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| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 |
HEROES AND HEROINES: WORLD
Listening and Speaking |
Diphthongs and Sentence Stress: Diphthongs
|
By the end of the
lesson, the learner
should be able to:
- Identify words with the diphthongs /aʊ/ and /ʊə/ in a text. - Pronounce diphthongs accurately. - Value correct pronunciation in speech. |
The learner is guided to:
- Identify the diphthongs /aʊ/ as in out, house /ʊə/ as in sure, cure. - Read a passage featuring the diphthongs/aʊ/ and /ʊə/. - Recite poems featuring the diphthongs/aʊ/ and /ʊə/. - Underline words with the diphthongs from texts. - In groups, read aloud words with the diphthongs /aʊ/ and /ʊə/ from flashcards. |
Why is it important to pronounce words correctly?
|
Skills in English pg. 170
Digital devices Audio recordings Flashcards Dictionaries Poems |
Observation
Pronunciation assessment
Recitation evaluation
Peer feedback
Checklists
|
|
| 1 | 2 |
Reading
Grammar in Use Grammar in Use |
Extensive Reading: Application
Conjunctions: Correlative Conjunctions - Identification Conjunctions: Correlative Conjunctions - Usage |
By the end of the
lesson, the learner
should be able to:
- Read a text for information and enjoyment. - Make connections between the text and real life. - Appreciate the role of extensive reading in lifelong learning. |
The learner is guided to:
- Read independently and silently. - Interpret what they read in their own way. - Infer meanings of unfamiliar vocabulary from the context. - Look up the meaning of unfamiliar words in the dictionary. - Outline the subjects addressed in the text. - Make notes on what has been read. - Discuss the topics of the texts with peers. - Write a book review of their favourite fictional text. |
What should one consider when choosing a reading text?
|
Skills in English pg. 177
Digital devices Dictionaries Book collections Note-taking materials Textbooks Skills in English pg. 180 Newspapers Magazines Books Skills in English pg. 182 Charts Sentence strips Role play materials |
Reading comprehension
Vocabulary inference
Note-taking quality
Book review assessment
Peer feedback
|
|
| 1 | 3 |
Reading
|
Play: Style - Features
Play: Style - Analysis |
By the end of the
lesson, the learner
should be able to:
- Identify features of style used in a play. - Explain the purpose of stylistic features. - Value creativity in plays. |
The learner is guided to:
- Read aloud excerpts of a play. - Answer questions based on the excerpt. - Highlight aspects of style such as flashback, flash-forwards and personification in a play. - Discuss, in groups, the role of memories, dreams and a story within the story in a flashback. |
Why do authors use flashback, flash-forward and personification in plays?
|
Skills in English pg. 183
Digital devices Class readers - Play Lesson notes Textbooks Skills in English pg. 187 Video recording equipment Lesson notes |
Style feature identification
Written responses
Group discussion evaluation
Peer feedback
Checklists
|
|
| 1 | 4 |
Writing
|
Narrative Compositions: Elements
Narrative Compositions: Writing |
By the end of the
lesson, the learner
should be able to:
- Identify the elements of a narrative composition. - Plan a narrative composition. - Value planning in the writing process. |
The learner is guided to:
- Read samples of narrative compositions from text books. - Identify the introduction, body and conclusion of a sample composition. - Brainstorm possible topics for narrative compositions. - Tell a story from their own experiences. - Plan a narrative composition. |
How should we organize our compositions?
|
Skills in English pg. 190
Digital devices Sample compositions Planning templates Textbooks Skills in English pg. 192 Writing materials Editing checklists Display materials |
Element identification
Plan assessment
Storytelling evaluation
Peer feedback
Checklists
|
|
| 1 | 5 |
SOCIAL AND MASS MEDIA
Listening and Speaking Listening and Speaking Reading |
Impromptu Speeches: Preparation
Impromptu Speeches: Delivery Note Making: Main Ideas |
By the end of the
lesson, the learner
should be able to:
- Outline the procedure for preparing for an impromptu speech. - Identify the elements of an impromptu speech. - Value the importance of preparation in speech making. |
The learner is guided to:
- Search from the internet or in the dictionary for the meaning of the term impromptu speech. - Listen to an impromptu speech made by the teacher. - Brainstorm on the procedure for preparing for an impromptu speech in small groups. - Identify the elements of an impromptu speech: introduction, body and conclusion. |
In what instances could one be called upon to make a speech without prior notice?
|
Skills in English pg. 194
Digital devices Dictionaries Speech samples Lesson notes Skills in English pg. 195 Recording equipment Speech topics Feedback forms Skills in English pg. 196 Argumentative passages Note-making templates Textbooks |
Observation
Procedure identification
Element recognition
Group discussion evaluation
Checklists
|
|
| 2 | 1 |
Reading
Grammar in Use Grammar in Use |
Note Making: Organization
Determiners: Numerals Determiners: Ordinals |
By the end of the
lesson, the learner
should be able to:
- Make notes from an argumentative passage. - Organize notes effectively. - Value the importance of note making while reading for pleasure or academic purposes. |
The learner is guided to:
- In groups, make notes on different health and media issues presented in passages. - Graphically prepare charts using their notes. - Exchange the charts for peer review and correction. - Use the notes, in groups, to compose a poem or a song and present it in class. |
In what situations could notes be made?
