Grade 7
English
Teacher’s Guide
iii
Contents
Introduction.......................................................................................... 1
1: Personal Responsibility ................................................................... 25
2: Science and Health Education .......................................................... 40
3: Hygiene .......................................................................................... 58
4: Leadership ...................................................................................... 75
5: Family............................................................................................. 92
6: Drug and Substance Abuse .............................................................108
7: Natural Resources – Forests ............................................................125
8: Travel.............................................................................................142
9: Heroes and Heroines – Kenya.......................................................... 158
10: Music ...........................................................................................174
11: Professions ...................................................................................190
12: Traditional Fashion .......................................................................207
13: Land Travel ..................................................................................223
14: Sports: Outdoor Games.................................................................239
15: Tourist Attraction Sites – Kenya ....................................................257
Guidelines for Community Service Learning Project............................. 273
iv
1
Introduction
A. Background information on Competency-Based
Curriculum
e Competency-Based Curriculum (CBC) places the learner at the centre of learning
and emphasises adapting to the changing needs of learners, teachers and society
in general. Implementing this curriculum calls for you to focus on guiding each
learner to develop knowledge, skills and attitudes in accordance to the competency-
based learning guidelines. e vision of the basic education curriculum reforms is
to enable every Kenyan to become an engaged, empowered and ethical citizen.
is will be achieved by providing every Kenyan learner with the right standard
of skills and knowledge to thrive in the 21
st
Century. is shall be accomplished
through the provision of a conducive teaching and learning environment, resources
and a sustainable visionary curriculum that provides every learner with high-quality
learning. To do this, you must engage the learners in exciting activities that allow them
to use and progressively demonstrate the competences outlined in the curriculum. is
Teacher’s Guide has been designed to do just that. It provides guidelines for identifying
and nurturing the talents and interests of learners to prepare them for the world of
work, career progression and sustainability. In accordance with the Competency-
Based Curriculum, this Teacher’s Guide provides recommendations for developing
competences, mainstreaming Pertinent and Contemporary Issues, promoting national
values and integrating national cohesion into the learning experiences.
B. National goals of education
e national goals of education in Kenya are:
1. Foster nationalism and patriotism and promote national unity:
Kenya’s people belong to dierent communities, races and religions, but these dierences
need not divide them. ey must be able to live and interact as Kenyans. Education,
therefore, should help young people acquire this sense of nationhood by removing
conicts and promoting positive attitudes of mutual respect. is will enable them to
live together in harmony and foster patriotism to make a positive contribution to the
nation.
2. Promote the social, economic, technological and industrial needs for national
development:
Education should prepare the youth to play an eective and productive role in the
nation.
(a) Social needs: Education in Kenya must prepare children for changes in attitudes
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and relationships, which are necessary for the smooth progress of a rapidly
developing modern economy. ere is bound to be a silent social revolution
following in the wake of rapid modernisation. Education should assist our youth
to adapt to this change.
(b) 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 requires an adequate and relevant domestic workforce.
(c) Technological and industrial needs: Education in Kenya should provide
learners with the necessary skills and attitudes for industrial development.
Kenya recognises 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 holistic development of individual talents
and personalities. 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 instil 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 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 benets that this membership entails.
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8. Promote positive attitudes towards good health and environmental protection:
Education should inculcate in young people the value of good health 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.
C. General 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. Practise relevant hygiene, sanitation and nutrition skills to promote health.
6. Demonstrate ethical behaviour 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.
D. Essence statement for English
e Constitution of Kenya 2010 accords English the status of one of the ocial 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. e 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 competences
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 procient 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. ey will also be expected to interact with print and non-print language
and literary material both in and outside the classroom.
e English subject will lay a rm foundation for the learners’ ecient and eective
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.
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E. General learning outcomes for English
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 analyse 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.
F. Interrelationship between the national goals of
education, general learning outcomes for Middle School,
general learning outcomes for English and specic
learning outcomes
e national goals of education are signicant in promoting the political, social and
economic development of this country. e national goals reect on the needs of the
Kenyan society and give direction on the holistic development of learners to enable
them play eective roles in society. As a result, all the learning outcomes, that is, the
general learning outcomes for Middle School, the general learning outcomes for English
and specic learning outcomes are formulated towards the attainment of the national
goals. e knowledge of this interrelationship is very important for you as a teacher. It
enables you to embed the goals and establish the qualities that are most desirable among
Kenyan citizens. An example of this interrelationship is as follows:
National goal (Number 3)
Promote individual development and self-fullment
General learning outcome for Middle School (Number 2)
Communicate eectively, verbally and non-verbally, in diverse contexts
General learning outcome for English (Number 6)
Use grammatical forms to communicate appropriately in dierent settings.
Specic learning outcome (Theme 6, Strand 3.3, Sub strand 3.3.1)
Use regular and irregular verbs in sentence construction using the past, present
and future tense.
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G. Structure of the Teacher’s Guide
is Teacher’s Guide is organised into two main sections. Part 1 is the general
introduction section detailing pedagogical approaches and issues. Part 2 highlights
the themes, strands and sub strands just as they are outlined in the Learner’s Book.
It gives in detail the expected learning outcomes, interesting teaching and learning
experiences, tips on handling the special needs learners and additional notes to the
teachers, among other elements. e strands have been structured as follows:
1. Sub strand title
2. Introduction/background information
3. Specific learning outcomes
4. Key inquiry questions
5. Core competences to be developed
6. Pertinent and Contemporary Issues
(PCIs)
7. Values
8. Link to other subjects
9. Instructions to facilitate differentiated
learning
10. Suggestions on facilitating learners with
special needs
11. Suggested parental empowerment and
engagement
12. Suggested assessment methods
13. Suggested learning resources
14. Additional information for the teacher
and preparation of learning resources
15. Suggested learning experiences
16. Suggested answers to the assessment
tasks
17. Suggestions on developing competency-
based tasks.
18. Suggested assessment tools
9. Sub strand title
In Grade 7, the learner will build on the competences acquired at upper primary.
10. Specific learning outcomes
ese are the knowledge, skills and attitudes that the learner should be exposed to by the
end of each sub strand. e specic learning outcomes are accompanied by suggested
learning experiences, which are a summary of activities that should be carried out to
meet the specic learning outcomes.
11. Key inquiry questions
is is an approach where the teacher uses questions to stimulate the learners’ thinking
to allow them generate information using their own words and understanding. Sample
Key Inquiry Questions are given in this Guide but you are free to add your own in each
lesson. Consider the following when writing key inquiry questions:
• e focus of your learning outcome and the strand as given in the curriculum design.
• Examine the concept in the curriculum design that must be addressed and brainstorm
on questions that would enable learners to think about the concept without dictating
the direction or outcome of their thinking.
• Utilise the six typical question words: Who? What? Where? When? Why? How?
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12. Core competences to be developed
A competency-based approach enables meaningful connections within and between
subjects. e seven core competences to be developed in every learner are:
13. Communication and collaboration
Communication is the act oftransferring information from one place to another, whether
vocally, visually, or non-verbally. Collaboration on the other hand is the process where
two or more people or organisations work together to realise shared goals. Strategies
for eective communication enhance the attainment of greater collaboration among
learners. is ultimately increases their success as they engage in collaborative problem
solving.
14. Self-efficacy
Self-ecacy is a person’s belief in his or her capabilities to perform tasks or assignments
that can change and transform his or her life. It determines how a learner feels, thinks,
behaves and motivates him/herself. Self-ecacy has the potential to determine four
major processes in a learner, namely: cognitive, motivational, aective and selection
processes.
15. Critical thinking and problem solving
An important outcome of quality education is teaching learners how to think critically.
When learners are empowered with critical thinking, they avoid being subjective and
use logic and evidence to arrive at conclusions. Critical thinking further facilitates
exploring new ways of doing things and thus promotes learner autonomy. is gives
learners ways of solving problems in their lives and communities and will ultimately
help them to full their potential, which is the vision for the basic education curriculum.
16. Creativity and imagination
Creativity is the ability to imagine and create meaningful original ideas, forms, methods,
patterns and interpretations in the mind to produce something new. Imagination only
exists or happens in the mind and it remains in the mind. In educational terms, creativity
and imagination refer to the ability of learners and their teachers to form images and
ideas in their minds and turn them into real, visible creations. Learners who are creative
and imaginative can make life interesting for themselves and others around them. ey
use the knowledge, skills and values acquired in the learning process to create new ideas
that result in products and services that add value to their lives and the lives of others
around them.
17. Citizenship
Human beings have always been known to form communities based on shared identities.
Such identities are formed in response to a variety of human needs, which might be
economic, political, religious or social. e individuals in these communities identify
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themselves as citizens. Citizenship is the state of being vested with the rights, privileges
and duties of a citizen. A sense of citizenship helps to equip learners with skills to deal
with situations of conict and controversy knowledgeably and tolerantly. It nurtures
personal respect and respect for others, wherever they live.
18. Digital literacy
Digital literacy can be described as having the knowledge, skills and behaviour necessary
to eectively and safely use a wide range of digital content and devices. Such devices
include mobile phones, smartphones, tablets, laptops or desktops. Digital literacy skills
include being able to use computer communication networks, being able to engage in
online communication and social networks, being aware of and adhering to ethical
behaviour protocols, being aware of societal issues raised through digital media and
being able to search, evaluate and use information channelled through digital platforms.
19. Learning to learn
Learning to learn is the ability to pursue and persist in learning, to organise one’s
learning by the eective management of time and information, both individually and in
groups. It includes awareness of one’s learning process and needs, identifying available
opportunities and the ability to overcome obstacles to learn successfully. Learning to
learn helps learners to build on prior learning and life experiences to use and apply
knowledge and skills in a variety of contexts. ere are four pillars of learning: learning
to know, learning to do, learning to be and learning to live together.
ese core competences should be achieved once learners have met all the learning
outcomes in a strand.
20. Pertinent and Contemporary Issues (PCIs)
Learners, just like other people, are faced with a myriad of challenges owing to the legal,
technological, social, cultural and economic dynamics in society. ese challenges have
been captured in the Competency-Based Curriculum as Pertinent and Contemporary
Issues (PCIs). Six PCIs have been addressed in this book. ese are:
(a) Global citizenship: Peace education, integrity, ethnic and racial relations, social
cohesion, patriotism and good governance, human rights and responsibilities,
child rights, child care and protection as well as gender issues in education.
(b) Health Education: HIV and AIDS education, alcohol and drug abuse prevention,
lifestyle diseases, personal hygiene, preventive health, common communicable
and chronic diseases.
(c) Life skills and values education: Life skills, values, etiquette, moral education
and human sexuality.
(d) Education for Sustainable Development (ESD): Environmental education,
disaster risk reduction, safety and security education (small arms, human
tracking), nancial literacy, poverty eradication, countering terrorism,
extreme violence and radicalisation, gender issues and animal welfare.
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(e) Learner support programmes: Guidance services, career guidance,
counselling services, peer education, mentorship, learning to live together,
clubs and societies, sports and games.
(f) Community service learning and parental empowerment: Service learning
and community involvement, parental empowerment and engagement.
ese six PCIs have been mainstreamed in the learning activities.
21. Link to other subjects
is section highlights the other subjects that are related to the concepts in the sub
strands. e relationship is by way of the subjects applying the skills being taught in the
sub strand and vice versa.
22. Va lues
ese are standards that guide an individual on how to respond or behave in a given
circumstance. e teaching of values will facilitate the achievement of the curriculum
reforms’ vision of moulding ethical citizens. e core values emphasised in this
Teacher’s Guide are love, responsibility, respect, unity, peace, patriotism, social justice
and integrity.
23. Suggested teaching and learning resources
ese refer to items that the teacher requires during the teaching and learning process.
ey include the classroom, textbooks, wall charts, ashcards, pictures, wall maps,
posters, newspaper cuttings, classroom objects, models, resource persons, social
facilities such as community halls, health centres and other learning institutions,
among others.
Improvisation
If each learner is to have a chance of experimenting, cheap resources ought to be made
available. Expensive, complicated materials may not always be available in most schools.
As the teacher, you are therefore advised to improvise using locally available materials as
much as possible. Improvisation should, however, not be regarded as a cheap substitute
of proper equipment.
24. Suggested assessment methods
is section gives the teacher a range of suggested methods they can use to assess the
learners’ progress.
25. Suggested learning experiences
is section guides the teacher on how to facilitate learning in each activity.
Learning experiences comprise of activities that the learner is engaged in during the
lesson.
Learning experiences enable the learner to:
• acquire knowledge, skills and develop attitudes
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• acquire the intended competences
• learn from one another
• self-evaluate and evaluate others
• engage deeply in the subject matter
• reect on the learning process
• interact with others during the learning process.
e activities may be carried out by an individual learner, as pair work or as group work.
However, they should ultimately enable the learner to achieve the intended specic
learning outcomes of the lesson.
e following are dierent ways of grouping learners:
(a) Similar ability grouping
(b) Mixed ability grouping
(c) Similar interests grouping
(d) Needs grouping
(e) Gender grouping
e type of grouping that you may choose depends on: e activity or task to be tackled,
the materials available or ability of learners in the class (gied or talented learners,
average learners and time takers). However, you must be exible enough to adjust or
change the type of grouping to cope with new situations.
ere is no xed number of learners that a group must have. is will be dictated by
factors such as the task to be done, the materials available, characteristics of learners
in your class, size and the space available. However, groups should on average have
between four to seven learners. You can also resort to pair work depending on the nature
of the content being taught at the time.
26. Suggested assessment tools
ese are suggested tools for assessing the learner’s achievements of the competences
envisaged in the lesson.
H. Facilitating differentiated learning and learners with
special needs
Inclusive education involves ensuring all learners are engaged in education and that they
are welcomed by other learners so that everyone can achieve their potential. e inclusive
practice embraces every individual regardless of gender or ability including those with
special needs. e focus of an inclusive curriculum is on ensuring participation in the
education of learners with dierent learning styles to be successful. It entails a range
of issues including attitude, adapting the learning resources, a variety of teaching and
learning methods and working together. Overall, the benets of an inclusive curriculum
extend to all learners.
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Dierentiated learning may be conceptualised, as a teacher’s response to the diverse learning needs of individual learners. You
are encouraged to know the learners, understand their diverse learning styles and preferences and also tailor the concept delivery
process to meet the needs of each learner.
Learners with special needs who may follow the regular curriculum include those with:
• Physical impairment
• Visual impairment
• Hearing impairment
• Mental diculties
• Speech diculties
• Gied and talented
• Mild cerebral palsy
• Emotional and behavioural diculties
Use the following strategies to facilitate differentiated learning.
Type of learners Possible characteristics Suggested ways of facilitation
Gifted and
talented
learners
• ey learn easily and have a high retention of
knowledge and skills.
• ey show interest in several subjects and ask
challenging questions critically and analytically.
• ey are alert, curious, observant and quick to
respond to issues.
• ey are restless when given tasks that are less
challenging or do not interest them.
• ese learners usually exceed expectations.
• Gis and talents are innate and you need to help the
learners to develop them.
• You can assist such learners by providing them
with extra work in terms of written tests and other
performances.
Time takers
• ey learn slowly and have low retention of
knowledge and skills.
• Some may have better physical development
than mental development.
• ey get distracted easily.
• ese learners may be restless, aggressive and
disruptive resulting from previous failure and a
consequent dislike of the subject.
• Encourage them to make a study timetable and read
from a place that is free from destruction.
• Give them small tasks that can be done in a short
duration of time.
• Do not label the learner and keep supporting them.
• Be patient with these learners as they take time to
grasp the concepts.
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Auditory
learners
• Prefer face-to-face discussions, lectures,
podcasts and well-narrated videos.
• ey struggle with reading and writing tasks.
• Revise by saying concepts out loud.
• Prefer presentations or discussions assignments.
• Allow them to lead class presentations and reward
participation.
• Allow auditory learners who are having challenges
to take oral exams instead of written ones.
• Encourage them to sing songs and recite poems
about English concepts.
Visual
learners
• Take in new information by looking at images,
videos, maps, diagrams, and other graphic
organisers.
• Make use of shapes, realia, symbols, charts, diagrams
and typography among other visual elements to
appeal to visual learners.
Kinaesthetic
learners
• Prefer hands-on and learn best by doing. • Encourage kinaesthetic learners to participate in
experiments, projects and other interactive activities.
• Give them practical assignments such as making
models.
Read/write
learners
• ey prefer learning through reading articles,
textbooks, manuals, and so on.
• ey like taking notes and reading the notes
back over again.
• ese learners focus on clarity of concepts that
have been written.
• Use lists to summarise concepts and procedures.
• Allow them to rewrite concepts and ideas in their
own words.
• Give these learners handouts, manuals and reading
lists relevant to the concepts being studied.
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Use the following strategies to facilitate learners with special needs
Special need Possible characteristics Suggested ways of facilitation
Visual
impairment
• Excessive blinking, rubbing of the eyes, frowning,
squinting or sensitivity to light
• Double vision or sees overlapping images of
objects
• Fails to observe or notice details in pictures,
videos, shapes and objects
• Views objects closely or too far from the eyes
• Discharge from the eyes
• Frequent falling or stumbling over objects
• Bad performance in games and sports that demand
eye-hand or eye-foot coordination
• Over-reliance on other senses such as touch and
hearing
• Allow learners with short-sightedness to sit at the
front of the class.
• Write text on the chalkboard and charts using large
print.
• Give them materials to handle instead of showing
them from a distance.
• Allow learners with long-sightedness to sit at the
back of the class or any other appropriate distance
from the chalkboard.
• Encourage them to use other senses such as
hearing.
Hearing
impairment
• Rarely responds when talked to
• Delayed response and requests those speaking to
repeat words
• Speaks too soly or too loudly and fails to regulate
the pitch of their voice
• Directs their ears towards the direction of the
sound
• Discharge from the ears
• Stares blankly at you as you speak
• Tilting of the head towards the source of the sound
• Encourage them to learn sign language.
• Provide speech-to-text captioning for videos.
• Encourage their parents or guardians to buy
hearing aids for them.
• Use teaching and learning resources that appeal to
their other senses such as sight.
• Speak loudly for them to hear as you explain
concepts.
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Physical
impairment
• Stunted growth
• Hump development on the spine
• Weak bones that break easily
• Poor bladder or bowel control
• Poor balance and posture
• Crippled limbs
• Missing limbs
• Make use of their functional body parts.
• Encourage their parents or guardians to buy
equipment that can help them to do tasks.
Always remind learners that everyone is special and they need to assist those who are dierent. Other suggestions on facilitating
dierentiated learning and learners with special needs have been outlined in each sub strand. Treat all learners fairly regardless of
their challenges and encourage them to do the same. In extreme cases, you can give recommendations for these learners to join
special schools.
I. Guidelines on parental empowerment and engagement
Parental empowerment and engagement falls under the critical role that parents and guardians play towards the holistic growth
and success of their children.
In the Competency-Based Curriculum, parents or guardians need to be empowered and allowed to actively participate in their
children’s learning experiences. Parental engagement therefore will be enhanced through the following strategies:
1. Participatory decision-making: Involve parents or guardians in the formulation of decisions that affect the learner’s overall
wellbeing within and outside the school. Engage them in discussions concerning their children’s observed behaviour. This
allows parents or guardians to take part in the identification of their children’s natural abilities, academic capabilities, career
guidance and choices.
2. Communication and collaboration: Parents or guardians are key stakeholders in the school community. Timely and effective
communication enables them to collaborate with the school towards the improvement of their children’s well being. Update
parents and guardians regularly and provide them with opportunities to respond on matters concerning their children’s learning
and behaviour.
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3. Learning and development process: Quality is at the heart of education and the
learning experiences that learners are exposed to are fundamentally important to their
future well-being. Quality learning should facilitate holistic growth and development
in the following aspects: physical, social, intellectual, emotional, moral and spiritual.
Involve parents and guardians in monitoring and providing support to their children
as they grow and learn.
4. Resourcing, volunteering and linkages: Schools require human, physical, financial
and other types of resources to function effectively and efficiently. Involve the parents
and guardians in supporting school activities and development through volunteerism,
provision of own resources and networking for the school.
5. Educate parents and guardians on their roles and responsibility in boosting the
achievement of desired learning outcomes during parents’ meetings and other
gatherings.
6. Encourage parents and guardians to engage with their children on school
assignments and projects.
Note: As you engage parents and guardians, exercise restraint and resist the temptation
of over engaging or overburdening them. Discourage them from carrying out tasks,
activities and assignments on behalf of their children.
J. Competency-based assessment
e main purpose of competency-based assessment is to:
• inform teaching and learning decisions
• establish the level of learner’s competence
• ascertain progress against the learning outcomes
• encourage learners to make judgements about their performance
• enhance learner motivation
• identify where intervention, focused support or referral is required
• make decisions regarding choice of subject, course and careers pathways.
e following are the common forms of assessment in a Competency-Based Curriculum.
1. Formative Assessment or Assessment for learning (AFL)
is is an investigative tool to monitor the progress of an individual learner in meeting
the learning outcomes in a subject or learning area. It involves gathering data during the
learning process and providing feedback to rene the teaching and learning strategies.
is approach helps build an accurate and detailed understanding of the learner and
inform on pedagogy so that you can provide appropriate assistance to the learner.
2. Assessment as Learning
Assessment as learning occurs when a learner is assisted to develop a capacity to be
independent, self-directed to set individual goals, monitor own progress or self-assess
and reect on his or her learning. Learners can self-assess when you provide them with
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a clear picture of the steps followed to reach prociency or a set criterion that have a
variety of examples and models of decent work for comparison.
3. Assessment of learning
is is a summative assessment and is carried out at the end of a task, an activity, a
sub strand, a strand, a term, a year or level of learning. Summative assessment is a
comprehensive process used to summarise and communicate what a learner knows
and can do concerning the learning outcomes and expectations aer a dened
instructional period of time. It summarises individual learner’s achievements. Since
summative assessment comes at the end of a sub stand, a strand or a term, the
feedback has less impact on learner’s learning compared to formative assessment.
e evidence is used to determine the level of achievement. It is designed to provide
information on the achievement of a learner to parents, educators and learners
themselves for appropriate placement or further studies.
e following assessment
methods could be used:
(a) Observation: involves monitoring the learner as he or she does an activity or a
task to see if he or she can perform it exquisitely.
(b) Written tests: involves answering questions by way of writing. Ensure that the
test is standardised to measure the ability of individual learners against the
learning outcomes.
(c) Oral questions: involves questioning the learners and using their answers to
gauge their mastery of knowledge, skills and attitude. Ensure that the language
used in asking the questions is at the level of the learner.
(d) Assignments: involves giving learners activities or tasks to accomplish to expose
them to particular knowledge, skills and values.
e following assessment tools can be developed for use in assessing the learning
outcomes.
(a) Checklists: is an assessment tool that communicates goals and highlights the
required knowledge, skills and attitude to be assessed. It assists the teacher to
determine areas of focus to enable the learners to develop relevant knowledge
and skills.
(b) Rating scales: is an assessment tool that species the criteria and allows teachers
to gather information and make informed decisions about what learners can do
about the outcomes. It uses descriptive words, such as always, usually, sometimes
and never.
(c) Questionnaires: is a self-assessment tool that allows a teacher to collect
information from a learner. It consists of a list of questions on various aspects
of the learner’s experiences.
(d) Project: is a set of activities or tasks that are to be implemented within a set time
frame. Learners identify a need in their community where they can provide
services based on what they have learned.
16
(e) Journals: the learner keeps a record of their personal feelings, thoughts and
experiences daily. It provides a window into the learner’s thinking and learning
experiences.
(f) Portfolio: is a purposeful collection of work samples, self-assessments and
goal statements that reect a learner’s progress. A portfolio is a le or binder,
which holds samples of individual learners’ work. At dierent points during
the year, this portfolio can be used to discuss with the learner, the learner’s
parents, administrators or other sta members regarding their progress as well
as providing services for the learner.
(g) Learner’s prole: is a summary of the teacher’s opinion on a learner’s mastery
of competences.
(h) Anecdotal Records: are short reports, photographs and drawings that give
detailed descriptions of incidents, their contexts and what was said or done by
the learner(s).
(i) Observation schedule: is an assessment tool that allows a teacher to record
the characteristics and behaviour that a learner displays as he or she performs
learning activities or tasks.
K. Guide to developing competency-based assessment
tasks
Competency-based assessment tasks create opportunities for learners to apply the
competences and skills they have acquired to solve real-world problems and situations.
ese are real-life authentic tasks that enable the teacher to assess the learner’s ability to
synthesise, apply, analyse, evaluate and create solutions to challenges in their immediate
environment.
e following steps are used to develop the competency-based assessment tasks.
Step 1: Developing the competences
e competences are formulated from the specic learning outcomes. e
competences determine what the learner knows and what they should be able to do.
For example:
• e learner can communicate and collaborate with other learners to collect data in
the immediate environment.
• e learner can curate collected data and develop tools for representing the data.
Step 2: Developing the authentic task
Develop a task from the competences in step 1. e task should focus on the learning
experiences the learner should undertake. For example:
• Instruct learners to carry out research on dierent economic activities in the
community in their own free time and with the help of their friends. Let them collect
data and determine the most common economic activities in their community. ey
should represent their data using bar graphs, pie charts and line graphs.
17
Characteristics of a good authentic task
• It resembles real-life tasks, activities and experiences.
• It involves high-order thinking (applying, analysing, evaluating and creating).
• It requires learners to communicate and collaborate with others.
• It involves the application of knowledge already learnt in class.
Step 3: Developing the criteria
Create sample criteria to establish clarity with the learners about the concepts that are
applied while doing the authentic task. For example:
• Ability to explain the meaning and importance of paying tax.
• Ability to sensitise the school community on the importance of paying taxes in Kenya.
Step 4: Developing a scoring guide for the authentic task
Use the criteria in step 3 to develop an appropriate assessment tool. Use the assessment
tool to calibrate the level of performance of individual learners in the task.
L. Professional documents
ese are the documents used by the teacher in the preparation, implementation and
evaluation of teaching and learning. ey are vital documents that a teacher must have
to keep track of his or her work, that of the learners as well as to make teaching and
learning more eective. ey include:
1. Schemes of work
2. Lesson plan
3. Records of work covered
4. Progress records
1. Schemes of work
A scheme of work is a document that a teacher develops from the curriculum design. A
scheme of work shows how the planned curriculum content shall be distributed within
the time allocated for the subject.
A scheme of work helps the teacher to:
(a) Plan on what resources will be required
(b) Decide on the methodology to be used
18
Find a sample scheme of work template below.
Sample Scheme of Work
Week Lesson Strand Sub
strand
Specic
Learning
Outcomes
Learning
Experiences
Key Inquiry
Question
Learning
Resources
Assessment Reection
1 1
Listening
and
Speaking
Conver-
sational
skills:
Polite
language
By the end of
the lesson, the
learner should
be able to:
a) identify
polite
expressions
used in the
introduction
of self and
others.
b) use polite
expressions
in the
introduction
of self and
others in
different
speaking
contexts.
1. Given this is the rst lesson,
introduce yourself politely
to the class then give as
many learners a chance
to introduce themselves.
Play a short video or audio
clip on introduction. Ask
learners the importance of
being polite always and
especially when introducing
self.
2. Group learners and guide
them to study and discuss
the picture in Activity 1.
3. Ask the learners in their
groups to read the dialogue
as others listen attentively.
Let them role-play it in
turns.
4. Guide learners to identify
and say the polite
expressions used in the
dialogue.
1. Why is it
important to
be polite while
introducing
yourself to
others?
2. What
considerations
should one
make when
introducing
other people?
• Learner’s
Book
• Charts
• Pictures
• Oral Discussion
Let the learners
discuss what
the people in
the picture are
doing. Let
them role-play
the dialogue in
groups then
ask them to
identify polite
expressions.
Assess the
learner’s ability
to identify polite
expressions.
SUBJECT: English
19
5. Let the learners study the
dialogue in Activity 2 and
compare it with the one in
Activity 1.
6. Let learners play the game
in Activity 3 and use the
polite expressions learnt to
introduce themselves and
others.
7. Conclude the lesson by
assessing the learners’
ability to identify and
use polite expressions in
introductions correctly.
• Oral
Presentation
Let the learners
introduce
themselves and
others while
playing the
game. Observe
and assess how
they use polite
expressions.
2. Lesson plan
A lesson plan is an essential document for eective teaching and learning. A well-done lesson plan helps the teacher to:
• Organise the content to be taught in advance focusing clearly on the content to be covered and the way it should be taught hence
avoiding vagueness and irrelevance.
• Plan, prepare and assemble learning resources.
• Present concepts and skills in a systematic manner, using appropriate strategies to achieve the stated lesson outcomes.
• Manage time well during the lesson.
• Select and design appropriate assessment methods to evaluate the teaching and learning process.
• Make connections between components.
Components of the lesson plan
(a) Organisation of learning: shows where learning will be taking place. It could be in the classroom, outside the classroom
or a visit to a nearby library.
(b) Introduction: the lesson should be introduced in an interesting and stimulating manner to arouse curiosity in the learners.
Integrate the learners’ related past experiences as much as possible, tapping into the learners’ prior knowledge to prepare
them for additional content you are about to introduce.
20
(c) Lesson development: this is the actual teaching of the subject area content.
e subject matter is divided into steps. Each step should contain one main
idea or experience. Explicitly outline how you will present the lesson’s concepts
to the learners and the activities to be undertaken in each step to achieve the
stated outcomes. It should indicate clearly how and what is to be taught and
the learning experiences. You as a teacher should vary the teaching or learning
activities as the need arises.
(d) Conclusion: this step summarises the lesson by putting emphasis on important
points or concepts covered. During this time, a wrap-up of the lesson is given to
help learners organise the information into meaningful context in their minds.
is can be done by:
• Asking questions to establish whether the lesson outcomes have been achieved.
• Allowing learners to seek clarication.
• Summarising the main points in the lesson.
• Giving follow-up activities such as an assignment or a project.
It is important to note that a lesson plan may not have all the details of the content.
erefore, as the teacher you should have lesson notes.
(e) Reection on the lesson: is is a critical analysis of the learning. You are
called upon to make an honest assessment of your performance and that of
the learners during the lesson and give reasons for the success or failure of the
lesson. Suggestions or remedies should be highlighted in this section.
e lesson planning will require emphasis on embedding and infusing the aspect of the
CBC such as core competences, PCIs, values, non-formal learning activities, links to
other learning areas, resources and assessment. A conscious eort must be made during
planning to include the types of questioning techniques that will be used in the lesson.
A sample lesson plan template is provided below.
Sample Lesson Plan
School Grade Learning Area Date Time Roll
Bidii Junior
Secondary
7 English 01/01/2023 11:00 – 11:40 a.m 28
Strand: Listening and speaking
Sub strand: Conversational skills: Polite language
Speciﬁc learning outcomes
By the end of the lesson, the learner should be able to:
(a) identify polite expressions used in the introduction of self and others.
(b) use polite expressions in the introduction of self and others in dierent speaking
contexts.
21
Key inquiry questions
1. Why is it important to be polite while introducing yourself to others?
2. What considerations should one make when introducing other people?
Core competences to be developed
Communication – developed as the learner listens critically and speaks clearly and
eectively during role play.
Pertinent and Contemporary Issues (PCIs)
• Peace education – enhanced as learners role-play dierent contexts of self-
introduction.
• Eective communication – enhanced as learners use polite language during
introductions.
Values
Respect – developed as learners brainstorm on dierent types of introduction.
Link to other subjects
Indigenous languages and Kiswahili have politeness infused in their content.
Suggested learning resources
• Learner’s Book
• Chart of polite expressions
• Video or audio clips on introductions
Introduction
Given that this is the rst lesson, introduce yourself politely and welcome the learners
to Junior Secondary. Ask as many learners to introduce themselves to the class too. You
may also play a video or audio clip on introduction.
Lesson development
1. Groups learners and guide them to study and discuss the picture in Activity 1.
2. Ask the learners in their groups to read the dialogue as others listen attentively. Let
them role-play it in turns.
3. Guide learners to identify and say the polite expressions used in the dialogue.
4. Let the learners study the dialogue in Activity 2 and compare it with the one in
Activity 1.
5. Let learners play the game in Activity 3 and use the polite expressions learnt to
introduce themselves and others.
Conclusion
Conclude the lesson by assessing the learners’ ability to identify and use polite expressions
in introductions correctly.
22
Reﬂection
e lesson was well conducted. Learners identied and used polite expressions in
introductions correctly.
Extended activity
Let the learners, with the help of parents or guardians, watch video clips on introductions
and pick out polite expressions used.
3. Records of work
A Record of work is a document kept by the teacher showing the work that has been
done at the end of every lesson, strand or sub strand. e individual teacher makes the
entries daily. It helps in:
• accountability and transparency of work covered by the teacher
• the continuity of teaching of a class
• giving a new teacher an idea of where to start teaching the class
• evaluation of schemes of work aer a period
• providing uniformity of content coverage in the case of several streams.
e record tracks the achievement of learning outcomes and the competences acquired
by the learner. e record can be used to show you as the teacher whether your teaching
has been eective in addressing the learning needs of individual learners. It therefore
acts as a guide for you to be able to give the required attention to individual learners
to ensure the desired outcomes as stated in the curriculum designs are portrayed by all
the learners. e progress record can also be used to give the learner and the parents or
caregivers information about the learner’s progress.
