogen.

Taking short notes. Exercise books.
  • KLB BK 1 Pg. 115

30 MINUTES

BODY DEVELOPMENT

  • Explain at least three uses of hydrogen.
  • Discussion on uses of hydrogen
  • Note taking
Chart
  • KLB BK 1 Pg. 115

5 MINUTES

CONCLUSION

Asking and answering questions from the learners to summarize the lesson's objectives.

Listening and answering questions.  
  • KLB BK 1 Pg. 115

SELF-EVALUATION:-


 


WEEK 6-10 REVISION AND END YEAR EXAMS.

WEEK 1

TEACHER’S NAME: …………………. …………             TSC NO: …………….     SCHOOL/ INSTITUTION  : ………………………………………….

FORM: 1                                                                     TERM: 3                                                                          YEAR……………..

NUMBER OF STUDENTS……………………………..      SUBJECT:  BIOLOGY                                                     TOPIC: NUTRITION.

SUB-TOPIC: MODES OF NUTRITION.                       

WEEK:  1                                                                     LESSON NUMBER:   1

DATE: ……..                                                                    TIME: ……….

OBJECTIVES: By the end of the lesson the learner should be able to;    

  • Define heterotrophism.
  • List down the different modes of heterotrophism and describe them

 LESSON PRESENTATION

TIME CONTENT LEARNING ACTIVITIES RESOURCES REFRENCES
5 MINUTES

INTRODUCTION

Highlight the modes of nutrition in animals.

Taking notes Exercise books.
  • Comprehensive secondary Biology students Bk. 1 page 73
  • Teachers bk. 1 pages 45-55
  • KLB secondary Biology Students book Page 72.
30 MINUTES

BODY DEVELOPMENT

Explain the meaning of heterotrophism and different modes of it.

  • Defining the term   heterotrophism
  • Discussion on modes of heterotrophism
  • Chart on modes of heterotrophism.
  • Comprehensive secondary Biology students Bk. 1 page 73
  • Teachers bk. 1 pages 45-55
  • KLB secondary Biology Students book Page 72.
5 MINUTES

CONCLUSION

Asking and answering questions from the learners to summarize the lesson's objectives

Listening and answering questions.  
  • Comprehensive secondary Biology students Bk. 1 page 73
  • Teachers bk. 1 pages 45-55
  • KLB secondary Biology Students book Page 72.

SELF- EVALUATION;-


 


 

TEACHER’S NAME: …………………. …………                  TSC NO: …………….     SCHOOL/ INSTITUTION   : ………………………………………….

FORM: 1                                                                     TERM: 3                                                                          YEAR……………..

NUMBER OF STUDENTS……………………………..      SUBJECT:  BIOLOGY                                                     TOPIC: NUTRITION.

SUB-TOPIC: TYPES OF TEETH.                                  

WEEK:  1                                                                        LESSON NUMBER:   2

DATE: ……..                                                                    TIME: ……….

OBJECTIVES: By the end of the lesson the learner should be able to;  

  • Define dentition
  • Draw and label different types of teeth
  • Describe the structure of a tooth

 LESSON PRESENTATION

TIME CONTENT LEARNING ACTIVITIES RESOURCES REFRENCES
5 MINUTES

INTRODUCTION

Identify different types of teeth

Taking short notes Exercise books.
  • Comprehensive secondary Biology students Bk. 1 page 74
  • Teachers bk. 1 pages 45-55
  • KLB secondary Biology Students book Page 73-76.
30 MINUTES

BODY DEVELOPMENT

Define dentition.
Draw and label different types of teeth.
Describe the structure of a tooth.

  • Defining the term dentition
  • Identifying and drawing different  types of teeth   

  • Different types of teeth.

  • Chart on different types of teeth.
  • Comprehensive secondary Biology students Bk. 1 page 74
  • Teachers bk. 1 pages 45-55
  • KLB secondary Biology Students book Page 73-76.
5 MINUTES

CONCLUSION

Asking and answering questions from the learners to summarize the lesson's objectives

Listening and answering questions.  
  • Comprehensive secondary Biology students Bk. 1 page 74
  • Teachers bk. 1 pages 45-55
  • KLB secondary Biology Students book Page 73-76.

SELF-EVALUATION:-


 


 

TEACHER’S NAME: …………………. …………                TSC NO: …………….     SCHOOL/ INSTITUTION : ………………………………………….

FORM: 1                                                                     TERM: 3                                                                          YEAR……………..

NUMBER OF STUDENTS……………………………..      SUBJECT:  BIOLOGY                                                     TOPIC: NUTRITION.

SUB-TOPIC: ADAPTATIONS OF TEETH TO THEIR FUNCTIONS.         

WEEK:  1                                                LESSON NUMBER:   3 & 4

DATE: ……..                                                                    TIME: ……….

OBJECTIVES: By the end of the lesson the learner should be able to;          

  • Identify different types of teeth.
  • Describe the adaptations of the teeth to their functions.

LESSON PRESENTATION

TIME CONTENT LEARNING ACTIVITIES RESOURCES REFRENCES
10 MINUTES

INTRODUCTION

State different functions of teeth.

Taking short notes Exercise books.
  • Comprehensive secondary Biology students Bk. 1 page 75
  • Teachers bk. 1 pages 45-55
  • KLB secondary Biology Students book Page 75.
60 MINUTES

BODY DEVELOPMENT

  • Identify different types of teeth.
  • Describe the adaptations of the teeth to their functions.
  • Discussions on the adaptations of teeth to their functions   
  • Different types of teeth.