|
Skills in English pg. 199
Digital devices Graphic organizers Chart materials Textbooks Skills in English pg. 202 Sample passages Matching exercises Skills in English pg. 204 Sentence strips |
Note quality assessment
Chart preparation
Creative composition
Peer review
Assessment rubrics
|
|
| 2 | 2 |
Reading
Writing |
Play: Project - Planning
Play: Project - Performance Filling Forms: Application Forms - Identification |
By the end of the
lesson, the learner
should be able to:
- Identify simple props and costumes that create mood and atmosphere. - Plan for the presentation of a play. - Value the importance of planning in performance. |
The learner is guided to:
- Watch video clips on how to dramatise and record a section of a play. - In groups select simple props and costumes that enhance performance. - Write the story charts and scripts to follow in the performance. - Discuss the use of props and costumes to create mood and atmosphere. |
How does an acted play differ from a written one?
|
Skills in English pg. 205
Digital devices Video clips Class readers - Play Props and costumes Skills in English pg. 207 Recording equipment Props and costumes Performance space Skills in English pg. 209 Sample application forms Lists of forms Textbooks |
Prop and costume selection
Planning quality
Script preparation
Group collaboration
Checklists
|
|
| 2 | 3 |
Writing
|
Filling Forms: Application Forms - Completion
|
By the end of the
lesson, the learner
should be able to:
- Fill in bursary and scholarship application forms while adhering to conventions. - Value the importance of giving accurate and sufficient information in forms. - Apply neatness and clarity in form filling. |
The learner is guided to:
- Fill in different forms that require data on issues such as social and mass media. - Share different filled in forms for peer observation and feedback. - Discuss as a plenary the importance of providing accurate data in forms. - Create a form in small groups. - Fill in forms with accurate and sufficient information. |
How can we ensure we provide accurate information in forms?
|
Skills in English pg. 212
Digital devices Application forms Pens with clear handwriting Textbooks |
Form completion assessment
Accuracy evaluation
Neatness check
Peer feedback
Assessment rubrics
|
|
| 2 | 4 |
INCOME GENERATING ACTIVITIES
Listening and Speaking Listening and Speaking Reading |
Conversation Skills: Job Interviews
Extensive Reading: Fiction |
By the end of the
lesson, the learner
should be able to:
- Outline preparations undertaken by an interviewer and interviewee before a job interview - Ask appropriate questions in mock job interviews - Recognise excellent interview skills as a positive step towards getting a job |
The learner is guided to:
- Watch a job interview that the teacher will provide - Brainstorm on ways in which an interviewer and interviewee can prepare for a job interview - Outline the preparations that should be made by an interviewer and interviewee before a job interview - Search from the internet and in printed materials for questions that are commonly asked during a job interview - Prepare a list of questions that could be used when interviewing someone to work in an income-generating business |
How can you succeed in a job interview?
|
Skills in English Grade 9 (p. 214)
Video clips on job interviews Digital devices Internet resources Skills in English Grade 9 (p. 215) Digital recording devices Sample job interview questions Skills in English Grade 9 (p. 217) Fiction books Library books Sample fiction and non-fiction texts |
Observation
Oral questions
Peer assessment
Video recordings
|
|
| 2 | 5 |
Reading
Grammar in Use Grammar in Use |
Extensive Reading: Fiction
Word Classes: Nouns Word Classes: Nouns |
By the end of the
lesson, the learner
should be able to:
- Read grade-appropriate fiction materials - Keep a portfolio of the subject matter - Appreciate the importance of reading fiction for exposure |
The learner is guided to:
- Read the selected fiction texts and make notes - Use a graphic organiser to write short summaries of the subject matter of each fiction text read - Include a few points that would encourage others to read the story - Take a photograph of each text read and its summary or draw pictures of books read that indicate the title and author - Write the titles of the books read and their subject matter on cards - Create a reader's gallery by displaying the cards with the titles of the materials read with a caption indicating the subject matter - Take photographs of the reader's gallery display and keep copies in their portfolio |
What makes a book interesting?
|
Skills in English Grade 9 (p. 218)
Fiction books Digital devices Graphic organisers Display materials Camera/digital device for taking photographs Skills in English Grade 9 (p. 221) Sample texts Word cards Dictionaries Charts Skills in English Grade 9 (p. 222) Newspapers Magazines Chart papers |
Portfolio assessment
Observation
Peer assessment
Readers' gallery display
Questions and answers
|
|
| 3 | 1 |
Reading
Writing |
Grade-appropriate Play: Lessons learnt
Mechanics of Writing: Spelling |
By the end of the
lesson, the learner
should be able to:
- Identify and illustrate the lessons learnt from a play - Relate the lessons learnt to real life experiences - Appreciate plays as sources of life lessons and entertainment |
The learner is guided to:
- Read play excerpts such as "A time for change" - Search from the internet and printed books for information on how to get life lessons from the words and actions of characters - In pairs, discuss what problem the characters face and what they learn about themselves when they solve the problem - Identify lessons in the play and give an illustration for each lesson - Discuss sections of the play that are entertaining and the lessons learnt from these sections |
What lessons can one learn from a play?