Components of records of work
(a) Time frame: ere should be an indication of the date and week when the work
was covered.
(b) Work done: Strand and sub strand as derived from the specic learning
outcome(s).
(c) Reection: e remarks column should have a statement(s) specifying the
success and/or challenges of that lesson and recommendations.
(d) Details of the teacher: include the name, signature or initials of the implementing
teacher for accountability.
e school management should also regularly sign the record of work.
23
A sample record of work is provided below.
Sample record of work
Name of school: Bidii Junior Secondary School Teacher: Atieno Maina
Grade: 7 Subject: English Date: 10/01/2023
Strand: Listening and speaking Sub strand: Conversational skills – Polite language
Week Lesson Work covered Remarks
1 1 In this lesson, the learners
were introduced to polite
expressions used in
introductions.
e learners were able to identify
the polite expressions used in
introductions.
e learners were able to use polite
expressions in introductions.
Subject head: ____________________
Signature:__________ Date: ________
Head teacher: ___________
Signature:________ Date: ________
4. Assessment record book
An assessment record book is an elaborate arrangement of rubrics and any other
assessment tools that represent a learner’s performance against the learning outcomes
over a certain period. e assessment record book is handed over to the teacher
handling the learner in the next grade to ensure a smooth transition of learners and
enable the new teacher to determine the characteristics, interests and entry behaviour
of individual learners.
It also helps to:
• Ensure the grading is fair and consistent for all learners.
• Compare a learner’s performance in dierent grades.
• Measure the product, process and learning progress of a learner.
• Provide an opportunity for learners to evaluate their strengths or weaknesses over
some time and to work collaboratively with their teachers in setting attainable targets
for the future.
24
A sample assessment record book is provided below.
Sample assessment record book
Name of school: Bidii Junior Secondary School
Name of learner: Petero Kiptoo Teacher: Atieno Maina
Strand:
Listening and speaking Sub strand:Conversational skills – Polite language
Grade 7 Subject: English Date: 10/01/2023
Specic learning
outcome
Competences to be
acquired
Work covered Remarks
e learner should
be able to identify
polite expressions
used in the
introduction of
self and others.
Communication –
developed as the learner
listens critically and
speaks clearly and
eectively during role
play.
In this sub strand,
the learner was
taken through
activities involving
polite expressions
used in the
introduction.
Petero is able to
consistently and
accurately identify
polite expressions
used in the
introduction of self
and others.
Conclusion
is Teacher’s Guide has been written to help you guide learners to learn English in the
most enjoyable and captivating manner. You are reminded to always arouse the curiosity
of learners as you teach. Some of the things that you may do in preparation for a lesson
include:
• Go through the expected learning outcomes – this should help guide the manner of
teaching.
• Read through the lesson in advance to get an overview of the content to be covered.
• Form a mental picture of the learning activities and how you will interact with learners
when dealing with the suggested activities.
• Collect the materials that will be needed during the lesson in advance.
Remember: e suggested learning experiences in this book are just a guide.
You may not need to follow them to the letter. Feel free to incorporate other
innovative teaching and learning methods that will help in delivering the intended
content optimally.
25
1: Personal Responsibility
Learner’s Book pages 1-11
Introduction/background information
is theme will expose learners to information related to personal responsibility. e
learners will appreciate the importance of taking responsibility in life. As the teacher,
you are expected to guide the learners and inculcate in them a sense of being responsible
through role modelling and continuous guidance.
rough the sub strands, the learners will be introduced to the vocabulary and language
structures related to the theme. Under Listening and speaking, the learners will be
guided to identify polite expressions used in the introduction of self and others, use
polite expressions in the introduction of self and others in dierent speaking contexts
and model respectful behaviour during introductions. In Extensive reading, learners
will be exposed to independent reading and be guided to identify a variety of texts
for independent reading, read selected materials for information and enjoyment and
appreciate the value of independent reading in lifelong learning. Under Grammar in
use, learners will be introduced to nouns. ey will be expected to identify the dierent
types of nouns from print or digital text, use dierent types of nouns in sentences and
appreciate the role of correct grammar in written and spoken communication. Under
Intensive reading, a trickster narrative will be introduced to learners. ey will be guided
to identify the main events in trickster narratives, analyse the characters in narratives
and appreciate the importance of trickster narratives in the inculcation of values. In
Writing, the learner will be exposed to handwriting and the main focus will be on
legibility and neatness. e learner should be able to describe features of legible and
neat handwriting for ecient writing, write texts legibly and neatly and acknowledge
the importance of writing neatly and legibly.
A. Listening and speaking
Conversational skills: Polite language
Suggested time: 2 lessons Learner’s Book pages 1-3
Specic learning outcomes
By the end of the sub strand, the learner should be able to:
(a) identify polite expressions used in the introduction of self and others.
(b) use polite expressions in the introduction of self and others in dierent speaking
contexts.
(c) model respectful behaviour during introductions.
Key inquiry questions
1. What considerations should one make when introducing other people?
26
2. How would you introduce your parents or guardians to your teachers?
3. Why is it important to be polite while introducing yourself to others?
Core competencies to be developed
Communication – developed as the learner listens critically and speaks clearly and
eectively during role play.
Pertinent and Contemporary Issues (PCIs)
• Peace education – enhanced as learners role-play dierent contexts of self-
introduction.
• Eective communication – enhanced as learners use polite language during
introductions.
Values
Respect – developed as learners brainstorm on dierent types of introduction.
Link to other subjects
Indigenous languages and Kiswahili have politeness infused in their content.
Instructions to facilitate differentiated learning
Ensure the talented learners write more polite expressions besides those they used
while playing catch the ball game under Activity 3 in the Learner’s Book. For the time
takers, give them more attention to ensure they complete the table correctly using some
of the polite words they identied.
Suggestions on facilitating learners with special needs
Ensure that all learners are patient with those that have speech impairment while role-
playing the conversations under Activity 1 and Activity 2 in the Learner’s Book. Also
ensure the physically impaired get tasks they can handle during dramatisation.
Suggested parental empowerment and engagement
Parents or guardians to help learners access digital devices and in making a video
recording of an introduction.
Suggested assessment methods
• oral presentations • observation • discussions • peer assessment
Suggested learning resources
• Learner’s Book • posters • pictures • photographs • ashcards
Additional information for the teacher and preparation of learning resources
You may make available any relevant audio recordings or videos on introductions with
appropriate polite expressions. In addition, prepare extra polite expressions on a chart
that people commonly use when introducing themselves and others. You may use the
expressions to introduce yourself to the class and the sub strand. Remind learners of
the need to use polite language when speaking to others. Make them appreciate the
importance of using polite expressions in life by citing real examples from their context.
27
Suggested learning experiences
1. Introduce the sub strand by playing a video or audio clip on introductions. If you are
not able to play any clip, then start by telling learners a story on introduction that they
can relate with. You may also ask learners the key inquiry questions: What considerations
should one make when introducing other people? How would you introduce your parents or
guardians to your teachers? Why is it important to be polite while introducing yourself to
others? Allow learners to randomly answer the questions. Assess how much they know.
2. Refer learners to Activity 1: Role-play and discuss in the Learner’s Book. Help
them to form groups of three and let them talk about the picture then role-play the
conversation. Assess the learners’ ability to identify polite words from the conversation
by the responses they give to the oral questions given. Go round observing and
assessing if the learners are mentioning other correct polite expressions that they
can use during introductions. Communication is developed as learners role-play.
Appreciate the groups that role-play the conversation well and encourage the others
too for trying.
3. Refer to Activity 2: Study and compare. Ask learners to read the conversation
between Maria and Peter. Then, allow the learners to role-play the conversation in
pairs. As they compare the two introductions, assess if they can tell the introduction
in Activity 1 is formal and the one in this activity is informal. Ask them to now match
the introductions with tables a and b in the Learner’s Book. Move around the pairs
as you assess and correct where necessary. Check to see if the learners can tell why
Maria in the second introduction sounds more relaxed. They can identify a reason
such as: She is introducing herself to a peer and hence the introduction is casual.
4. Ask the learners to turn to the Learner’s Book and look at Activity 3: Play a game. Let
them play the catch the ball game in groups by pretending to throw the ball in turns as
they introduce different people such as parents, guardians, guests, speakers at a debate,
among others in different contexts. This enhances effective communication. Next, let
them pick out the polite expressions they use in the game, cultivating peace education.
They should copy them in a table like the one provided in the Learner’s Book. Let them
share their work with the class. Assess, guide and correct where necessary.
5. Refer learners to Activity 4: Listen and dramatise. Allow them to talk about the
picture in the Learner’s Book in pairs. Be audible enough as you read the short story
about the picture to reach learners with hearing impairment. Allow the learners to
brainstorm and list the details they think the head teacher ought to have known so
as to introduce the officer such as his title, full name, designation and the intention of
the visit. As they brainstorm, they learn to respect each other’s contributions.
A Visit by the County Director of Education
One aernoon, the County Director of Education, Mr Baraka, visited Uzima Junior
Secondary School. e bell rang and all the pupils gathered on the parade ground to meet
the ocer. Everyone looked excited. e head teacher, Mrs Pendo, addressed the parade,
28
“Good aernoon, learners and fellow teachers. Today we have a very important guest who
has come to visit our school. I would like to introduce him to you.’’
e head teacher then turned to the guest, “Sir, may I introduce you to Uzima Junior
Secondary School?’’ e ocer nodded, smiling as he waved to the teachers and pupils.
Mrs Pendo then introduced the Ocer as …
6. Group the learners and let them dramatise the head teacher introducing herself to
the officer and then introducing the officer to the teachers and the learners. As they
dramatise, observe and assess if the learners use polite expressions correctly. Allow
for peer assessment as the learners present their work to the class.
7. Refer learners to the Find out section and group them to tackle the activity. With your
help or that of guardians and parents, let them find and watch clips on introductions
then tackle the questions as guided in the Learner’s Book. Depending on your set-up,
you may play the video clips you had prepared earlier. Help learners appreciate the
role of introductions in real life.
8. Conclude the sub strand by asking learners to tackle Further activity as guided
in the Learner’s Book. You or their parents and guardians may help them use any
relevant digital device to record themselves as they introduce themselves and others
as guided in the Learner’s Book. The learners should use polite expressions and take
turns correctly. Let them share these recordings with the class with your guidance.
They should also take time to assess and correct the work of each group.
They can also use the Assess Yourself section to self-assess their own progress
Suggestions on developing competency-based tasks
Develop tasks that test the ability of learners to identify polite expressions used in the
introduction of self and others and use them in dierent speaking contexts. Ensure the
tasks cater for both gied or talented learners and the time takers.
Suggested assessment tools
1. Checklist
Learner’s
name
Competencies (knowledge, skills, attitudes, values) assessed (tick
appropriately)
Ability 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 dierent speaking contexts
Teacher’s
comment
Ye s No Yes No
Teacher’s signature Date
2. Oral questions
For Activity 1, ask learners to identify polite words and mention correct polite
expressions. Guide them and ask them to cite more of such polite expressions.
29
B. Reading
Extensive reading: Independent reading
Suggested time: 2 lessons Learner’s Book pages 3-6
Speciﬁc learning outcomes
By the end of the sub strand, the learner should be able to:
(a) identify a variety of texts for independent reading.
(b) read selected materials for information and enjoyment.
(c) appreciate the value of independent reading in lifelong learning.
Key inquiry questions
1. What do you consider while selecting reading materials?
2. How can you ensure that you benefit from a reading session?
Core competencies to be developed
Critical thinking and problem solving – developed as learners search, collect, process,
and use information from selected texts.
Pertinent and Contemporary Issues (PCIs)
Eective communication – enhanced as learners share their experiences during the
think-pair-share activity.
Values
• Respect – enhanced as learners avoid distracting others by observing good reading
habits.
• Responsibility – enhanced as learners are guided in selecting materials 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.
Instructions to facilitate differentiated learning
Allow the time takers more time to answer the questions under the Comprehension
check in the Learner’s Book. Give them specialised attention when completing the
sentences under Check your vocabulary section in the Learner’s Book. e talented
learners can write a summary of the story.
Suggestions on facilitating learners with special needs
Ensure that learners with physical impairment are assisted by other learners. For
learners whose legs are aected, ask the others to help push their wheelchairs when
visiting the library under the Further activity in the Learner’s Book. In case the hands
are impaired, ensure that the learners are given more time to make notes.
30
Suggested parental empowerment and engagement
Parents or guardians are to assist the learners to pick texts for independent reading
from online and oine sources as well as help them keep journals of their independent
reading.
Suggested assessment methods
• reading aloud and reading silently
• question and answers
• learner summaries of what they read
• peer assessment
• self-assessment and standardised
reading assessment
Suggested learning resources
• storybooks
• Learner’s Book
• newspaper cuttings
• dictionary
• magazines
• journals
• junior encyclopaedia
• print-outs
Additional information for the teacher and preparation of learning
resources
Learners need to develop independent reading and select various reading materials
of their interests. Examples of reading materials that they can use are storybooks,
newspaper cuttings, magazines among others. e reference materials that the learners
can use are dictionaries and junior encyclopaedia. Get as many of these materials before
the lesson and ask learners to collect theirs in advance. You may prepare digital ones
too. Let the learners know that independent reading is where one reads silently. When
reading independently they should not move or tilt their heads, move their lips or point
at words with their nger or pens. As a teacher, ensure that the digital devices are in
good working condition before you engage the learners. Inculcate the reading culture
in learners.
Suggested learning experiences
1. Introduce the sub strand by asking learners the key inquiry questions: What do you
consider while selecting reading materials? How can you ensure that you benefit from a
reading session? Facilitate a free and open discussion for learners to share experiences
to promote effective communication.
2. Refer learners to Think and share section in the Learner’s Book. Let learners come
up with factors they would consider when selecting any reading material and share
with their deskmates. The class should then compile the list of these factors. Such
factors may include but are not limited to: the background of an individual, their level
of reading, interests, needs, background knowledge and their thematic connections.
3. Refer learners to Activity 1: Select and read. Provide learners with relevant books,
old newspaper or magazine articles or any other good reading material you prepared
in advance and/or let then take out theirs. Guide learners to pick materials that
interest them and are related to personal responsibility then read them independently.
31
Use question and answer to ask learners if they enjoyed what they read. Let them share
some of the things that they learnt from the articles that they read. Guide the learners
as they discuss the benefits of reading independently which may include: increasing
learners’ engagement with the topic, helping them develop better reading skills, building
future learning interests and making the learners more excited about what they read.
4. Refer learners to Activity 2: Read and discuss. Let the learners read the story Angela,
the reading champion silently and at an individual level. They should observe good
reading habits so as not to distract others and in return, cultivate respect. Let them
share whether they enjoyed reading the story. They should then discuss and share
good reading habits with the rest of the class.
5. Refer learners to Comprehension check. Let them write the answers in their
exercise books then assess their comprehension level. This helps them take personal
responsibility for their work.
6. Refer learners to Check your vocabulary. Let them pair and infer the meaning of
the words given then use the words to complete the sentences and expect responses
as: a) mantra, b) favourite, c) braced, d) nervous, e) environment, f) paediatrician.
7. Refer learners to the Find out section. Guide learners as they search online or offline
for factors to consider as one selects reading materials and let them share their findings
with the class. Exploiting online sources helps them develop digital literacy.
8. Refer learners to Further activity and guide them to tackle the questions as outlined
in the Learner’s Book. The learners’ critical thinking and problem solving is
enhanced as they search and select materials to read. Encourage learners to make
short summaries of what they read independently. The learners should write a journal
of what they have experienced in their reading sessions.
9. Conclude this sub strand by encouraging learners to appreciate independent reading
and cultivate a habit of reading regularly and keeping a reading log for self-assessment.
This enhances responsibility too as learners take control of what they read.
Answers to the Comprehension check
1. Open ended, for example: Paid school fees or met Angela’s class teacher.
2. Angela is courteous and uses polite language such as “Could you please…”.
3. Angela was nervous because she was stepping into Grade 7 for the first time and
did not know what to expect from her new classmates.
4. Angela overcame her nervousness by reminding herself of her mantra.
5. Open ended. Expect varied answers from learners.
6. Allow learners to give different answers but they should agree that Angela is a
responsible girl.
7. Open ended
8. Learners will share the lessons they have learnt such as having a mantra in life,
being courteous, taking responsibility, etc.
32
Suggestions on developing competency-based tasks
Set tasks that will enable learners read (independently) a variety of materials for
enjoyment and information. You may take them to the library to sample such materials.
e tasks to cater for multi-ability learning.
Suggested assessment tools
1. Portfolio
Guide learners to keep a portfolio of all the texts they have read on personal responsibility.
2. Learner’s reading log/journal
Learner’s name _________________________________________________
Materials read Date Learner’s feelings,
comments, opinions or
summaries
Teacher’s comments/
observations/
assessments
Teacher’s name: ________________________ Signature: ____________
3. Written assessment
Let learners write answers to Comprehension check. Go through their work to assess
their comprehension skills.
C. Grammar in use
Word classes: Nouns
Suggested time: 2 lessons Learner’s Book pages 6-8
Speciﬁc learning outcomes
By the end of the sub strand, the learner should be able to:
(a) identify the dierent types of nouns from a print or digital text.
(b) use dierent types of nouns in sentences.
(c) appreciate the role of correct grammar in written and spoken communication.
Key inquiry questions
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, code
words and guessing games on nouns.
Pertinent and Contemporary Issues (PCIs)
Digital citizenship and cyber wellness is enhanced as the learner interacts with digital devices.
33
Values
• Harmony: fostered as learners work in groups.
• Patriotism: 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 languages address the correct usage of the dierent types of nouns.
Instructions to facilitate differentiated learning
Ensure the talented learners write eight extra correct sentences using the nouns
provided under Practice Activity in the Learner’s Book while you pay attention to the
time takers to complete their tasks.
Suggestions on facilitating learners with special needs
As learners engage in the Further activity in the Learner’s Book, ensure that learners
with visual impairment sit near the digital devices while doing the activity. Ensure the
other learners give learners with speech impairment more time to express themselves
while reciting the poem.
Suggested parental empowerment and engagement
Parents or guardians to help learners record themselves under Further activity.
Suggested assessment methods
• short answers
• simulation
• matching tasks
• crossword puzzles
• substitution tables
Suggested learning resources
• electronic and digital devices • Learner’s Book • crossword puzzles
• newspaper cuttings
Additional information for the teacher and preparation of learning resources
Mastery of nouns is basic for prociency in any language. Prepare well for this lesson
and look for memorable examples for each type of noun. is is an introductory sub
strand on nouns hence do not delve deep into much detail. Avail digital devices for
online searches, books and old newspaper cuttings for learners to pick out dierent
nouns. Get old newspaper cuttings with crossword puzzles. You can also get crossword
puzzles online.
Suggested learning experiences
1. Introduce the sub strand by asking learners the importance of identifying items by
name. Let them name a few things, people and places around them. List them on the
board and ask the learners why some of the naming words start with capital letters.
2. Refer Learners to Activity 1: Recite and Pick out. Let the learners recite the poem,
Musa’s day in groups. Guide them to work in pairs to pick out all the nouns in
the poem such as: alarm, Musa, bed, teeth, food, table, Jitahidi Junior Secondary,
responsibility, behaviour and class.
34
Assist learners to form a table and categorise the nouns as:
Common nouns Proper nouns Abstract nouns Concrete nouns
i. alarm
ii. bed
iii. teeth
iv. food
v. table
i. Musa
ii. Jitahidi Junior
Secondary
i. responsibility
ii. behaviour
i. table
ii. teeth
iii. food
3. Guide learners to name more nouns for each category from those within and around
the school as this enhances patriotism. Emphasise that proper nouns start with a
capital letter.
4. Where needed, refer learners to Grammar tips and explain further on the different
types of nouns. Ask them to give more examples of each category. Do not rush, be
deliberate and bring on board the time takers because the knowledge of nouns is
key to mastery of language.
5. Refer learners to Practice Activity and let them write the answers so that you may assess
their progress. Ensure that the learners use the words correctly as they form sentences.
6. Refer learners to Activity 2: Create a crossword puzzle. Group the learners into
mixed-ability groups. This will promote harmony. Guide the learners on how to
make the crossword puzzle as: Decide on the grid size, make a list of the words for the
grid, lay the words in the grid, number the starting square for each word, come up with
simple clues numbered as per the words on the grid, such as 2. mother – female parent.
Let them come up with any two nouns for each category and use them to form their
own crossword puzzles then share with the class to solve. Encourage them to peer
assess each other’s work. Learning to learn is enhanced as learners engage in puzzles
and language games.
7. Refer learners to the Find out section. Let them use the magazines or newspaper
cuttings but also encourage them to go online or offline and find the outlined types
of nouns and categorise them. Going online will help promote digital literacy and
cyber wellness. Be deliberate about encouraging learners to use digital devices.
8. Refer learners to Further activity, which can be done in school or at home with
the help of parents and guardians. Ensure learners stick to the theme of personal
responsibility as they create the poems. Help them share the best-performed poems
with their peers via Facebook and WhatsApp.
9. Conclude the sub strand by encouraging learners to do more practice on nouns and
self-evaluate themselves as they take personal responsibility to understand nouns.
They can also use the Assess yourself section to self-assess their own progress.
Answers to the Practice Activity
1. Open ended. Expect correct sentences such as:
a. Eldoret is a town within the Rift Valley region.
b. The children are to write a story about joining Grade 7.
35
c. Ariana loves to read storybooks during her free time.
d. Monday is the day I clean our classroom.
e. Our goals are important for our future success.
f. Education is a strong pillar in anyone’s development.
g. The children put the books in their bags before leaving home.
2. Open ended
Suggestions on developing competency-based tasks
Develop assessment tasks that will enable learners acquire the ability to identify common
nouns, proper nouns, concrete nouns or abstract nouns from print or digital texts and
using the identied nouns in sentences. Let the tasks cater for both talented learners
and the time takers.
Suggested assessment tools
1. Written assessment
Use written assessment under Practice Activity to assess learners. Guide and correct
them where necessary.
2. Assessment rubric
Learner’s name _________________________________________________
Indicators Exceeds
expectations
Meets
expectations
Approaches
expectations
Below
expectations
Ability to identify
the dierent types of
nouns from a print or
digital text
Ability to use dierent
types of nouns in
sentences
Teacher’s name: ________________________ Signature: ____________
D. Reading
Intensive reading: Trickster narratives
Suggested time: 1 lesson Learner’s Book pages 8-10
Speciﬁc learning outcomes
By the end of the sub strand, the learner should be able to:
(a) identify the main events in trickster narratives.
(b) analyse the characters in narratives.
(c) appreciate the importance of trickster narratives in the inculcation of values.
Key inquiry questions
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?
36
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 – enhanced as the learner retells trickster narratives.
Values
Integrity – enhanced as learner relates the moral in the trickster narrative to real life
situations.
Link to other subjects
Social Studies focuses on moral lessons.
Instructions to facilitate differentiated learning
Under Activity 2 in the Learner’s Book, ensure you give more time to the time takers
who need more support on retelling the narrative capturing all the main events. For
the talented learners, allow them to identify as many character traits of both Hare and
Hippopotamus as possible, citing supportive evidence from the narrative.
Suggestions on facilitating learners with special needs
Ensure learners with visual impairment sit in a position where they can see information
in the digital devices or print materials without straining, while doing the Find out
activity in the Learner’s Book.
Suggested parental empowerment and engagement
Parents or guardians to help learners record themselves retelling the trickster narratives.
Suggested assessment methods
• oral questions • written assessments • peer assessment • observation
Suggested learning resources
• printouts • pictures • posters • digital devices • Learner’s Book
Additional information for the teacher and preparation of learning resources
Trickster narratives are a great tool for teaching values and character impartation.
ey have morals that learners should embrace. rough them, personal responsibility
and integrity can be taught where learners are encouraged to be responsible for the
actions they take. ey are also asked to be on the look out for and be careful not to
be fooled easily. Take time to explain to learners the morals contained in each trickster
narrative. Let them shun the evil traits that are represented by trickster narratives.
You can invite a resource person to narrate a trickster narrative to the learners. Also
get newspaper cuttings or pictures of common tricksters to show to learners as they tell
trickster stories they know.
37
Suggested learning experiences
1. Introduce the sub strand by asking learners if they have ever listened to or read
trickster narratives. Let them discuss which animals they consider to be the trickiest.
Ask them to say why it is wrong to cheat. This is a moral question that will help
learners develop integrity.
2. Refer learners to Activity 1: Look and tell. Guide the learners as they discuss the
oral questions given. These questions do not have specific answers and call for the
learners’ imagination and creativity.
3. Refer learners to Activity 2: Read and discuss. Let them read through the narrative
and attempt the questions. You could pick some learners to read aloud as the others
listen. Allow time takers to read for them to gain confidence. Guide learners as they
attempt the questions after the narrative.
4. Take learners through Language tips. Make sure that the learners are able to
differentiate between trickster narratives and other narratives.
5. Draw the learners’ attention to Find out. Assist learners to access modern trickster
narratives and have them discuss lessons learnt.
6. For Further activity, assist learners to use digital devices to record their narrations.
Let them rehearse and perfect their narration before recording.
7. Conclude this sub strand by encouraging learners to look for more trickster narratives,
identify the main characters and the lessons drawn.
Suggestions on developing competency-based tasks
Develop tasks that test the ability of the learners to identify the main events in a trickster
narrative as well analyse the characters in the narrative. e tasks to cater for multi-
ability learners.
Suggested assessment tools
1. Oral questions
Test the learners’ understanding using the oral questions given under Activity 1 and
Activity 2.
2. Portfolio
Let learners keep copies of the modern trickster narratives they read under Find out.
E. Writing
Handwriting: Legibility and neatness
Suggested time: 1 lesson Learner’s Book pages 10-11
Speciﬁc learning outcomes
By the end of the sub strand, the learner should be able to:
(a) describe features of legible and neat handwriting for ecient writing.
(b) write texts legibly and neatly.
(c) acknowledge the importance of writing neatly and legibly.
38
Key inquiry questions
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)
Eective communication – developed as the learner improves the ability to pass on
written messages clearly.
Values
• Respect – achieved as learners provide feedback respectfully and positively.
• Social justice – 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.
Instructions to facilitate differentiated learning
Allow the talented learners to copy one more paragraph in a neat handwriting under
Activity 4 in the Learner’s Book and share with each other. For the time takers, you can
allow them to copy the shortest paragraph and allow them more time to nish copying.
Suggestions on facilitating learners with special needs
Ensure that learners with hearing impairment are placed close to the audio device
when listening to the audio clip under Activity 2 in the Learner’s Book.
Suggested parental empowerment and engagement
Parents or guardians to assist learners to write legibly and neatly.
Suggested assessment methods
•oral questions • written assessments • portfolio • peer assessment
Suggested learning resources
•printouts/newspaper cuttings • sample compositions • digital devices
•Learner’s Book
Additional information for the teacher and preparation of learning resources
Neat and legible handwriting is very key in any written communication. Inculcate in
learners the need to write legibly and neatly always. Carry article cuttings or printouts
of sample neat handwriting to the class for the learners to review. Ensure that the
accompanying digital media is ready and prepare the audio devices in advance.
Suggested learning experiences
1. Introduce the sub strand by asking learners to compare their handwriting with their
deskmate’s. Ask them to say which one is more legible and why.
39
Ask them if they know anyone in class whose handwriting is legible and neat. Let
those picked write sentences on the board. This will encourage the learners to write
neatly and legibly.
2. Refer learners to Activity 1: Play a game. This game is meant to make the lesson
lively. Some learners will play tricks in order to write legibly. Let them know that the
exercise is for learning purposes and honesty is key.
3. For Activity 2: Listen and discuss, adjust the volume of the audio device properly so
that all learners listen clearly. Let learners discuss the importance of good handwriting
and write the points as mentioned in the audio clip. Learners should then come up
with practical ways of improving their handwriting.
4. Draw the learner’s attention to Activity 3: Study and identify. Let the learners study
and appreciate the aspects of a good handwriting as highlighted under Did you know?.
5. Refer learners to Activity 4: Copy and share. Encourage them to practise and write
the paragraph slowly in order to produce legible and neat handwriting. Have the
learners vote for the best handwriting.
6. For the Practice Activity, check individual learner’s work and make the necessary
corrections. Have them rewrite the work and keep it in their portfolio for reference.
This will enhance effective communication in the long run.
7. Under Find out, encourage the learners to help their peers and siblings write legibly
to promote learning to learn.
8. Refer learners to Further activity. Encourage learners to work in groups and correct or
support each other to write legibly and neatly. They should respect each other’s opinions
and social cohesion will be enhanced as learners review each other’s written work.
9. Conclude the sub strand by making the learners appreciate that legible and neat
handwriting takes effort and time. They should make it a habit and purpose to achieve
legible and neat handwriting.
Suggestions on developing competency-based tasks
Develop tasks that oer learners a chance to practise writing neatly and legibly for
eective communication and acquire the skill of writing texts legibly and neatly. e
tasks should also inculcate a positive attitude in the learners regarding writing neatly for
lifelong learning. Ensure the tasks cater for multi-ability learning.
Suggested assessment tools
1. Written assessment
Use written assessment under Practice Activity to check the learners’ handwriting to
ensure legibility and neatness.
2. Portfolio
Let the learners keep a clean copy of their corrected work under Practice Activity in a
portfolio for future reference.
40
2: Science and Health Education
Learner’s Book pages 12-22
Introduction/background information
e theme will expose learners to information related to science and health education.
e learners will know the diverse strides made by science through innovation
especially on matters related to diseases and their management. As the teacher, you
will be required to have adequate information on the theme and nd out to what extent
the learners know about science and health education. Aid the learners to know that
science and health education is very important to them while at school and at home.
rough the strands, the learner will be introduced to the vocabulary and language
structures related to the theme. In Listening and speaking, the learner will be guided to
identify oral narratives, performance techniques and appreciate their importance in the
successful delivery of oral material. In Reading, the learner will be exposed to a variety
of simple poems, recite them for enjoyment and be helped to distinguish between
poems and other literary genres. Under Grammar in use, they will be introduced to
nouns and specically count and non-count nouns as well as singular and plural nouns.
In the Intensive reading of the class readers, the learner will be guided to identify the
dierent parts that help in previewing a book and be helped to appreciate the value of
reading for lifelong learning. In Writing, the learner will be aided to recognise the nal
punctuation marks and practise using them in sentences.
A. Listening and speaking
Oral presentations: Oral narratives
Suggested time: 1 lesson Learner’s Book pages 12-14
Specic learning outcomes
By the end of the sub strand, the learner should be able to:
(a) outline the oral narrative performance techniques for eective delivery.
(b) use oral narrative performance techniques during the performance.
(c) appreciate the importance of performance techniques in the successful delivery
of oral material.
Key inquiry questions
1. What do you enjoy during storytelling sessions?
2. How can you become a good storyteller?
Core competences to be developed
Creativity and imagination – developed as a learner undertakes tasks such as creating
and retelling narratives that require remembering scenarios.
41
Pertinent and Contemporary Issues (PCIs)
Environmental conservation – enhanced as a 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 utilised in showcasing presentations.
Instructions to facilitate dierentiated learning
While learners provide answers to Activity 2 in the Learner’s Book, give more time to
the time takers to respond to the questions. For the talented learners, allow them to
retell the story to each other in their own words aer they nish answering the questions
correctly.
Suggestions on facilitating learners with special needs
As learners engage in Activity 3 in the Learner’s Book, ensure other learners support
those with physical impairment to get into groups, for example by pushing their
wheelchairs. Allow the physically impaired to employ performance techniques they can
handle. Be audible enough during the listening story to cater for those with hearing
impairment.
Suggested parental empowerment and engagement
Parents or guardians to record learners as they perform an oral narrative on caring for
the environment.
Suggested assessment methods
•oral presentations • observations • oral discussions • peer assessment
Suggested learning resources
• Digital devices and audio player/recorder (mobile phone, computer, tablet)
• Learner’s Book
Additional information for the teacher and preparation of learning resources
Let learners know the importance of performance techniques in presenting oral
materials. As you prepare to read the listening story, you may consider getting
simple costumes such as lesos, sisal skirts and beads that you may use to make the
performance interesting. If you can, you can do a video of the story in advance. Being
an oral presentation, encourage learners to speak and critique each other. Encourage a
lot of discussions and peer assessment.
Suggested learning experiences
1. Introduce the sub strand by asking learners the key inquiry questions.
42
Encourage the learners to participate fully throughout the sub strand for both learning
and enjoyment purposes. Let their storytelling sessions be as enjoyable as possible.
Create a relaxed and amiable environment during the lesson. Encourage learners to
practise good listening habits, like when someone is narrating a story to them.
2. Refer the learners to Activity 1: Observe and listen in the Learner’s Book. Ask learners
to describe what they see in the picture. Allow for varied opinions and observations
as you assess the learners. Prepare the learners to listen as you narrate to them the
story: Petero, the environmental champion. Be audible enough to reach learners
with hearing impairment. You could take a minute and change to some traditional
costume for more enjoyment. Drop the formal teaching posture and let the learners
enjoy. Employ performance techniques appropriately. Observe and assess learners’
ability to listen keenly as you narrate the story.