  • Chart on different types of teeth.
  • Comprehensive secondary Biology students Bk. 1 page 75
  • Teachers bk. 1 pages 45-55
  • KLB secondary Biology Students book Page 75.
10 MINUTES

CONCLUSION

Asking and answering questions from the learners to summarize the lesson's objectives

Listening and answering questions.  
  • Comprehensive secondary Biology students Bk. 1 page 75
  • Teachers bk. 1 pages 45-55
  • KLB secondary Biology Students book Page 75.

SELF-EVALUATION:-


 


 

WEEK 2

TEACHER’S NAME: …………………. …………               TSC NO: …………….     SCHOOL/ INSTITUTION : ………………………………………….

FORM: 1                                                                     TERM: 3                                                                          YEAR……………..

NUMBER OF STUDENTS……………………………..      SUBJECT:  BIOLOGY                                                     TOPIC: NUTRITION.

SUB-TOPIC: DENTAL FORMULAE.                          

WEEK:  2                                                                      LESSON NUMBER:   1

DATE: ……..                                                                    TIME: ……….

OBJECTIVES: By the end of the lesson the learner should be able to;  

        

LESSON PRESENTATION

TIME CONTENT LEARNING ACTIVITIES RESOURCES REFRENCES
5 MINUTES

INTRODUCTION

Define dental formulae.

Questions and answers Chalkboard/whiteboard.
  • KLB secondary Biology Students book Page 73-75

30 MINUTES

BODY DEVELOPMENT


Describe and write down the dental formulae of herbivore, carnivore and omnivore.

  • Discussion on the  dental formulae of herbivore, carnivore and omnivore.
  • Jaws of herbivore and carnivore.

  • Model of human skeleton with teeth on the jaws (artificial teeth).

  • Chart on various dental formulae.

  • Comprehensive secondary Biology students Bk. 1 page 75-77
  • Teachers bk. 1 pages 45-55
  • KLB secondary Biology Students book Page 73-75.
  • KLB teachers book 1 pages 37-55
5 MINUTES

CONCLUSION

Asking and answering questions from the learners to summarize the lesson's objectives

Listening and answering questions.  
  • Comprehensive secondary Biology students Bk. 1 page 75-77
  • Teachers bk. 1 pages 45-55
  • KLB secondary Biology Students book Page 73-75
  • KLB teachers book 1 pages 37-55

SELF-EVALUATION:-


 


 

TEACHER’S NAME: …………………. …………              TSC NO: …………….     SCHOOL/ INSTITUTION ………………………………………….

FORM: 1                                                                     TERM: 3                                                                          YEAR……………..

NUMBER OF STUDENTS……………………………..      SUBJECT:  BIOLOGY                                                     TOPIC: NUTRITION.

SUB-TOPIC: DENTAL ADAPTATIONS OF HERBIVORES, CARNIVORES AND OMNIVORES.                                                                

 WEEK:  2                                                                     LESSON NUMBER:   2

DATE: ……..                                                                    TIME: ……….

OBJECTIVES: By the end of the lesson the learner should be able to;          

  • Write down the definition of herbivores, carnivores and omnivores.
  • Explain the adaptations of dental formulae in various groups of animals, to their mode of feeding.

 LESSON PRESENTATION

TIME CONTENT LEARNING ACTIVITIES RESOURCES REFRENCES
5 MINUTES

INTRODUCTION

State the dental formulae of herbivores, carnivores and omnivores.

Note taking Exercise books.
  • KLB secondary Biology Students book Page 73-75

30 MINUTES

BODY DEVELOPMENT

  • Write down the definition of herbivores, carnivores and omnivores.

  • Explain the adaptations of dental formulae in various groups of animals, to their mode of feeding.

 

  • Discussion on the dental adaptation of herbivore, carnivore and omnivore.
  • Drawing of internal structure of different types of teeth 
  • Discussion on the functions of various parts of the teeth 
  • Discussion on common dental diseases
  • Jaws of herbivore and carnivore.

  • Model of human skeleton with teeth on the jaws (artificial teeth).

  • Comprehensive secondary Biology students Bk. 1 page 77
  • Teachers bk. 1 pages 45-55
  • KLB secondary Biology Students book Page 73-75.
  • KLB teachers book 1 pages 37-55
5 MINUTES

CONCLUSION

Asking and answering questions from the learners to summarize the lesson's objectives

Listening and answering questions.  
  • KLB secondary Biology Students book Page 73-75     

SELF-EVALUATION:-


 


 

TEACHER’S NAME: …………………. …………              TSC NO: …………….     SCHOOL/ INSTITUTION      : ………………………………………….

FORM: 1                                                                     TERM: 3                                                                          YEAR……………..

NUMBER OF STUDENTS……………………………..      SUBJECT:  BIOLOGY                                                     TOPIC: NUTRITION.

SUB-TOPIC: INTERNAL STRUCTURE OF DIFFERENT TYPES OF TEETH.                                                      

WEEK:  2                                                                        LESSON NUMBER:   3 $ 4

DATE: ……..                                                                    TIME: ……….

OBJECTIVES: By the end of the lesson the learner should be able to;

  • Draw and label the internal structure of different types of teeth.
  • Write down the functions of the different parts of the internal structure of teeth.
  • Name and discuss common dental diseases.