|
Skills in English Grade 9 (p. 223)
Play excerpts Digital devices Internet resources Graphic organisers Chart papers Skills in English Grade 9 (p. 224) Skills in English Grade 9 (p. 227) Sample abbreviations Dictionaries Reference materials |
Oral discussions
Written assignments
Group presentations
Observation
Question and answer
|
|
| 3 | 2 |
Writing
|
Mechanics of Writing: Spelling
|
By the end of the
lesson, the learner
should be able to:
- Spell words correctly for effective communication - Write common abbreviations correctly - Demonstrate awareness of word splitting at the end of a line |
The learner is guided to:
- Study sentences and note the words that are split at the end of a line - Search from the internet or in books for information on what to consider when splitting words at the end of a line - Make notes from their search and present findings in class - Write words that can be abbreviated - Spell words correctly that the teacher will dictate - Rewrite sentences, abbreviating the underlined words - Write sentences about income-generating activities that include abbreviations - Write a paragraph on how to save money from income-generating activities using words that need to be abbreviated - Peer assess the paragraphs and rewrite them incorporating corrections |
Which words do we normally abbreviate?
|
Skills in English Grade 9 (p. 228)
Dictionaries Reference materials Digital devices Chart papers Sample abbreviations Word lists |
Written exercises
Dictation
Paragraph writing
Peer assessment
Word splitting exercises
Abbreviation exercises
|
|
| 3 | 3 |
PERSONAL GROOMING
Listening and Speaking |
Listening to Respond: Expressing Feelings
|
By the end of the
lesson, the learner
should be able to:
- Identify words and expressions used to describe their feelings towards a poem - Express their feelings towards the subject matter of a poem - Value the importance of poem recitation for effective communication |
The learner is guided to:
- Read poems about personal grooming - Identify words and expressions that can be used to describe feelings towards a poem - Search online or from printed materials for various words and expressions that can be used to describe one's feelings towards a poem - Identify words and expressions that make them develop certain feelings towards the subject matter, main character, and the poem as a whole - Recite poems emphasizing words and expressions that bring out their feelings - Record their recitation and play it to a peer |
How does the poem make you feel?
|
Skills in English Grade 9 (p. 232)
Poetry books Digital devices Audio recordings Recording equipment |
Oral presentations
Observation
Recitation
Audio recordings
Peer assessment
|
|
| 3 | 4 |
Listening and Speaking
Reading |
Listening to Respond: Expressing Feelings
Intensive Reading: Comprehension Strategies |
By the end of the
lesson, the learner
should be able to:
- Express their feelings towards the subject matter of a poem - Value the importance of poem recitation for effective communication |
The learner is guided to:
- Watch the recitation of a live or recorded poem on personal grooming - Describe how the poem made them feel about the subject it addresses - Discuss how one can express feelings while reciting a poem - Select poems from various sources - Use appropriate words and expressions to describe their feelings towards the characters or issues brought out in the poems - Recite the selected poems in groups - Present in detail different feelings towards each poem's subject matter - Participate in a class discussion on the importance of expressing feelings when reciting a poem |
Why is it important to recite poems with feeling?
|
Skills in English Grade 9 (p. 233)
Poetry books Digital devices Video recordings Audio equipment Sample poems Skills in English Grade 9 (p. 234) Reading passages Internet resources Reference materials Printed materials |
Group presentations
Oral discussions
Observation
Peer assessment
Self-assessment
|
|
| 3 | 5 |
Reading
|
Intensive Reading: Comprehension Strategies
|
By the end of the
lesson, the learner
should be able to:
- Summarise ideas in a passage - Apply the skills of making inferences and drawing conclusions in independent reading |
The learner is guided to:
- Read passages such as "Stay well groomed" - Identify the main ideas in the passage and make notes - Use the notes to write a summary of the ideas in the passage - Present summaries on charts and post them on the classroom wall - Invite classmates to view and review the summaries - Review the summaries of peers - Explain the importance of making summaries - Search for texts on personal grooming from the internet, books, newspapers or magazines - Make notes on main ideas, infer information and the meanings of unfamiliar words or expressions |
Why is it important to summarise information from a text?