Petero, the environmental champion
In a faraway village, there was a school called Mema Junior Secondary. One time,
something strange happened. Immediately new learners joined Grade 7, they fell ill and
were hospitalised. ey complained of stomachache, diarrhoea, coughing or sneezing. A
number of teachers and the community assumed it was normal sickness. However, Petero,
a Grade 7 learner, suspected there was more than met the eye.
When Petero joined the school, he noticed that whereas the school had all the
facilities required, its environment was dirty and uncared for. Litter lay uncollected for
days, the toilet area was suocating with odour and the utensils were not cleaned properly.
He also noticed many learners never washed their hands aer using the toilet or during
meals.
Petero was disturbed. He wondered what he could do to change the tradition of the
school.
“I know what to do,” the smart boy answered himself aloud one day, oblivious of
the people around him.
“What do you want to do?” asked Petero’s classmates. Petero did not hesitate to
respond. He shared his thoughts about making the school environment clean. ey all
agreed to help and a plan to clean the school was put in place.
With time, the situation began to change. e school environment
gradually became clean. e toilet area was no longer suocating with odour.
Serving during meals was done in a cleaner area and even the kitchen sta became warmer
to the learners. e number of sick learners went down drastically. ere were smiles all
around. A turbulent sea had calmed down.
e transformation did not escape the principal’s eye. One Monday aernoon, all
learners and sta were called to an impromptu assembly. e County Education Oce
vehicle was seen parked outside the principal’s oce. Immediately the students settled, the
principal stepped forward and said, “My dear learners, this is a great day for Mema Junior
43
Secondary …” He went on to praise Petero’s work and how he had transformed the school.
e principal then welcomed the Education Ocer, Mrs Menge, who handed over a big
trophy to Petero. Mrs Menge also announced that Petero had won a scholarship to study up
to the university level. Everyone applauded, “Go, Petero, go! Our Champion!”
3. Refer learners to Activity 2: Discuss and report. Group learners to discuss and
respond to the oral questions. The answers to questions 1, 2 and 3 should be open
ended. However, where a learner is not clear enough, ask probing questions. Learners
should point out some narrative techniques such as: use of gestures, facial expressions,
tonal variation, appropriate movements, involving the audience, varying the pace of
narration, mimicry, etc.
4. Guide learners through the Language tips and remind them the storytelling
techniques that make a narration more interesting. Challenge them to see if they can
think of more techniques and appreciate all the effort from learners.
5. Referring learners to Activity 3: Perform and show, guide them as they perform the
narrative in groups. Encourage them to incorporate the oral narrative techniques
summarised in the Language tips. Through peer assessment, allow learners to pick
the most creative narrator from each group who will perform the story to the class. As
learners take part in the performance of the story, their environmental conservation
awareness is enhanced.
6. In the Find out section, which is an online activity, ask the learners to either do the
activity in school or guide them to do it at home with guidance from their parents
or guardians, while in groups. Guide them in preparing a chart of all the techniques
used for reference purposes.
7. Refer learners to Further activity. Guide them to work in groups to create oral
narratives on caring for the environment, enhancing patriotism. This develops
creativity and imagination too in the learners as they remember scenarios while
creating narratives. As learners perform the composed narratives, their environmental
conservation awareness is enhanced. Facilitate the recording of the narratives.
Encourage teamwork and collaboration among the learners as they tackle this activity.
Encourage peer assessment as you encourage learners to share the recordings with
their peers for review.
8. Conclude the sub strand by asking learners to recap what they have learnt about oral
narratives. Assist them to fill any gaps in the responses they provide.
Suggestions on developing competency-based tasks
Develop tasks that test the ability of learners to outline the oral narratives performance
techniques for an eective delivery of a performance. e tasks should enable them
employ the techniques when they are narrating the narratives. Ensure the tasks cater for
both talented or fast learners and time takers.
44
Suggested assessment tools
1. Observation schedule
Learner’s name _________________________________________________
Observable behaviour (competences) Ye s No Comment
Can outline oral narrative performance techniques
Can use oral narrative performance techniques
(gestures, facial expressions, tonal and pace
variation, audience involvement and mimicry)
Remarks/Feedback to the learner
Learner’s signature
Teacher’s signature
2. Oral questions
Use oral questions given under Activity 2 in the Learner’s Book to assess the learners’
comprehension of performance techniques.
B. Reading
Intensive reading: Simple poems
Suggested time: 2 lessons Learner’s Book pages 14-16
Specic learning outcomes
By the end of the sub strand, the learner should be able to:
(a) distinguish between poems and other literary genres.
(b) recite a variety of simple poems for enjoyment.
(c) collaborate in poetry recitation for enjoyment and learning.
Key inquiry questions
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 competences to be developed
Self-ecacy – enhanced as learners present ideas with condence as they 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 – enhanced as learners work in teams during poetry recitation.
• Social justice is developed as learners recite poems that promote fairness in society.
45
Link to other subjects
Performing Arts as recitation skills are handled in this learning area.
Instructions to facilitate dierentiated learning
Ensure the talented learners write extra sentences under Check your vocabulary in
the Learner’s Book using the words whose meanings they inferred. For the time takers,
give them more attention to ensure they write meaningful sentences.
Suggestions on facilitating learners with special needs
Ensure learners with visual impairment sit near the digital devices while doing the Find
out activity in the Learner’s Book. During the class discussions, ensure the presentations
are audible from where the learners with hearing impairment sit.
Suggested parental empowerment and engagement
Parents or guardians to record learners as they recite short poems on HIV and AIDS or
other diseases and also help the learners share the poems online for other learners and
people to enjoy.
Suggested assessment methods
•oral presentations • observations • written assessments • peer assessment
Suggested learning resources
•printouts • pictures • digital devices • Learner’s Book
Additional information for the teacher and preparation of learning resources
Learners need to appreciate poetry as a strong tool of communication and know the
dierence between poetry and other literary genres. Facilitate and allow free and open
discussions during these lessons. Collect a variety of simple poems in advance so as to
give learners options to recite for enjoyment. Encourage learners to enjoy composing
and reciting poems. Ensure you have prepared observation schedules in advance.
Suggested learning experiences
1. Introduce this sub strand by asking learners to give the difference between poems and
stories and why they would prefer using a poem instead of a story to pass a message.
Refer learners to the Think and share section in the Learner’s Book. Let them share
how they can make the performance of the oral poem interesting. You can assist them
in clarifying their views.
2. Refer learners to Activity 1: Recite and discuss. Guide the learners as they recite the
poem COVID-19 in pairs. Go round observing and assessing how the learners are
pronouncing the words while reciting the poem. Self-efficacy is enhanced as learners
recite the poems with confidence. Let learners group and read the poem one more
time then discuss the oral questions below it. Encourage learners to recite other
poems of their choice that address Science and Health issues such as HIV and AIDS.
This helps to promote health education.
46
3. Referring learners to Activity 2: Recite and answer, allow them to read and recite
the poem I will defend you while in groups. Facilitate a lively performance from
the different groups. Lead a discussion on the aspects of poetry that make the poem
interesting. As learners work in groups, peace is enhanced as they collaborate to
recite the poem and discuss aspects of poetry that make it interesting. Assess how
well learners identify these aspects. Guide accordingly.
4. Ask learners to turn to Comprehension check. Insist that this is an individual activity
where they will be required to write the answers to the questions making reference to
the poems in Activity 2. Encourage learners to read the poems again before answering
the questions. Collect the books for assessing comprehension then guide learners
appropriately. You may also guide them to self-assess by checking their own answers.
5. On Check your vocabulary, let the learners infer meanings and use the words to
make meaningful sentences while in pairs. Let the learners make sentences in pairs
and then allow them to share their sentences with the class. Assess the correctness
of the sentences as they say them in class and correct them where necessary. Collect
the books for checking or have learners exchange their books and peer assess each
other’s work as you guide them.
6. In the Find out section, ask learners while in groups to either do the activity in school
under your guidance or at home with guidance from their parents or guardians while
using the internet. Ask them to share how the poems they have searched for are
different from the other literary genres. Encourage learners to make a collection of
short poems for their portfolio and create a habit of reading and reciting poems for
enjoyment and self-assessment on progress of their love for poetry.
7. Refer learners to Further activity and encourage the learners to compose short poems
warning against HIV and AIDS. Ask them to memorise and recite the poems, making
them interesting. Parents or guardians should record them as they recite the poems.
They should then share the recordings through online platforms for others to enjoy
and educate themselves.
8. Conclude the sub strand by making the learners appreciate the importance of poetry
as a strong tool of communication. Let them give their experiences with poetry. From
what the learners have learnt, help to demystify the myth that poetry is hard.
Answers to the Comprehension check
1. The speaker in the poem is a person who has been affected by COVID-19.
2. The message in the poem is that though COVID-19 has affected many people, there
is hope that very soon the world will overcome it.
3. Open ended. Example:
You COVID-19
to show how the persona is angry at the disease.
4. Open ended. Examples:
rhythm, repetition, rhyme
, etc
5. Open ended
6. Open ended
7. Open ended
47
Suggestions on developing competency-based tasks
Develop tasks that enable learners to distinguish between poems and other literary
genres. e tasks should be appropriate for the level of the learners. Give learners a
chance to recite poems that will give them an insight on the theme (Science and health
education) for enjoyment. Ensure the tasks cater for both talented or fast learners and
time takers.
Suggested assessment tools
1. Oral questions
Use oral questions under Activity 1 in the Learner’s Book to assess learners’ ability to
give the dierence between poems and other genres.
2. Written assessment
Let the learners write the answers to the Comprehension check questions at the end of
the sub strand. Check their work and assess their self-ecacy.
3. Assessment rubric
Learner’s name _________________________________________________
Indicators Exceeds
expectations
Meets
expectations
Approaches
expectations
Below
expectations
Ability to distinguish
between poems and
other literary genres
Ability to recite a
variety of simple
poems for enjoyment
Teacher’s name _________________ Signature ____________ Date ____________
C. Grammar in use
Word classes: Nouns
Suggested time: 2 lessons Learner’s Book pages 17-18
Specic learning outcomes
By the end of the sub strand, the learner should be able to:
(a) identify count, non-count, singular and plural nouns from a variety of texts.
(b) use count, non-count, singular and plural nouns in sentences.
(c) appreciate the importance of the correct use of nouns in communication.
Key inquiry questions
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 do something?
48
Core competences to be developed
Collaboration is achieved as learners create posters and poems and share them on the
classroom wall or through digital learning platforms. is enhances teamwork among
learners.
Pertinent and Contemporary Issues (PCIs)
• Eective communication – achieved as the learner uses nouns in varied texts correctly.
• Health education – promoted as the learner listens to an audio text on health issues.
Values
• Unity – enhanced as learners work together to identify the dierent types of nouns
in the classroom.
• Respect – achieved as learners take turns as they work in groups to create poems and
posters.
Link to other subjects
• Kiswahili, German, Arabic focus on the count and non-count nouns as well as
singular and plural nouns.
• Health education addresses health issues such as HIV and AIDS.
Instructions to facilitate dierentiated learning
Allow the time takers to read the story under Activity 1 in the Learner’s Book at least
two times. Give them specialised attention while identifying count and non-count nouns
and categorising them. For the gied and talented learners, develop more exercises
related to count and non-count nouns.
Suggestions on facilitating learners with special needs
Ensure that learners with hearing impairment are placed close to the audio device
when listening to the audio text under Find out in the Learner’s Book.
Suggested parental empowerment and engagement
Parents or guardians to help learners have access to old magazines or newspapers.
Suggested assessment methods
• oral questions
• written assessments
• peer assessment
• discussions
Suggested learning resources
• printouts/newspaper
cuttings
• pictures, posters
• digital devices
• Learner’s Book
Additional information for the teacher and preparation of learning resources
Learners need to develop and demonstrate the ability to identify and use count, non-
count nouns, singular and plural nouns. Present learners with opportunities to identify
as many count and non-count nouns as possible by getting pictures, posters, printouts
or newspaper cuttings beforehand. You can give them extra written exercises and more
jumbled-up nouns for them to identify and categorise.
49
Suggested learning experiences
1. Introduce the sub strand by asking learners to look at the picture in Activity 1:
Identify and group. Let them say what they see. Ask them to also predict what could
be happening in the picture.
2. Let the learners read through the paragraph and name the things mentioned in the
paragraph. Let them work in pairs to categorise the things they mentioned into those
you can count and those you cannot count. This enhances teamwork among the
learners. Assess how they are categorising the nouns and guide them accordingly.
3. Ask learners to turn to Activity 2: Collect and classify. In groups, allow learners to
search for as many items as possible that they can see in the classroom. Ask them to
create a table of count and non-count nouns to aid in the classification. As learners
work together to identify types of nouns in the classroom, unity is enhanced. Allow
learners to compare their findings with those of other groups then share the findings
with the rest of the class.
4. Referring to the Grammar tips, guide the learners by explaining the grammar concepts
to them on how nouns form their plural. Encourage them to give their own examples.
5. Refer learners to the Practice Activity. Guide them as they write the plural forms of
the given words and use them to construct sentences. This helps to promote effective
communication among learners as they use the plural forms of the nouns. Facilitate
an open discussion of how different words form their plurals.
6. Refer the learners to part 3 of the Practice Activity. Let the learners write down
the plurals of the given sentences. You may collect the books for checking or have
learners exchange books and check each other’s work through peer assessment as
you guide them.
7. Refer learners to the Find out section. Follow out on this section to ensure that learners
get twenty nouns from the sources indicated in the Learner’s Book and pin them on
the class wall. Collaboration is achieved as learners create posters and share them
on the classroom wall. Guide the class discussion on how nouns enhance meaning
in the texts. As learners take turns while working in groups to create posters, respect
among them is developed and enhanced.
8. Conclude the sub strand by referring to Further activity. Encourage learners to
form crosswords and share them with the class. Let them assess themselves (peer
assessment) and share with the rest of the class where they face challenges. Working
together to create the crossword puzzles enhances collaboration and respect as
learners take turns while in groups.
They can also use the Assess yourself section to self-assess their own progress.
Answers to the Practice Activity
1. virus – viruses, dentist – dentists, invention – inventions, disease – diseases, water
– water, drug – drugs, ward – wards, polio – polio, baby – babies
2. Open ended
50
3. a. Amina’s teeth were removed by dentists.
b. They accompanied their wives to the operation rooms.
c. The chiefs explained to the families the importance of fruits.
d. Men and women should work to promote health education.
e. Scientific innovations help us detect volcanoes before they erupt.
f. Which diseases do the mice and oxen spread?
g. The newborn babies cried as the doctors talked to the mothers.
Suggestions on developing competency-based tasks
Come up with tasks that test the learners’ ability to identify count, non-count, singular
and plural nouns from a variety of texts. e tasks should also test the ability of learners
to use the nouns in sentences. Ensure the tasks cater for both talented or fast learners
and time takers.
Suggested assessment tools
1. Written assessment
Assess learners using the Practice activity in the Learner’s Book by having them write
the answers in their exercise books.
2. Assessment rubric
Learner’s name _________________________________________________
Indicators Exceeds
expectations
Meets
expectations
Approaches
expectations
Below
expectations
Ability to identify
count nouns
Ability to identify non-
count nouns
Ability to identify
singular and plural
nouns
Ability to use count,
non-count nouns,
singular and plural
nouns in a text
Ability to create
posters and poems
Teacher’s name ________________ Signature ____________ Date _____________
51
D. Reading
Intensive reading: Class reader
Suggested time: 2 lessons Learner’s Book pages 19-20
Specic learning outcomes
By the end of the sub strand, the learner should be able to:
(a) explain the dierent parts that help in previewing a book.
(b) describe the author and the setting of the text in terms of time and place.
(c) underscore the value of reading for lifelong learning.
Key inquiry questions
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 competences to be developed
• Learning to learn – enhanced as learners build on their learning experiences through
analysis of the setting and research on the author.
• Critical thinking – developed as learners explore the links between dierent events
through tasks like creating graphic organisers that cultivate high order thinking skills.
• Problem-solving – achieved as learners conduct 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 learners create charts to summarise what they have learnt.
Values
Unity is enhanced as the learner develops skills for working in harmony with others
while participating in group and pair work.
Links to other subjects
All languages encourage reading of class readers.
Instructions to facilitate dierentiated learning
Under Activity 2 in the Learner’s Book, ensure you give time takers more time and
specialised attention as they may need more support on summarising a preview using
a mind map.
Suggestions on facilitating learners with special needs
Under the Further activity in the Learner’s Book, ensure that the information written
on the chart is clear, legible and visible for ease of reference for learners with visual
impairment.
Suggested parental empowerment and engagement
Parents or guardians to help learners access a variety of reference materials such as
storybooks on science or health education.
52
Suggested assessment methods
• oral questions • written assessments • peer assessment • observation
Suggested learning resources
• Learner’s Book • printouts • pictures • posters • digital devices
Additional information for the teacher and preparation of learning resources
Reading for lifelong learning is an important skill for each learner. e class reader
provides an opportunity for the learner to horn their reading ability. In this sub strand,
guide the learner on understanding the author and the setting of the text and how
these contribute to the appreciation of the text. Expose the learner to other works by
the author and let them dierentiate between setting of place and setting of time. Get
sample pictures of renowned authors before the lesson. You may carry other physical
storybooks too besides the class reader.
Suggested learning experiences
1. Introduce the sub strand by asking learners to tell the class any storybooks they have
read, the author, the place the story was set in and what time the events in the story
took place.
2. Refer learners to Activity 1: Study and pick out. Let the learners talk about ways of
previewing a book, making reference to the books they indicated to have read in the
introduction section. Facilitate a free and interactive class discussion on the numerated
discussion points. Allow learners in groups to pick out features that they can see on
the cover. Unity is enhanced as learners develop skills for working in harmony in
group activities. Some of the features the learners can identify on the cover include:
the image, the title, the background image, the logo of the publishing company, the name
of the author, the ISBN number, the barcode and the author’s bio. Check if the learners
can identify Felicia Carmelita Hardy whose name appears at the bottom of the cover
page as the author. Guide them to use online sources to find out more about the author.
Assess if the learners find anything about the author, which may include some of her
other works. As learners build on their learning experiences through analysing the
setting and researching about the author, learning to learn will be enhanced. Let the
learners know the following key points in previewing a book:
(a) e title: It gives a summary or a general idea of what the book is about.
(b) e author: is is the writer of the book. It is good to understand an author’s
background to fully appreciate his or her work.
(c) e book cover: Always study the pictures on the cover and any other artistic
work on the cover. ey will give you an idea of what the book is about.
(d) e blurb: is is a short description of a book written at the back of the book.
A keen look at the blurb will provide you with a general view of what the book
is about.
(e) Setting: Books are written in a geographical location (setting of place) and in
certain time frames (setting of time).
53
3. Refer learners to Activity 2: Refer to your class reader. Guide the them as they attempt
the questions in this section while still in groups. After they carry out research on
the author and the setting of the book, guide them on how to complete the mind
map with the information they have acquired from the research. Problem-solving is
achieved as learners conduct research online to obtain more information about the
author and the setting. As learners explore the links between different events through
the mind map (and graphical organiser), critical thinking is developed.
4. Ask learners to turn to Find out. Encourage learners to search for more information
on the author and the setting of the book each group will have selected on science
or health education. They should then make notes and share their findings with the
class. Let the class through peer assessment judge the most creative summary of the
findings. You can also observe and assess them.
5. Refer learners to Further activity. Guide them to explore several titles and create
summary charts. The objective of this activity is to enhance the learners’ understanding
of previewing texts. Learners’ creative thinking will be enhanced as they summarise
what they have learnt through charts.
6. Conclude the sub strand by emphasising to the learners the importance of previewing
texts. Ask them to recap what they have learnt in the sub strand. Observe, assess and
correct where necessary.
Suggestions on developing competency-based tasks
Begin by giving learners simple tasks such as previewing cover pages and giving the
features on the cover page. Develop tasks that will enable the learners explain the
dierent parts that aid in previewing a book as well as describing the author and the
setting of the book. Ensure the tasks cater for both talented or fast learners and time
takers.
Suggested assessment tools
1. Reading log/journal
Have the learners make a preview of several books and develop a reading log/journal of
the number of books they have previewed.
2. Checklist
Learner’s
name
Competencies (knowledge, skills, attitudes, values) assessed (tick
appropriately)
Explains the dierent
parts that aid in
previewing a book
Describes
the author
Describes the setting
(time and place)
Teacher’s
comments
Ye s No Yes No Ye s No
Teacher’s signature Date
54
E. Writing
Mechanics of writing: Punctuation marks
Suggested time: 2 lessons Learner’s Book pages 20-22
Specic learning outcomes
By the end of the sub strand, the learner should be able to:
(a) recognise the full stop, exclamation mark and question mark in varied texts.
(b) use the full stop, exclamation mark and question mark in varied texts.
(c) acknowledge the importance of punctuating sentences accurately.
Key inquiry questions
1. Which punctuation marks do you use in writing?
2. Why is it important to punctuate a text?
Core competences to be developed
• Digital literacy – developed as learners use digital devices as they play online games
and record dialogues.
• Self-ecacy – enhanced as learners pay attention to detail while role-playing and
recording dialogues.
Pertinent and Contemporary Issues (PCIs)
• Eective communication – exhibited through well-punctuated texts.
• Social skills – enhanced as learners discuss the eectiveness of punctuation marks in
expressing meaning.
Values
Unity – achieved as learners give each other feedback on charts and posters featuring
the use of punctuation marks.
Link to other subjects
All languages emphasise on the acquisition of proper punctuation skills.
Instructions to facilitate dierentiated learning
Allow talented learners to role-play the completed dialogue under Activity 2 in the
Learner’s Book to avoid boredom. Give the time takers specialised attention while
punctuating the passage under Practice Activity in the Learner’s Book.
Suggestions on facilitating learners with special needs
Ensure that all learners are patient with others that may have speech impairment while
discussing Activity 2 and the Further activity in the Learner’s Book. ey must give
such learners time to give their input.
Suggested parental empowerment and engagement
Parents or guardians to avail recording devices and also help record learners as they
role-play dialogues on health and science education.
55
Suggested assessment methods
• oral questions • written assessments • portfolio • peer assessment
Suggested learning resources
• printouts/newspaper
cuttings
• pictures and posters • digital devices
• Learner’s Book
Additional information for the teacher and preparation of learning resources
e nal punctuation marks tackled in this sub strand are key for eective
communication. Punctuation aects meaning. Take time and ensure that the learners
master fully the use of the full stop, the exclamation mark and the question mark.
Expose learners to several practice exercises and activities. Carry newspaper cuttings
or printouts to the class for the learners to pick out nal punctuation marks. You may
ask learners in advance to carry their own printouts or newspaper/magazine cuttings
for the lesson.
Suggested learning experiences
1. Introduce the sub strand by asking learners the key inquiry questions: a) Which
punctuation marks do you use in writing? b) Why is it important to punctuate a text?.
Guide learners to give examples of the punctuation marks they know.
2. Refer learners to Activity 1: Read and identify. Allow learners to pair and copy the
passage given in the Learner’s Book then underline the full stops, the exclamation
marks and the question marks so as to identify the final punctuation marks. Let them
work in pairs to form oral sentences that end in a full stop, exclamation mark and
question mark. Allow peer assessment as learners judge the correctness of how the
punctuation marks are used. Learners’ social skills are enhanced as they discuss the
effectiveness of punctuation marks in expressing meaning.
3. Referring learners to Activity 2: Read and complete, guide learners as they read the
dialogue and identify the missing punctuation marks while in pairs. Observe and
assess how well they use the right punctuation marks. Ensure that the learners add
four sentences to complete the dialogue and punctuate them correctly. Effective
communication is exhibited as learners develop well punctuated sentences. Collect the
learners’ notebooks for checking and assessing the appropriateness and correctness of
the sentences. Hold a whole class discussion on the importance of correct punctuation.
4. Refer learners to Activity 3: Read and discuss. Allow the learners to read the story
Final punctuation marks in groups. The learners should identify the following
functions of each punctuation mark.
(a) Full Stop:
• Used in declaratives. • Used in abbreviations such as Prof.
• Used in decimals like 6.5 million.
(b) Question Mark:
Used in interrogative sentences like Why are you late?
(c) Exclamation Mark:
56
Used in interjections and to express strong emotions such as surprise, excitement and
disappointment.
As learners give each other feedback on the use of the punctuation marks in the story,
unity is achieved.
5. Refer learners to the Practice Activity. In pairs, let the learners individually attempt
to punctuate the passage using the punctuation marks they have learnt. Move around
the class assessing the progress of the learners or collect the books to assess later on.
6. Ask learners to turn to the Find out section. Encourage learners to pair and pick a
text from an old newspaper or magazine and talk about how the full stop, the question
mark and the exclamation mark have been used in the selected text. Challenge the
learners to say why it is important to punctuate texts correctly. Allow peer assessment
as learners correct each other during the class presentation.
7. Refer learners to the Further activity. Instruct them to write a dialogue on health and
science education in groups. Insist that the dialogue must be well punctuated using
the full stop, the question mark and the exclamation mark. Self-efficacy is achieved
as learners pay attention to detail while role-playing. Guide the learners in recording
the dialogues by availing the recording devices and assessing how well they record
themselves. Move around the class, monitoring how the groups are doing the recording
of the role plays. Digital literacy is developed as learners use digital devices as they
record dialogues. Play the presentations in class and through peer assessment. Let
the learners say the best-punctuated recording. This enhances unity as learners give
each other feedback. Guide the learners in preparing a poster of the punctuation
marks learnt and ensure they pin it properly on the class wall.
8. Conclude the sub strand by recapping and emphasising on the importance of
punctuation marks in communication. Encourage learners to go out of their way to
get articles that have punctuation problems and correct them for self-assessment.
Further, ask them to work in pairs and write paragraphs using the punctuation marks
and allow for peer assessment.
What would we do without science! e inventions we have today are because of
scientic knowledge and growth. But wait a minute! Not all scientic discoveries have
been benecial to man. Some innovations and inventions have been very harmful. For
instance, who invented the AK47 gun and for what purpose? How about the use of
laboratory created viruses to kill people? Who will save man from himself?
Suggestions on developing competency-based tasks
Develop tasks that enable learners to identify the full stop, the exclamation mark and
the question mark in sentences. Give other tasks that oer learners a chance to use
the full stop, the exclamation mark and the question mark appropriately in sentences.
Ensure the tasks cater for both the talented or fast learners and the time takers.
57
Suggested assessment tools
1. Assessment rubric
Learner’s name _________________________________________________
Indicators Exceeds
expectations
Meets
expectations
Approaches
expectations
Below
expectations
Ability to recognise
the full stop, the
exclamation mark and
the question mark in a
text
Ability to use the full
stop, the exclamation
mark and the question
mark in a text
Teacher’s name ___________________ Signature __________ Date ____________
2. Portfolio
Have learners make a collection of newspaper cuttings and texts with the full stop,
question mark and exclamation marks. e punctuation marks should be underlined.
3. Rating scale
Learner’s name _________________________________________________
Competences (knowledge, skills,
attitudes, values) assessed
Always
4
Usually
3
Sometimes
2
Never
1
Identies full stops, question marks
and exclamation marks in a text
Uses full stops, question marks
and exclamation marks in various
sentences
58
3: Hygiene
Learner’s Book pages 23-33
Introduction/background information
In this theme, you will need to familiarise yourself with information and facts learnt
in other learning areas such as Science and Technology and Home Science. It is also
important for you to prepare adequately and be armed with a variety of hygiene practices
to be observed for a healthy society.
roughout the sub strands in the theme, learners will be introduced to the vocabulary
and language structures related to the theme. In Listening and speaking, learners will
acquire skills in listening for specic information and for the main idea. In Reading,
learners will read several texts for information and for meaning. Under Grammar in use,
learners will learn about the correct use of word clauses – verbs and tenses. e learner
should have the ability to use regular and irregular verbs in sentence construction using
the past, present and future tense. Under the second Reading, learners will be equipped
with skills that will enable them to develop eagerness in poetry. is will be realised
through intensive reading. Under Writing, learners will be guided on how to write
narrative paragraphs.
A. Listening and speaking
Listening for information and the main idea
Suggested time: 2 lessons Learner’s Book pages 23-25
Speciﬁc learning outcomes
By the end of the sub strand, the learner should be able to:
(a) identify the main idea from varied descriptive texts.
(b) pick out specic information from varied descriptive texts.
(c) acknowledge the importance of listening skills in communication.
Key inquiry questions
1. Why is it important to get the main points from an oral text?
2. What can you do to ensure that you capture the main ideas from the speaker?
Core competencies to be developed
• Communication – enhanced as learners listen keenly and respond to oral texts.
• Digital literacy – achieved as learners use digital devices to search online for
expressions that signal the main idea and specic information.
Pertinent and Contemporary Issues (PCIs)
Health education – personal hygiene is developed as learners listen and respond to oral
texts on hygiene.
59
Values
Respect – 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
specic information.
Instructions to facilitate differentiated learning
Under Activity 3 in the Learner’s Book, give more attention to the time takers as they
create an oral descriptive text of the process of washing hands. For the talented learners,
allow them to create other descriptive texts related to the theme for example on how to
clean the school compound.
Suggestions on facilitating learners with special needs
When playing the audio text under Activity 2 in the Learner’s Book, ensure learners
with hearing impairment sit near the device playing the media and adjust the volume
accordingly.
Suggested parental empowerment and engagement
Parents or guardians to avail digital devices to the learners and guide them to watch a
descriptive video on personal hygiene.
Suggested assessment methods
• discussions
• oral presentations
• observations
• checklist
Suggested learning resources
• Learner’s Book • digital devices • pictures
Additional information for the teacher and preparation of learning
resources
e knowledge on hygiene will help learners to sensitise each other, their peers
and their communities on the need to practise proper hygiene. Check and test the
accompanying digital media in advance to ensure it is the right one and it plays
properly. If the digital media is not available, prepare to read the text to the learners or
tape it on your smartphone. You can also ask a fellow teacher to assist in reading the
text in case you have mother tongue interference to avoid mispronunciation of words.
Read dierent articles related to hygiene for reference purposes where you will draw as
many examples as possible.
Suggested learning experiences
1. Introduce the sub strand by asking learners how they can ensure they capture the
main ideas when listening to a speaker. Encourage and appreciate all attempted efforts.
Pay attention to their spoken language and correct where necessary. Emphasise that
getting the main idea in an oral or printed text is key to learning.
60
2. Turn the learners’ attention to Activity 1: Listen and recite in the Learner’s Book.
Pair the learners and ask them to look at and describe what they see in the picture.
Ask learners to listen carefully as you read the poem in the Learner’s Book. Read the
poem to the learners clearly, fluently and at a moderate speed. In turns, ask them
to recite the poem. Move round as you observe if all pairs are participating in the
recitation and assess how different pairs recite the poem.
3. Give learners a chance to share their views on what they think the main idea in the
poem is. After they are through reciting the poem, ask the learners to identify ways
that promote hygiene as mentioned in the poem. Communication is enhanced as
learners listen keenly to the oral text and give their responses. Allow learners to assess
each other’s responses through peer assessment as they share their answers with the
class. Moderate the peer assessment exercise by guiding and correcting them where
necessary. Allow learners to share their daily hygiene practices, promoting Health
education. As learners listen to each other when reading descriptive texts and noting
the main ideas, respect among the learners is enhanced. Remind learners of the
importance of listening keenly.
4. Refer learners to Activity 2: Listen and tell. Ask them to listen keenly to an audio text
you will play (from the Accompanying Digital Media). Allow learners to retell the text
in their own words. Encourage the shy ones to volunteer too. Ask learners to identify
the main idea in the text. As they mention what the main idea is, let them mention
the hint that led them to the main idea. Encourage peer assessment as learners give
their responses and correct each other. Guide them accordingly.
5. Play the audio text again. Ask learners to take notes on the importance of personal
hygiene as brought out in the audio text. Allow learners time to compare their
points with their deskmates. Go round observing and assessing their creativity in
the notes they write. Lead and guide a class discussion on how they can listen to
the main idea and specific information in a descriptive text. Use the Language tips
to explain further on descriptive texts, cues to listen to so as to pick out the main
idea and specific information.
6. Ask learners to turn to Activity 3: Study and describe. Organise the class in small
groups. Ask them to look at the flow chart on the process of washing hands. Ask
them to use the chart to describe the steps of washing hands and then create an oral
descriptive text of the process. Allow them time to tell their texts in turns to the class.
Let them assess each other’s work (peer assessment) as they pick out cues for the
main ideas and specific information. Assess and guide accordingly.
7. In the Find out section, with your help or that of a parent or a guardian, ask the
learners to search online for a descriptive video on personal hygiene and watch it
at least two times. They should then write the main idea and take notes on other
specific information they pick from the video. Challenge them to mention some of
the signals they used to get the main idea and the specific information from the video.
61
As learners watch videos, digital literacy is achieved. Ask them to share their work
with the class. Encourage learners to correct each other’s work (peer assessment).
8. Conclude the sub strand by asking learners to tackle the Further activity task. Let
learners work in groups and compose short descriptive texts. Remind them to put hints
to show the main idea and specific details. Allow them time to narrate the texts they
have written to the class. Probe learners to see if they can identify the hints for the main
idea and specific information in the texts presented in class. Assess and correct where
necessary to perfect the desired cues for the main idea and the specific information.