  LESSON PRESENTATION

TIME CONTENT LEARNING ACTIVITIES RESOURCES REFRENCES
10 MINUTES

INTRODUCTION

Name the parts of teeth

Taking short notes Exercise books.
  • KLB secondary Biology Students book Page 75-76

60 MINUTES

BODY DEVELOPMENT

  • Draw and label the internal structure of different types of teeth.
  • Write down the functions of the different parts of the internal structure of teeth.
  • Name and discuss common dental diseases.
  • Drawing of internal structure of different types of teeth 
  • Discussion on the functions of various parts of the teeth 
  • Discussion on common dental diseases
  • Jaws of herbivore and carnivore.
  • Model of human skeleton with teeth on the jaws (artificial teeth).
  • Chart on teeth with some dental diseases.

     

  • Comprehensive secondary Biology students Bk. 1 page 77-78
  • Teachers bk. 1 pages 45-55
  • KLB secondary Biology Students book Page 75-76.
  • KLB teachers book 1 pages 37-55
10 MINUTES

CONCLUSION

Asking and answering questions from the learners to summarize the lesson's objectives

Listening and answering questions.  
  • KLB secondary Biology Students book Page 75-76    

SELF-EVALUATION:-


 


 

WEEK 3

TEACHER’S NAME: …………………. …………             TSC NO: …………….     SCHOOL/ INSTITUTION  : ………………………………………….

FORM: 1                                                                     TERM: 3                                                                          YEAR……………..

NUMBER OF STUDENTS……………………………..      SUBJECT:  BIOLOGY                                                     TOPIC: NUTRITION.

SUB-TOPIC: ADAPTATION TO THE MODES OF FEEDING IN HERBIVORE.                                              

WEEK:  3                                                                     LESSON NUMBER:   1

DATE: ……..                                                                    TIME: ……….

OBJECTIVES: By the end of the lesson the learner should be able to;     

  • Write down the adaptations of herbivores to their mode of feeding.

 LESSON PRESENTATION

TIME CONTENT LEARNING ACTIVITIES RESOURCES REFRENCES
5 MINUTES

INTRODUCTION

Highlight the modes of feeding in herbivore.

Note taking. Exercise books.
  • Comprehensive secondary Biology students Bk. 1 page 76
  • Teachers bk. 1 pages 45-55
30 MINUTES

BODY DEVELOPMENT

  • Write down the adaptations of herbivores to their mode of feeding.
                                                                                 
  • Discussion the adaptation of herbivores to their mode of feeding.

 

  • Chart on the jaws of herbivores.
  • Chart on the molars from the jaws of a herbivore.
  • Jaws of a herbivore
  • Comprehensive secondary Biology students Bk. 1 page 76
  • Teachers bk. 1 pages 45-55
  • KLB secondary Biology Students book Page 73-74.
  • KLB teachers book 1 pages 37-55
5 MINUTES

CONCLUSION

Asking and answering questions from the learners to summarize the lesson's objectives

Listening and answering questions.  
  • Comprehensive secondary Biology students Bk. 1 page 76
  • Teachers bk. 1 pages 45-55  

SELF-EVALUATION:-


 


 

TEACHER’S NAME: …………………. …………              TSC NO: …………….     SCHOOL/ INSTITUTION : ………………………………………….

FORM: 1                                                                     TERM: 3                                                                          YEAR……………..

NUMBER OF STUDENTS……………………………..      SUBJECT:  BIOLOGY                                                     TOPIC: NUTRITION.

SUB-TOPIC: ADAPTATION TO MODES OF FEEDING IN CARNIVORES.                                                   

WEEK:  3                                                                      LESSON NUMBER:  2

DATE: ……..                                                                    TIME: ……….

OBJECTIVES: By the end of the lesson the learner should be able to;

  • Write down the adaptations of carnivores to their modes of feeding.

 LESSON PRESENTATION

TIME CONTENT LEARNING ACTIVITIES RESOURCES REFRENCES
5 MINUTES

INTRODUCTION

State the modes of feeding in carnivore.

Taking notes Exercise books.
  • KLB secondary Biology Students book Page 74

30 MINUTES

BODY DEVELOPMENT

  • Write down the adaptations of carnivores to their mode of feeding.
                                                                                
  • Discussion the adaptation of carnivores to their mode of feeding.
  • Chart on the jaws of carnivores.
  • Chart on the molars from the jaws of a carnivore.
  • Jaws of a carnivore      
  • Teachers bk. 1 pages 45-55
  • KLB secondary Biology Students book Page 74.
  • KLB teachers book 1 pages 37-55
5 MINUTES

CONCLUSION

Asking and answering questions from the learners to summarize the lesson's objectives

Listening and answering questions.  
  • KLB secondary Biology Students book Page 74

SELF-EVALUATION:-


 


 

TEACHER’S NAME: …………………. …………                 TSC NO: …………….     SCHOOL/ INSTITUTION  : ………………………………………….

FORM: 1                                                                     TERM: 3                                                                          YEAR……………..

NUMBER OF STUDENTS……………………………..      SUBJECT:  BIOLOGY                                                     TOPIC: NUTRITION.

SUB-TOPIC: DIGESTIVE SYSYET OF A RABBIT.       

 WEEK:  3                                                                        LESSON NUMBER:   3 & 4

DATE: ……..                                                                    TIME: ……….