|
Skills in English Grade 9 (p. 236)
Reading passages Digital devices Chart papers Dictionaries Reference materials Internet resources |
Written summaries
Chart presentations
Peer assessment
Observation
Gallery walk
Question and answer
|
|
| 4 | 1 |
Grammar in Use
|
Phrasal Verbs
|
By the end of the
lesson, the learner
should be able to:
- Identify phrasal verbs formed from break, hang, run and turn in texts - Use the given phrasal verbs in sentences of their own - Value the importance of using phrasal verbs in spoken and written communication |
The learner is guided to:
- Read sentences and identify phrasal verbs - Infer what the phrasal verbs mean based on how they are used in sentences - Read passages like "Waiting" and identify phrasal verbs - Discuss the meaning of phrasal verbs and why we should learn them - Search online or in printed materials for texts that use phrasal verbs formed from break, run, turn and hang - Organize the phrasal verbs into lists based on the verb in each phrase - Use a print or online dictionary to search for the meaning of each phrasal verb |
How are phrasal verbs different from other verbs?
|
Skills in English Grade 9 (p. 238)
Digital devices Dictionaries Reference materials Chart papers Sample texts Word cards Skills in English Grade 9 (p. 240) |
Oral discussions
Written exercises
Observation
Language games
Sentence construction
|
|
| 4 | 2 |
Reading
|
Play: Characterisation
|
By the end of the
lesson, the learner
should be able to:
- Outline the clues for identifying traits of different characters in a play - Use the clues to describe the characters in a play - Value the role of characterisation in determining virtues and vices in society |
The learner is guided to:
- Search from the internet, books, newspapers or magazines to find out what clues to look for in a play to identify traits of characters - Read play excerpts such as "Learner of the year" - In pairs, brainstorm on words and phrases used to describe characters - Compile the words and phrases into a phrase book - Share the phrase book with others in the classroom - Compare their books with those of other learners - Outline the clues for identifying traits of different characters in the play |
How can one tell the qualities of a character in a play?
|
Skills in English Grade 9 (p. 241)
Play excerpts Digital devices Internet resources Reference materials Chart papers |
Phrase books
Oral discussions
Written exercises
Observation
Peer assessment
|
|
| 4 | 3 |
Reading
|
Play: Characterisation
|
By the end of the
lesson, the learner
should be able to:
- Use the clues to describe the characters in a play - Appreciate the role of characterisation in determining virtues and vices in society |
The learner is guided to:
- Use clues to describe the characters and their traits in plays - Create character maps for each character and display them in the classroom gallery - Listen to feedback from classmates and use suggestions to improve character maps - Rehearse and dramatize parts of plays, bringing out the traits of the characters - Make good use of verbal and non-verbal cues - Watch video clips of plays and identify clues that can be used to describe character traits - Role-play different characters in a hot-seating game - Play character identification games |
What makes plays interesting?
|
Skills in English Grade 9 (p. 245)
Play excerpts Digital devices Character maps Chart papers Video clips Drama props |
Role play
Drama performances
Character maps
Hot-seating games
Peer assessment
Observation
|
|
| 4 | 4 |
Writing
|
The Writing Process
|
By the end of the
lesson, the learner
should be able to:
- Outline the different stages of the writing process - Apply the writing process in creating a dialogue on a relevant theme - Value the importance of planning in writing tasks |
The learner is guided to:
- Discuss the steps to follow when writing - Search online and in printed texts for information on the steps of the writing process - Answer questions about the steps of the writing process - In groups, discuss the different tasks involved in each step of the writing process - Use notes and ideas from group discussion to outline the stages of the writing process - Present the outline on a chart - In pairs, take up roles and read dialogues like "A writing task" |
Why should you plan your writing?
|
Skills in English Grade 9 (p. 247)
Sample writing process charts Digital devices Internet resources Reference materials Chart papers Sample dialogues Skills in English Grade 9 (p. 249) Digital recording devices Props for dramatization |
Oral discussions
Chart presentations
Written exercises
Observation
Question and answer
|
|
| 4 | 5 |
SEA TRAVEL
Listening and Speaking |
Extensive Listening: Speeches
|
By the end of the
lesson, the learner
should be able to:
- Identify the issue addressed by the different speeches listened to - Take notes on the points made by the different speakers on the issue - Value the information shared in the speeches |
The learner is guided to:
- Tell classmates how a speech they listened to inspired them to take a certain course of action - Listen to speeches that the teacher will read aloud - Answer questions based on the speeches they have listened to - Take turns to ask and answer more questions based on the speeches - Identify the main issue being addressed in the speeches - Discuss the themes identified in the speeches - Search for speeches of interest on the internet, radio and television |
How can you ensure that you remember what you hear from a speech?
|
Skills in English Grade 9 (p. 251)
Audio recordings Video clips Digital devices Internet resources Sample speeches |
Oral questions
Written responses
Observation
Note taking
Group discussions
|
|
| 5 | 1 |
Listening and Speaking
|
Extensive Listening: Speeches
|
By the end of the
lesson, the learner
should be able to:
- Take notes on the points made by the different speakers on the issue - Acknowledge the importance of getting information from varied sources |
The learner is guided to:
- Work with a classmate and take notes on points made by different speakers about sea travel - Share and compare their notes with the notes of other learners - Compile the points that are repeated from the notes - Use the compiled notes to write a speech on any aspect of sea travel - Present the speech to classmates and record themselves - Publish the recorded speech on social media, class vlog or other audio platforms - Discuss what can be done to remember information listened to in a speech |
Why should we distinguish between relevant and irrelevant information during a presentation?