They can also use the Assess yourself section to self-assess their own progress.
Suggestions on developing competency-based tasks
Develop tasks that will test the learners’ ability to identify the main idea from varied
descriptive texts. Ensure the tasks cater for both time takers and gied or talented
learners.
Suggested assessment tools
1. Oral questions
For Activity 1, ask learners to list ways that can promote hygiene. Assess to ensure that
learners demonstrate understanding of ways that can promote hygiene. Guide them
accordingly.
2. Assessment rubric
Use rubrics to assess the learner’s ability to identify the main idea from varied descriptive
texts and pick out specic information.
Learner’s name ________________________________________
Indicators Exceeds
expectations
Meets
expectations
Approaches
expectations
Below
expectations
Ability to identify the
main idea from varied
descriptive texts
Ability to pick out
specic information
from varied descriptive
texts
Teacher’s name _________________ Signature __________ Date _______________
62
B. Reading
Reading for information and meaning
Suggested time: 1 lesson Learner’s Book pages 25-28
Speciﬁc learning outcomes
By the end of the sub strand, the learner should be able to:
(a) distinguish between reading for information and reading for meaning.
(b) pick out information from varied texts.
(c) infer the meaning of words and phrases from contexts.
(d) use new words and phrases in sentences.
(e) appreciate the importance of reading for information and meaning.
Key inquiry questions
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 – promoted as learners infer and share the meanings of new words in groups.
Pertinent and contemporary issues (PCIs)
Health and safety – enhanced as learners read texts on issues such as hygiene, safety and
security and organise the information by making notes.
Values
Respect – 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.
Instructions to facilitate differentiated learning
Ensure the talented learners make a crossword puzzle using ten extra words under
Further activity in the Learner’s Book. For the time takers, give them more attention to
ensure they use the ten new words learnt in the sub strand to make a crossword puzzle.
Suggestions on facilitating learners with special needs
Ensure that all learners are patient with learners that have speech impairment as they
read the sentences they constructed under Check your vocabulary in the Learner’s
Book. ey must give such learners time to read their sentences.
Suggested parental empowerment and engagement
Parents or guardians will provide newspapers, magazines for learners to source cut-out
pictures related to hygiene or help them download from online sources.
63
Suggested assessment methods
• discussion • writing • reading • peer assessment
Suggested learning resources
• Learner’s Book
• oral presentations
• written assessment
• newspapers, magazines
• dictionary
Additional information for the teacher and preparation of learning resources
Learners need to know about reading a variety of materials such as newspapers, magazines
and the use of reference materials like the dictionary so as to get information and for
comprehension. Familiarise yourself with concepts in the Science and Technology and
Home Science designs which are related to the theme so that you can link related sub
strands eectively. Collect magazines and printouts well in advance to share with learners.
Suggested learning experiences
1. Introduce the lesson by asking the learners the question on Think and share. Lead
them to a discussion on why they read and how to understand what they read. Prompt
the learners, as a class, to tell what it means to read for information and to read for
meaning. Use the Did you know? section to explain what the terms mean.
2. Refer the learners to Activity 1: Scan and tell in the Learner’s Book. Issue the learners
with copies of the texts: Prevention safety and School hygiene. (Make copies in
advance. The texts are at the end of this sub strand.) Ask learners to pair and scan
(explain what this means as given under Did you know?) through the texts. Allow
the learners to respond to the questions after scanning the texts. Assess the responses
they give as you guide and correct them accordingly.
3. Now turn to Activity 2: Read and discuss then ask the learners to scan through the
passage: Mlenga, the charming girl given in the Learner’s Book. Assess if they can
name Mlenga’s school and three things Mlenga taught her schoolmates after scanning
through the passage. Allow the learners to retell the story to the class in their own
words. Use the oral questions given to further emphasise on why it is important to
scan texts and read for meaning.
4. Ask learners to read the passage individually and write answers for the Comprehension
check individually. This helps in self-assessment. You may collect the books for
checking or have learners exchange their books and check each other’s work as you
guide them.
5. Refer learners to Check your vocabulary in the Learner’s Book. Let the learners pair
and read the words or phrases provided then infer their meanings from the way they
are used in the passage. Guide them on how to infer. They may also look the words
up in the dictionary. Explain to the learners about the correct use of the dictionary
and its importance as a reference material. Let the learners make their own sentences
using the words and the phrases whose meanings they have inferred. Allow them
time to share their sentences with the class. Let learners judge the correctness of the
64
sentences shared and through peer assessment, correct each other’s work. Let learners
add the new words to their vocabulary bank.
6. In the Find out part, ask the learners to work in groups and look for articles on ways
to maintain proper hygiene in the community. They can get these articles from old
newspapers, magazines or the internet (promoting digital literacy) with the help of
yourself, parents or guardians. Ask them to read the articles as they make notes on
what they learn. Ask them to copy new words and infer their meanings as used in
the articles. Collaboration and communication will be promoted as learners infer
and share the meanings of new words and phrases encountered. Allow them time
to share their work with the class. They can do this in school under your guidance
or you can guide them to do the activity at home with the help of their parents or
guardians. Let the learners judge the correctness of the notes they make. Health and
safety is enhanced as learners read texts on hygiene and organise the information
by making notes.
7. Conclude the sub strand by encouraging learners to tackle the Further activity.
Ask them to work in pairs and make a crossword puzzle using any ten new words
they have learnt in this unit. Let them share the crossword puzzle with their friends
to solve. They should then use what they have learnt to sensitise their peers and the
community on the need to practise proper hygiene. As learners contribute their ideas
while making puzzles in pairs, they learn to respect each other’s ideas.
Possible answers to the Comprehension check
1. Proper personal and environment hygiene.
2. Brushing teeth, bathing daily, wearing clean clothes daily, washing clothes regularly,
cleaning the compound and disposing of garbage.
3. Through how we groom ourselves. The second part and the third part should be
open ended.
4. Open ended.
5. Open ended such as wash feet daily, change socks daily as dirty socks can cause
infections.
6. Open ended
7. Open ended
Prevention safety
Prevention is better than cure. It is important that we should always feel at peace
and comfortable. We need to take care of ourselves and our friends to avoid injuries and
sickness. Safety begins with us. It is advisable that we are all aware of our surroundings
in order to be safe. e people around us, the ground we walk on, and all the structures
near us make our surroundings.
It is always good to take precaution and be aware of these surroundings. Alertness and
65
keenness in whatever we do is a key precaution in our daily lives. Take for example,
walking on a slippery oor or ground and moving up or down the stairs in the dark.
is can be dangerous and injurious if we walked without caution or concentration.
Play is good for our health but the games we play must always be safe too. e play
items should also be appropriate. Do not throw stones or hard objects around as you
play. As the saying goes, better safe than sorry.
School hygiene
A school is a social place where people from dierent set-ups meet. High standards
of hygiene should be observed to maintain a conducive and healthy environment in
schools.
A well-maintained school makes learners, teachers and other workers go about their
daily business with condence and positive personal relationship. Washing hands
frequently, disposing of refuse and proper use of toilets goes a long way to prevent the
spread of diseases. If a person has u, mumps, measles or any other communicable
disease, it is advisable that he or she stays at home to avoid spreading it to others.
Food handlers must also observe high standards of hygiene to avoid contamination.
Regular medical check-ups among cooks are very important. Clean and safe water to
drink will keep away diseases. Remember, cleanliness is next to godliness.
Suggestions on developing competency-based tasks
Develop tasks that will test the learners’ ability to infer meanings of words and phrases
used in the passage. Also, develop tasks that will enable learners read for information
and meaning. Ensure the tasks cater for both gied learners and the time takers.
Suggested assessment tools
1. Oral questions
In Activity 2, ask learners to scan through the texts. Assess learners’ ability to distinguish
between reading for information and reading for meaning.
2. Rating scale
Learner’s name _________________________________________________
Competencies (knowledge, skills,
attitudes, values) assessed
Always
4
Usually
3
Sometimes
2
Never
1
Ability to use new words and phrases
in sentences
Ability to read for meaning and
information
Comments on the learner’s performance
Learner’s signature __________________________ Date ________________
Teacher’s name ___________________ Signature __________ Date _____________
66
C. Grammar in use
Word classes: Verbs and tense
Suggested time: 2 lessons Learner’s Book pages 28-30
Speciﬁc learning outcomes
By the end of this sub strand, the learner should be able to:
(a) identify regular and irregular verbs in sentences.
(b) use regular and irregular verbs in sentence construction using the past, present
and future tense.
(c) appreciate the correct use of verbs and tenses for eective communication.
Key inquiry questions
1. How did you spend the last holiday?
2. Which misunderstanding can arise when people use the wrong tense?
Core competencies to be developed
Communication and collaboration – developed as learners engage in conversations in
pairs using verbs in various tenses.
Pertinent and Contemporary Issues (PCIs)
Eective communication – enhanced as learners construct sentences in correct verbs
and tenses.
Values
Respect – inculcated as learners review peers’ use of tenses.
Link to other subjects
Kiswahili and Indigenous Languages also address correct usage of verbs and tense.
Instructions to facilitate differentiated learning
Ask the talented learners to continue the dialogue under Activity 2 in the Learner’s
Book. ey should use their own verbs and say how the verbs change when used in
the present, past and future tense. For the time takers, let them tackle number 1 of the
Practice activity.
Suggestions on facilitating learners with special needs
Encourage other learners to give time to learners with speech impairment as they read
the sentences in Activity 1 in the Learner’s Book.
Suggested parental empowerment and engagement
Parents or guardians to help learners use the internet to source for texts on hygiene.
Suggested assessment methods
• written assessments
• peer assessment
• oral presentations
• discussions
Suggested learning resources
• Learner’s Book • newspaper cuttings • digital devices
67
Additional information for the teacher and preparation of learning resources
Research and read widely on regular and irregular verbs. In case you or the learners are
not able to access digital materials, ensure you have prepared a chart with regular and
irregular verbs and newspaper cuttings to use in class. Add a chart with sentences using
regular and irregular verbs, for an eective reinforcement of this concept.
Suggested learning experiences
1. Introduce the sub strand by asking learners, How did you spend the last holiday?.
Assess how well the learners use tenses to say how they spent their holidays. This
will help you gauge their level of understanding of this concept.
2. Refer the learners to Activity 1: Read and pick out. Ask the learners to read the
sentences in pairs and try to pick words that have been used in the sentences to show
actions (verbs). Ask them to say in which tense (present, past or future) the verbs have
been used. Guide and correct them accordingly. Communication and collaboration
are developed as learners engage in conversations while in pairs using verbs in various
tenses. Explain what the past tense, present tense and future tense is and allow the
learners to try classify the verbs into these tenses. Refer to the Grammar tips given
in the Learner’s Book for guidance.
3. Ask the learners to turn to Activity 2: Read and tackle, and let them read the
conversation in pairs as they identify the verbs used in the conversation. Assess
how well they are able to identify the verbs. Let the learners peer assess the
correctness of how the verbs are used in the present, past or future tense. Observe,
guide and correct where necessary. Respect is enhanced as learners review each
other’s use of tenses. Using the verbs, hold a class discussion on how the verbs
change when used in the present, past or the future tense.
4. Guide learners through the Grammar tips and learn how verbs form their past tense.
Prompt learners to provide more examples. Assess the correctness of the additional
examples they give.
5. Refer the learners to the Practice Activity. Ask learners to individually tackle the
given exercise. Through the written exercise, assess the learners’ comprehension of
verbs and tenses. You may collect the books for assessment and prepare feedback. Use
a rating scale to assess the quality of each learner’s work. You may also guide them
to self-assess themselves using the exercise.
6. In the Find out section, ask learners to work in pairs and find texts on hygiene from
old newspapers or from the internet with their parents’ or guardians’ help. Ask them
to tackle the activity as guided then present to the class. Let the learners judge each
other’s sentences and through peer assessment, correct the mistakes. As learners
construct and present sentences correctly, effective communication is enhanced.
Emphasise the importance of using verbs and tense correctly.
7. Conclude the lesson by turning the learners’ attention to the Further activity in
the Learner’s Book. Ask learners to work in groups and write a dialogue of ten lines
using both regular and irregular verbs. Ask them to practise the dialogue and act
68
it out in class. The role play while using verbs in various tenses helps to develop
communication and collaboration among learners. Let the class identify and classify
the verbs used. Encourage learners to keep practising correct use of tenses beyond
the classroom, in both written and oral communication.
Answers to the Practice Activity
1.
a. swept (irregular)
b. known (irregular)
c. taught (irregular)
d. arrived (regular)
e. kept (irregular)
f. did (irregular)
g. visit (regular)
h. gather (regular)
2.
Verb Past tense Past participle
go went gone
beat beat beaten
begin began begun
eat ate eaten
break broke broken
lose lost lost
climb climbed climbed
close closed closed
3. went (irregular)
beat, beaten (irregular)
begin, begun (irregular)
eat, eaten (irregular)
broke, broken (irregular)
lose, lost (irregular)
climbed, climbed (regular)
close, closed (regular)
Suggestions on developing competency-based tasks
Develop tasks that will test learners’ ability to identify and use regular and irregular
verbs in sentences. Ensure the tasks cater for both gied learners and the time takers.
Suggested assessment tools
1. Oral assessment
In Activity 2, ask learners to read the conversation and identify the verbs used. Assess
their ability to identify regular and irregular verbs.
69
2. Checklist
Learner’s
name
Competencies (Knowledge, skills, attitudes, values) assessed (tick
appropriately)
Ability to identify
regular and irregular
verbs in sentences
Ability to use regular
and irregular verbs in
sentences
Teacher’s
comment
Ye s No Ye s No Ye s No
Teacher’s name __________________ Signature ___________ Date ____________
D. Reading
Intensive reading: Poetry
Suggested time: 2 lessons Learner’s Book pages 30-32
Speciﬁc learning outcomes
By the end of this sub strand, the learner should be able to:
(a) explain the structure of poems.
(b) analyse the structure of varied simple poems.
(c) read short poems addressing varied societal issues.
(d) appreciate the poem’s structure in communicating a message.
Key inquiry questions
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 – achieved as learners use digital devices to search online sources for
dierent poems and note the titles and the poets, while observing integrity and cyber
safety.
Pertinent and Contemporary Issues (PCIs)
• Health education – promoted as learners tackle poems addressing issues such as
personal hygiene, HIV and AIDS and COVID-19.
• Cyber safety – promoted as learners source online or oine for poems while observing
cyber safety.
Values
Integrity – achieved as learners source online or oine for poems while observing
integrity.
Link to other subjects
Kiswahili and Performing Arts tackle the structure of varied poems.
70
Instructions to facilitate differentiated learning
Give the time takers more attention to ensure they identify the poets and the messages
communicated in the poems they will search for under the Find out activity in the
Learner’s Book. Allow gied learners to search for and analyse more poems.
Suggestions on facilitating learners with special needs
As learners engage in the Further activity in the Learner’s Book, ensure other learners
support those with physical impairment get into groups by pushing their wheelchairs
and ensuring learners whose hands are impaired have been given more time to nish
drawing the mind map.
Suggested parental empowerment and engagement
Parents or guardians to help learners access digital visuals related to the theme. ey
should also help learners search online for poems on hygiene and recite them.
Suggested assessment methods
• observation
• discussions
• peer assessment
• oral questions
Suggested learning resources
• Learner’s Book
• digital devices
• manila paper
• anthology of poems
Additional information for the teacher and preparation of learning resources
Search and prepare a series of poems on hygiene in order to arm yourself with a variety
of structures of poems. You can collect sample poems to use in your teaching and have
one poem written on manila paper to use as you explain how poems are broken into
stanzas and stanzas into lines as well as other structures of poems.
Suggested learning experiences
1. Introduce the sub strand by posing the key inquiry questions to the learners. Explain
to the learners that a person who writes poems is called a poet and the art of writing
poems is called poetry. Let them know the voice in the poem is the persona. Explain
further what the persona means.
2. Refer learners to Activity 1: Read and recite in the Learner’s Book. Ask the learners to work
in small groups to read and recite the two poems. Let them make the recitation interesting.
3. Let the learners turn to Activity 2: Analyse and report. Use oral questions where
you ask the learners to tell what the poems are talking about. Guide the learners to
discuss the questions given in the Learner’s Book while still in their groups. Ask the
learners to report their responses in class. Assess the learners’ comprehension by
listening to the responses (answers) they give. Guide learners through the Language
tips and help them summarise what they have learnt about poems. Assess the learners’
comprehension of the poems. As learners tackle poems addressing HIV and AIDS
and COVID-19, Health education is promoted.
71
4. Ask learners to turn to the Find out section. Allow them to work in groups to search
from the internet, for two short poems on hygiene. Move round the groups to ascertain
the learners are observing integrity and cyber security. They may also do this at home
with the help of parents or guardians. Digital literacy is achieved as learners use digital
devices to search for poems. Let the learners tackle the tasks as guided and allow them
time to share their work with the class. Through peer assessment, let learners correct
each other’s work by giving feedback. Guide and correct where necessary.
5. Conclude the sub strand by asking learners to tackle the Further activity
section while in groups as guided in the Learner’s Book. Follow up to ensure
learners tackle the activity and allocate time for a class presentation on the same.
Allow for peer assessment as learners correct each group’s work. Guide a class
discussion on appreciating a poem’s structure in communicating a message by relating
various poems’ structures to their messages.
They can also use the Assess yourself section to self-assess themselves.
Suggestions on developing competency-based tasks
Develop tasks that will test the learners’ ability to explain the structure of poems. Use
simple poems related to the theme and within the learners’ contexts. Ensure the tasks
cater for both gied learners and the time takers.
Suggested assessment tools
1. Oral questions
In Activity 2, ask learners to read the poem and report its structure to the class. Assess
their ability to answer questions from the poem.
2. Rating scale
Learner’s name _________________________________________________
Competencies (knowledge, skills,
attitudes, values) assessed
Always
4
Usually
3
Sometimes
2
Never
1
Ability to explain the structure of poems
Ability to analyse the structure of simple
varied poems
Comments on the learner’s performance
Learner’s signature __________________________ Date ________________
Teacher’s name __________________ Signature ___________ Date ____________
72
E. Writing
Writing narrative paragraphs
Suggested time: 1 lesson Learner’s Book pages 32-33
Suggested learning outcomes
By the end of the sub strand, the learner should be able to:
(a) identify the parts of a narrative paragraph.
(b) compose a narrative paragraph with the appropriate structure.
(c) acknowledge the signicance of paragraphing in written communication.
Key inquiry questions
1. What are the parts of a paragraph?
2. Why do we write paragraphs?
Core competencies to be developed
• Communication – enhanced as learners compose a narrative paragraph and review
each other’s work.
• Creativity and imagination – developed as learners create narrative paragraphs.
Pertinent and Contemporary Issues (PCIs)
Social cohesion – enhanced as learners present the paragraphs in class for peer review.
Values
Respect – 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.
Instructions to facilitate differentiated learning
Under Practice Activity 1 in the Learner’s Book, ask the talented learners to write an
extra paragraph about the poster (under Activity 2 in the Learner’s Book) that has a
clear beginning, middle and the end while the time takers nish up on their paragraph.
Suggestions on facilitating learners with special needs
Ensure other learners give those with physical impairment more time to correct
their narrative paragraphs, make copies of the corrected work and keep them in their
portfolios under the Further activity in the Learner’s Book.
Suggested parental empowerment and engagement
Parents or guardians to help learners nd sample narrative paragraphs online.
Suggested assessment methods
• observation
• written assessments
• portfolio
• peer assessment
• anecdotal records
73
Suggested learning resources
• Learner’s Book • digital devices • posters
Additional information for the teacher and preparation of learning resources
Before conducting the lesson, ensure you nd a variety of narrative paragraphs related
to the theme. ese will come in handy to show the dierent parts of a paragraph, the
structures and how paragraphs help in the ow of ideas.
Suggested learning experiences
1. Introduce the sub strand by asking learners to mention interesting books or stories
that they have read. Let them explain or say why they enjoyed the books or the stories
they have mentioned. Allow the learners to mention how the text in the books or the
stories has been arranged. Assess and see if the learners can identify paragraphs in the
texts talked about. Lead learners in a brief discussion of what a paragraph is. Mention
the following definition of a paragraph: ‘It is a group of sentences that develop one
idea. A paragraph has an introductory sentence or introductory sentences, developing
sentences and a concluding sentence or concluding sentences’.
2. Ask the learners to turn to Activity 1: Study and analyse. Let the learners read the
paragraph in the Learner’s Book while in pairs. Instruct learners to analyse the
paragraph and give it a suitable title and discuss the main message in the paragraph.
Allow learners time to identify the introduction, middle and the conclusion or the
end of the paragraph. Move round the class as you guide and correct accordingly.
Through observation and oral presentation, assess the learners’ ability to identify
the introduction, middle and the conclusion or the end of the paragraph. Prepare
anecdotal records to record specific observations of the learner’s behaviour, skills
and attitude as they work in pairs and groups.
3. Lead the learners through the Language tips and explain to them parts of a narrative
paragraph and how making a good plan can guide them in writing a well-organised
narrative paragraph.
4. Turn to Activity 2: Think and narrate. Ask the learners in groups to study and discuss
what the poster in the Learner’s Book is all about. Ask them to think of and create a
story in their mind about the poster. This helps to enhance creativity and imagination
among the learners. Let them narrate individual stories in the groups. Allow learners
through peer assessment, to identify and pick the most interesting narrative in each
group. Communication is enhanced as learners review each other’s work. Allow time
for class presentation of the most interesting narratives. Ask the class to discuss and
list down the qualities that made the narrations interesting. Comment on learners’
responses and make your input on what makes a narrative interesting. Using peer
assessment, allow learners to pick the most interesting story, giving reasons for what
they looked at while picking it as the most interesting narrative. This will help promote
respect as learners give feedback on the narrative paragraphs they have reviewed.
74
Assess the effectiveness of the similes, metaphors and proverbs learners used to make
their stories interesting.
5. For Practice Activity, ask learners to individually plan how to write a narrative
paragraph about the poster in Activity 2 of the Learner’s Book. Give them time to
write the paragraph with a clear and captivating introduction, logically flowing middle
and a relevant end or conclusion. Creativity and imagination are enhanced in the
process. Ask them to exchange their work once they complete writing and help to
correct each other’s work through peer assessment. As learners peer review each
other’s paragraphs, social cohesion will be enhanced. Collect their work for final
marking and to prepare feedback.
6. Refer learners to the Find out section. Ask them to work in groups. Guide your
learners while in school or ask them to tackle the activity under the guidance of a
parent or guardian. Tell them to read the texts they have found, analyse them and tell
what makes those narratives interesting.
7. Ask learners to turn to Further activity. Allow learners to pick a topic of their
interest and write a narrative paragraph on it. Let them exchange their work with
their deskmate to read and correct each other through peer assessment. Ask them
to read through the narrations they exchanged and correct where necessary. This will
help promote respect among learners. Collect work for final marking and to prepare
feedback. Encourage learners to make a clean copy and keep it in their portfolio for
reference.
8. Conclude the sub strand by recapping what a narrative paragraph is, and its parts.
Emphasise the importance of carefully thinking of a plan that will guide learners in
writing well-organised paragraphs.
Suggestions on developing competency-based tasks
Develop tasks that will test the learners’ ability to identify the parts of a narrative
paragraph. e tasks should also give them opportunities to practise developing
narrative paragraphs. e tasks will cater for multi-ability learners.
Suggested assessment tools
1. Oral questions
Use the paragraph under Activity 1 in the Learner’s Book to assess learners’ ability
to identify the parts of a narrative paragraph (the introduction, the middle and the
conclusion) by asking them to do so orally.
2. Portfolio
Ask learners to keep copies of their written, edited and corrected narrative paragraphs
in their portfolio.
75
4: Leadership
Learner’s Book pages 34-45
Introduction/background information
e theme will expose learners to the concept of leadership with a focus on leadership
within Kenya. It will also focus on the role of gender in leadership. Leadership is a
critical position for it determines the direction of an organisation or a country. It is also
sensitive for sometimes, national leadership is labelled along tribal lines. Hence, you
should be careful as you quote examples of leaders so as not to create division. Learners
should be encouraged to model on good leaders within and beyond their community,
county and country.
rough the strands, learners will be introduced to the vocabulary and language
structures related to the theme. Under Listening and speaking, learners will appreciate
the importance of listening with the intention to comprehend and pick out selective or
specic information such as the main idea in a text. Under Reading, learners will be
guided to read intensively on given texts, that is, reading in depth for understanding.
Under Grammar in use, they will be exposed to verbs and how they change depending
on their tense. Under Writing, learners will be guided on how to paraphrase, that is,
how to rewrite texts while maintaining the same meaning.
A. Listening and speaking
Listening comprehension: Selective listening
Suggested time: 2 lessons Learner’s Book pages 34-36
Speciﬁc learning outcomes
By the end of the sub strand, the learner should be able to:
(a) distinguish between specic and general information from a listening text.
(b) select specic information from a listening text.
(c) listen and respond to texts on leadership.
(d) emphasise the value of listening skills in communication.
Key inquiry questions
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 – developed as learners critically listen to oral texts and select
information.
Pertinent and Contemporary Issues (PCIs)
• Good governance – enhanced as learners listen to texts on leadership.
• Eective communication – achieved as learners listen and respond to audio texts.
76
Values
• Integrity – promoted as learners listen to texts on good governance.
• Social justice – 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.
Instructions to facilitate differentiated learning
As learners engage in groups while doing Activity 1 in the Learner’s Book, give the
time takers more time to complete the stated tasks in the activity. For the talented
learners, allow them to share information of at least two leaders they admire in their
communities as guided under Activity 1.
Suggestions on facilitating learners with special needs
Ensure that learners with hearing impairment are placed close to the audio device
when listening to the audio clip under Activity 3 in the Learner’s Book.
Suggested parental empowerment and engagement
Parents or guardians to help learners access audio and video clips on leadership.
Suggested assessment methods
• observation
• oral questions
• peer assessment
• discussions
Suggested learning resources
• charts
• Learner’s Book
• digital devices
• newspaper cuttings
• printouts
• photographs
Additional information for the teacher and preparation of learning resources
Encourage learners to inquire from their parents or other family members about any
outstanding leaders in Kenya and beyond. Ask them to collect pictures of leaders they
admire from newspaper cuttings or printouts from the internet. In cases where electronic
gadgets or internet is not available, ensure you download videos or audio content and
use it oine in class. Ensure you make available the accompanying digital media of the
audio recording of the narrative to be played in class. In case you have diculties in
pronouncing the words yourself, you may involve another teacher to make a recording
of the given narrative prior to the lesson. Remind the learners to listen keenly to the
narrative so as to enhance the selective listening.
Suggested learning experiences
1. Introduce the sub strand by asking learners to show to the class the pictures of any
leaders they admire that you had asked them to cut or print earlier. Let them try
describing the leaders and in the process, pick out any vocabulary they mention. Also
note their regard of the leaders. This will help you gauge how much they know and
what good practices you may need to emphasise on.
77
2. Refer learners to Activity 1: Listen and answer in the learner’s Book. Let the learners,
in pairs, discuss what they can see in the picture. Next, ask the learners to listen keenly
as you read the story: A good leader as given below. Before embarking on reading, use
the Did you know? in the Learner’s Book to emphasise that as they listen, learners
should do so keenly so as to pick out the general idea and specific details. Let the
learners work in groups to answer the questions given, starting by retelling the story
so as to assess their listening skills for comprehension. Go round observing and
assessing if the learners are answering the questions correctly. Remember that the
correctness of the answers will show their ability to do selective listening and pick
out not just the general idea but also the specific details such as names of people and
places mentioned. Ask learners to report their answers to the class. Guide and correct
them where necessary. Give learners an opportunity to share about the leaders they
admire within their community and why they admire them. Encourage learners on
the need to model on good leaders even from an early age. You may quote model
leaders within the school too. As learners listen to a text on good leadership, good
governance and integrity are enhanced.
A good leader
Daniel Taraja was excited to have been appointed the new head teacher of
Tamaduni Junior Secondary. He knew the school was deep within a village but
that did not worry him. His vision was clear: To help young boys and girls from
the village achieve their dreams.
As Mr Taraja reported to the school, he was met by a number of elderly villagers
at the school gate. He assumed they had come out to welcome him.
“Good morning, my elders,” Mr Taraja greeted with enthusiasm, only to be
met by sneers.
“We want you to leave this place immediately,” one of the men said with nality.
Mr Taraja knew he had been met with resistance and had to think fast.
“My elders, I am sorry if I may have stepped on your toes. I come in peace. I
am only here to see that the children of this village learn and grow to live their
dreams. Don’t you all want that?” Mr Taraja said persuasively.
e elders looked at each other before one of them shot back, “Are you not the
one that made ‘our son’ go to jail? How can we allow you into our midst?” Some
of the elders nodded while some seemed unsure. Mr Taraja knew he had a chance
to win. He spoke again.
“I understand your pain my elders, but there is a little misunderstanding. I
believe by ‘your son’ you mean the former head teacher of this school, right?
I was briefed on what befell him. e authorities discovered he had swindled
bursary money for the needy learners and sold some of their admission letters
to senior secondary. It is out of that he was charged in a court of law and jailed.”
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As Mr Taraja paused, there was murmuring among the elders who then all
walked away.
Mr Taraja was puzzled as he walked into the school, glad he had won his
rst battle. He was later met with more resistance from some of the parents and
teachers but his vision did not waiver. Mr Taraja remained friendly even as he
instilled discipline and hard work among students. He made sure that the needy
cases benetted from bursaries and even put up new classes using the funds
received from the government.
Two years down the line, the school performance had greatly improved. e
community was very happy. Even the elders came back to shower Mr Taraja
with praises and gis. In all this, Mr Taraja remained focused in his vision while
serving in all humility.
3. Let the learners work in groups to role-play as guided in Activity 2: Role play. Assess
their creativity and correctness of having captured the given details as they present
the role plays to the classroom. Social justice is enhanced as learners listen to oral
texts on good leadership.
4. Play an audio recording of the narrative (from the Accompanying Digital Media) as
guided in Activity 3: Listen and discuss. Ask learners to retell the story in their own
words then classify the information presented in the clip as general or specific as you
assess their comprehension. You may ask learners any related questions to the story
so as to assess further if they are able to pick out the general idea and specific details
from the text. Correct them where necessary. As learners listen and respond to audio
texts, effective communication is achieved.
5. Let the learners pair to tackle the Check your vocabulary section. Let them first read
the words given then find them in the story so as to infer their meanings. Explain
to them how to get meaning from context. Go round guiding the learners then let
them complete the sentences. Give them a chance to say the completed sentences to
the class as you observe and note the correctness. Encourage learners to add the new
words to their vocabulary bank and use them in their day-to-day communication.
6. Guide learners on how to tackle the Find out section in groups. They can find the
audio or video clips on leadership from the internet with your help or the help of
their parents and guardians. You should remember to give learners an opportunity to
share their findings with the class. Depending on their exposure level, you may opt
to find a clip in advance and play it in class as you ask relevant questions and allow
learners to share their thoughts.
7. Conclude the sub strand by asking learners to group themselves and create an oral text
on leadership within their community as guided under Further activity in the Learner’s
Book. Ensure you create time, for example in the next lesson, for learners to present
these oral narratives to the class for the learners to pick out the general idea and specific
details. Through peer assessment, let the learners judge the correctness of their answers.
79
Suggestions on developing competency-based tasks
Assign the learners tasks that will enable them to acquire the ability to distinguish
between specic and general information from a listening text as well as the ability to
select specic information from a listening text. Let the tasks cater for both the talented
or gied learners and the time takers.
Suggested assessment tools
1. Oral questions
Use oral questions under Activity 1 in the Learner’s Book to assess the learners’ ability
to listen selectively.
2. Assessment rubric
Learner’s name _________________________________________________
Indicators Exceeds
expectations
Meets
expectations
Approaches
expectations
Below
expectations
Ability to distinguish
between specic and
general information
from a listening text
Select specic
information from a
listening text
Listen and respond to
texts on leadership
Teacher’s name _________________ Signature ___________ Date ____________
B. Reading
Intensive reading
Suggested time: 2 lessons Learner’s Book pages 37-40
Speciﬁc learning outcomes
By the end of the sub strand, the learner should be able to:
(a) discuss the identied reading strategies.
(b) select main ideas and details from a variety of written texts.
(c) acknowledge the importance of reading for main ideas and details as a
comprehension skill.
Key inquiry questions
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?
80
Core competencies to be developed
Learning to learn is developed as learners share what they have learnt while completing
a mind map with a focus on the main idea and details.
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 – achieved as learners work together to complete the mind map.
Link to other subjects
All subjects emphasise reading for the main idea and specic details.
Instructions to facilitate differentiated learning
Under Activity 3 in the Learner’s Book, ensure you give the time takers more time and
specialised attention as they complete the mind map. For the talented learners, allow
them to complete a similar mind map using the story, ‘A great leader, a transformed county’.
Suggestions on facilitating learners with special needs
As learners watch the short video under Activity 1 in the Learner’s Book, ensure those with
visual impairment sit in a position where they can watch the video clip without straining.
Suggested parental empowerment and engagement
Parents or guardians to help learners access digital reading materials.