OBJECTIVES: By the end of the lesson the learner should be able to;        

  • Identify various organs associated with the digestive system of a rabbit.

LESSON PRESENTATION

TIME CONTENT LEARNING ACTIVITIES RESOURCES REFRENCES
10 MINUTES

INTRODUCTION

Assemble apparatus to dissect a rabbit,                                                                                                                                     

Assembling apparatus and settling.
  • Live rabbit
  • Gloves
  • Chloroform
  • Dissection kit
  • Cotton wool
  • Dissecting board
  • Comprehensive secondary Biology students Bk. 1 page 90-91
  • Teachers bk. 1 pages 45-55
  • KLB secondary Biology Students book Page 85-86
  • KLB teachers book 1 pages 37-55
60 MINUTES

BODY DEVELOPMENT

  • Identify various organs associated with the digestive system of a rabbit.                                                                                               
  • Dissecting a rabbit assisted by a few students (students to wear gloves)
  • Discussion and note taking.
  • Live rabbit
  • Gloves
  • Chloroform
  • Dissection kit
  • Cotton wool
  • Dissecting board
  • Comprehensive secondary Biology students Bk. 1 page 90-91
  • Teachers bk. 1 pages 45-55
  • KLB secondary Biology Students book Page 85-86.
  • KLB teachers book 1 pages 37-55
10 MINUTES

CONCLUSION

Asking and answering questions from the learners to summarize the lesson's objectives

Listening and answering questions.  
  • Comprehensive secondary Biology students Bk. 1 page 90-91
  • Teachers bk. 1 pages 45-55
  • KLB secondary Biology Students book Page 85-86.
  • KLB teachers book 1 pages 37-55

SELF-EVALUATION:-


 


 

WEEK 4

 

TEACHER’S NAME: …………………. …………                  TSC NO: …………….     SCHOOL/ INSTITUTION  : ………………………………………….

FORM: 1                                                                     TERM: 3                                                                          YEAR……………..

NUMBER OF STUDENTS……………………………..      SUBJECT:  BIOLOGY                                                     TOPIC: NUTRITION.

SUB-TOPIC:  HUMAN DIGESTIVE SYSTEM.          

WEEK:  4                                                                       LESSON NUMBER:   1

DATE: ……..                                                                    TIME: ……….

OBJECTIVES: By the end of the lesson the learner should be able to;          

  • Draw and label parts of the human digestive system

 LESSON PRESENTATION

TIME CONTENT LEARNING ACTIVITIES RESOURCES REFRENCES
5 MINUTES

INTRODUCTION

Define a digestive system.                                                                                      

Discussion. Exercise books.
  • Teachers bk. 1 pages 45-55
  • KLB secondary Biology Students book Page 78-82
  • KLB teachers book 1 pages 37-55
30 MINUTES

BODY DEVELOPMENT

Draw and label parts of the human digestive system.                                                                                         

 

  • Discussion on the parts of the human digestive system.
  • Chart on the human digestive system.
  • Teachers bk. 1 pages 45-55
  • KLB secondary Biology Students book Page 78-82.
  • KLB teachers book 1 pages 37-55
5 MINUTES

CONCLUSION

Asking and answering questions from the learners to summarize the lesson's objectives

Listening and answering questions.  
  • Teachers bk. 1 pages 45-55
  • KLB secondary Biology Students book Page 78-82.
  • KLB teachers book 1 pages 37-55

SELF-EVALUATION:-


 


 

TEACHER’S NAME: …………………. …………          TSC NO: …………….       SCHOOL/ INSTITUTION  : ………………………………………….

FORM: 1                                                                     TERM: 3                                                                          YEAR……………..

NUMBER OF STUDENTS……………………………..      SUBJECT:  BIOLOGY                                                     TOPIC: NUTRITION.

SUB-TOPIC:  ALIMENTARY CANAL OF HUMAN DIGESTIVE SYSTEM.                                                    

WEEK:  4                                                                   LESSON NUMBER:   2

DATE: ……..                                                                    TIME: ……….

OBJECTIVES: By the end of the lesson the learner should be able to;          

  • Describe the regions of the alimentary canal of human digestive system.
  • Explain the functions of the human digestive system.

 LESSON PRESENTATION

TIME CONTENT LEARNING ACTIVITIES RESOURCES REFRENCES
5 MINUTES

INTRODUCTION

Define alimentary canal.          

Note taking. Exercise books.
  • KLB secondary Biology Students book Page 78-82.             
30 MINUTES

BODY DEVELOPMENT

  • Describe the regions of the alimentary canal of human digestive system.
  • Explain the functions of the human digestive system.   
  • Discussion on the parts of the human digestive system.
  • Discussion on some of the human digestive system
  • Chart on the human digestive system.
  • KLB secondary Biology Students book Page 78-82.
5 MINUTES

CONCLUSION

Asking and answering questions from the learners to summarize the lesson's objectives

Listening and answering questions.  
  • KLB secondary Biology Students book Page 78-82.

SELF-EVALUATION:-


 


 

TEACHER’S NAME: …………………. …………            TSC NO: …………….        SCHOOL/ INSTITUTION : ………………………………………….

FORM: 1                                                                     TERM: 3                                                                          YEAR……………..

NUMBER OF STUDENTS……………………………..      SUBJECT:  BIOLOGY                                                     TOPIC: NUTRITION.