|
Skills in English Grade 9 (p. 252)
Digital recording devices Sample speeches Audio recording equipment Social media platforms Notes from previous lesson |
Speech presentations
Note taking
Recordings
Peer assessment
Observation
Discussions
|
|
| 5 | 2 |
Reading
|
Intensive Reading: Visualising and Summarising
|
By the end of the
lesson, the learner
should be able to:
- Identify mental images created from a read passage - Visualise scenes described in a text - Appreciate the role of mental images in enhancing understanding of a text |
The learner is guided to:
- Discuss how to ensure understanding of what is read - Read stories like "Scenes from the sea" - Answer comprehension questions based on the passage - Work with a classmate to identify words or expressions that appeal to the five senses in the passage - Describe mental images created from the passage that help to imagine how something looks, smells, sounds, feels or tastes - Write descriptive words and expressions that appeal to the five senses in a table - Search from the internet or a variety of texts for sensory words and expressions used to create mental images |
What are the features that make a text appealing to the senses?
|
Skills in English Grade 9 (p. 253)
Reading passages Digital devices Internet resources Sensory vocabulary lists Chart papers Skills in English Grade 9 (p. 256) Graphic organisers Reference materials |
Written responses
Sensory tables
Observation
Pair work
Question and answer
Group discussions
|
|
| 5 | 3 |
Grammar in Use
|
Sentences: Complex Sentences
|
By the end of the
lesson, the learner
should be able to:
- Identify subordinating conjunctions in sentences - Construct complex sentences using subordinating conjunctions - Value the purpose of subordinating conjunctions in sentences |
The learner is guided to:
- Read sentences to identify main ideas - Study sentences and suggest words that could join them into one - Read passages like "Secrets of a ship" and identify complex sentences - Identify words that link clauses to form complex sentences - In pairs, identify and underline subordinating clauses in sentences - Pick out and label subordinating conjunctions used in passages - Circle subordinating conjunctions in sentences - Read more complex sentences from various sources and identify subordinating conjunctions |
What is the role of conjunctions in sentences?
|
Skills in English Grade 9 (p. 257)
Reading passages Reference materials Digital devices Chart papers Sentence samples |
Written exercises
Identification tasks
Sentence labelling
Observation
Peer assessment
Question and answer
|
|
| 5 | 4 |
Grammar in Use
Reading |
Sentences: Complex Sentences
Grade-appropriate Play: Style |
By the end of the
lesson, the learner
should be able to:
- Construct complex sentences using subordinating conjunctions learnt - Correct disjointed sentences using the rule of subordinating conjunctions |
The learner is guided to:
- Use subordinating conjunctions to construct complex sentences - Review each other's sentences and make corrections to form well-formed complex sentences - Display sentences on charts - With a classmate, underline and label the main and subordinate clauses on the chart - Use subordinating conjunctions to join pairs of sentences in substitution tables - Select the correct subordinating conjunction to link sentences in completion tables - Punctuate sentences correctly by inserting commas where needed - Correct errors in the choice of conjunctions in given sentences |
How can one differentiate between a simple sentence and a complex sentence?
|
Skills in English Grade 9 (p. 259)
Chart papers Sentence samples Reference materials Digital devices Substitution tables Skills in English Grade 9 (p. 261) Play excerpts Graphic organisers |
Sentence construction
Written exercises
Peer assessment
Chart presentations
Observation
Sentence correction
|
|
| 5 | 5 |
Reading
|
Grade-appropriate Play: Style
|
By the end of the
lesson, the learner
should be able to:
- Dramatise instances of humour and monologue in a play - Acknowledge the role of humour and monologue in enriching a literary work |
The learner is guided to:
- In pairs, search for examples of humour and monologue from various sources - Read them aloud or act them out - Search for plays featuring monologue and humour then watch or read them - Dramatise instances of humour and monologue in the plays - Record performances using digital devices - Watch and review recordings - Write play scripts that include the monologue of a main character and use humour - Dramatise plays for family members or peers - Use humour and monologue to write a play on safety during sea travel |
How do stylistic features enhance the message in a play?
|
Skills in English Grade 9 (p. 262)
Digital recording devices Play excerpts Reference materials Drama props Script writing materials |
Role play
Dramatisation
Script writing
Video recordings
Peer review
Observation
|
|
| 6 | 1 |
Writing
|
Creative Writing: Idioms
|
By the end of the
lesson, the learner
should be able to:
- Explain the meaning of given idioms in different contexts - Use idioms appropriately in speech and writing - Value the role of idioms in enhancing written and oral communication |
The learner is guided to:
- Read sentences and study pictures to identify idioms - Explain what idioms are and give examples they are familiar with - Read passages like "On the open sea" and "With open arms" that use idioms - Identify idioms used in the passages - In groups, explain what each idiom means based on how it is used in the passages - Search online and in dictionaries for meanings of given idioms - Fill in the gaps in sentences with appropriate idioms - Present idioms and their meanings in a diagram |
What is an idiom?