Suggested assessment methods
• oral questions • written assessments • peer assessment
Suggested learning resources
• newspaper cuttings • Learner’s Book • printouts
Additional information for the teacher and preparation of learning resources
Learners should be exposed to relevant reading strategies so as to enhance
comprehension. Get newspaper cuttings or printouts on leadership in advance to use
in the rst activity. You may get two and photocopy or even ask learners to get them in
advance. Explain to the learners what reading for the main idea and for details means.
Suggested learning experiences
1. Introduce the sub strand by referring learners to the Think and share section. Remind
them of what they learnt in the previous sub strand about listening for the general
idea and specific information and how the two relate. Let as many learners share
their thoughts with the class as you observe their level of understanding. Encourage
a discussion around the concepts then explain what it means to read for the main
idea and details. Refer to the note under Did you know? for clear guidance.
2. Refer the learners to Activity 1: Watch and read in the Learner’s Book. Let the learners
mention the reading strategies in the video: reading for main ideas and reading for details.
81
You may use this to remind learners of the concepts of skimming and scanning,
elaborating how the two can help one read for the main idea or details. Skimming
is running through a text to get the general or main idea while scanning helps one
to pick out specific details. Guide the learners to skim and scan through the two
newspaper cuttings you give them to pick out the main idea and other details. Let
the learners then read the texts and say the main ideas and any two details in each
text. Assess the learners’ comprehension by listening to their answers as they share
them with the class.
3. Now turn to Activity 2: Read and discuss in the Learner’s Book then ask the learners
to read the newspaper articles given in the Learner’s Book independently and silently.
Emphasise on independent reading and how it should be done properly, for instance,
no moving of the head or pointing fingers. Using oral questions where you ask
learners to tell what the story is about, assess the learners’ comprehension. Next,
hold a class discussion on what the main idea is in the first text. Also let the learners
relate the story to their own county leaders and share how they have transformed
their own counties. This creates a sense of patriotism. Gender roles in leadership
will be enhanced as learners read and underline the main ideas and details in texts
on issues such as gender roles in leadership.
4. Let the learners pair and complete the mind map given under Activity 3: Complete
and share using the second story. As learners share, assess their correctness in
capturing the main idea and details as guided. Learning to learn will be developed
as learners share what they have learnt while completing a mind map with a focus on
the main ideas and details. They could also review each other’s work through peer
assessment by sharing in groups. As learners work together to complete the mind
map, unity is achieved.
5. Ask the learners to write answers for the Comprehension check section individually.
Encourage them to read the texts again before answering. Collect the books to assess
the comprehension then guide the learners appropriately.
6. Refer the learners to the Check your vocabulary section. Let the learners find the
words in the story and try inferring their meanings before using a dictionary to create
their own sentences. Assess the correctness of the sentences by checking the learners’
work or asking them to read the sentences aloud. Let the learners add the new words
to the vocabulary bank and encourage them to use the words in their written and
spoken communication.
7. Refer learners to the Find out section and let them with friends choose a leader they
admire then read more about the leader. Ensure learners are able to correctly capture
details about their leaders of choice.
8. Conclude the sub strand by asking learners to tackle the Further activity task by
organising them in small groups and ask them to get the three stories and read them
using the reading strategies learnt. Ask the learners to discuss what they have learnt
and then share it with the class. Allow for peer assessment as learners share and assess
82
each other’s work. As learners manipulate digital devices while searching online on
the selected reading strategies, digital literacy is enhanced.
Possible answers to the Comprehension check
1.
a. It has built a mango processing plant to secure better prices for mangoes that are
produced by a majority of farmers in the county.
b. It has built a local milk processing plant so that dairy farmers can get higher
incomes from their milk.
c. It has established a universal healthcare programme.
2. He has had to fight off resistance from those with the intent to embezzle public funds.
He has faced these challenges with stride while putting the interest of his people first.
3. Open ended with any trait mentioned backed up with evidence from the story.
4. Through her foundation, Josephine has an outreach programme that has raised
awareness about child protection and taught communities about the constitution
and girls’ rights. (Any other answer well supported with evidence from the story
should be acceptable.)
5. Open ended
6. Open ended
7. Open ended
Suggestions on developing competency-based tasks
Develop tasks that enable learners to acquire the ability to select main ideas and details
from a variety of written texts. Ensure the tasks cater for the gied or talented learners
and the time takers.
Suggested assessment tools
1. Written assessment
Use the Comprehension check to test learners as it is a written assessment.
2. Assessment rubric
Learner’s name _________________________________________________
Indicators Exceeds
expectations
Meets
expectations
Approaches
expectations
Below
expectations
Ability to discuss the
identied reading
strategies
Ability to select main
ideas and details from
a variety of written
texts
Teacher’s name __________________ Signature _________ Date ______________
83
C. Grammar in use
Word classes: Verbs and tense
Suggested time: 2 lessons Learner’s Book pages 41-42
By the end of the sub strand, the learner should be able to:
(a) identify verbs in the simple present and simple past tense in a text.
(b) write sentences using the simple present tense.
(c) write sentences using the simple past tense.
(d) advocate appropriate use of tense in communication.
Key inquiry questions
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-ecacy – developed as learners build on their learning experiences while
constructing grammatically correct sentences and using them in oral communication.
Pertinent and Contemporary Issues (PCIs)
• Eective communication – enhanced as learners use the appropriate tense to discuss
leadership.
• Good governance – enhanced as learners construct sentences on leadership.
Values
Integrity – enhanced as learners construct sentences on leadership practices.
Link to other subjects
All languages as they use the knowledge of tenses.
Instructions to facilitate differentiated learning
Ensure the talented learners construct sentences using the verbs they identied under
the Find out activity in the Learner’s Book. For the time takers, give them more time as
they talk about how the verbs enhance meaning in the texts.
Suggestions on facilitating learners with special needs
Ensure the other learners give those with speech impairment more time to express
themselves while discussing how the words they have identied under the Further
activity in the Learner’s Book enhance meaning in the texts.
Suggested parental empowerment and engagement
Parents or guardians to help learners use the internet or old newspapers to nd more
verbs in the present, past or future tenses.
Suggested assessment methods
• written assessments
• peer assessment
• observation
• oral questions
84
Suggested learning resources
• charts
• Learner’s Book
• printouts
• newspaper cuttings
Additional information for the teacher and preparation of learning resources
Read widely about verbs and tenses and how verbs change in form depending on their
tense. Read on regular and irregular verbs too. Ensure learners participate fully to make
the lesson enjoyable. Prepare a chart or ashcards on regular and irregular verbs that
you will use to reinforce the sub strand.
Suggested learning experiences
1. Introduce the sub strand by asking learners to say what they did yesterday, what
they do every day and what they plan to do tomorrow. List all the verbs they use and
let them say how the verbs change in form. Use this to assess the level of knowledge
they have on verbs and tenses.
2. Refer the learners to Activity 1: Read and classify. Let the learners read the paragraph
given individually then try to identify and copy all the verbs. Go round checking the
learners’ work and guiding them where necessary. Let the learners work in pairs then
group the verbs according to their tense. Observe as learners do this. Self-efficacy
is developed as learners build on their learning experiences while constructing
grammatically correct sentences and using them in oral communication. Guide them
to check each other’s work. Let the learners make oral sentences on leadership using
the verbs as per their tenses. Assess for comprehension through observation and the
correctness of their sentences. Good governance is enhanced as learners construct
sentences on leadership.
3. Refer learners to Grammar tips and explain to them about verbs and their tenses.
Let learners give examples of sentences in the present simple tense and convert
them to the past simple tense. Ask learners to note the change of verbs. Remember
to emphasise that we add –s with singular nouns in the third person. For example:
he leads with a passion.
4. Refer learners to the Practice Activity in the Learner’s Book. Let learners tackle
the activity individually starting with how they form sentences in simple present
tense then convert them into simple past tense. Collect the learners’ exercise books
and assess their accuracy. You may guide the learners at an individual level or do a
remedial lesson for time takers. Integrity is enhanced as learners construct sentences
on leadership practices.
5. Ask the learners to turn to the Find out section and work in groups. They can do
this in school under your guidance or you can guide them to do it at home with the
help of their parents or guardians. Let the learners identify and copy ten verbs. Let
the learners discuss how these verbs enhance meaning then share their discussions
in class. Use this to help learners appreciate the importance of using verbs and tenses
correctly. They should do this beyond the classroom, that is, in their day-to-day
communication.
85
6. Conclude the sub strand by asking learners to tackle the Further activity where they
are required to make a chart using the verbs they found earlier. Encourage them to
use the charts to help their peers and friends or siblings to understand the use of
verbs in different tenses. They can also use the Assess yourself section to self-asses
their own progress.
Possible answers on Practice Activity
1. Open ended
2. Open ended.
3. Open ended. Expect correct answers such as:
a. Aisha keeps the weekly records of the leadership Club. (simple present tense)
b. The officer guided the motorists to take the next left exit. (simple past tense)
c. He wrote a composition about their new governor. (simple past tense)
d. Mwadume taught the learners qualities of a good leader. (simple past tense)
e. The patron meets with the chairperson once in a week. (simple present tense)
f. The people voted county senators in the recent elections. (simple past tense)
g. The children drew a picture of the President last week. (simple past tense)
h. Miss Anna guided the team on what they needed to do. (simple past tense)
4. See tenses in the brackets in number 3 above.
Suggestions on developing competency-based tasks
Develop tasks that enable learners to acquire the ability to identify verbs in the simple
present and simple past tense in a text and use them to construct sentences. Ensure the
tasks cater for the gied or talented learners and the time takers.
Suggested assessment tools
1. Written assessment
Use written assessment by having learners write answers to the questions under the
Practice Activity.
2. Checklist
Learner’s
name
Competencies (knowledge, skills, attitudes, values) assessed (tick
appropriately)
Identify verbs in the
simple present and
in the simple past in
a text
Write sentences
using the simple
present tense
Write sentences
using the simple
past tense
Teacher’s
comment
Ye s No Ye s No Ye s No
Teacher’s _______________ Signature ______________ Date ______________
86
D. Reading
Intensive reading: Class readers
Suggested time: 2 lessons Learner’s Book pages 42-44
Speciﬁc learning outcomes
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 ow.
(c) make predictions based on the title and the sections read.
(d) appreciate the role of characters in the class reader.
Key inquiry questions
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 storybook to read?
Core competencies to be developed
• Learning to learn – developed as learners share ideas on how the characters make the
story ow.
• Critical thinking – developed as learners examine links while discussing predictions
made from the title and the section read.
Pertinent and Contemporary Issues (PCIs)
Critical thinking – enhanced through discussions about how characters contribute to
the ow of the story.
Values
Responsibility – 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.
Instructions to facilitate differentiated learning
Under Activity 1 in the Learner’s Book, ensure you give the time takers more time to
predict what happened next in the story. For the talented learners, ensure they pick
more than two or more characters and say what they do and how they aect the story.
Suggestions on facilitating learners with special needs
As learners engage in the Find out activity in the Learner’s Book, ensure other learners
support those with physical impairment get into groups by pushing their wheelchairs.
Ask other learners to allow learners whose hands are aected to interact with the
reference materials.
Suggested parental engagement
Parents or guardians to help learners use the internet or books to nd interesting ction
stories.
87
Suggested assessment methods
• reading aloud • written assessment • peer assessment • discussion
Suggested learning resources
• Learner’s Book • printouts • class reader • newspaper cuttings
Additional information for the teacher and preparation of learning
resources
Learners need to be exposed to characters who are in a text as well as dierence between
the main character and minor characters. Read more on this before the lesson. You may
refer to stories your learners have read recently to help them identify the characters.
Identify the part of the class reader to be read and prepare in advance by reading through
prior to the lesson.
Suggested learning experiences
1. Introduce the sub strand by asking learners to name a storybook they have read
recently. Let them retell the story then name the people or animals mentioned in the
story. Use the learners’ stories to introduce or remind learners who characters are.
Also, use these stories to assess how much the learners know.
2. Turn the learners’ attention to Activity 1: Read and identify and let them read the
story silently or aloud in turns. Organise the class into small groups. They should
then discuss the questions given as you move round and observe if they are able to
identify the main character and other characters in the story. Allow learners to share
their answers with the class as they peer assess and correct each other where necessary.
Use the Language tips to explain clearly who a main character and a supporting
character are and their roles in making the story flow or develop. Learning to learn
is developed as learners share ideas on how the characters make the story flow.
3. Ask learners to take out their class reader as guided in the Learner’s Book in Activity
2: Refer to your class reader. Guide the learners to read a chapter or a section you
had identified earlier. Let them pair up and write answers to the questions given
through prediction. As the class holds a discussion to review their answers, let the
learners peer assess their work and correct each other where necessary. You may give
more tasks if you gauge that the learners may need more practice. Critical thinking
is developed as learners examine links while discussing predictions made from the
title and the section read.
4. Ask learners to turn to the Find out section. Let them work with friends and use
the sources available to find the two fiction stories and read them. They should then
discuss the role of the main characters in helping develop the stories. They should also
discuss the roles of the other characters as well and share their work with the class.
5. Conclude the sub strand by asking learners to turn to the Further activity where
they are guided to work in groups and read one storybook then write a summary on
the role of the main character in developing the story.
88
As they share their summaries with peers, take time to also check the work. Observe,
assess and correct where necessary. Responsibility is enhanced as learners write
summaries based on the main character.
Suggestions on developing competency-based tasks
6. Assign the learners tasks that enable them to identify the main and supporting
characters in a class reader, tell how characters make a story flow and make predictions
based on the title of a reader and the section read. Ensure the tasks are suitable for the
level of learners and they are tasks that learners can associate with in real life. They
should cater for multi-ability classes too.
Suggested assessment tools
1. Observation schedule
Learner’s name _________________________________________________
Observable behaviour (competencies) Yes No Comment
Identify the main characters in a class reader
Identify supporting characters in a class reader
Explain how the characters make the story ow
Make predictions based on the title and the sections read
Remarks/Feedback to the learner
Learner’s signature _______________
Teacher’s signature _______________
2. Written assessments
Use answers provided by the learners under Activity 2 in the Learner’s Book to assess
their comprehension.
E. Writing
Paragraphing: Using examples and incidents
Suggested time: 2 lessons Learner’s Book pages 44-45
Speciﬁc learning outcomes
By the end of the sub strand, the learner should be able to:
(a) outline examples and incidents to include in a paragraph.
(b) create a well-developed paragraph using examples and incidents.
(c) appreciate the importance of well-written paragraphs in writing.
Key inquiry questions
1. How can you organise your ideas logically?
2. Why should we write coherently?
Core competencies to be developed
Creativity and imagination – enhanced as the learner creates a paragraph. is will help
them to make connections between similar and related phenomena.
89
Pertinent and Contemporary Issues (PCIs)
Diversity – developed as the learner collaborates with others to create a paragraph on
leadership.
Values
Love, care and compassion for others – enhanced as learners present their paragraphs
in class for peer review.
Link to other subjects
All language subjects as the learner organises ideas in writing paragraphs.
Instructions to facilitate differentiated learning
Allow the time takers more time and specialised attention as they write their ideas on
a mind map under Activity 2 in the Learner’s Book. Ensure the talented learners write
more than one paragraph on leadership and share with the class.
Suggestions on facilitating learners with special needs
Ensure that all learners are patient with those that have physical impairment (hands
aected) as they write well-developed paragraphs and correct the nal work and keep
the clean copies in their portfolios as guided under the Practice Activity under the
Learner’s Book.
Suggested parental empowerment and engagement
Parents or guardians to help learners nd dierent paragraphs on leadership from the
internet or oine sources.
Suggested assessment methods
• oral questions • written assessments • rubrics • peer assessment
Suggested learning resources
• print outs or newspaper cuttings • Learner’s Book
Additional information for the teacher and preparation of learning resources
You will require printouts or newspaper cuttings of paragraphs on leadership that
learners could read as part of introducing the lesson. Table ows and mind maps on
leadership could be handy too for learners to create paragraphs out of them.
Suggested learning experiences
1. Introduce the sub strand by reminding learners of any mind maps or workflow charts
they have come across recently and the concepts that they summarise. Use that to
explain what paraphrasing is. You may use a real example from the newspaper cuttings
or mind maps you brought to class.
2. Ask the learners to turn to Activity 1: Study and discuss. In pairs, guide learners
to have a look at the diagram given then read the paragraph next to it. Let the
learners discuss how the diagram has been paraphrased into the paragraph. Through
observation and oral presentation, assess learners’ ability to see how ideas have been
sequenced in the paragraph logically with a clear introduction, body and conclusion.
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3. In Activity 2: Brainstorm and write, ask learners to work in groups to brainstorm
ideas that can make a paragraph on leadership. Creativity and imagination
are enhanced as the learners create the paragraph. This will help them to make
connections between similar and related phenomena. Let them put the ideas
on a mind map. Next, ensure that learners use their mind maps to individually
paraphrase them into paragraphs. Let them then read their paragraphs to the class
as they help correct each other’s work through peer assessment. As they share
their work with the class, commend them for their creativity and assess their
comprehension of organising ideas logically while paraphrasing. Correct them
where necessary.
4. Ask learners to turn to the Practice activity given in the Learner’s Book. Guide
them to attempt writing their own paragraphs on qualities of a good leader while
referring to the table flow given. Through peer assessment, let the learners pair up
and correct each other’s work. Next, ask the learners to submit their corrected work
to you for final checking and individual guiding. Let them make a clean copy of the
work and keep it in the portfolio for reference. Diversity is developed as the learners
collaborate with others to create a paragraph on leadership.
5. Refer the learners to the Find out section. Organise learners into groups and let
them find more paragraphs on leadership. As they read and discuss as guided in the
Learner’s Book, let them see and appreciate the importance of writing coherently. Love,
care and compassion for others are enhanced as learners present their paragraphs
in class for peer review.
6. Conclude the sub strand by asking learners to tackle Further activity as guided in the
Learner’s Book. Remind learners to write logically, legibly and coherently. Emphasise
on peer review and correcting of each other’s work.
Suggestions on developing competency-based tasks
Develop tasks that enable learners to outline examples and incidents to include in a
paragraph and create a well-developed paragraph using examples and incidents. Give
learners tasks that range from low order to high order questions. Be patient with time
takers and pair them with gied or talented learners.
Suggested assessment tools
1. Written assessment
Ask learners to practise writing well-developed paragraphs.
2. Portfolio
Learners to make a clean copy of their work under Practice Activity and keep it in the
portfolio for reference.
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3. Assessment rubric
Learner’s name _________________________________________________
Indicators Exceeds
expectations
Meets
expectations
Approaches
expectations
Below
expectations
Ability to outline
examples and
incidents to include in
a paragraph
Ability to create a well-
developed paragraph
using examples and
incidents
Teacher’s name __________________ Signature __________ Date _____________
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5: Family
Learner’s Book pages 46-58
Introduction/background information
is theme will expose learners to the concept of a family. A family is a group of persons
united by the ties of marriage, blood or adoption who live together as a unit. ere are
dierent types of family structures such as: nuclear, extended or single parent family,
Families are important and it is from the families that learners should learn to love each
other, learn responsibilities and moral values necessary for cohesion in the family and
the society at large.
rough the sub strands, learners will be introduced to the vocabulary and language
structures related to the theme. InListening and speaking, learners will do pronunciation
of sounds and word stress with emphasis on consonants and vowels, word stress and
role of correct pronunciation in communication. In Reading, learners will identify
synonyms and antonyms of words from written texts as well as do intensive reading
on oral narratives focusing on legends. Under Grammar in use, they will be exposed
to comparative and superlative adjectives. In Intensive reading, learners will identify
heroic characters in legends and explain the moral lessons in legends as well as say the
importance of legends in various communities. In Writing, learners will be guided on
how to identify parts of a friendly letter and how to compose a friendly letter using the
correct format.
A. Listening and speaking
Pronunciation: Sounds and word stress
Suggested time: 2 lessons Learner’s Book pages 46-48
Specic learning outcomes
By the end of the sub-strand, the learner should be able to:
(a) identify the consonant and vowel sounds in words.
(b) articulate consonant and vowel sounds for oral uency.
(c) distinguish the meaning of words on basis of stress.
(d) advocate the role of correct pronunciation in communication.
Key inquiry questions
1. Why is it important to articulate sounds correctly?
2. How can we improve our pronunciation?
Core competencies to be developed
• Digital literacy – developed as learners select digital technology relevant to the tasks
while watching and listening to audio-visual recordings.
• Communication – developed as learners speak clearly and eectively while articulating
the sounds correctly.
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• Collaboration – developed as the learner participates actively when making recordings
of the target sounds in groups.
Pertinent and Contemporary Issues (PCIs)
• Self-esteem – developed as learners practise pronunciation of sounds in groups.
• Social cohesion – enhanced as learners make sentences on family relationships.
Values
Unity – enhanced as learners work together to record sounds and words.
Link to other subjects
Kiswahili and other language subjects require correct articulation of sounds.
Instructions to facilitate differentiated learning
Group time takers with gied learners while working in groups to identify consonant
and vowel sounds in words and articulate consonants and vowel sounds for oral uency.
Suggestions on facilitating learners with special needs
When playing the audio text under Activity 1 in the Learner’s Book, ensure learners with
hearing impairment sit near the device playing the media and adjust the volume accordingly.
Suggested parental empowerment and engagement
Parents or guardians to avail digital devices to the learners and guide them as they use
the internet to nd more minimal pair words of the target sounds.
Suggested assessment methods
• oral questions • observation • rubrics • peer assessment
Suggested learning resources
• digital devices • Learner’s Book • pictures • charts
Additional information for the teacher and preparation of learning resources
Before the lesson, ask learners to collect dierent photographs and pictures of families.
Involve all learners to share any information they have on the dierent family structures
that they know. Sensitise them to respect each other’s family structure. In cases where
electronic gadgets or the internet is not available, download videos or audio content and
use it oine in class. Ensure you make available the accompanying digital media of the
audio recording of the narrative to be played in class. If the media is unavailable, ensure
you record the audio sounds in advance. In case you have diculties in pronouncing
the words yourself, you may involve another teacher to make a recording of the
pronunciation of the suggested words prior to the lesson. In addition, prepare more
words with the target sounds on a chart which you may use to introduce the sub strand.
Suggested learning experiences
1. Introduce the sub strand by asking learners the key inquiry questions. Allow
them to say what they understand by the term family and let them talk about the
different types of families. Emphasise on the need to respect each one’s family.
94
Pick out any vocabulary they mention that is related to the theme and let it help you
assess how much they know. Social cohesion is enhanced as learners make sentences
on family relationships.
2. Refer learners to Activity 1: Listen and say in the Learner’s Book. Ask the learners
to listen to the audio recording you will play in class. Ask them to pay keen attention
to the pronunciation of the given sounds. Allow learners to pair and repeat saying
the words aloud. Let the learners correct each other’s pronunciation through peer
assessment. Go around observing how different pairs are doing the activity. Guide the
class to identify the consonants and vowels in each word in the table in the Learner’s
Book. Digital literacy is enhanced as learners select digital technology relevant to
the tasks while watching and listening to audio-visual recordings.
3. Ask learners to look at Activity 2: Complete and say. Organise learners in groups
and ask them to draw a table similar to the one in the Learner’s Book. From the new
words they have identified when talking about families, let them write three words
for each sound in the table. Ask the learners to say the words they have filled in the
table. Encourage peer assessment as learners correct each other. As a class, let learners
practise saying the indicated sounds. Let the learners share why it is important to
pronounce words correctly. Encourage time takers and the shy learners to participate
too. Assess their accuracy and correct where necessary. Communication is enhanced
as learners speak clearly and effectively while articulating the sounds correctly.
4. Refer learners to Activity 3: Pick out and record. Ask learners to pair and read the
paragraph in the Learner’s Book as they pick out words with 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. Ask them to note
down the words and share them in class. Assess how learners pronounce the words.
Guide and correct where necessary. Avail digital devices to the learners and let them
record themselves pronouncing the words picked from the text. Allow presentation
of the recordings in class. Allow the learners to correct each other’s work through
peer assessment. Collaboration is developed as learners participate actively when
making recordings of the target sounds. Unity will also be enhanced as learners work
together to record sounds and words.
5. Let the learners join their friends to tackle the Find out activity. This activity can
be done at school or at home. Their parents or guardians may help by availing
books, charts and guiding learners while using the internet. Encourage learners to
regularly practise using the words they will write in the charts in their day-to-day
communication. Assess the correctness of the words in the charts. Guide and correct
where necessary. Self-esteem is developed as the learners practise pronunciation of
sounds in groups.
6. Refer learners to Activity 4: Play a word game. In pairs, allow learners to read the
statement in the Learner’s Book as fast as they can in turns.
Challenge them to see if they noticed that the pronunciation of the similar words
in bold is different. As learners give their responses, assess and guide accordingly.
95
Communication is enhanced as learners speak clearly and effectively while
articulating the sounds correctly.
7. Now turn to Activity 5: Read and say then ask the learners to say the provided nouns
and verbs aloud individually. Assess if the learners can tell where they put more
emphasis on a word for it to be a noun or a verb. Let the learners share their responses
in class. Encourage the shy learners to participate too.
8. Refer learners to Activity 6: Make sentences. Pair the learners and let them write
sentences using the nouns and verbs in Activity 5. Allow learners to share the sentences
in class. Assess the correctness of the sentences as you guide and correct accordingly.
Allow for peer assessment too on the pronunciation of the words they will use in
the sentences. Guide the learners through the Did you know section which will help
them know how to distinguish words used as nouns or verbs.
9. Conclude the sub strand by asking learners to tackle the Further activity in groups.
They can find the words from old newspapers or magazines with your help or the help
of a parent or a guardian. They should practise pronouncing the words correctly by
using the words in their day-to-day conversations. Allow for peer assessment when
learners will be presenting their work in class.
They can also use the Assess yourself section to self-asses their own progress.
Suggestions on developing competency-based tasks
Develop tasks that will enable the learners to identify consonant and vowel sounds in
words and articulate consonants and vowel sounds for oral uency. Ensure the tasks
cater for both time takers and gied or talented learners.
Suggested assessment tools
1. Portfolio
Ask learners to collect words whose word class and meaning is determined by the part
of the word being stressed. Keep the words in a portfolio for reference.
2. Assessment rubric
Learner’s name _________________________________________________
Indicators Exceeds
expectations
Meets
expectations
Approaches
expectations
Below
expectations
Ability to identify
consonant and vowel
sounds in words
Ability to articulate
consonant and vowel
sounds for uency
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Ability to distinguish
the meaning and
the word classes of
words with varying
stress
Teacher’s name __________________ Signature ___________ Date ___________
B. Reading
Study skills: Synonyms and antonyms
Suggested time: 2 lessons Learner’s Book pages 49-52
Specic learning outcomes
By the end of the sub strand, the learner should be able to:
(a) identify synonyms and antonyms of words from written texts.
(b) spell synonyms and antonyms correctly for written uency.
(c) use synonyms and antonyms in sentences.
(d) appreciate the importance of correct use of words in communication.
Key inquiry questions
1. Why do we use antonyms and synonyms?
2. Why is it important to spell words correctly?
Core competencies to be developed
• Digital literacy – enhanced as learners interact with digital devices and use them to
access the online encyclopaedia and dictionary.
• Learning to learn – enhanced as learners work independently when looking up the
words in the dictionary and encyclopaedia.
Pertinent and Contemporary Issues (PCIs)
Social cohesion – enhanced as learners construct sentences on varied issues such as
family set-up using synonyms and antonyms of words.
Values
Patriotism – enhanced as learners gain a sense of belonging to the family.
Links to other subjects
Kiswahili and other language subjects also have antonyms and synonyms.
Instructions to facilitate differentiated learning
e learners who need extra support to identify synonyms and antonyms of words
from written texts should be given more time to identify synonyms and antonyms.
ey should also be given specialised attention.
97
Suggestions on facilitating learners with special needs
Ensure that all learners are patient with learners that have speech impairment as they
read out the story in Activity 2. ey should give such learners time to read the story
too in cases of reading aloud.
Suggested parental empowerment and engagement
Parents or guardians to help learners access reference materials using online sources.
Suggested assessment methods
• oral questions
• written assessments
• observations
• peer assessment
Suggested learning resources
• digital devices • Learner’s Book • encyclopaedia • dictionary • charts
Additional information for the teacher and preparation of learning resources
Learners need to know several reference materials such as the dictionary and the
encyclopaedia that will be useful for this sub strand. Read more on family from the
reference materials and carry them to class. is will help you in guiding the learners
on synonyms and antonyms, as you shall show them dierent sources that talk about
family. Ensure you have dictionaries and internet-enabled devices ready and in good
working conditions.
Suggested learning experiences
1. Introduce the sub strand by referring learners to the Think and share section in the
Learner’s Book. Ask the learners to mention some of the reference materials they
know of and if they have used any before. Appreciate the learners for their responses.
2. Refer the learners to Activity 1: Guess and read in the Learner’s Book. Allow the
learners to pair up and complete the table with synonyms and antonyms of the
provided words. Move around checking how each pair is pronouncing the synonyms
and antonyms they come up with as you guide them accordingly. Allow learners to
correct each other (peer assessment) as they present their work to the class.
3. Now turn to Activity 2: Read and discuss and ask the learners to read the passage
independently and silently. Let the learners, while in groups, tell what the story is
all about and respond to the questions below the passage. Turn their attention to the
Comprehension check and allow them to answer the questions individually. You may
collect the books for checking or have the learners exchange their books and check
each other’s work (peer assessment) as you guide them. Patriotism is enhanced as
learners gain a sense of belonging to the family.
Synonyms: child - baby, gloomy - sad, woman - lady, fast - quick
Antonyms: child - adult, gloomy - happy, woman - man, fast - slow
4. Under Check your vocabulary, ask learners while in pairs to say the meaning of
the words in the table as they are used in the passage, ‘Mr Ratego’s perfect family’.
Assess their comprehension of the passage by the meanings of the words they provide.
98
They will be required to look up for one more synonym and antonym for each word
in the dictionaries or search from the internet and use the synonyms and antonyms
to construct sentences. Social cohesion is enhanced as learners construct sentences
on varied issues such as family set-up using synonyms and antonyms of words. Let
them share the sentences in class. Allow for peer assessment as learners correct each
other’s work. Guide the class presentations accordingly. Learning to learn is enhanced
as learners work independently when looking up the words in the dictionary and
encyclopaedia. Remind learners to add the new words to their vocabulary bank.
5. Refer learners to Activity 3: Make a word puzzle. In groups, let the learners make a
crossword puzzle using the synonyms and antonyms they have learnt. They should
then share the puzzles with their friends to solve.
6. Conclude the sub strand by asking learners to turn to the Find out section, which is
both an online or offline activity. They can do this activity in school or you can guide
them to do it at home with the help of their parents or guardians. Let the learners
judge the correctness of the synonyms (peer assessment) and the antonyms of the
words the groups will search for. Encourage them to share the charts online. Digital
literacy is enhanced as learners interact with digital devices and use them to access
the online encyclopaedia and dictionary.
Possible answers to the Comprehension check
1. People saw Mr Ratego as a happy gentleman with a perfect family. To him, he knew
something was amiss in his family.
2. Mary did not notice the presence of her father in the house because she was watching
a video on Kids Learn.
3. Activities each one was involved in when Mr Ratego entered the house.
a. Mary – Watching a video on Kids Learn
b. Mother – Watching a popular local soap opera
c. Cyril – Listening to music on a loud speaker
d. Joseph – Watching ‘Cocomelon’ songs on YouTube
4. Open ended. Example: The action that Mr Ratego took to make his family truly
happy was that of taking his family to the countryside for holidays. He also told
them to leave behind all gadgets. The action was justified as the family appreciated
interactions with each other as well as appreciating the beauty of nature.
5. Antonyms of words (accept other correct answers)
a. father – mother
b. daughter – son
c. best – worst
d. present – past
6. Synonyms of words (accept other correct answers)
a. happy – cheerful
b. amiss – wrong
c. love – affection
d. toddler – child
7. The phrase is used to mean Mr Ratego was getting angrier.
8. After visiting the countryside, the family of Mr Ratego was going to be a perfect
family bound by love and communication.
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Suggestions on developing competency-based tasks
Develop and assign learners tasks that enable them to identify synonyms and antonyms
of words from written texts and also spell synonyms and antonyms correctly. e tasks
to cater for both gied learners and the time takers.
Suggested assessment tools
1. Written assessments
Use written questions under Comprehension check and Check your vocabulary to
ascertain the learners’ comprehension of synonyms and antonyms.
2. Checklist
Learner’s
name
Competencies (knowledge, skills, attitudes, values) assessed (tick
appropriately)
Ability to identify
synonyms and
antonyms of words
from written texts
Spell synonyms
and antonyms
correctly for
written uency
Use synonyms
and antonyms
in sentences
Teacher’s
comment
Ye s No Ye s No Ye s No
Teacher’s signature ____________ Date ____________
C. Grammar in use
Word classes: Comparative and superlative adjectives
Suggested time: 2 lessons Learner’s Book pages 52-54
Specic learning outcomes
By the end of the sub strand, the learner should be able to:
(a) identify comparative and superlative adjectives in texts.
(b) use comparative and superlative adjectives in communication.
(c) acknowledge the value of comparative and superlative forms of adjectives in
communication.
Key inquiry questions
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 oine for examples of comparative and superlative adjectives.