SUB-TOPIC: FUNCTIONS OF THE REGIONS IN THE ELEMENTARY CANAL.                                              

WEEK:  4                                                                        LESSON NUMBER:   3 $ 4

DATE: ……..                                                                    TIME: ……….

OBJECTIVES: By the end of the lesson the learner should be able to;  

  •   Describe the various regions of the human alimentary canal and their functions.

 LESSON PRESENTATION

TIME CONTENT LEARNING ACTIVITIES RESOURCES REFRENCES
10 MINUTES

INTRODUCTION

State the regions in the alimentary canal                  

Questions and answers.
  • Chart on the human digestive system.
  • KLB secondary Biology Students book Page 78-82
60 MINUTES

BODY DEVELOPMENT

  • Describe the various regions of the human alimentary canal and their functions.                                                                                             
  • Discussion on other parts of the human alimentary canal
  • Chart on the human digestive system.
  • Comprehensive secondary Biology students Bk. 1 page 81
  • Teachers bk. 1 pages 45-55
  • KLB secondary Biology Students book Page 78-82.
10 MINUTES

CONCLUSION

Asking and answering questions from the learners to summarize the lesson's objectives

Listening and answering questions.  
  • Comprehensive secondary Biology students Bk. 1 page 81
  • Teachers bk. 1 pages 45-55
  • KLB secondary Biology Students book Page 78-82.

SELF-EVALUATION:-


 


 

Wednesday, 26 May 2021 09:19

English Form 1 Lesson Plan Term 3

TEACHERS NAME …………………………………………..                                   TSC NO………………………………….

SCHOOL                ……………………………………………

FORM                  1

TERM 3

SUBJECT               ENGLISH

SUBTOPIC    NOUN PHRASES

WEEK                   ………………………..                                                LESSON ……………………………………

DATE                    …………………………                                                 TIME   …………………………………….

Objectives:  By the end of the lesson the learner should be able to use noun phrases in sentences.

TIME CONTENT LEARNING ACTIVITIES LEARNING RESOURCES
5 MINUTES INTRODUCTION

Review of the previous lesson
Introduce by defining a phrase and a nouns phrase
Listening and speaking New Integrated English Book 1 page 200
30 MINUTES

LESSON DEVELOPMENT

Listing the constituents of a noun phrase and their definitions
Using the determiners in sentences
Supervised handling of assignments
Marking and correcting the assignments 

Listening and speaking


Writing

New Integrated English Book 1 page 200,201
5 MINUTES

CONCLUSION

Conclude by summarizing the determiner in a visual aid chart.

Listening and speaking Visual aid chart

 

TEACHERS NAME ……………………………………………                         TSC NO ………………………………………….

SCHOOL                ……………………………………………

FORM 1

TERM 3

SUBJECT         ENGLISH

SUBTOPIC      POETRY

WEEK                   ………………………………………                             LESSON …………………………………………….

DATE                    …………………………………….                               TIME      ……………………………………………..

Objectives:    By the end of the lesson the learner should be able to read the poem and answer the questions that follow.

TIME CONTENT LEARNING ACTIVITIES LEARNING RESOURCES
5 MINUTES INTRODUCTION

Review of the previous lesson
Marking and correcting assignments
Listening and speaking New Integrated English Book 1 page 201
30 MINUTES

LESSON DEVELOPMENT

Allowing the students to read in turns the poem
Supervised answering of questions
Marking and  correcting the assignment

Listening and speaking
Writing
Asking and answering questions
New Integrated English Book 1 page 202,203
5 MINUTES

CONCLUSION

Conclude by reading them a short poem

Listening and speaking chart

 

TEACHERS NAME ………………………………………………………                           TSC NO………………………………..

SCHOOL                   …………………………………….

FORM 1

TERM 3

SUBJECT                    ENGLISH

SUBTOPIC              CONJUNCTIONS

WEEK                   …………………………………………..                                   LESSON …………………………..

DATE                   ……………………………………………..                                  TIME ……………………………

Objectives   : By the end of the lesson the learner should be able to use conjunctions in sentences.

TIME CONTENT LEARNING ACTIVITIES LEARNING RESOURCES
5 MINUTES INTRODUCTION

Introduce the lesson by defining conjunctions.
Listening and speaking New Integrated English Book 1 page 204
30 MINUTES

LESSON DEVELOPMENT

Giving the functions of conjunctions
Using the conjunctions in sentences
Supervised handling assignment
marking and correcting the assignment.

Listening and speaking
Writing
Asking and answering questions
New Integrated English Book 1 page 205,206
5 MINUTES

CONCLUSION

Conclude by giving assignment

Writing New Integrated English Book 1 page 206

 

TEACHERS NAME ………………………………………                                             TSC NO ……………………………..

SCHOOL               ……………………………………

FORM 1       

TERM 3

SUBJECT                 ENGLISH

SUBTOPIC   READING COMPREHENSION-MOVING IN

WEEK    ……………………………………………………………………..                LESSON ……………………………………………

DATE ………………………………………………………………………..                TIME     …………………………………………….

Objectives: By the end of the lesson the learner should be able to read the comprehension and answer the questions that follow.

TIME CONTENT LEARNING ACTIVITIES LEARNING RESOURCES
5 MINUTES INTRODUCTION

Introduce  by marking and correcting the assignment.
Asking and answering questions New Integrated English Book 1 page 206
30 MINUTES

LESSON DEVELOPMENT

Allowing the students to read the comprehension.
Supervised handling assignment
Marking and correcting the assignment.