|
Skills in English Grade 9 (p. 264)
Reading passages Dictionaries Digital devices Internet resources Reference materials Chart papers |
Written exercises
Gap filling
Diagrams
Observation
Group discussions
Question and answer
|
|
| 6 | 2 |
Writing
Listening and Speaking |
Creative Writing: Idioms
Intonation in Sentences: Question Tags |
By the end of the
lesson, the learner
should be able to:
- Use a variety of idioms in writing narrative compositions - Encourage peers to use idioms appropriately in speech and writing |
The learner is guided to:
- Play language games with idioms - Write a narrative composition on a topic related to sea travel, using given idioms - In groups, collect compositions and read through them - Create a checklist to record idioms and the number of times they are used in each composition - Compare totals and find the most used idiom - List other familiar idioms - Use a variety of idioms to write compositions on topics of choice - In pairs, discuss the importance of using idioms in communication - Plan a presentation to encourage peers to use idioms appropriately |
Why is proper use of idioms important in communication?
|
Skills in English Grade 9 (p. 267)
Chart papers Dictionaries Reference materials Digital devices Sample compositions Language game materials Skills in English Grade 9 (p. 269) Audio recordings Sentence samples Conversation scripts |
Narrative compositions
Checklists
Language games
Peer assessment
Presentations
Observation
|
|
| 6 | 3 |
SPORTS - WORLD CUP (FOOTBALL)
Listening and Speaking |
Intonation in Sentences: Question Tags
|
By the end of the
lesson, the learner
should be able to:
- Use question tags appropriately in communication - Compose sentences using question tags correctly - Value the importance of using question tags in communication |
The learner is guided to:
- Match sentences with question tags in provided tables - In groups, discuss things they know or want to learn about the World Cup - Use question tags correctly in their discussion - Based on the discussion, suggest ways to improve oral communication skills - In groups, compose ten sentences using question tags correctly about the World Cup - Take turns to read the sentences aloud - Assess the sentences for correct use of question tags - Write sentences on large paper and display them on the class noticeboard - Write a short paragraph about the World Cup using question tags correctly |
How can we improve our speaking skills?
|
Skills in English Grade 9 (p. 271)
Chart papers Sentence samples Digital devices Reference materials World Cup related materials |
Group presentations
Oral reading
Written exercises
Peer assessment
Paragraph writing
Observation
|
|
| 6 | 4 |
Reading
|
Summarising: Argumentative Texts
|
By the end of the
lesson, the learner
should be able to:
- Pick out the main points discussed in a text - Organise an outline of points into a coherent whole - Value the importance of identifying main ideas when reading |
The learner is guided to:
- Read paragraphs and identify the main argument - Identify supporting points raised to support the main argument - Read argumentative texts like "Beyond the trophy" - Select the main idea in the text and state it in a short phrase - Read more argumentative texts based on the World Cup from various sources - For each text, pick out the main points discussed - Organize main points and supporting points in texts in tables - Organize outlines of main points and supporting points so they flow logically and clearly |
How do we write summaries?
|
Skills in English Grade 9 (p. 272)
Reading passages Digital devices Internet resources Reference materials Chart papers Argumentative texts Skills in English Grade 9 (p. 274) Display materials |
Written exercises
Oral presentations
Tables and outlines
Observation
Question and answer
Group discussions
|
|
| 6 | 5 |
Grammar in Use
|
Sentences: Direct and Indirect Speech
|
By the end of the
lesson, the learner
should be able to:
- Differentiate between direct and indirect speech - Convert direct speech into indirect speech - Value the importance of reporting speech correctly |
The learner is guided to:
- Read sentences and identify how related sentences are connected - Discuss how to report what another person has said - Read sentences and identify differences between direct and indirect speech - Read passages that use direct and indirect speech - Identify how changing from direct to indirect speech affects tense, pronouns and determiners - Study tables showing tense changes when converting direct to indirect speech - Change sentences from direct to indirect speech and vice versa |
How do we report what others have said?
|
Skills in English Grade 9 (p. 275)
Sentence samples Reading passages Reference materials Digital devices Chart papers |
Written exercises
Sentence transformation
Observation
Question and answer
Group discussions
|
|
| 7 | 1 |
Grammar in Use
|
Sentences: Direct and Indirect Speech
|
By the end of the
lesson, the learner
should be able to:
- Convert direct speech into indirect speech - Use the correct punctuation marks in direct speech - Apply direct and indirect speech correctly in communication |
The learner is guided to:
- Read passages with indirect speech and identify the indirect speech - Rewrite reported questions in direct speech - Rewrite questions from direct to reported speech - Read sentences with direct speech and identify punctuation marks used - Rewrite sentences and insert correct punctuation marks - In pairs, compose sentences in both direct and indirect speech using correct punctuation - Write short conversations using both direct and indirect speech - Watch video recordings of World Cup matches or presentations and write reports using both direct and indirect speech |
Why is it important for an actor to pronounce words correctly and speak audibly in a performance?