• Self-ecacy – enhanced as the learner uses ashcards to categorise adjectives into
comparatives and superlatives successfully.
100
Pertinent and Contemporary Issues (PCIs)
Self-awareness – enhanced as the learner identies comparative and superlative
adjectives, from texts on family relationships.
Values
Love – 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.
Instructions to facilitate differentiated learning
Ask the talented learners to write an additional seven sentences using any comparative
and superlative adjectives they know. For the time takers, allow more time to nalise
tasks under the Practice Activity in the Learner’s Book.
Suggestions on facilitating learners with special needs
Encourage learners with visual impairment to sit near the audio and video devices
under Find out task so as to see clearly.
Suggested parental empowerment and engagement
Parents or guardians to help learners determine the importance of comparative and
superlative adjectives in enhancing meaning in texts.
Suggested assessment methods
• oral questions
• peer assessment
• observation
• written assessments
Suggested learning resources
• digital devices • Learner’s Book
• charts
Additional information for the teacher and preparation of learning resources
Carry out more research on comparative and superlative adjectives. Use as many
comparative and superlative adjectives as possible from within the learners’ real life
experiences. Prepare a chart with these comparative and superlative adjectives. Make
sentences on a chart to show usage of such comparative and superlative adjectives, to
display in class. In case you do not have ready-made ashcards, you can improvise by
using manila paper cutouts.
Suggested learning experiences
1. Introduce the sub strand by asking learners to compare different things in the
classroom and within the school compound. Then mention some comparative and
superlative adjectives or show the learners the chart you prepared in advance and ask
them if they notice anything about the list of words in the chart. Assess the learners’
knowledge.
101
2. Refer learners to Activity 1: Read and pick out. In pairs, ask the learners to read
the provided dialogue. Allow them to read the dialogue for the second time as they
identify and note down the words that have been used to compare two things and
those words that have been used to compare more than two things. Ask the learners
to provide the words in a table of two columns.
3. Ask each pair to tell the class the words they have identified. Through peer assessment,
let the learners correct each other’s work. Self-awareness is enhanced as learners
identify comparative and superlative adjectives from texts on family relationships.
4. Ask learners to turn to Activity 2: List and share and work in small groups to prepare
a list of ten comparative adjectives and ten superlative adjectives and then share them
with the rest of the class. Provide the learners with flashcards or improvised pieces
of manila paper which they will use to categorise the adjectives into comparatives
and superlatives. Move around the groups as you observe, assess and guide where
necessary. Let the learners correct each other’s work through peer assessment.
Self-efficacy is enhanced as the learner uses flashcards to categorise adjectives into
comparatives and superlatives successfully.
5. Refer learners to the Grammar tips and explain to them more how different
comparative and superlative adjectives are formed. Ask learners to note some of
the adjectives that do not form their comparatives by adding er at the end of the
adjectives and those that do not form their superlatives by adding –est at the end of
the adjectives. Remember to emphasise that:
• We add ‘more’ before adjectives with three or more syllables and ‘most’ before
adjectives with more than two syllables.
• Comparatives are followed with the word than in sentences. Superlatives must
take article ‘the’ before them in sentences.
6. Ask learners to turn to the Practice Activity in the Learner’s Book and tackle the
activity individually, starting with where they will first write correct sentences from
the substitution table and then write their own sentences on family using the provided
comparative and superlative adjectives. Collect the learners’exercise books and assess
their accuracy. Love is nurtured as the learner uses adjectives in the comparative and
superlative form to express family relations.
7. Ask learners to turn to the Find out section and work in groups. They can do this
in school or you can guide them to do it at home with the help of their parents or
guardians. Let the learners search for actual use of comparative and superlative
adjectives in texts by searching in old newspapers, magazines or from online stories.
Ask them to discuss the importance of these adjectives in enhancing meaning in
the texts then share their discussions with the class. Learning to learn is developed
as learners organise their learning and search online or offline for examples of
comparative and superlative adjectives.
102
8. Conclude the sub strand by asking learners to tackle the Further activity where
they are required to compare things in the environment using comparative and
superlative adjectives.
Encourage them to write at least ten sentences comparing the items in the
comparative and superlative forms. Ask learners to share their work in class and
allow them to correct each other by allowing peer assessment.
They can also use the Assess yourself section to self-asses their own progress.
Possible answers to the Practice Activity
1. Open ended. Sample correct sentences from the substitution table:
a. Jane’s mother was the strictest among all my maternal aunties.
b. Our grandfather was the greatest man we both loved to interact with.
c. The cat is the smartest animal in our compound.
d. Kisumu is much bigger than Nakuru City.
e. The countryside was the hottest place I visited over the holidays.
f. Alfayo is more organised than many children of his age.
g. Anita is the most responsible girl in her Grade Seven class.
2. Open ended
Suggestions on developing competency-based tasks
Develop tasks that will enable learners to identify and categorise comparative and
superlative forms of adjectives and use comparative and superlative forms of adjectives.
Let learners engage in language games featuring adjectives that will oer them a chance
to practise identifying examples of comparative and superlative adjectives in texts.
Ensure the tasks cater for both the gied learners and the time takers.
Suggested assessment tools
1. Written assessment
Use written assessments under the Practice Activity.
2. Rating scale
Learner’s name _________________________________________________
Competencies (knowledge, skills,
attitudes, values) assessed
Always
4
Usually
3
Sometimes
2
Never
1
Identify comparative and superlative
adjectives in texts
Use comparative and superlative
adjectives in communication
Comments on the learner’s performance
Learner’s signature __________________________ Date ________________
Teacher’s name _________________ Signature ___________ Date _____________
103
D. Reading
Intensive reading: Oral narratives
Suggested time: 2 lessons Learner’s Book pages 55-56
Specic learning outcomes
By the end of the sub strand, the learner should be able to:
(a) identify heroic characters in legends.
(b) explain the moral lessons in legends.
(c) discuss why legends are important in various communities.
(d) relate the characters in the legends to real life.
Key inquiry questions
1. Why are heroes celebrated?
2. Why are some people 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 – 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 reecting on the oral narratives.
• Critical thinking and problem-solving – 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 – inculcated as the learners analyse the heroic actions of the characters
in the oral narratives.
Values
Patriotism – enhanced as learners reect 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.
Instructions to facilitate differentiated learning
Give the time takers more attention to ensure they can relate the legend to real life. Give
the gied learners printouts of other legend stories they could read.
Suggestions on facilitating learners with special needs
As learners engage in the Further activity in the Learner’s Book, ensure other learners
give more time and are patient with learners with speech impairment as they narrate
their narratives to the class.
104
Suggested parental empowerment and engagement
Parents or guardians to help learners share their narratives with their community
members through social media platforms.
Suggested assessment methods
• peer assessment • oral questions • observation • rubrics
Suggested learning resources
• digital devices • Learner’s Book • charts
Additional information for the teacher and preparation of learning resources
Learners should be exposed to a variety of reading materials (ctional) and digital
materials on legends to read both for enjoyment and information. Collect these materials
before the lesson, especially those on legends. Scan and skim through these materials
beforehand to help you when guiding the learners on what intensive reading is all about.
Suggested learning experiences
1. Introduce the sub strand by asking learners to say if there is any kind of reading
materials about legends that they have read recently, how the legends were treated in
their communities and how the legends attained this status. Use the learners’ stories
to introduce or remind learners who characters are and assess how much the learners
can remember about main and minor characters. Probe if the learners can tell that
the legends are the main characters in legends.
2. Refer learners to Activity 1: Think and tell in the Learner’s Book. Group the learners
and let them mention some of the legends in their communities and respond to the
questions. Assess the learner understanding on legends and their critical thinking
by listening to the answers they give to the open-ended questions as you move round
the groups. Guide and correct learners where necessary. Allow peer assessment as
learners give their feedback during the presentations.
3. Now turn to Activity 2: Read and discuss then ask learners to read the legend
narrative, ‘The legend Lwanda Magere’ in the Learner’s Book while in pairs. Ask the
learners to discuss the questions after the passage while in small groups. Assess the
learners’ comprehension by listening to their answers as they discuss in class. Creative
thinking is inculcated as the learners analyse the heroic actions of the characters in
the oral narratives.
4. Ask learners to turn to the Find out section. Let them work with friends and enquire
from older family or community members on the impact of legends and their heroic
acts in their society. During the class presentations, let the learners peer assess each
group’s work. Guide and moderate the presentations accordingly.
5. Refer learners to Activity 3: Discuss and share. In groups, let the learners talk about
ways they can use to collect narratives from their communities. Observe, assess
and correct learners where necessary during presentation of the findings in class.
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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.
6. Conclude the sub strand by asking learners to turn to the Further activity where
they are guided to work in groups and think of a current issue in their community
that can be addressed using a legend narrative, develop the narrative and record
themselves narrating the legend narrative. Before they share their narratives with
community members, take time to observe, assess and correct the narratives where
necessary. Citizenship is enhanced as learners use communication and interpersonal
skills to build strong and supportive ties and cultural identity and develop a sense of
belonging through reading and reflecting on the oral narratives.
Suggestions on developing competency-based tasks
Develop tasks that will enable learners to identify heroic characters in legends and
relate the characters in the legends to real life. Ensure the tasks are suitable for the
level of learners and they are tasks that learners can associate with in real life.
Suggested assessment tool
Observation schedule
Learner’s name _________________________________________________
Observable behaviour (competencies) Yes No Comment
Can identify heroic characters in legends
Can explain moral lessons in legends
Can discuss why legends are important in various
communities
Remarks/Feedback to the learner
Learner’s signature
Teacher’s signature
E. Writing
Functional writing: Friendly letters
Suggested time: 1 lesson Learner’s Book pages 57-58
Specic learning outcomes
By the end of the sub strand, the learner should be able to:
(a) identify the parts of a friendly letter.
(b) compose a friendly letter using the correct format.
(c) appreciate the importance of friendly letters in communication.
Key inquiry questions
1. Why do we write friendly letters?
2. When do we write friendly letters?
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Core competencies to be developed
• Digital literacy – enhanced as the learner interacts with a digital device and uses it to
type a friendly letter.
• Learning to learn – developed as the learner practises communicating constructively
through friendly letters.
Pertinent and Contemporary Issues (PCIs)
Creativity and imagination – enhanced as learners write friendly letters.
Values
Respect – developed as learners address their friends and family members respectfully
in the letters.
Link to other subjects
Kiswahili emphasises writing friendly letters as one of the skills to be acquired.
Instructions to facilitate differentiated learning
Give the time takers more time to identify the parts of a friendly letter. e talented
learners can be given an extra task of writing another letter besides the one under the
Practice Activity.
Suggestions on facilitating learners with special needs
Ensure other learners give learners with physical impairment (whose hands may be
impaired) are given more time to write their friendly letters to completion.
Suggested parental empowerment and engagement
Parents or guardians to avail digital devices to learners and assist learners print the
typed letters.
Suggested assessment methods
• oral questions • written exercise • observations
Suggested learning resources
• digital devices • Learner’s Book • charts
Additional information for the teacher and preparation of learning
resources
You will be required to have a sample of a letter before the lesson. Ensure you have
downloaded or made copies in advance of both a formal letter and a friendly letter.
Suggested learning experiences
1. Introduce the sub strand by reminding learners about the letter writing they did in
Grade 6. Let them mention the key features of a letter. Distribute copies of formal
and informal letters you have brought to the classroom and let them say if there are
any similarities between the two letters. What differences can they can identify?
Assess the responses they give, correct and guide accordingly.
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2. Refer learners to Activity 1: Read and say in the Learner’s Book. Ask learners to pair
up and read the sample friendly letter provided and say the parts of the letter that they
can identify. The learners should then identify and underline parts of a friendly letter.
3. Now, turn the learners’ attention to the Language tips section and help them
understand what friendly letters are. Using the letter they have read in Activity 1,
guide the learners to identify the indicated parts. Let the learners use the friendly
letter you had earlier on distributed to them to identify the parts of a friendly letter.
Move around the class as you observe, assess and correct each pair where necessary.
4. Refer learners to the Find out section. Organise them into groups and let them find
friendly letters from online or offline sources, discuss their formats and share their
findings in class. Learners can also do this activity with guidance from their parents
or guardians. Allow learners to correct each other’s work through peer assessment.
5. Ask learners to turn to the Practice Activity given in the Learner’s Book. Ask the
learners to individually write friendly letters to their friends who are in different
schools informing them of their experiences in Grade 7 so far. As the learners write
friendly letters, they enhance their creativity and imagination. Through peer
assessment, let the learners exchange their work and correct each other’s work and
also during class presentations. Respect is developed as learners address their friends
and family members respectfully in the letters. Next, ask the learners to submit their
corrected work to you for final assessment and individual guiding.
6. Conclude the sub strand by asking learners to tackle the Further activity as guided
in the Learner’s Book. Remind learners to not only print and display their letters on
the class noticeboard but to also share them online via WhatsApp or Facebook. As
learners interact with digital devices and use them to type the friendly letters they
wrote under the Practice Activity, digital literacy will be enhanced. Learning to
learn will be developed as the learners practise communicating constructively through
friendly letters.
They can also use the Assess yourself section to self-asses their own progress.
Suggestions on developing competency-based tasks
Develop tasks that enable learners to identify the parts of a friendly letter and compose
a friendly letter using the correct format. Create tasks that give the learners a chance to
think critically and communicate eectively.
Suggested assessment tools
1. Portfolio
Let the learners make corrections on the friendly letter they wrote under Practice
Activity then make a clean copy to le it in their portfolio.
2. Written assessment
Use written assessment to assign more practise activities to learners.
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6: Drug and Substance Abuse
Learner’s Book pages 59-71
Introduction/background information
e theme will expose learners to information related to drug and substance abuse. You
will be required to have adequate information on the theme and nd out how much
learners already know about drug and substance abuse. Help the learners to know that
drug and substance abuse can be tackled. ose who are not abusing drugs can be
helped not to get into the habit while those already using drugs can be rehabilitated
and helped to overcome the habit. Approach the unit with caution and sensitivity to
encourage learners who could be into drugs to open up and seek help.
Through the strands, learners will be introduced to the vocabulary and language
structures related to the theme. In Listening and speaking, learners will be guided to
identify verbal and nonverbal forms of polite interruptions, apply turn-taking skills in
dierent speaking contexts, use verbal and nonverbal cues to interrupt a conversation
politely and acknowledge the importance of politeness in communication. Under
Reading, learners will be exposed to a variety of texts that will enable them practise
reading uently and at the right pace while employing both verbal and nonverbal cues.
Under Grammar in use, they will be introduced to adverbs of time, place and manner.
They will be exposed to texts that will require them to identify the said adverbs and
construct sentences to demonstrate their mastery of adverbs. In Intensive reading of
oral literature songs, the learners will be guided to identify repeated words in lullabies
and use appropriate techniques when performing lullabies. Under Writing, learners will
be guided to recognise commonly misspelt words, use them in sentences and appreciate
the role correct spelling plays in eective written communication.
A. Listening and speaking
Conversational skills
Suggested time: 2 lessons Learner’s Book pages 59-61
Speciﬁc learning outcomes
By the end of the sub strand, the learner should be able to:
(a) identify verbal and non-verbal forms of polite interruptions.
(b) apply turn taking skills in dierent speaking contexts.
(c) use verbal and non-verbal cues to interrupt a conversation politely.
(d) acknowledge the importance of politeness in communication.
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Key inquiry questions
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 completed
• Communication – enhanced as learners take turns in real-life conversations and role
play. is enhances eective speaking.
• Collaboration – developed as learners contribute to group decision making during
the role play.
Pertinent and Contemporary Issues (PCIs)
Alcohol and substance abuse as learners are sensitised on the negative eects of drug
and substance abuse through role-playing.
Values
• Peace – turn taking and polite interruptions in conversations ensure harmony.
• Respect – by practising 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.
Instructions to facilitate differentiated learning
Ensure the time takers are given more time to describe how the speakers interrupt each
other in the dialogue they will watch. Let the talented learners continue the dialogue
under Activity 3.
Suggestions on facilitating learners with special needs
Ensure that learners with visual or hearing impairment sit near the digital device
playing video so that they may follow. Ensure that other learners are patient with those
that have speech impairment while role-playing the conversation under Activity 3 in
the Learner’s Book.
Suggested parental empowerment and engagement
Parents and guardians to avail digital devices to learners and also help learners share
their dialogues online.
Suggested assessment methods
• oral questions • observation • peer assessment
Suggested learning resources
• Learner’s Book • digital devices • pictures
Additional information for the teacher and preparation of learning resources
Drug and substance abuse is a pertinent issue in the society. Explain to learners why
they should avoid abusing drugs and other substances. Discuss this theme freely.
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Guide them on how they can provide support to those hooked to drugs and suggest
where they can get help. Approach this sub strand with wisdom and listen to both
the body language and the unspoken messages from the learners. Ensure that the
accompanying media is working, and the volume adjusted correctly. Have pictures
beforehand to show learners the eects of drugs and substance abuse.
Suggested learning experiences
1. Introduce the sub strand by asking learners if they have been involved in conversations
where there were cases of polite or impolite interruptions. Let them share experiences
on polite interruptions and turn taking.
2. Refer learners to Activity 1: Study and discuss in the Learner’s Book. Ask the learners
to describe what they see in the picture. Allow for varied opinions and observations.
Guide the learners as they answer questions orally in this activity. Ask them to add
more phrases that indicate politeness. Allow them to demonstrate non-verbal cues
that denote politeness or rudeness. Go around observing and assessing if the learners
are using polite words appropriately.
3. Play the video of a dialogue (from the Accompanying Digital Media) as guided in
Activity 2: Watch and practise. Guide the learners to pick out the polite words and
expressions used in the dialogue. Allow them time to discuss the questions and share
their observations with the rest of the class. Ask learners, in pairs, to take turns and
interrupt appropriately. Peace will be enhanced as learners take turns and interrupt
each other politely. This will also help ensure respect is developed among the learners
as they practise the skills of turn taking and polite interruptions. As the learners take
part in the activity, guide, assess and correct them where necessary. Allow learners
to correct each other’s work through peer assessment during the class discussion.
Guide the learners through the Language tips.
4. Ask the learners to turn to Activity 3: Role-play and discuss. Ask learners to read the
provided dialogue while in pairs. Group the learners and ask them to role-play the
conversation between Dennis and Neema in twos. As learners contribute to group
decision making during the role play, collaboration is developed. Move around the
groups as you observe how they are doing the role play. As learners do the role play,
they sensitise themselves on the negative effects of drugs and substance abuse. This
helps promote alcohol and substance abuse awareness. Allow each group to select
two members to role-play the conversation. Assess if learners can identify statements
and actions that show polite interruption.
5. Guide the learners on how to tackle the Find out section in groups. They should find
the short video clips of conversations from television programmes or listening to radio
talk shows with your help or the help of their parents and guardians. Remember to
give learners an opportunity to share the polite words they identified with the class.
Depending on exposure level, you may opt to find a video clip in advance and play
it in class as you ask relevant questions and allow learners to share their thoughts.
111
6. Conclude the sub strand by asking the learners to do the Further activity. Guide
learners to work in groups to create dialogues on drug and substance abuse. Encourage
them to sensitise members of their community on the dangers of drugs and substance
abuse. Communication is enhanced as learners take turns in real-life conversations
and during role play. This helps to enhance effective speaking in the long run. Assist
them record the dialogues and share in various social media platforms. Encourage
teamwork and active participation of every group member.
Suggestions on developing competency-based tasks
Develop assessment tasks that will enable learners to identify verbal and non-verbal
forms of polite interruptions. Ensure the tasks cater for both gifted or talented learners
and the time takers.
Suggested assessment tools
1. Oral assessment
Use the oral questions given in the activities to assess the learners’ ability to identify and
role-play polite interruptions.
2. Observation schedule
Learner’s name _________________________________________________
Observable behaviour (competencies) Yes No Comment
Identify verbal and nonverbal forms of polite interruptions.
Apply turn taking skills in dierent speaking contexts.
Use verbal and nonverbal cues to interrupt a conversation
politely.
Remarks/Feedback to the learner
Learner’s signature __________________ Teacher’s signature __________________
B. Reading
Reading: Fluency
Suggested time: 2 lessons Learner’s Book pages 61-65
Speciﬁc learning outcomes
By the end of the sub strand, the learner should be able to:
(a) identify instances of expressive reading from a reading or digital text.
(b) read a text at the right speed, accurately and with expression.
(c) appreciate the importance of reading uency in communication.
Key inquiry questions
1. Why is it important to read fluently?
2. How does appropriate use of verbal and non-verbal cues enhance reading fluency?
Core competencies to be developed
• Learning to learn – developed as the learner builds on own learning experiences by
listening and modelling uent reading.
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• Self-ecacy – 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
eectively when reciting a choral verse.
Pertinent and Contemporary Issues (PCIs)
Critical thinking – enhanced as the learner views a video and comments on whether a
speaker reads accurately, at the right speed and with expressions.
Values
• Responsibility – enhanced as learners read texts on drug and substance abuse
prevention.
• Respect – achieved as learners listen to their peers reading.
Link to other subjects
• Performing arts – uent reading is essential in drama and poem recitations.
• All languages emphasise uent reading.
Instructions to facilitate differentiated learning
Allow the time takers more time to answer the questions under the Comprehension
check in the Learner’s Book. Give them specialised attention when constructing
sentences under the Check your vocabulary section in the Learner’s Book. e
talented learners can write a summary of the story under Activity 4.
Suggestions on facilitating learners with special needs
Ensure that learners with physical impairment are assisted by other learners, for
example, by pushing their wheelchairs when joining reading clubs under Further
activity. In cases of speech impairment, they should be given more time to read for
uency.
Suggested parental empowerment and engagement
Parents or guardians to help learners to form a reading club and help in scheduling
appropriate meeting time for learners to practise reading.
Suggested assessment methods
• oral questions • written assessments • rubrics • peer assessment
Suggested learning resources
• Learner’s Book • print outs • pictures • digital devices
• dictionary
Additional information for the teacher and preparation of learning resources
Reading uently involves reading accurately, at the right speed and with expression.
Encourage learners to endeavour to read uently by regular practice. Expose them to a
variety of reading materials by preparing printouts or newspaper or magazine articles
beforehand. Learners with reading challenges should be encouraged and guided.
113
Give them a chance to read without them feeling that they are wasting time for the
rest. You could invite a uent reader from the rest of the classes to read a text to your
class. Consider having some reading competition in the class.
Suggested learning experiences
1. Introduce the sub strand by engaging the learners in the Think and share question.
Let the learners discuss freely.
2. Refer the learners to Activity 1: Look and discuss. Allow time for learners to discuss
the picture while in pairs then share with the class. Encourage the learners to support
the choice of their favourite anchors with the capacity to read fluently. Let them know
the difference between fluent reading and physical appearance. Let as many learners
share their thoughts with the class as you observe their level of understanding. As
learners respond to opinions shared in class, encourage peer assessment as they
correct each other.
3. Ask the learners to turn to Activity 2: Watch and practise. Play the video clip (from
the Accompanying Digital Media) in class. Ask the learners to identify the non-verbal
cues used by the presenter and their effectiveness in passing the message. Critical
thinking is enhanced as learners watch the video clip and comment on whether the
speaker reads accurately, at the right speed and with expressions. Group the learners
and ask them to discuss the qualities of a good reader and how they can become
good readers. Learning to learn is developed as learners build on own learning
experiences by listening and modelling fluent reading. Move around the groups as
you observe, assess and correct accordingly. Let the learners share their responses
and allow them to correct each other (peer assessment).
4. Refer learners to Activity 3: Time and read. Encourage the learners to read the poem
fluently while in pairs, checking each other’s speed and fluency. Responsibility
is enhanced as learners read texts on drug and substance abuse prevention. In
small groups, allow the learners to recite the poem again but this time round using
appropriate gestures and facial expressions. Pick two volunteers randomly from each
group to recite the poem to the class. (Encourage the slow learners to volunteer as
well.) Communication and collaboration are enhanced as the learner speaks clearly
and effectively when reciting the poem. Through peer assessment, let the learners
correct each other during the class presentation.
5. Referring to Activity 4: Read and discuss, ask the learners to read the story ‘Ellen
turns a new leaf’ while in pairs. Insist on reading at the right speed, fluently
and using the appropriate expressions. Move around the class observing and
assessing if the learners are doing the timing as they read different paragraphs
at the right speed, fluently and incorporating the appropriate expressions. Self-
efficacy is developed as learners document success criteria while timing themselves
as they read excerpts in pairs. As learners listen to each other read the story in
turns, respect will be achieved. Let the learners respond to the questions after
114
the passage. Assess their comprehension and correct them where necessary.
Look out for words that learners have problems in pronouncing and guide on the
correct pronunciation. Encourage learners with mother tongue interference to practise
more on reading fluently without feeling embarrassed.
6. Ask the learners to tackle the Comprehension check section individually. Encourage
them to read the texts again before answering the questions. Collect the books for
assessing comprehension then guide the learners appropriately.
7. Refer learners to the Check your vocabulary section. In pairs, let the learners find the
meanings of words and expressions used in the story they read in Activity 4 and try
infer their meanings before using a dictionary to create their own sentences. Assess
the correctness of the sentences by collecting the books after the lesson and check
the learners’ work or ask them to read aloud the sentences in class. Remind learners
to add the new words to their vocabulary bank. Encourage learners to practise using
the words in their writing as they self-assess themselves.
8. Refer learners to the Find out section and let them watch the video clips you will
provide to them together with their friends. Let them discuss and rate the reading
speed, fluency and use of facial expressions of the news anchors.
9. Conclude the sub strand by referring the learners to the Further activity. Organise
the learners in groups of 4-6 members and allow them to select a name for their club.
Reading clubs play a big role in promoting fluency in reading. Guide the learners
and facilitate formation of these clubs. Monitor to ensure that the clubs do not run
out of momentum. You could give them titles to read. Encourage peer assessment as
learners correct each other’s reading speed and fluency. Let the learners make a regular
time to read on their own and keep a reading log for self-assessment and reflection.
Possible answers to the Comprehension check
1. Grade 4
2. To neutralise the effects of the first puff.
3. a. Shalom – She noticed Ellen’s change of behaviour and alerted her mother who
was a counsellor.
b. Shalom’s mother – She helped Ellen by counselling her.
4. They tricked her by allowing Shalom confess to taking drugs so that Ellen could
follow suit and admit to taking drugs too so that she could be helped.
5. Swimming and reading. They were beneficial as they engaged Ellen fully.
6. Open ended 7. Open ended 8. Open ended
Suggestions on developing competency-based tasks
Develop assessment tasks that will test learners’ ability to practise reading uently. The
tasks should cater for multi-ability learning.
115
Suggested assessment tools
1. Written assessment
Use written assessment such as Comprehension check to test learners’ comprehension.
2. Checklist
Learner’s
name
Competencies (knowledge, skills, attitudes, values) assessed (tick
appropriately)
Identify instances of
expressive reading from
a reading or digital text
Read a text at the right
speed, accurately and
with expression
Teacher’s
comment
Ye s No Ye s No
Teacher’s signature ___________________________ Date ___________
C. Grammar in use
Word classes: Adverbs
Suggested time: 2 lessons Learner’s Book pages 65-67
Speciﬁc learning outcomes
By the end of the sub strand, the learner should be able to:
(a) identify adverbs of time, place and manner in texts.
(b) use adverbs of time, place and manner in dierent contexts.
(c) acknowledge the value of adverbs of manner, time and place in communication.
Key inquiry questions
1. Why it is 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 – developed using logical reasoning as learners
think of dierent ways to describe manner, time and place.
• Learning to learn – developed by organising own learning as learners identify and use
dierent types of adverbs.
Pertinent and Contemporary Issues (PCIs)
Drug and substance abuse – learners read dierent print and non-print texts on drug
and substance abuse and learn the negative eects of the same.
Values
Responsibility – developed as the learners record videos and describe the events with
peers. is helps them to act responsibly.
116
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.
Instructions to facilitate differentiated learning
Ensure the talented learners write extra correct sentences using the dierent types of
adverbs tackled in the Learner’s Book while you pay attention to the time takers to
complete their tasks under the Practice Activity.
Suggestions on facilitating learners with special needs
As learners engage in the Further activity in the Learner’s Book, ensure that learners
with speech impairment are given more time to express themselves while participating
in the hot-seating activity.
Suggested parental empowerment and engagement
Parents and guardians to avail digital devices to learners and help them make a video
or audio recording.
Suggested assessment methods
• oral questions • written assessments • rubrics • peer assessment
Suggested learning resources
• Learner’s Book
• printouts
• pictures
• posters
• digital devices
Additional information for the teacher and preparation of learning
resources
Learners need to develop and demonstrate ability to identify the dierent types of
adverbs. Carry samples of reading texts that have used the types of adverbs to be tackled
in the unit. Guide learners to identify the dierent types of adverbs and use them in
sentences. Make sure that apart from adverbs, learners know the other parts of speech
and can dierentiate adverbs from adjectives.
Suggested learning experiences
1. Introduce the sub strand by asking learners questions that will make them answer
using adverbs of time, place and manner. For example, Where were you born? When
did you join Junior Secondary? How did you read the passage in the previous lesson?
2. Refer learners to Activity 1: Think and say. Let the learners mention any activity
they did the previous day, how they did it, when and where they did it. Ask the
learners to share their responses in class as they copy all the words used to describe
the activities. Challenge them to see if they can notice something about the words.
Critical thinking and problem solving will be enhanced using logical reasoning as
learners think of different ways to describe manner, time and place to show how they
did the activities, when and where they did them respectively. Assess their responses
and ensure the answers given by the learners are adverbs of place, time and manner.
117
3. Guide the learners through the Grammar tips section and use the section to further
explain about adverbs of time, place and manner. Ask the learners to construct more
sentences with adverbs of time, place and manner.
4. Refer the learners to Activity 2: Make a chart. Let the learners creatively make
charts with adverbs of time, place and manner while in groups.
Move around the classroom as you observe, assess and guide accordingly. Allow
the learners to vote for the best chart and pin it on the noticeboard for reference.
Learning to learn is enhanced as learners identify and use different types of adverbs
as they prepare charts on adverbs.
5. Ask the learners to turn to the Practice Activity in the Learner’s Book. Individually,
allow the learners tackle the activity starting with grouping the words in the table
into adverbs of place, time and manner then compose sentences using the words they
grouped. Assess to ensure that the adverbs are correctly grouped into those of place,
time and manner. Then, ask learners to read the story and respond to questions that
follow. Drug and substance abuse knowledge will be enhanced as learners read the
text on drug and substance abuse in the Learner’s Book and learn the negative effects
of the same. Collect the learners’ notebooks to check, assess and prepare feedback.
6. Turn the learners’ attention to the Find out section. Follow up to ensure that the
learners have collected the adverbs and grouped them correctly. They can do this
in school or you can guide them to do it at home with the help of their parents or
guardians. Allow the learners to discuss how these adverbs enhance meaning then
share their discussions with the class. Allow learners to correct each other’s work (peer
assessment). Use this to help learners appreciate the importance of using adverbs of
time, place and manner correctly.
7. Conclude the sub strand by asking the learners to tackle the Further activity where
they are required to make a video or audio recording on a hot seating discussion.
Encourage the learners to be very creative as they write the story on drug and substance
abuse and adverbs of time, place and manner should feature in the story. As learners
record videos and describe the events in the story, they will develop using adverbs
of place, time and manner. While in groups, responsibility is promoted. Allow the
learners to peer assess each other and give feedback.
118
Possible answers to the Practice Activity
1. a. Adverbs of place: home, here, abroad, there
b. Adverbs of time: today, tonight, next month, before
c. Adverbs of manner: vividly, eloquently, warmly, briskly
2. Open ended
3. a. 8
th
October 2008
b. Mawe Mengi village
c. Cold streets
d. Immediately after he went to the
streets.
e. They mercilessly and menacingly
chased them from one corner of
the street to another.
f. Roho Safi Junior Secondary School
g. Hard and diligently
4. Adverbs of time: 8
th
October 2008, immediately after he went to the streets
Adverbs of place: Mawe Mengi village, cold streets, Roho Safi Junior Secondary School
Adverbs of manner: mercilessly, menacingly, hard, diligently
Suggestions on developing competency-based tasks
Develop tasks that will test the learners’ ability to identify adverbs of time, place and
manner. Let the tasks cater for both talented learners and the time takers.
Suggested assessment tools
1. Written assessment
For the Practice Activity, let learners write the answers and assess them.
2. Oral questions
Ask learners oral questions under Activity 1 as they identify and use dierent types of
adverbs.
D. Reading
Intensive reading: Oral literature songs
Suggested time: 2 lessons Learner’s Book pages 67-69
Speciﬁc learning outcomes
By the end of the sub strand, the learner should be able to:
(a) identify repeated words and phrases in lullabies.
(b) use appropriate techniques when performing lullabies.
(c) pick out key messages communicated in lullabies.
(d) appreciate the importance of lullabies in real life.
Key inquiry questions
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?
119
Core competencies to be developed
• Creativity and imagination – as learners discuss dierent functions of lullabies, they
develop their sense of imagination.
• Critical thinking – enhanced as learners research information about lullabies.
Pertinent and Contemporary Issues (PCIs)
Peace education – enhanced as learners collaborate in singing and recording lullabies
from their immediate environment.