Reading
Listening and speaking

Asking and answering questions
New Integrated English Book 1 page 207,208,209
5 MINUTES

CONCLUSION

Conclude by giving further assignment

Listening and speaking New Integrated English Book 1 page 210

 

TEACHERS NAME   ………………………………..                                   TSC NO …………………………..

SCHOOL                   ……………………………..

FORM                                 1

TERM 3

SUBJECT              ENGLISH

SUBTOPIC   ADVERBS     

WEEK              ……………………………………………                         LESSON …………………………….

DATE               ……………………………………..                                TIME      ………………………………..

 

Objectives   By the end of the lesson the learner should be able to use adverbs in sentences.

TIME CONTENT LEARNING ACTIVITIES LEARNING RESOURCES
5 MINUTES INTRODUCTION

Review of the previous lesson
Marking and correcting the assignment.
Listening and speaking
Asking and answering questions
New Integrated English Book 1 page 210
30 MINUTES

LESSON DEVELOPMENT

Giving the definition of adverbs
Listing the types of adverbs
Giving examples in sentences
Supervised assignment
Marking and correcting the assignment.

Listening and speaking
Asking and answering questions
New Integrated English Book 1 page 212,213
5 MINUTES

CONCLUSION

Conclude by giving further assignment

Listening and speaking New Integrated English Book 1 page 214

TEACHERS NAME   ………………………………………………                     TSC NO ………………………………………….

SCHOOL                   ……………………………………………..  

FORM                     1

TERM                         3

SUBJECT                 ENGLISH

SUBTOPIC              READING COMPREHENSION- The disadvantaged

WEEK                      ……………………………..                                    LESSON ……………………………………

DATE                        ……………………………                                      TIME ………………………………………

Objectives: By the end of the lesson the learner should be able to read and answer the comprehension questions

TIME CONTENT LEARNING ACTIVITIES LEARNING RESOURCES
5 MINUTES INTRODUCTION

Review of the previous lesson
Introduce by discussing the traditional marriage practices of the students communities
Asking and answering questions New Integrated English Book 1 page 214
30 MINUTES

LESSON DEVELOPMENT

Allowing the students to read in turns the passage
Giving the meanings of the difficult words 
Supervised handling of assignment

Listening and speaking
Asking and answering questions
Writing
New Integrated English Book 1 page 215,216,217
5 MINUTES

CONCLUSION

Conclude by giving extra assignment

Writing New Integrated English Book 1 page 217

 

TEACHERS NAME   ………………………………………..                                         TSC NO. ………………………….

SCHOOL                     …………………………………………

FORM 1

TERM 3

SUBJECT                       ENGLISH

SUBTOPIC               ADVERBS (2)

WEEK                 ………………………………………                                    LESSON          …………………………….

DATE                  ………………………………………                                    TIME              …………………………………

Objectives:      By the end of the lesson the learner should be able to use adverbs in sentences

TIME CONTENT LEARNING ACTIVITIES LEARNING RESOURCES
5 MINUTES INTRODUCTION

Review of the previous lesson
Marking and correcting the assignment
Asking and answering questions New Integrated English Book 1 page 216
30 MINUTES

LESSON DEVELOPMENT

Asking the learners definition of adverbs
Giving the three types of adverbs
Giving examples in sentences
Supervised assignment
Marking and correcting the assignment.


Asking and answering questions
Writing
New Integrated English Book 1 page 218,219
5 MINUTES

CONCLUSION

Summarize using a chart on the types of adverbs.

Listening and speaking New Integrated English Book 1 page 219

 

TEACHERS NAME ………………………….                                                    TSC NO…………………………………

SCHOOL                ……………………………

FORM 1 

TERM 3

SUBJECT             ENGLISH

TOPIC                 LISTENING COMPREHENSION – The devil undone

WEEK                 …………………………………                                                 LESSON ……………………………….

DATE                 …………………………………                                                  TIME ………………………………….

Objectives: By the end of the lesson the learner should be able to listen to the comprehension and answer the question that follow.

TIME CONTENT LEARNING ACTIVITIES LEARNING RESOURCES
5 MINUTES INTRODUCTION

Review of the previous lesson
Marking and correcting the assignment
Listening and speaking
Asking and answering questions
New Integrated English Book 1 page 219
30 MINUTES

LESSON DEVELOPMENT

Reading the passage to the students
Supervised answering of the questions
Marking and correcting the assignment.

Listening and speaking
Asking and answering questions

New Integrated English Book 1 page 220
5 MINUTES

CONCLUSION

Conclude by giving extra assignment 

Writing New Integrated English Book 1 page 220

 

TEACHERS NAME    ………………………………….              TSC NO ………………………………………………….

SCHOOL                  ……………………………………

FORM                       1

TERM 3

SUBJECT                 ENGLISH

SUBTOPIC:    COMPARATIVES

WEEK                   …………………………………….                  LESSON …………………………………………………….

DATE                    ……………………………………                    TIME     ……………………………………………………..

TIME CONTENT LEARNING ACTIVITIES LEARNING RESOURCES
5 MINUTES INTRODUCTION

Review of the previous lesson
Marking and correcting the assignment
Listening and speaking
Asking and answering questions
New Integrated English Book 1 page 221
30 MINUTES

LESSON DEVELOPMENT

Defining comparatives
Telling when they are used
Giving examples of other comparatives
Supervised assignment
Marking and correcting the assignment.