|
Skills in English Grade 9 (p. 277)
Sentence samples Reading passages Digital devices Video recordings Reference materials Chart papers |
Written exercises
Sentence transformation
Punctuation exercises
Conversation writing
Report writing
Peer assessment
|
|
| 7 | 2 |
Reading
|
Intensive Reading: Play - Relating to Real Life
|
By the end of the
lesson, the learner
should be able to:
- Identify the characters in a play - Discuss the various themes in a play - Value the connection between plays and real life experiences |
The learner is guided to:
- Read plays like "World Cup football" - Answer questions based on the play - In pairs, identify the characters in the play - Based on statements made by characters in the play, identify values that can be used to describe characters - In pairs, identify and discuss the themes in the play - Complete tables with themes and evidence for each theme from the play - In groups, use notes to discuss how various themes in the play are brought out |
What are the features of a play?
|
Skills in English Grade 9 (p. 279)
Play excerpts Digital devices Chart papers Reference materials Skills in English Grade 9 (p. 282) Digital recording devices Drama props Costumes Internet resources |
Oral discussions
Written responses
Theme tables
Group presentations
Observation
Question and answer
|
|
| 7 | 3 |
Writing
|
Descriptive Writing (280-320 words)
|
By the end of the
lesson, the learner
should be able to:
- Use the correct writing process to write a composition - Spell words correctly in composition writing - Value precision and clarity in writing |
The learner is guided to:
- Read a sample descriptive composition like "My FIFA World Cup experience" - Identify characteristics of a well-written composition - Follow the writing process to write a composition of 280-320 words on a World Cup topic - Spell dictated words correctly and confirm spelling using a dictionary - Read excerpts on the World Cup by a writer they admire - Identify descriptive words used in the excerpt - Write a composition using their own words but imitating the writer's style - Include descriptive words used by the writer in their composition - Confirm correct spelling in composition |
What makes a story creative?
|
Skills in English Grade 9 (p. 284)
Sample compositions Digital devices Dictionaries Reference materials Literary excerpts |
Written compositions
Spelling exercises
Peer assessment
Observation
Question and answer
Dictionary use
|
|
| 7 | 4 |
Writing
|
Descriptive Writing (280-320 words)
|
By the end of the
lesson, the learner
should be able to:
- Apply the five senses in writing descriptive compositions - Display creativity and imagination in composition writing - Value the importance of creativity in writing |
The learner is guided to:
- Scan through the text "My FIFA World Cup experience" to find words and phrases that appeal to the five senses - Write sentences that describe things in the classroom using words that appeal to the senses - Fill in tables with words and phrases that appeal to different senses - Study pictures or items on the World Cup and write descriptive compositions that describe the items - Use words that appeal to touch, taste, hearing, sight and smell - With a classmate, write short paragraphs describing items and have the other person guess what the item is - In groups, write descriptive compositions in relay format - Share compositions with the class and invite comments - Rewrite familiar stories in their own words - Display best compositions in creative corners, school noticeboards or school websites |
Which words do we use to describe our different senses?
|
Skills in English Grade 9 (p. 286)
Sensory vocabulary lists Sample compositions Digital devices Chart papers Display materials Pictures of World Cup events |
Descriptive compositions
Sensory word tables
Relay writing
Peer assessment
Displays
Observation
|
|
| 7 | 5 |
TOURIST ATTRACTION SITES - WORLD
Listening and Speaking Listening and Speaking |
Oral Reports: News (Role-play)
|
By the end of the
lesson, the learner
should be able to:
- Read a short report within a specified number of minutes - Analyse a recorded grade-appropriate oral news report - Value the importance of clear and concise news reporting |
The learner is guided to:
- Tell classmates about favourite news presenters or speakers and what they like about their voice use - Discuss instances where they may be required to give an oral presentation - Define what an oral report is - Read a short news report provided by the teacher - In pairs, practice reading fluently setting a goal for reading time - Identify a text to practice fluent reading in groups - Set a target time for reading the chosen text - Discuss ways to improve reading speed to reach targets - Create tables to record reading time |
Who is your favourite news presenter and why?
|
Skills in English Grade 9 (p. 289)
News report samples Digital devices Audio recordings Video clips Timing devices Skills in English Grade 9 (p. 291) Digital recording devices Reference materials Chart papers |
Oral presentations
Timed reading
Observation
Pair work
Group discussions
Question and answer
|
|
| 8 | 1 |
Reading
|
Reading Fluency
|
By the end of the
lesson, the learner
should be able to:
- Preview a text and ignore unfamiliar words - Make predictions about the characters, events and message in a text - Value the importance of fluent reading in communication |
The learner is guided to:
- With a classmate, read sentences fluently in turns - Comment on classmate's fluency - Discuss what makes a person a good reader - Preview texts like "Exploring Waitomo Caves" - Identify the general idea in the text - In pairs, practice model reading of paragraphs using reading fluency strategies like previewing, skimming, scanning and ignoring unfamiliar words - In groups, time themselves as they practice reading fluency - Record reading times in tables - Preview texts of choice while ignoring unfamiliar words |
Why is reading a text fluently important?