Values
Social justice – achieved as learners collaborate in singing and recording lullabies from
their immediate environment.
Link to other subjects
Performing Arts – singing lullabies involves performance.
Instructions to facilitate differentiated learning
Ensure you give more time to the time takers who need more support so as to sing the
lullabies they know. For the talented learners, allow them to write their own lullabies.
Suggestions on facilitating learners with special needs
Ensure learners with hearing impairment sit in a position where they can hear the
lullaby being sang from a digital device under Activity 2.
Suggested parental empowerment and engagement
Parents and guardians to provide learners with digital devices and help learners share
recordings of learners singing lullabies through WhatsApp or Facebook.
Suggested assessment methods
• oral questions • written assessments • peer assessment
Suggested learning resources
• Learner’s Book
• print outs
• pictures
• posters
• digital devices
Additional information for the teacher and preparation of learning
resources
Oral literature songs are rich in culture and pass key messages to the society in
general. Lullabies are used to soothe a baby to keep quiet and make them to sleep.
Note that lullabies make use of repetition to achieve this. Meaning is not very
important in lullabies. In this sub strand, encourage learners to collect as many
lullabies as possible and perform them to the class. An anthology of lullabies from
dierent communities can be created by learners for reference.
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Suggested learning experiences
1. Introduce the sub strand by singing a lullaby to the class. You could also ask for
volunteers to try perform a lullaby that they know of either from their community
or any other community.
2. Refer learners to Activity 1: Observe and sing in the Learner’s Book. Organise the
learners in small groups. Learners should then discuss the questions given as you
move around observing if they are able to identify what the man in the picture is
doing. Encourage them to think of a lullaby that they can sing to the child to make
it sleep. If possible, let the lullabies be varied from different communities. Allow the
learners to share their responses on the importance of lullabies to any community in
class. Creativity and imagination is developed as learners discuss different functions
of lullabies. It helps them develop their sense of imagination. Allow the learners to
peer assess and correct each other where necessary.
3. Ask the learners to turn to Activity 2: Listen and discuss. Play the recording of a
lullaby (from the Accompanying Digital Media). In pairs, let the learners attempt
the questions in the Learner’s Book after listening to the recording for the second
time. Let the learners present their answers in class. Insist to the learners that they
must support their answers with evidence from the recording. Assess the learners’
ability to listen keenly and respond to questions. Use the Language tips section to
help learners enhance the understanding of lullabies.
4. Refer learners to Activity 3: Read and perform. Have as many learners as possible
recite and perform the lullaby. They can make it competitive and have the other
learners choose the best performer (peer assessment). Guide the learners as they
answer the questions individually then present their answers to the class for peer
review. Guide and correct accordingly.
5. Ask the learners to turn to the Find out section. Let them work with friends and use
the sources available to find lullabies from different communities in Kenya. Critical
thinking is enhanced as learners research information about lullabies. As they share
the common features that cut across the lullabies, let them compare and peer assess
each other’s findings. Take time to also check the work. Observe, assess and correct
where necessary. If possible, the collection of lullabies can be put together to form
an anthology.
6. Conclude the sub strand by referring the learners to the Further activity. Learners
are guided to work in groups and compose lullabies. With your guidance or that
of parents or guardians, facilitate the recording of the lullabies as learners sing the
lullabies. Avail the necessary digital devices for this activity. If the activity will be done
at home, ask learners to tell their parents or guardians to guide them through the
activity. Peace education and social justice will be enhanced as learners collaborate
in singing and recording lullabies from their immediate environment.
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Suggestions on developing competency-based tasks
Develop tasks that will assess the learners’ ability to identify repeated words and phrases
in lullabies. The tasks developed must cater for multi-ability learners.
Suggested assessment tools
1. Portfolio
Ask learners to keep a portfolio of collected lullabies.
2. Observation schedule
Learner’s name _________________________________________________
Observable behaviour (competencies) Yes No Comment
Identify repeated words and phrases in lullabies
Use appropriate techniques when performing lullabies
Pick out key messages communicated in lullabies
Remarks/Feedback to the learner
Learner’s signature _______________ Teacher’s signature _______________
E. Writing
Mechanics of writing: Commonly misspelt words
Suggested time: 2 lessons Learner’s Book pages 69-71
Speciﬁc learning outcomes
By the end of the sub strand, the learner should be able to:
(a) recognise commonly misspelt words in texts.
(b) use commonly misspelt words correctly in written texts.
(c) value the relationship between accurate spelling and eective written
communication.
Key inquiry questions
1. What makes some words difficult to spell?
2. How can we improve our spelling?
Core competencies to be developed
• Communication – enhanced as learners write clearly and spell words correctly.
• Collaboration – developed as learners contribute to group decision making in spelling
games.
Pertinent and Contemporary Issues (PCIs)
Peace education – enhanced as learners engage in discussions and games.
Values
Peace – enhanced as learners engage in spelling games.
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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.
Instructions to facilitate differentiated learning
For the time takers, prepare ashcards for the learners to easily identify misspelt words.
For the gied and talented learners, give them a task to write more commonly misspelt
words that they know.
Suggestions on facilitating learners with special needs
Ensure that learners with physical impairment whose hands are eected get more time
to complete the Practice Activity task.
Suggested parental empowerment and engagement
Parents or guardians will assist learners with some reading materials on drug and
substance abuse for further reading.
Suggested assessment methods
• oral questions • written assessments • peer assessment
Suggested learning resources
• Learner’s Book
• printouts
• pictures
• posters
• digital devices
Additional information for the teacher and preparation of learning resources
ere are some words which are commonly misspelt in English. Expose learners to as
many such words as possible using charts or reference materials prepared prior to the
lesson. Guide them through the spelling rules in English.
Suggested learning experiences
1. Introduce the sub strand by asking the learners the key inquiry questions: What makes
some words difficult to spell? How can we improve our spelling? Let them mention at
least two words each that they commonly misspell.
2. Ask the learners to turn to Activity 1: Check your spelling and ask them to listen to
you as you read the following words:
achieve, address, embarrass, imitate, maintenance, inoculate, full, necessary,
professor, seize, usable, queue, questionnaire, pronunciation, successful, government,
until, parliament, playwright, receipt, tomatoes.
Ask them to copy the words in their notebooks as you read out each of them. As
learners exchange their books in pairs, encourage peer assessment as they correct
each other’s work. Guide and correct learners to learn the correct spelling of the
words they misspelt. As a class, ask them to mention how correct spelling helps
in written communication. Assess and guide accordingly as the learners give their
responses.
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3. Refer earners to Activity 2: Identify and correct. In pairs, ask the learners to
read the paragraph provided in the Learner’s Book. They should then identify
the misspelt words and correct them. Allow them to copy the paragraph in their
notebooks using the correctly spelt words. Move around the pairs assessing if the
learners can identify the following misspelt words. Communication is enhanced
as learners write clearly and spell words correctly.
• goverment – government
• noticeble – noticeable
• arguement – argument
• priviledged – privileged
• embarass – embarrass
• eforts – eorts
• eradicatte – eradicate
• procedes – proceeds
• ilegal – illegal
• foreward – forward
• ocasion – occasion
• naly – nally
Guide the learners to work in pairs and identify the above misspelt words from the
paragraph.
4. Refer learners to the Language tips section. Take the learners through the tips. Let
them give words whose root words change in spelling and those that one may not
be sure whether to double the consonant and the vowel or not. In addition, let them
give a list of words where one is not sure whether to use e or i.
5. Ask the learners to turn to Activity 3: Play the spelling game. This activity should
be in a competition form. Peace is enhanced as learners engage in the spelling game.
Depending on the size of your class, you can begin from the semi-finals then the finals.
Allow teams to prepare their words before the competitions begin. Collaboration is
developed as learners contribute to group decision making in spelling games. Peace
education is also enhanced as learners engage in discussions and games.
6. Refer learners to the Find out section. Group the learners and let them search for
commonly misspelt words from old newspapers, magazines or from the internet.
Follow up to ensure that the activity is done, and that the lists are posted on the
noticeboard or manila paper charts.
7. Refer the learners to the Practice Activity. Ensure that the learners copy the table
in their exercise books and identify the words which are misspelt and write them
correctly.
8. Conclude the sub strand by referring learners to the Further activity. Guide them to
write a story on the given topic in the Learner’s Book. Insist to the learners to ensure
they use the commonly misspelt words in their correct spelling in the story they will
develop. Remind the learners to also write logically, legibly and coherently. Let the
learners judge the correctness of the commonly misspelt words used and through
peer assessment, correct each other’s work. Ask the learners to submit the final work
for your checking. After your review, let the learners effect the corrections then make
a clean copy to keep it in their portfolio for reference.
They can also use the Assess yourself section to self-asses their own progress.
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Answers to the Practice Activity
•
tomorrow – tomorrow
•
monkies – monkeys
•
thiefs – thieves
•
lieing – lying
•
acomodate – accommodate
•
rivver – river
•
wheet – wheat
•
dinning – dining
•
grammer – grammar
•
truely – truly
•
fourty – forty
•
writting – writing
•
refered – referred
Suggestions on developing competency-based tasks
Develop assessment tasks to enable the learners to recognise commonly misspelt words
in texts and write them correctly. Ensure the tasks cater for multi-ability learning.
Suggested assessment tools
1. Written assessment
Learners will be required to write down and correct the commonly misspelt words
given under the Practice Activity.
2. Rating scale
Learner’s name _________________________________________________
Competencies (knowledge, skills,
attitudes, values) assessed
Always
4
Usually
3
Sometimes
2
Never
1
Ability to recognise commonly
misspelt words in a text
Ability to use commonly misspelt
words correctly in written texts
Comments on the learner’s performance
Learner’s signature __________________________ Date ________________
Teacher’s name _________________ Signature ___________ Date ______________
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7: Natural Resources – Forests
Learner’s Book pages 72-84
Introduction/background information
e theme will expose learners to what natural resources and in particular forests are.
Learners will be enlightened on the importance of trees and forests as an important part
of our natural resources and the need to care for them. e learner should be informed
that forests are a habitat to our wildlife, form the water towers that serve millions of
people and animals with water as well as being part of our heritage. Ensure you gather
sucient information on how to conserve, maintain and even add to our forest cover.
rough the strands, learners will be introduced to the vocabulary and language
structures related to the theme. Under Listening and speaking, learners will be
introduced to skills in listening for details. In Reading, learners will identify and
interpret details from the visuals, and under Grammar in use, learners will learn
the use of personal and possessive pronouns. Under Intensive reading, learners will
identify the role of characters in class readers and their relationship. Under Writing,
learners will learn the process of narrative composition writing.
A. Listening and speaking
Listening comprehension: Listening for details
Suggested time: 2 lessons Learner’s Book pages 72-73
Speciﬁc learning outcomes
By the end of the sub strand, the learner should be able to:
(a) identify clues that signal details from a listening text.
(b) take detailed notes on a listening text.
(c) acknowledge the importance of listening for details.
Key inquiry questions
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-ecacy – developed as learners listen for details thus making them condent in
note-taking skills.
• Communication and collaboration – enhanced as learners role-play and make oral
presentations. is enhances the learners’ ability to listen keenly.
Pertinent and Contemporary Issues (PCIs)
Environmental and social issues – enhanced as learners listen to texts on natural
resources.
126
Values
Patriotism – 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.
• German, French, Chinese and Arabic require note taking as part of the listening skill.
Instructions to facilitate differentiated learning
While learners listen and take notes on the listening text under Activity 1, give more
time to the time takers to complete the task. For the talented learners, allow them to
retell the listening story to the class once done with their note taking.
Suggestions on facilitating learners with special needs
As learners engage in Activity 2 in the Learner’s Book, ensure other learners support
those with physical impairment to get into groups, for example by pushing their
wheelchairs. Allow the speech impaired to get enough time to give their points. Be
audible enough during the listening story to cater for those with hearing impairment.
Suggested parental empowerment and engagement
Parents or guardians to help learners access online texts under the Find out section.
Suggested assessment methods
• reading
• writing
• discussions
• oral presentations
• scanning
Suggested learning resources
• Learner’s Book • dictionary • pictures/printouts
Additional information for the teacher and preparation of learning resources
Collect enough pictures and printouts on forests to show their beauty and their uses.
Collect pictures of deforested areas and the menace caused by this vice. Research on
and collect vocabulary relevant to this theme which learners should have acquired at
the end of this strand.
Suggested learning experiences
1. Introduce the sub strand by asking learners the key inquiry questions. Listen as
learners give their responses. Allow learners to say what interferes with their reading
and how they can tell that someone is listening as they talk. Guide the class discussion
and allow active participation of all learners by encouraging the shy learners to give
their input. Seek clarification to responses with ambiguity where need be.
2. Refer learners to Activity 1: Listen and take notes. Allow learners to study the picture
and say what they can see in the picture. Pair the learners and ask them to mention
some of the efforts that they can make to achieve such a scenery in different parts
127
of the country. Insist that this should be in relation to how best we can conserve our
forests and the importance of forests. Patriotism is enhanced as learners listen to texts
on natural resources thereby making them develop a sense of belonging. Allow for
class presentations from representatives of the different pairs. Encourage learners to
correct each other’s work through peer assessment. As learners listen to the text on
forests as part of the natural resources, Environmental and social issues are enhanced.
3. Ask learners to listen keenly for important details in the text, ‘Our forests, our
tomorrow’ that you will read to them. Read fluently and at a moderate speed. Ask
learners to take short notes on the importance of forests. Self-efficacy is developed
as learners listen for detail thus making them confident in note-taking skills. Assess
learners’ ability to get information from a text by checking and correcting their short
notes.
4. Turn the learners’ attention to Activity 2: Discuss and report. Group the learners and
ask them to compare the short notes they took in Activity 1. Allow them to list down
words in the passage that prompted them to listen more keenly as you read the passage.
(Accept answers such as similarly, for example, such as, especially, however.) Guide them
in understanding the important role these words play in signalling details. Give the
learners time to report their discussions to the class. Allow learners to correct each
other’s work through peer assessment. Guide and moderate the class presentations.
5. Now turn to Activity 3: Watch and list. Ask the learners to watch and listen to a
video clip you will play to them (from the Accompanying Digital Media). Ask them
to individually list down words that introduce different details in the video. While
in groups, ask them to also take notes on the details introduced by the words they
picked. Self-efficacy is developed as learners listen for details thus making them
confident in note-taking skills. Ask learners to draw a similar chart to the one in the
Learner’s Book in their notebooks and complete it using the words they have listed.
Allow them to share their charts in class as they comment (peer assessment) on each
other’s charts. Communication and collaboration are enhanced as learners make
oral presentations. This also enhances the learner’s ability to listen keenly.
6. Refer learners to the Find out section. Encourage learners to use a digital device
and search for details on natural resources. Ask them to list down signal words, or
facial expressions that introduced details in the oral text they watched. Ask them
to make a chart using the words they have found and pin it on the classroom wall.
Environmental and social issues are enhanced as learners take up this activity.
7. Conclude the sub strand by asking learners to tackle the Further activity in groups.
Ask the learners to compose a short oral text on: Why we must conserve our forests.
Remind the learners to use the clue words learnt to introduce their details. Give them
a chance to prepare, practise and present the oral text to the class. Allow for peer
assessment as learners comment on each other’s presentation.
128
As a class, ask them to discuss how clue words can enhance meaning in an oral text.
Guide the learners accordingly and correct where necessary. Patriotism is enhanced
as learners develop oral texts on natural resources.
Our forests, our tomorrow
ose who look for the beauty of the world, nd it in trees and vegetation. Kenya is one
country whose beautiful forest reserves are of great importance. Trees which form forests
attract rain. During the rainy season, the jungle green trees leave a beautiful scenery. e
rain water ows into rivers and dams where electricity is generated. Similarly, as the rains
give way to the sun, the owering trees not only colour the forests with dierent owers but
also a sweet smell that attracts honey-making bees.
Take for example, the Aberdare Ranges, Mount Kenya Forest, the Cherengani Hills and
the Mau Forests. ese are homes to indigenous trees that have stood for several centuries.
Trees such as meru oak, camphor and cedar, just to mention a few indigenous species, have
a sponge-like root network that holds and conserves water even during the dry season.
ese forests stand as Kenya’s main water sources. is water is used for agriculture, in
industries and in homes. Destruction of these forests would greatly aect both human
and animal life as none of them can survive without water. Forests help to conserve and
stabilise the environment and control soil erosion.
However, human unending needs and poverty have led to cutting down trees for
construction and fuel, and burning bushes to pave way for cultivation, with no second
thought. Hence the cat and mouse game between forest rangers and lumbermen has not
been won.
Deforestation destroys thickets and canopy, the habitat of our treasured wildlife. is
wildlife, both animals and plants, is a tourist attraction that earns our country income
from local and foreign tourism. Destruction of animal habitat, therefore, leads to human-
animal conict which results to death or famine as animals such as elephants and bualoes
stray into farms and feed on crops.
If we want nature to treat us well then we should take care of it. Let us conserve our
environment, especially, our indigenous trees, so that we can stay the course of peaceful
co-existence.
Suggestions on developing competency-based tasks
Develop tasks that will test learners’ ability to take notes from a listening text. e tasks
to cater for the multi-ability learners.
Suggested assessment tools
1. Oral questions
Use oral questions under Activity 3 in the Learner’s Book to assess the learners’ ability
to identify and list words that introduce dierent ideas in a text from a video clip.
129
2. Assessment rubric
Learner’s name _________________________________________________
Indicators Exceeds
expectations
Meets
expectations
Approaches
expectations
Below
expectations
Ability to identify and
list words that introduce
dierent details in a text
Ability to take detailed
notes on a listening text
Teacher’s name __________________ Signature ___________ Date _____________
B. Reading
Intensive reading: Visuals
Suggested time: 2 lessons Learner’s Book pages 73-77
Speciﬁc learning outcomes
By the end of this sub strand, the learner should be able to:
(a) identify types of information conveyed by visuals for comprehension.
(b) interpret visuals for information.
(c) appreciate the importance of visuals and interpretation skills in dierent texts.
Key inquiry questions
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 – enhanced as learners search for dierent types of information
conveyed through visuals.
• Citizenship – enhanced as learners discuss national symbols such as the national ag
and currency, enhancing patriotism.
Pertinent and Contemporary Issues (PCIs)
Environmental conservation – enhanced as learners create visuals on natural resources.
Values
• Patriotism – enhanced as learners discuss visuals like the national ag and visuals on
the Kenya currency.
• Integrity – enhanced through discussions on the evils of corruption.
Link to other subjects
• Visual arts deal with creating and interpreting visuals.
• Humanities, Mathematics and sciences use visuals like maps, graphs and charts.
130
Instructions to facilitate differentiated learning
Ensure the talented learners collect more visuals and write the messages they convey
while the time takers are given more time and attention to complete their tasks such as
writing meaningful sentences under Check your vocabulary.
Suggestions on facilitating learners with special needs
Ensure learners with visual impairment have the visuals to be displayed in class placed
near them for their identication. During the class discussions, ensure the presentations
are audible from where the learners with hearing impairment sit.
Suggested parental empowerment and engagement
Parents or guardians to help learners access digital devices and guide learners while
collecting pictures and photographs and sharing visuals.
Suggested assessment methods
• observation • peer assessment • oral questions
Suggested learning resources
• Learner’s Book • video clips • pictures • digital devices
Additional information for the teacher and preparation of learning resources
Carry out a thorough research on visuals that convey dierent messages. ese include:
road signs, billboards, photographs, posters etc. ey will come in handy as you explain
the purpose of conveying messages through visuals. Collect as many visuals before the
lesson. Ask the learners to also collect visuals that convey dierent messages from old
newspapers or magazines.
Suggested learning experiences
1. Introduce the sub strand by taking the learners through the Think and share section.
Pay attention to the learners’ spoken language in relation to tenses, pronunciation
and gestures to check their progress while using concepts learnt earlier. Ask them to
mention the use of visuals in books and articles. Prompt the learners to discuss and
tell why writers use pictures and visuals in their books or articles. Give your input
and summarise with the saying, ‘a picture can tell a thousand words’.
2. Refer learners to Activity 1: Study and discuss. Group the learners and ask them to
study and discuss the pictures in the Learner’s Book. Ask them to list down the message
and the feelings brought out in the pictures. Let them tell if the visuals communicate
accurately and why they think so. Let them list common visuals used in their locality,
when they are used and for what purpose. They can mention some uses such as:
advertisement, creating awareness, warning, to educate, during festive seasons, elections
period, vaccination drives etc. Ask them to discuss what they think about visuals as a
way of sending messages in comparison to words. Allow learners time to report their
discussion to the class. Let them correct each other’s work through peer assessment.
Guide the class presentation and give your input to supplement their responses.
131
3. Now turn to Activity 2: Read and interpret and ask the learners to study the picture
in the story in the Learner’s Book and say if the picture relates to the story, giving
reasons. Group the learners and ask them to read the passage in turns and respond
to the questions below the passage. Integrity is enhanced as learners discuss the evils
of destroying forests.
4. By referring learners to Activity 3: Draw and show, group the learners and let them
tackle the activity. Move around the groups, assessing how learners are cooperating
in groups and ensuring that there is active participation of individual learners in each
group. Allow learners to present their work in class and encourage peer assessment as
they correct each other’s work. Environmental conservation is enhanced as learners
create visuals on natural resources.
5. Under Check your vocabulary, ask learners while in pairs to say the meaning of the
words and phrases in the table as they are used in the passage, ‘The enemies of our
forest’ that the learners read in Activity 2. Assess their understanding of the passage
by the meanings of the words they provide. They will be required to look up their
meanings from dictionaries, junior encyclopaedia or search from the internet and
use the words and phrases to construct sentences. Learners should then share the
sentences in class as they peer assess each other’s work. Guide and correct the learners
where necessary. Collect learners’ notebooks for marking and prepare feedback.
6. Refer learners to Activity 4: Study and write. While in groups, allow learners to
study the picture in the Learner’s Book and say what story the pictures tell. Using
the introduction provided in the Learner’s Book, ask them to individually write an
interesting story about the pictures. Let the learners share their stories in class as
they correct each other. Through peer assessment, let them choose the best story
that matches the pictures.
7. In the Find out section, ask the learners to work in groups and using magazines,
books or digital devices, find and collect pictures, photographs, billboards or signs
that carry special messages on national symbols. Ask them to write the message they
carry. Share your findings with the class. Let them interpret the message carried in
the visuals they have collected. Citizenship and patriotism are enhanced as learners
discuss national symbols such as the national flag and currency.
8. Conclude the sub strand by referring the learners to the Further activity section. Ask
them to work in groups and think of a poster that would campaign for ‘preservation of
forests’. Ask them to draw and colour the poster. They can do this activity in school or
you can guide them to do it at home with the help of their parents or guardians. Using
a digital device, let them design the poster and share it online through WhatsApp.
Finally, ask them to mount the poster on the community noticeboard. Digital literacy
is enhanced as learners search for different types of information conveyed through
visuals.
132
Suggestions on developing competency-based tasks
Develop tasks that enable learners to distinguish between poems and other literary
genres. e tasks should be appropriate for the level of the learners. Give learners
a chance to recite poems that will give them an insight on the theme (Natural
Resources-Forests) for enjoyment.
Suggested assessment tools
1. Oral questions
Based on Activity 1, assess the learners’ ability to identify types of information conveyed
in visuals for comprehension.
2. Portfolio
Learners to put the drawn and corrected visuals in their portfolio.
C. Grammar in use
Word classes: Personal and possessive pronouns
Suggested time: 2 lessons Learner’s Book pages 77-81
Speciﬁc learning outcomes
By the end of the sub strand, the learner should be able to:
(a) distinguish between personal and possessive pronouns in sentences.
(b) use personal and possessive pronouns in sentences appropriately.
(c) appreciate the value of proper use of pronouns.
Key inquiry questions
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 – enhanced by the correct use of pronouns.
Pertinent and Contemporary Issues (PCIs)
Social cohesion – enhanced as learners use personal pronouns to refer to people in the
class.
Values
Respect – enhanced as learners use pronouns to construct sentences to refer to others
in class.
Link to other subjects
Computer sciences: Digital skills are enhanced as learners refer to print and non-print
materials to search for personal pronouns.
133
Instructions to facilitate differentiated learning
Allow the time takers to have enough time to complete the practice activity tasks and
give them personalised attention so that they can identify and use the personal and
possessive pronouns. For the gied and talented learners, develop more exercises
related to the target pronouns.
Suggestions on facilitating learners with special needs
Ensure that learners with physical impairment whose hands may be aected are given
more time to complete their written tasks as outlined in the Learner’s Book.
Suggested parental empowerment and engagement
Parents or guardians to provide magazines or digital devices to help the learner to collect
pictures, photographs, billboards or signs.
Suggested assessment methods
• oral presentations • written tests • discussions
Suggested learning resources
• Learner’s Book • digital devices • charts
Additional information for the teacher and preparation of learning resources
Read and research widely on personal and possessive pronouns prior to the lesson. Make
a chart of personal and possessive pronouns. Prepare some sentences using personal and
possessive pronouns in a separate chart using the personal and the possessive pronouns
you had in the previous chart. Label them as Chart A (with personal and possessive
pronouns only) and Chart B (with sentences with personal and possessive pronouns).
Suggested learning experiences
1. Introduce the sub strand by asking learners to read the words in Chart A that you
will display in class. Now, display Chart B and allow volunteers to read the sentences
on the chart. Ensure the personal and possessive pronouns are underlined in the
sentences on Chart B. After the learners read the pronouns, ask what they have
noticed about the underlined words and how they have been used.
2. Refer learners to Activity 1: Pick out and say. Ask them to pair and read the sentences
and pick out the words that stand for nouns. Prompt them to identify the nouns that
those words stand for. Ask the learners to use the words they picked to make sentences
about their classmates. Social cohesion and respect are enhanced as learners make
sentences referring to their classmates. Give them time to report their answers to
the class. Communication is enhanced as learners use pronouns correctly in the
sentences they construct. Encourage peer assessment as learners share and correct
each other’s work in class.
3. Guide learners through the Grammar tips and help them understand what personal
pronouns are, some examples and how they are used appropriately in sentences.
134
Ask them to suggest more examples and use them in oral sentences. Assess the
sentences and correct where necessary.
4. Turn the learners’ attention to Practice Activity 1 in the Learner’s Book and tackle
the activity individually. Ask the learners to construct sentences using the pronouns
they have picked out. Collect the learners’ books to assess the appropriateness and
correctness of the sentences.
5. Turn the learners’ attention to Activity 2: Read and pick. In their pairs, ask the learners
to read the paragraph and pick out words that show belonging to in the paragraph.
Guide them to re-read the paragraph, replacing the words they have picked with
appropriate nouns. Remind them to use apostrophes to show possession or ownership.
6. By referring to the Grammar tips section, explain to the learners what possessive
pronouns are, give some examples and explain how they are used appropriately in
sentences. Ask them to suggest more examples and use them in oral sentences. Assess
the correctness of the sentences and correct where necessary.
7. Ask learners to turn to Practice Activity 2 in the Learner’s Book and tackle the activity
while in groups. Allow learners to discuss and correct each other’s answers as a class
through peer assessment. Guide and correct accordingly.
8. Ask the learners to turn to the Find out section and ask them to work with a friend on
the activity. Ask them to use old newspapers and magazines and check how pronouns
have been used. They should then copy any ten sentences that have used pronouns.
Tell them to discuss how the pronouns have made the text read better. Learners can
do this activity under your guidance or with the help of a parent or guardian.
9. Conclude the sub strand by asking learners to tackle the Further activity, where they
will be required to use offline and online sources and read more about personal and
possessive pronouns while in groups. Digital skills are enhanced as learners refer to
print and non-print materials to search for personal and possessive pronouns. Guide
them to draw a chart on personal and possessive pronouns similar to the one in the
Learner’s Book. Let them pin the chart on the class wall for future reference.
They can also use the Assess yourself section to self-asses their own progress.
Possible answers to Practice Activity 1
1. its, our 2. I, my 3. They 4. he, she, it 5. He 6. It 7. She
Open ended for sentences written. Ensure they are grammatically correct
Possible answers to Practice Activity 2
1. a. mine b. his c. yours d. theirs e. hers f. its
2. her, their, they, his, them, we, its, our, us
3.
Personal pronouns Possessive pronouns
her, we, they, us, them their, his, our, its
4. Open ended (Sentences should be grammatically correct and logical.)
135
Suggestions on developing competency-based tasks
Develop tasks that will enable learners to distinguish and use personal and possessive
pronouns in sentences. e tasks to cater for both time takers and gied learners.
Suggested assessment tools
1. Written assessments
Refer to Practice Activity 1 and Practice Activity 2 in the Learner’s Book. Let
the learners write their answers as you assess their ability to identify personal and
possessive pronouns.
2. Observation schedule
Learner’s name _________________________________________________
Observable behaviour (competencies) Yes No Comment
Ability to distinguish between personal
and possessive pronouns in sentences
Ability to use personal and possessive
pronouns in sentences appropriately
Remarks/Feedback to the learner
Learner’s signature ___________________ Teacher’s signature _________________
D. Reading
Intensive reading: Characters in class readers
Suggested time: 2 lessons Learner’s Book pages 81-82
Speciﬁc learning outcomes
By the end of the sub strand, the learner should be able to:
(a) identify minor characters in a class reader.
(b) discuss the relationships between dierent minor characters in the class reader.
(c) appreciate the place of minor characters in the class reader.
Key inquiry questions
1. How can you tell the difference between a main and a minor character in a story?
2. How would you describe the behaviour of your classmates?
Core competencies to be developed
• Critical thinking – linking the relationship between characters in the class reader
enhances the learner’s ability to link various issues.
• Collaboration – enhanced through hot-seating dierent minor characters to bring
out their relationships.
Pertinent and Contemporary Issues (PCIs)
Citizenship – enhanced as learners discuss the character traits and relationship of
some of the characters in the text read.
136
Values
Social justice – developed as learners discuss in groups the relationship between
characters.
Link to other subjects
Performing Arts uses hot seating for the actors to internalise their roles.
Instructions to facilitate differentiated learning
Under Activity 3 in the Learner’s Book, ensure you give time takers more time and
specialised attention as they may need more support in identifying and discussing of
minor characters. For the talented learners, ensure they hot-seat a minor character and
how their actions aect their situations.
Suggestions on facilitating learners with special needs
Under Activity 3 in the Learner’s Book, ensure other learners are more patient with
those with speech impairment as they take their turns in hot-seating activity.
Suggested parental empowerment and engagement
Parents or guardians to help learners access the internet while tackling the Find out
activity.
Suggested assessment methods
• peer assessment • oral presentations • observation
Suggested learning resources
• Learner’s Book • class reader • digital devices
Additional information for the teacher and preparation of learning
resources
Before handling this sub strand, you are advised to select grade suitable class readers
which the learners will use. Select one that will meet the suggested learning outcomes,
preferably one with pictures depicting the characters’ roles. Prepare a short story
that you will photocopy and distribute to the learners as they tackle Activity 2 in the
Learner’s Book.
Suggested learning experiences
1. Introduce the sub strand by asking learners to mention roles that characters play in
stories. Challenge them to mention some of their favourite characters in some of the
fictional works they have read before. Check if they can tell whether the characters
are major or minor, giving reasons why.
2. Refer learners to Activity 1: Remember and tell. Ask the learners to mention a
story they have read or been told, and retell the story to the class. Ask them to
mention the main character and two other characters in the story. Let them discuss
as a class how the characters’ roles affect the flow of the story. Ask volunteers to
tell the class why they enjoyed reading that particular story. Assess the learners’
responses as you guide and correct accordingly.
137
Critical thinking is enhanced as the learners link the relationship of the characters
in the class reader.
3. Turn the learners’ attention to Activity 2: Read and discuss. Group the learners and
ask them to read the story you will provide and retell it in their own words in their
respective groups. Give them a story you prepared beforehand for them to read.
Ask them to retell the story they read to the class. Ask them to list the characters in
the story they have read. Let them identify the main characters and minor characters
in the story. Ask them to discuss how the characters relate to each other to build the
story. Citizenship is developed as they discuss the character traits and relationship
of some of the characters in the text read. Ask them to mention the character they
admire most and the reason for their choice. Now let them report their findings to the
class. Allow for peer assessment as learners correct each other. Give your comments
after their presentations.
4. Refer learners to Activity 3: Refer to your class reader. Turn their attention to the
class reader. Guide them to read one chapter in groups. Ask them to list down all the
characters they have read in the chapter. Let them identify the main character and the
minor characters in the chapter they have read. Let them discuss how the characters
relate to each other to build the story. Collaboration is enhanced through hot seating
different minor characters to bring out their relationships. Ask them to identify and
mention actions that affect their situations. Tell them to mention the character they
admire most and say why. As learners share their responses, peer assessment will be
developed as they correct each other.
5. Ask learners to turn to the Find out section and with your help, that of a parent or
guardian, ask the learners to use the internet or books to search for words used to
describe the relationship between characters in stories. They should then make a list
of those words and share with the class. Ask the class to review (peer assessment) the
words presented and make a final list. Let them pin it on the classroom wall.
6. Conclude the sub strand by asking the learners to turn to the Further activity and
tackle it in groups. Ask them to search online or offline for a suitable story (they
can seek your help or a parent’s if need be). Ask them to read a chapter of the story
they have found. Let them analyse how the minor characters help to develop the
storyline. Ask them to use the words they learnt in the Find out section to describe
the relationship of the characters according to their roles in the story. Social justice
is developed as learners discuss the relationship between characters in groups.