Listening and speaking

Writing

New Integrated English Book 1 page 223,224,225,230,231
5 MINUTES

CONCLUSION

Conclude by giving out assignment 

Writing New Integrated English Book 1 page 225,230

 

TEACHERS NAME ……………………………………..                    TSC NO ………………………………..

SCHOOL                …………………………………….

FORM                   1

TERM                    3

SUBJECT               ENGLISH

SUBTOPIC    READING COMPREHENSION – BODY TALK

WEEK           ………………………………….                                           LESSON ……………………..

DATE            …………………………………….                                       TIME…………………………….

Objectives: By the end of the lesson the learner should be able to read and answer comprehension questions

TIME CONTENT LEARNING ACTIVITIES LEARNING RESOURCES
5 MINUTES INTRODUCTION

Review of the previous lesson
Marking and correcting the assignment
Listening and speaking
Asking and answering questions
New Integrated English Book 1 page 231
30 MINUTES

LESSON DEVELOPMENT

Let the students read in turns 
Guiding the students on getting the meanings to the difficult words
Supervised handling of assignment
Marking and correcting the assignment.

Listening and speaking

Writing

New Integrated English Book 1 page 232,233
5 MINUTES

CONCLUSION

Conclude by giving extra assignment 

Writing New Integrated English Book 1 page 234

 

TEACHERS NAME …………………………………………….                                       TSC NO………………………………………

SCHOOL                  ………………………………………………..

FORM 1               

TERM 3 

SUBJECT             ENGLISH

SUBTOPIC          SUPERLATIVES

WEEK               ……………………………………………..                                 LESSON …………………………………

DATE                ……………………………………………                                    TIME     …………………………………

 Objectives: By the end of the lesson the learner should be able to use superlatives in sentences.

TIME CONTENT LEARNING ACTIVITIES LEARNING RESOURCES
5 MINUTES INTRODUCTION

Review of the previous lesson
Introduce by giving the definition of superlatives
Listening and speaking
Writing
Asking and answering questions
New Integrated English Book 1 page 238
30 MINUTES

LESSON DEVELOPMENT

Giving examples of superlatives in sentences
Giving supervised assignment
Marking and correcting the assignment.

Listening and speaking
Writing

Asking and answering questions

New Integrated English Book 1 page 238,239,240,241
5 MINUTES

CONCLUSION

Conclude by giving extra assignment 

Writing New Integrated English Book 1 page 242

 

TEACHERS NAME        …………………………………………..                                    TSC NO ……………………….

SCHOOL                       …………………………………………….

FORM                             1

TERM 3

SUBJECT                       ENGLISH

SUBTOPIC                    DIRECT SPEECH

WEEK                            ………………………………………………….                      LESSON ………………………………

DATE                             ………………………………………………..                        TIME ……………………………………...

OBJECTIVES: By the end of the lesson the learner should be able to use direct speech.

TIME CONTENT LEARNING ACTIVITIES LEARNING RESOURCES
5 MINUTES INTRODUCTION

Review of the previous lesson
Marking and correcting the assignment
Listening and speaking
Asking and answering questions
New Integrated English Book 1 page 242
30 MINUTES

LESSON DEVELOPMENT

Telling the students what direct speech is
Using direct speech in giving examples of sentences
Giving supervised assignment
Marking and correcting the assignment.

Listening and speaking
Writing

Asking and answering questions

New Integrated English Book 1 page 245,246,247
5 MINUTES

CONCLUSION

Conclude by giving extra assignment 

Writing New Integrated English Book 1 page 246

 

TEACHERS NAME         …………………………                                          TSC NO ………………………………………………

SCHOOL                         ………………………………

FORM                                1

TERM                                        3

SUBJECT                        ENGLISH

SUBTOPIC                    READING COMPREHENSION

WEEK                          …………………………………..                          LESSON   ……………………………………………….

DATE                         ………………………………………………             TIME     …………………………………………………

OBJECTIVES: By the end of the lesson the learner should be able to read the comprehension and answer the questions that follow.

TIME CONTENT LEARNING ACTIVITIES LEARNING RESOURCES
5 MINUTES INTRODUCTION

Review of the previous lesson
Introduce by giving the meaning of difficult words
Listening and speaking
Asking and answering questions
New Integrated English Book 1 page 247
30 MINUTES

LESSON DEVELOPMENT

Let the learners read in turns
Guide them into getting the meaning of difficult words as used in the passage
Supervised assignment
Marking and correcting the assignment.

Listening and speaking
Writing

Asking and answering questions

New Integrated English Book 1 page 248
5 MINUTES

CONCLUSION

Conclude by giving extra assignment 

Writing New Integrated English Book 1 page 248

 

TEACHERS NAME     ……………………………………..                  TSC NO.   …………………………….

SCHOOL                      ……………………………………

FORM                         1

TERM 3

SUBJECT                    ENGLISH

SUBTOPIC       PREPOSITIONS

WEEK                 ……………………………………………                        LESSON …………………………..

DATE                  …………………………………………..                          TIME      ………………………..

OBJECTIVE: By the end of the lesson, the learner should be able to give the types of prepositions and then use them in sentences.