|
Skills in English Grade 9 (p. 292)
Reading passages Digital devices Timing devices Reading fluency charts Reference materials |
Timed reading
Peer assessment
Reading fluency charts
Observation
Oral reading
Group timing activities
|
|
| 8 | 2 |
Reading
Grammar in Use |
Reading Fluency
Sentences: Imperative and Exclamatory |
By the end of the
lesson, the learner
should be able to:
- Make predictions about the characters, events and message in a text - Skim a text to get the gist - Scan a text to obtain specific information |
The learner is guided to:
- Study pictures in texts like "Exploring Waitomo Caves" and predict information about characters and events - Read the first sentence of every paragraph and predict information about events and message - Read stories individually at the right speed, pronouncing words accurately and displaying appropriate emotions - In groups, take turns to read passages aloud and assess each other's reading - Watch videos of others reading and assess their fluency - Search for unfamiliar words in texts and infer meanings from context - In pairs, skim through texts to find main ideas - Scan through texts to find specific details from the text - Select and skim through several texts for main ideas |
How can one read a text fluently?
|
Skills in English Grade 9 (p. 294)
Reading passages Digital devices Video clips Reference materials Chart papers Reading fluency charts Skills in English Grade 9 (p. 297) Sentence samples |
Oral reading
Peer assessment
Skimming exercises
Scanning exercises
Prediction activities
Observation
|
|
| 8 | 3 |
Grammar in Use
|
Sentences: Imperative and Exclamatory
|
By the end of the
lesson, the learner
should be able to:
- Punctuate given texts by use of the appropriate punctuation marks - Appreciate the use of exclamatory and imperative sentences in spoken language |
The learner is guided to:
- Listen to questions from the teacher and respond using imperative sentences - Read texts with omitted punctuation marks - Copy texts and punctuate them using appropriate punctuation marks - Explain why exclamation marks were used to end some sentences and full stops to end others - Punctuate more texts provided by the teacher - Listen to texts provided by the teacher - Identify characters in the texts - Select characters and construct exclamatory sentences about them - Identify comparisons brought out by sentences in texts |
How do you decide whether to use an exclamation mark or a period at the end of a sentence?
|
Skills in English Grade 9 (p. 299)
Text samples Digital devices Reference materials Chart papers Sentence cards |
Punctuation exercises
Sentence construction
Written exercises
Observation
Peer assessment
Group activities
|
|
| 8 | 4 |
Reading
|
Intensive Reading: Poems
|
By the end of the
lesson, the learner
should be able to:
- Explain why it is important to relate ideas in poems to real life - Relate ideas in poems on tourist attraction sites to real life - Value the need to relate ideas in poems to real life |
The learner is guided to:
- Read poems like "I will travel the world" - Answer questions based on the poem - Pick out key ideas in the poem - Read additional poems like "The beach funfair" - Pick out key ideas in the poem - In groups, discuss questions about the messages, similarities and differences in the poems - In pairs, take turns to explain the importance of relating ideas from poems to real-life experiences - Use dictionaries to find meanings of unfamiliar words in poems - Construct sentences about international tourist sites using these words |
Why is it important to relate ideas read in works of art to real life?
|
Skills in English Grade 9 (p. 300)
Poetry books Digital devices Dictionaries Reference materials Chart papers |
Oral discussions
Written responses
Dictionary use
Sentence construction
Group activities
Question and answer
|
|
| 8 | 5 |
Reading
Writing Writing |
Intensive Reading: Poems
Emails Emails |
By the end of the
lesson, the learner
should be able to:
- Relate ideas in poems on tourist attraction sites to real life - Acknowledge the need to relate ideas in poems to real life |
The learner is guided to:
- In groups, relate ideas in poems to real life by discussing questions about desired places to visit - Discuss interest in tourist sites mentioned in poems - Relate hopes expressed by personas about their future to their own dreams - Relate visits to tourist sites to their own experiences - Identify words in poems that bring out personas' excitement about seeing ships, boats and ocean waves - Describe similar personal experiences - Share first-time experiences when visiting new places - Describe how experiences relate to places described in poems - Read more poems about tourist attraction sites from different sources - Relate ideas in the poems to real-life experiences - Individually, write down the role of poems in society |
What is the role of poems in the society?
|
Skills in English Grade 9 (p. 302)
Poetry books Digital devices Internet resources Reference materials Chart papers Skills in English Grade 9 (p. 304) Email diagrams Sample emails Skills in English Grade 9 (p. 305) Display materials |
Group discussions
Oral presentations
Written responses
Role of poetry lists
Peer sharing
Observation
|
|
| 9 |
End of year exams |
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