TIME CONTENT LEARNING ACTIVITIES LEARNING RESOURCES
5 MINUTES INTRODUCTION

Review of the previous lesson
Marking and correcting the assignment
Listening and speaking
Asking and answering questions
New Integrated English Book 1 page 248,267,268,269
30 MINUTES

LESSON DEVELOPMENT

Let the students study the pictures in relation to prepositions
Giving the types of prepositions 
Giving examples in sentences
Supervised assignment
Marking and correcting the assignment.

Listening and speaking
Writing

Asking and answering questions

New Integrated English Book 1 page 253,254,267,268,269
5 MINUTES

CONCLUSION

Summarize by reminding them on the types of preposition

Listening and speaking Visual aid chart

 

TEACHERS NAME …………………………………………                               TSC NO……………………………………………

SCHOOL                  ………………………………………..

FORM                          1

TERM 3

SUBJECT                ENGLISH                                            

SUBTOPIC             READING COMPREHENSION- freedom

WEEK                      ………………………………………..                             LESSON      ……………………………………………..

DATE                      …………………………………………                              TIME          ………………………………………………

OBJECTIVES:     By the end of the lesson the learner should be able to read the comprehension and answer the questions that follow.

TIME CONTENT LEARNING ACTIVITIES LEARNING RESOURCES
5 MINUTES INTRODUCTION

Review of the previous lesson
Introducing by asking the students what freedom is.
Listening and speaking
Asking and answering questions
New Integrated English Book 1 page 255
30 MINUTES

LESSON DEVELOPMENT

Guide the students into reading the passage
Give the meanings of the difficult words
Supervised handling of assignment
Marking and correcting the assignment.

Listening and speaking
Writing

Asking and answering questions

New Integrated English Book 1 page 255,256
5 MINUTES

CONCLUSION

Conclude by guiding the students into looking for meaning of difficult words

Asking and answering questions

New Integrated English Book 1 page 256

Oxford Dictionary

 

TEACHERS NAME   …………………………………….      TSC NO …………………………………………

SCHOOL                  ………………………………………

FORM                         1

TERM 3

SUBJECT                  ENGLISH

SUBTOPIC                INTERROGATIVES

WEEK                      ……………………………………..             LESSON ……………………………….

DATE                       ……………………………………..             TIME   …………………………………

OBJECTIVES:     By the end of the lesson the learner should be able to write and identify interrogative sentences.

TIME CONTENT LEARNING ACTIVITIES LEARNING RESOURCES
5 MINUTES INTRODUCTION

Review of the previous lesson
Introduce by asking the students to give the meaning of interrogative sentences
Asking and answering questions New Integrated English Book 1 page 256
30 MINUTES

LESSON DEVELOPMENT

Explain the word interrogative
Giving examples of interrogative sentences
Giving the word used in interrogative sentences e.g.

  • who
  • where

Supervised assignment
Marking and correcting the assignment.

Listening and speaking
Writing

Asking and answering questions

New Integrated English Book 1 page 258
5 MINUTES

CONCLUSION

Giving extra assignment

Writing

New Integrated English Book 1 page 258

TEACHERS NAME          …………………………..                          TSC NO …………………………………………..

SCHOOL                           ………………………………..

FORM                              1

TERM              3

SUBJECT                          ENGLISH

SUBTOPIC                 GRADABLE AND UNGRADABLE ADJECTIVE

WEEK                         ………………………………                                     LESSON …………………………………………..

DATE                         ……………………………….                                    TIME ………………………………………………

 OBJECTIVES: By the end of the lesson the learner should be able to use gradable and ungradable adjective in sentences

TIME CONTENT LEARNING ACTIVITIES LEARNING RESOURCES
5 MINUTES INTRODUCTION

Review of the previous lesson

Marking and correcting the previous assignment

Listening and speaking
Asking and answering questions
New Integrated English Book 1 page 260
30 MINUTES

LESSON DEVELOPMENT

Giving the meaning of gradable adjectives
Giving the meaning of ungradable adjectives
Giving examples of gradable and ungradable adjectives in sentences
Giving supervised assignment
Marking and correcting the assignment.

Listening and speaking
Writing

Asking and answering questions

New Integrated English Book 1 page 262,263
5 MINUTES

CONCLUSION

Conclude by giving the difference between gradable and ungradable adjectives

Listening and speaking

Writing

Visual aid chart

 

TEACHERS NAME ………………………………………..              TSC …………………………………………..

SCHOOL                    …………………………………….

FORM                        1

TERM 3

SUBJECT                     ENGLISH   

SUBTOPIC                   PERSONAL WRITING –email address and access

WEEK                        ………………………………….            LESSON    ……………………………………

DATE                         …………………………………             TIME       ………………………………………

OBJECTIVES:     By the end of the lesson the learner should be able to write and access an email address

TIME CONTENT LEARNING ACTIVITIES LEARNING RESOURCES
5 MINUTES INTRODUCTION

Review of the previous lesson

Introduce the lesson by showing an example of an email phone or tablet

Listening and speaking

New Integrated English Book 1 page 272,273
30 MINUTES

LESSON DEVELOPMENT

Giving the steps involved in creating an email
Helping them create an email address
Supervised assignment on email creation
Marking and correcting the assignment.

Listening and speaking
Writing

Asking and answering questions

New Integrated English Book 1 page 272,273,274
Tablet
Mobile phone
A computer

5 MINUTES

CONCLUSION

Conclude by giving extra assignment



Writing

New Integrated English Book 1 page 274

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