Suggestions on developing competency-based tasks
Develop tasks that will enable learners to discuss the relationship between dierent
minor characters in the class readers and in any other storybook or text they will come
across. Ensure the tasks cater for multi-ability learners.
138
Suggested assessment tools
1. Oral questions
Based on Activity 3 in Learner’s Book, assess the learners’ ability to identify minor
characters in a class reader.
2. Assessment rubric
Learner’s name _________________________________________________
Indicators Exceeds
expectations
Meets
expectations
Approaches
expectations
Below
expectations
Ability to identify and
discuss the role of
minor characters in a
class reader
Ability to discuss the
relationship between
dierent minor
characters in the class
reader
Teacher’s name __________________ Signature ___________ Date ____________
E. Writing
Composition writing: Writing process
Suggested time: 2 lessons Learner’s Book pages 82-84
Speciﬁc learning outcomes
By the end of the sub strand, the learner should be able to:
(a) outline the steps in the writing process.
(b) write a narrative composition following the writing process.
(c) acknowledge the role of writing uency in communication.
Key inquiry questions
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 – developed as learners share compositions using a digital device for
their peer to review.
• Creativity and imagination – 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 – addressed by the narrative compositions on natural
resources.
139
Values
Responsibility – enhanced as learners practise writing on natural resources. ey learn
how to conserve natural resources.
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.
Instructions to facilitate differentiated learning
Allow talented learners to continue writing an interesting story like the one given
under Activity 1 in the Learner’s Book to avoid boredom. For time takers, allow them
ample time to complete writing their compositions under Activity 3.
Suggestions on facilitating learners with special needs
Ensure that all learners are patient with others that may have speech impairment while
discussing Activity 1 and 2 in the Learner’s Book. ey must give such learners time to
give their input.
Suggested parental empowerment and engagement
Parents or guardians to provide digital devices for the learners to share their written
compositions via email or WhatsApp.
Suggested assessment methods
• oral presentations • portfolio • written assessment • peer assessment
Suggested learning resources
• Learner’s Book • sample compositions • digital devices
Additional information for the teacher and preparation of learning resources
Before the lessons, collect samples of the best compositions from the class, higher
grades or the internet. You will use these compositions to show parts of a well-written
composition. Ensure the compositions you collect meet the threshold of the intended
learning outcomes.
Suggested learning experiences
1. Introduce the sub strand by asking the learners the key inquiry questions. Allow for
volunteer responses and especially from the shy learners. Listen to their responses
and guide them accordingly on the qualities that make a composition interesting.
Summarise their responses by mentioning that a plan is very vital in order to write
all intended ideas systematically.
2. Refer the learners to Activity 1: Read and tell. Pair the learners and ask them to discuss
what makes a composition interesting. Ask them to read the sample composition in the
Learner’s Book, discuss and list down the features that make the sample outstanding.
140
Let them discuss as a class, the steps they think the writer followed in writing the
composition. Select a few learners to report their discussions to the class. Through
observation and oral presentation, assess learners’ ability to identify features that
make a composition interesting. Take the learners through the Language tips on the
writing process.
3. Turn the learners’ attention to Activity 2: Plan and write in the Learner’s Book. In
their groups, ask learners to imagine and discuss a composition on ‘Our school
tree-planting day’. Tell them to use the ideas given in Activity 2 to brainstorm and
plan for the introduction, body and the conclusion of the composition. Creativity
and imagination is developed as the learners mind-map on the ideas to be written
in the narrative composition using the writing process.
4. Ask them to individually write the composition. Remind them to choose and use
relevant vocabulary and to make the composition interesting. Tell them to revise
their work on completion for any errors. Allow them time to exchange their books
and review each other’s work. After reviewing, ask them to discuss and pick out the
best written compositions. Let them present the chosen compositions to the class. As
a class, ask them to now peer assess and pick the best composition among the ones
chosen. Let them pin it on the class for future reference.
5. In the Find out section, ask the learners to watch and listen keenly to a video clip
you will play. Ask them to pick any new ideas they learn about the writing process.
Ask them to share their notes with the class. Let them discuss why it is important to
always follow the writing process.
6. Conclude the sub strand by asking learners to turn to the Further activity where
they are guided to work in small groups and use the 5Ws and 1H words to plan a
composition titled, ‘Adventure in the forest’. Responsibility is enhanced as learners
practise writing on natural resources. They learn how to conserve the environment.
Remind them to clearly identify the introduction, body and conclusion and choose the
ideas to write in each part. Environmental conservation is addressed by the narrative
composition on natural resources. Individually, let them write the composition.
Before presenting their work for marking, ask them to proofread and edit where
necessary. Collect the books for marking and prepare feedback. Ask them to share
their compositions via email or WhatsApp with their peers for peer review.
Digital literacy is developed as learners share the compositions for peer review using
digital devices.
They can also use the Assess yourself section to self-asses their own progress.
Suggestions on developing competency-based tasks
Develop tasks that will test the learners’ ability to outline the steps in the writing process
and to identify the parts of a composition.
141
Suggested assessment tools
1. Oral questions
Use the task in Activity 2 in the Learner’s Book to assess the learners’ ability to outline
the steps in the writing process.
2. Portfolio
Learners to keep in their portfolio a clean copy of the corrected composition written
under the Further activity.
142
8: Travel
Learner’s Book pages 85-96
Introduction/background information
e theme will expose learners to information related to travel. e learners will get to
know about travelling, why people travel, how they travel and where they oen travel to.
Remember, travel too has evolved with technology, meaning that not all means of travel
are the same. Learners will get to explore how dierent means of travel, including the
latest innovations such as the Standard Gauge Railway have inuenced travel in Kenya.
As the teacher, you will be required to have adequate information on the theme and nd
out to what extent the learners know about travel by allowing them to share their own
experiences and that of their family members regarding travel.
rough the strands, the learner will be introduced to the vocabulary and language
structures related to the theme. In Listening and speaking, the learner will be guided
to listen to explanatory narratives and appreciate the importance of listening keenly.
In Reading, the learner will be exposed to a variety of poems so as to learn how to
pick out the main ideas and details from such poems. ey will also be exposed to
human characters in poetry, their traits and their role. Under Grammar in use, learners
will be introduced to simple prepositions, their types and use as well as appreciate the
importance of prepositions in both written and spoken communication. In Writing,
learners will be guided to explore how they can assess their own writing and that of
their peers.
A. Listening and speaking
Listening comprehension: Explanatory narratives
Suggested time: 1 lesson Learners’ Book pages 85-87
Speciﬁc learning outcomes
By the end of the sub strand, the learner should be able to:
(a) identify the characters and moral lessons in explanatory narratives.
(b) sequence the events in explanatory narratives.
(c) explain the moral lessons in an explanatory narrative.
(d) acknowledge the importance of listening comprehension in communication.
Key inquiry questions
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 – developed as learners manipulate digital devices and use them to
create stories and share them with others.
143
• Communication and collaboration – speaking clearly and eectively as learners
dramatise 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 relate them to real life, thereby becoming better citizens.
Link to other subjects
• Social studies also emphasises the application of moral lessons.
• Performing Arts also employs role-playing narratives in performances.
Instructions to facilitate differentiated learning
Allow the time takers more time to retell the narrative sequencing the events correctly
as heard from the audio clip you will play in class under Activity 1 in the Learner’s
Book. For the talented learners, ensure they give more than one moral lesson and relate
the lessons to their lives.
Suggestions on facilitating learners with special needs
Ensure that learners with hearing impairment are placed close to the audio device
when listening to the audio text under Activity 1 in the Learner’s Book.
Suggested parental empowerment and engagement
Parents or guardians to help learners record themselves dramatising the explanatory
narratives they come up with. ey will also help them to share the narratives via social
media platforms such as WhatsApp.
Suggested assessment methods
• oral questions • observation • peer assessment
Suggested learning resources
• audio player and recorder (mobile phone, computer, tablet)
• Learner’s Book
Additional information for the teacher and preparation of learning
resources
Prior to the lesson, ask learners to nd out from their family members or older members
of the community of any explanatory narratives (especially those related to the theme)
told in their communities. Let them know that they will get an opportunity to narrate
those tales in class. Ensure that you prepare the Accompanying Digital Media to be used
in the lesson in advance by checking that the equipment works and the audio plays at
the right speed and volume. Encourage all learners to take part in the discussions and
to peer assess each other’s work with respect.
144
Suggested learning experiences
1. Introduce the sub strand by asking learners the key inquiry questions: How can you
learn from a narrative? Why do people tell narratives? What are the functions of oral
narratives?. Considering they have been learning about narratives in the previous
units, encourage learners to answer the questions confidently and correctly. Let as
many learners speak and encourage them to respect each other’s answers for there
is no one right answer. Create a friendly environment for the lesson to encourage
attentive listening and optimise participation.
2. Refer learners to Activity 1: Listen and identify, in the Learner’s Book. Ask the
learners to describe what they see can in the picture and guess what story it tells. Let
learners give their varied guesses as you observe and assess them. Prepare the learners
to listen to an audio recording of the narrative: Why dogs chase vehicles. Play the
recording from the Accompanying Digital Media, promoting digital citizenship.
In case you are not able to play the recording, read the narrative as written out in
the Learner’s Book. Vary your tone, facial expressions and use gestures as you read.
Ensure you are audible enough to reach learners with hearing impairment. Use the
oral questions given in the Learner’s Book to assess the learners’ ability to listen
attentively and their level of comprehension. As learners retell the story, observe their
ability to sequence all the events correctly. Through peer assessment, let them correct
each other with respect. Encourage learners to narrate other explanatory narratives
from their communities then hold a discussion on how these narratives relate to their
own real life and the lessons drawn from them, cultivating the value of patriotism.
Guide the class to discuss the importance of listening keenly. Emphasise on the need
to listen keenly beyond the classroom. Use the Language tips given in the Learner’s
Book to guide learners further on explanatory narratives.
3. Refer learners to Activity 2: Role-play. Guide learners to group themselves then
let them collaborate to act out the narrative. Give them an opportunity to present
their work to the class as others assess them. Applaud them as communication and
collaboration is enhanced through this activity.
4. Guide learners to pair and tackle the Find out section, which can be both an online
or offline activity. The learners can either do the activity in school or guide them to
do it at home with guidance from their parents or guardians. You may group them as
per where they live so that they can work together easily. Guide them in ensuring they
get and read, watch or listen to the narratives and share their lessons with the class.
5. Refer learners to the Further activity. Guide learners to work in groups to create
their own explanatory narratives related to the theme or a current issue in society. As
learners dramatise and record their narratives, digital literacy is enhanced.
6. Conclude the sub strand by asking learners to recap what they have learnt about
explanatory narratives.
145
Suggestions on developing competency-based tasks
Develop tasks that enable learners to identify the characters and moral lessons in
explanatory narratives and sequence the events in such narratives. e tasks to cater
for multi-ability learners.
Suggested assessment tools
1. Oral assessment
Use oral assessment to test the learners’ ability to identify the characters and moral
lessons in explanatory narratives, sequence events in explanatory narratives and explain
the morals in the stories.
2. Checklist
Learner’s name _________________________________________________
Indicators Exceeds
expectations
Meets
expectations
Approaches
expectations
Below
expectations
Ability to identify the
characters and moral
lessons in explanatory
narratives
Sequence the events in
explanatory narratives
Ability to explain the
moral lessons in an
explanatory narrative
Teacher’s name ___________________ Signature __________ Date ____________
B. Reading
Intensive reading
Suggested time: 2 lessons Learner’s Book pages 87-91
Speciﬁc learning outcomes
By the end of the sub strand, the learner should be able to:
(a) distinguish main ideas from supporting details from poems.
(b) use contextual clues to infer the meaning of words and phrases in a text.
(c) make connections between events in a poem and real life.
(d) summarise events in a poem.
(e) answer direct and inferential questions from poems.
(f) acknowledge the role of reading comprehension in lifelong learning.
Key inquiry questions
1. How can you identify the subject in a poem?
2. How are poems similar to songs?
146
Core competencies to be developed
• Digital literacy – enhanced as learners create word puzzles and share them online
using digital devices.
• Critical thinking and problem-solving – 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.
Instructions to facilitate differentiated learning
Under Activity 2 in the Learner’s Book, allow the time takers more time when they are
summarising the poem orally. Under the Comprehension check in the Learner’s Book,
ensure the talented learners provide more supporting details of the main idea they will
write about the poem they read in Activity 2.
Suggestions on facilitating learners with special needs
Ensure that all learners are patient with learners that have speech impairment while
reciting the poem under Activity 2 in the Learner’s Book.
Suggested parental empowerment and engagement
Parents or guardians to help learners search online for more poems on travel. ey will
also help learners share their crossword puzzles online.
Suggested assessment methods
• oral questions
• written assessments
• observation schedules
• peer assessment
Suggested learning resources
• printouts • pictures • digital devices • Learner’s Book
Additional information for the teacher and preparation of learning
resources
Remind learners what it means to read for the main idea and to read for details. Let
them appreciate poetry as a tool of communication and ask them oral questions to jog
their minds on the dierence between poetry and other literary genres since they have
learnt this in earlier units. Facilitate and allow free and open discussions during these
lessons. Collect a number of poems prior to the lesson. Encourage learners to enjoy
reciting and composing poems. Ensure you have prepared in advance digital devices for
research and recording as needed in the sub strand.
147
Suggested learning experiences
1. Introduce this sub strand by asking learners to say what they know as the difference
between poems and songs as well as poems and stories or other genres. As the learners
share their opinions, encourage them to respect each other’s views as you observe
and assess how much they know. Let them also share how poems pass a message.
2. Refer learners to the Think and share section in the Learner’s Book. Let them share
what they remember about reading for the main idea and reading for details. Building
from what they know, discuss with learners the meaning of reading for interpretation
and evaluation as guided in the Learner’s Book under Language tips. Guide your
learners accordingly.
3. Refer learners to Activity 1: Recite and answer. Ask the learners to pair, read and
recite the short poem given in the Learner’s Book. Let them then retell the poem as
you go round assessing their comprehension. Guide the learners to freely discuss
the main idea and supporting details in the poem. Use the questions given in the
Learner’s Book as you correct them where necessary.
4. Refer learners to Activity 2: Read and discuss. Ask learners to recite the poem then
use the oral questions given in the Learner’s Book to highlight various issues raised
in the poem. As learners work in groups, peace is enhanced. Let the learners report
their work to the class as you assess their level of comprehension depending on how
well they answer the questions. Hold a class discussion on why learners should read
a variety of poems regularly. This will make them appreciate and acknowledge the
role of reading comprehension in lifelong learning.
5. Ask learners to tackle the Comprehension check exercise individually by writing
their answers in full sentences. This gives them an opportunity to self-assess
themselves and as they submit their work, you may use a rating scale to assess
their comprehension.
6. Next, let the learners pair and turn to the Check your vocabulary section. Ask them to
infer meanings of the words given then use the words to complete the sentences given.
As learners share their answers, let them peer-assess each other’s work and correct
one another where necessary. As learners add the new words to their vocabulary
bank, encourage them to use them in both written and oral communication.
7. Turn the learners’ attention to the Find out section. Ask the learners to group
themselves to either do the activity in school under your guidance or at home with
guidance from their parents or guardians. Ask them to share what they learn from
the three poems with the class.
8. Refer learners to Further activity and in their groups, let them create word-search
puzzles. Guide them accordingly. With your help or that of their parents or guardians,
let them share the puzzles online. This exploits digital literacy.
9. Conclude the sub strand by making the learners appreciate the importance of poetry
as a tool of communication. From what they have learnt, help them to demystify the
myth that poetry is hard.
148
Answers to the Comprehension check
1. Nairobi to Mombasa
2. Open ended. For example, the poem is about a travelling experience using a train.
3. Open ended. For example “The railway station is miles and miles away.” “I hear the
engine steaming from afar.” “Thank you Madaraka Express, for fulfilling my dream.”
4. Open ended
5. Open ended. For example, the father taking a nap, a mother pushing a pile of bags,
a lady in heels, etc
6. Open ended
7. Open ended
8. Open ended
9. Open ended
10. Open ended
Suggestions on developing competency-based tasks
Assign learners tasks that enable them to distinguish main ideas from supporting details
in poems, use contextual clues to infer meaning of words and phrases in a text. Give
learners a chance to recite poems that will give them an insight on the theme (travel).
e tasks to cater for both time takers and talented learners.
Suggested assessment tools
1. Written assessment
Use written assessment under Comprehension check in the Learner’s Book.
2. Assessment rubric
Learner’s name _________________________________________________
Indicators Exceeds
expectations
Meets
expectations
Approaches
expectations
Below
expectations
Ability to distinguish
main ideas from
supporting details from
poems
Ability to use contextual
clues to infer the
meanings of words and
phrases in a text
Ability to make
connections between
events in a poem and
real life
149
Ability to summarise
events in a poem
Ability to answer
direct and inferential
questions from poems
Teacher’s name __________________ Signature __________ Date _____________
C. Grammar in use
Word classes: Simple prepositions
Suggested time: 2 lessons Learner’s Book pages 91-93
Speciﬁc learning outcomes
By the end of the sub strand, the learner should be able to:
(a) identify dierent types of prepositions.
(b) use prepositions in sentences.
(c) attest to the importance of well-formed sentences in communication.
Key inquiry questions
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  enhanced as learners speak clearly and eectively
during dramatisation 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.
Links to other subjects
Languages like French, German, Arabic, and Kiswahili have prepositions as an area of
study.
Instructions to facilitate differentiated learning
Ask the talented learners to type the crossword puzzle on a digital device aer they
nish drawing the puzzle on a chart under the Further activity in the Learner’s Book.
For the time takers, allow them more time to rst draw the crossword puzzle on a
chart before they can type it on a digital device.
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Suggestions on facilitating learners with special needs
Ensure learners with visual impairment sit in a position where they can see information
in the digital devices or print materials without strain while doing the Find out activity
in the Learner’s Book.
Suggested parental empowerment and engagement
Parents or guardians to help learners type crossword puzzles on digital devices and
share them online.
Suggested assessment methods
• oral questions • written assessments • peer assessment
Suggested learning resources
• newspaper cuttings and
printouts
• pictures and posters
• digital devices
• Learner’s Book
Additional information for the teacher and preparation of learning resources
Prior to the lesson, read more about prepositions and pick relevant examples to use
in class. You may also get relevant pictures or games that can be used to introduce the
lesson. Guide learners to identify the dierent types of prepositions and use them in
sentences correctly. rough the games and tasks given in the Learner’s Book, present
the learners with opportunities to identify a variety of prepositions and group them
according to their types. You can give gied or talented learners extra written exercises
or remedial tasks to the time-takers. Ask learners prior to the Find out section to get
two texts from old newspapers or magazines to use for the activity.
Suggested learning experiences
1. Introduce the sub strand by showing learners pictures you prepared beforehand on
simple prepositions. Ask learners to make oral sentences using the pictures. They
may also play games such as catch the ball so that each can use a preposition they
know to construct a sentence.
2. Refer learners to Activity: Look and create. Let the learners look at the picture and
in pairs tell what they can see. Ask them to use the words in the box to make as
many written sentences as possible related to the picture. Observe and assess the
learners’ level of knowledge on prepositions as they read their sentences to the class.
As learners work in pairs, unity is cultivated.
3. Guide learners to turn to the Grammar tips given in the Learner’s Book and guide
them accordingly on the types of prepositions. Add the notes you prepared before
the lesson and encourage learners to draw their own examples from contexts.
4. Ask learners to turn to the Practice activity in the Learner’s Book. Guide the learners
to tackle the first activity individually to enable themselves self-assess. From the
substitution table, create a rating scale and use it to check the learners’ mastery
of the concept of using simple prepositions in writing sentences. Learners can then
tackle number 2 and 3 in pairs or still individually.
5. Refer learners to the Find out section and let them, in groups, use old newspapers to
get stories on travel. They may also take out the texts they had got prior to the activity.
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Follow up on this section to ensure that learners pick out all the prepositions and
categorise them correctly. As learners share their work and give each other feedback,
carry out the discussion on the importance of prepositions in enhancing meaning.
Social cohesion is enhanced as learners work in groups and cohesively as they give
each other feedback.
6. Conclude the sub strand by referring learners to the Further activity. Encourage
learners to form crossword puzzles on charts and share them with the class to solve.
Encourage learners to type the puzzles on digital devices and share them with the
help of parents or guardians. Let them assess themselves (peer assessment) and share
with the rest of the class where they face challenges. Working together to create the
crossword puzzles enhances collaboration and communication while digital literacy
is developed as learners use digital devices.
They can also use the Assess yourself section to self-asses their own progress.
Possible answers to the Practice Activity
1. Open ended. Some sample sentences from the substitution table:
a. We went across the bridge to access the park.
b. The ambulance was driven by the driver on call.
c. The children walked towards the assembly point when the bell rang.
d. The principal wrote the directions with a pointed pen.
e. Did the ship sail along the coast the whole night?
2. Prepositions used in the passage: by, into, along, from, behind, with, at, beside, over,
in and on.
3. Open ended. Expect correct answers such as the ones in the table below.
Type of preposition Sentences
Preposition of agency e trip was a big surprise organised by our parents.
Preposition of
instrument
Father locked the boot with his key and our journey
resumed.
Preposition of
direction
One motorist behind us kept hooting until Father had to
stop by the roadside.
Suggestions on developing competency-based tasks
Develop tasks that enable learners to identify dierent types of prepositions and use
them in sentences. Give learners tasks that range from low order to high order questions
so as to cater for multi-ability learners.
Suggested assessment tool
Written assessment
Use written assessment for Practice Activity to check the learner’s ability to identify
prepositions and use them in sentences.
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D. Reading
Intensive reading: Poetry
Suggested time: 2 lessons Learner’s Book pages 94-95
Speciﬁc learning outcomes
By the end of the sub strand, the learner should be able to:
(a) identify the human characters in a set of poems.
(b) use adjectives to describe the traits of human characters in a set of poems.
(c) appreciate the importance of human characters in poetry.
Key inquiry questions
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  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 – 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.
Links to other subjects
• All languages: French, German, Arabic and Chinese have poetry as a genre of
literature.
• Performing arts: role-playing involves performance.
Instructions to facilitate differentiated learning
As learners engage in the Find out activity in the Learner’s Book, ensure the talented
learners use more than two adjectives to describe each character in the poems they read.
For the time takers, give them more time to get at least two adjectives that describe each
human character they identied in Activity 2 of the Learner’s Book.
Suggestions on facilitating learners with special needs
Ensure that learners with hearing impairment are placed close to the audio device
when listening to the recorded role plays under Activity 1 in the Learner’s Book.
Suggested parental empowerment and engagement
Parents or guardians to help learners access a variety of poems from the internet.
153
Suggested assessment methods
• oral questions
• written assessments
• peer assessment
• observation schedule
Suggested learning resources
• Learner’s Book
• printouts
• pictures
• posters
• digital devices
Additional information for the teacher and preparation of learning resources
As learnt from the previous Reading section, learners need to appreciate poetry as a
tool of communication. Just like other genres, poems too can have human characters.
Build the concept from stories so that learners can easily relate to how to describe
human characters in poems.
Facilitate and allow free and open discussions during these lessons. Encourage
learners to enjoy reciting poems. Ensure you have prepared recording digital devices
in advance. Also prepare a collection of poems to use in class.
Suggested learning experiences
1. Introduce this sub strand by asking learners to talk about stories they read recently.
Pick on one of those stories (ensure it has human characters) and guide learners
into identifying the human characters in the story as well as describing at least one
of those characters. Use this to assess the learners’ level of knowledge on the subject.
2. Refer learners to Activity 1: Read and role-play. Guide the learners to read and recite
the poem The long road trip in groups. Go round observing and assessing how
the learners are pronouncing the words while doing the recitation. Use observation
schedules. Let the learners then take different roles of given characters in the poem
and role-play the poem. Help learners to record their role plays then play them to
the class. You may alternatively give the learners a chance to present their work to
the class as they peer-assess each other’s work. Ensure that all learners participate
including the physically impaired and all have fun for poetry should be enjoyed.
3. Ask learners to turn to Activity 2: Discuss and present. Let them use the same groups
from the earlier Activity and read the poem one more time then discuss the questions
given. As learners work in groups, peace is enhanced. Encourage them to participate
fully, cultivating communication and collaboration. Go round observing if learners
can identify and describe the human characters in the poem as well as relate them
to their own real life enhancing social cohesion and learning to learn. As learners
present their work to the class, guide them to have a lively discussion on how human
characters in the poem and in poems generally relate to their own life, cultivating
the value of peace and love. Let the learners assess each other’s answers and agree on
correct answers while respecting different opinions.
4. In the Find out section, let the learners pair and get the poems with human characters
from books or the internet. They may do this either in school under your guidance
154
or at home with guidance from their parents or guardians. Give them a chance to
share their work with the class. Encourage the learners to form a habit of reading and
reciting poems for enjoyment.
5. Refer learners to Further activity and encourage them to write on sticky notes the
adjectives used to describe human characters in poetry. They may also make a chart
and pin it on the classroom wall for reference. As you encourage learners to help their
peers in describing human characters in various poems, encourage them to also pick
new poems and use the adjectives learnt to self-assess themselves. For example, they
can check how correctly they pick the right words to describe given human characters
in a specific poem.
6. Conclude the sub strand by helping the learners appreciate the importance of poetry
as a tool of communication. Help them to demystify the myth that poetry is hard.
They can also use the Assess yourself section to self-asses their own progress.
Suggestions on developing competency-based tasks
Design and assign the learners tasks that enable them to identify the human characters
in a set of poems. Ensure the tasks are suitable for the level of learners and they are tasks
that learners can associate with in real life.
Suggested assessment tool
Observation schedule
Learner’s name _________________________________________________
Observable behaviour (competencies) Ye s No Comment
Ability to identify the human characters in a set of poems
Ability to use adjectives to describe the traits of human
characters in a set of poems
Remarks/Feedback to the learner
Learner’s signature
Teacher’s signature
E. Writing
Composition writing: Self-assessment
Suggested time: 2 lessons Learner’s Book pages 95-96
Speciﬁc learning outcomes
By the end of the sub strand, the learner should be able to:
(a) identify steps involved in the assessment of narrative compositions.
(b) write narrative compositions and assess the introduction, body and conclusion.
(c) appreciate the importance of assessment in improving narrative composition
writing.
155
Key inquiry questions
1. Why is it important to assess writing?
2. How can one improve their composition writing skills?
Core competencies to be developed
• Collaboration – enhanced as learners participate actively in the writing activity when
working in pairs, sharing and assessing each other’s narrative compositions.
• Learning to learn – achieved as learners organise their learning while writing and
assessing his or her narrative composition before sharing with peers for assessment.
Pertinent and Contemporary Issues (PCIs)
Peer education – enhanced as learners assess each other’s compositions.
Values
Integrity – 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.
Instructions to facilitate differentiated learning
Under Activity 2 in the Learner’s Book, ensure you give more time to the time takers
who need more support in developing and using a checklist to assess own and others’
work and specialised attention. For the talented learners, ensure they evaluate other’s
work aer they are done evaluating their own work.
Suggestions on facilitating learners with special needs
Ensure learners with visual impairment sit in a position where they can see information
they search for in the digital devices or print materials without strain while doing the
Find out activity in the Learner’s Book.
Suggested parental empowerment and engagement
Parents or guardians to help learners use the internet to check more on aspects of the
self-evaluation checklist.
Suggested assessment methods
• oral questions
• written assessments
• portfolio
• rating scale
• peer assessment
Suggested learning resources
• newspaper cuttings and printouts
• digital devices
• Learner’s Book
Additional information for the teacher and preparation of learning
resources
Give the learners a chance to read their own narrative compositions that they have
written before. Let the class identify the beginning, middle and end of those stories.
156
Let the learners judge on the quality of the work and use this basis to introduce what
self-assessment entails. Remind learners that if they write regularly and keep checking
their own work, they will improve the quality of their composition writing. Ensure the
accompanying digital media to be used in class is available. Pre-watch the video to check
its quality, speed and relevance.
Suggested learning experiences
1. Introduce the sub strand by asking learners the key inquiry questions: a) Why is it
important to assess writing? b) How can one improve their composition writing skills?. Let
the learners discuss freely and give their answers while respecting different opinions.
Pick one learner to read a narrative composition written previously. Let the class
discuss what would be done to improve the composition. Guide learners to what self-
assessment entails and how it can help them improve their own composition writing.
2. Refer learners to Activity 1: Watch and create. Let them watch the video keenly
then develop their own checklists for self-assessment in groups. As learners work
in groups, collaboration is enhanced. Let the learners present their own work to
the class even as you guide them to make one final checklist.
3. Ask learners to turn to Activity 2: Write and evaluate. Guide learners to plan their
own writing and go ahead to write it. Let them use the checklist developed earlier
to self-assess their own work. Encourage learners to be honest and truthful while
assessing their own compositions and later, those of others. This cultivates integrity.
Let the learners pair and assess each other’s work, giving honest reviews. Encourage
everyone to correct his or her work as per the peer assessment then submit the final
work to you. Once you have checked, encourage learners to make a clean copy of
the work and put it in their portfolio for reference. Learning to learn is achieved
as learners organise their writing and self-assess their narrative compositions before
sharing with peers for further assessment. You may use the Language tips given in
the Learner’s Book to guide learners further where needed.
4. Ask learners to turn to the Find out section. In groups, let them search for more
information on checklists offline and online with your help or that of parents and
guardians. Give them an opportunity to share what they learn with the rest of the class.
Allow peer assessment as learners correct each other during the class presentation.
Digital literacy is developed as learners exploit digital media.
5. Refer learners to the Further activity section as you conclude the lesson. Encourage
learners to write regularly, self-assess their work using the checklists and keep a
writing log or journal.
Suggestions on developing competency-based tasks
Develop tasks that enable learners to identify the introduction, body and the conclusion
of a narrative composition. Create tasks that give the learners a chance to think critically
and communicate eectively. ey should cater for multi-ability learners.
157
Suggested assessment tools
1. Written assessment
Use written assignments to test the learner’s ability to write narrative compositions.
2. Portfolio
Guide the learners to keep clean copies of their well-written and corrected compositions
in a portfolio for reference.
158
9: Heroes and Heroines - Kenya
Learner’s Book pages 97-108
Introduction/background information
In this theme, learners will be exposed to information related to people who have made
remarkable deeds for our country. e learners will learn the diverse strides made in
dierent spheres of life as a sacrice and dedication of patriotic sons and daughters of
this great nation. You are therefore required to have adequate information on the theme
and nd out to what extent the learners know about our heroes and heroines. Aid the
learners to know that the fruit of peace, unity, and prosperity we are enjoying today is
as a result of our heroes and heroines’ bravery, love and patriotism. Collect as many
pictures and information about dierent heroes and heroines of Kenya.
rough the sub strands, learners will be introduced to the vocabulary and language
structures related to the theme. In Listening and speaking, learners will be introduced
to sounds /t/, /d/, /l/, /r/, /u/ and long u sound /u:/ and their correct pronunciation.
In Extensive reading, learners will be exposed to grade appropriate ction materials
to read for enjoyment and to help them distinguish them from non-ction materials.
Under Grammar in use, learners will be exposed to conjunctions and, but and or, a
continuation of previous grades. e learner will be expected to make sentences using
the conjunctions correctly. Under Intensive reading, learners will be introduced to a
variety of class readers to read for enjoyment and comprehension. Learners will be
expected to identify the plot, outline the sequence of ideas and the conict in the story. In
Writing, learners will be guided to write narrative compositions with appropriate titles,
logical sequence of ideas, describing the setting and introducing characters vividly.
A. Listening and speaking
Pronunciation: Consonant and vowel sounds
Suggested time: 2 lessons Learner’s Book pages 97-99
Speciﬁc learning outcomes
By the end of the sub strand, the learner should be able to:
(a) articulate correctly the consonant sounds /t/, /d/, /l/, /r/ in words, articulate
correctly vowels /u/ and /u:/ in words.
(b) pronounce words correctly using stress.
(c) distinguish the meaning of words based on stress.
(d) acknowledge the importance of correct pronunciation in oral communication.
Key inquiry questions
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?
159
Core competences to be developed
• Digital literacy – enhanced as learners listen to audio clips and watch videos on
pronunciation.
• Learning to learn – emphasised as learners build on their own experience by
reecting on the target consonant and vowel sounds and identifying those they
struggle with for further practice.
Pertinent and Contemporary Issues (PCIs)
Patriotism and good governance – enhanced as learners sing songs and recite poems
on national heroes and heroines.
Values
• Patriotism – enhanced through poems on nationalism.
• Unity – enhanced in the songs on nationalism.
Link to other subjects
• All subjects focus on pronunciation as a basic skill.
• Performing Arts emphasises clear enunciation in performance.
Instructions to facilitate differentiated learning
As learners practise saying the statements and words with the target sounds
under Activity 1 in the Learner’s Book, give the time takers more time to practise
pronouncing words correctly. For the talented learners, allow them to give more
words with the target sounds and practise saying them aloud.
Suggestions on facilitating learners with special needs
Ensure that learners with hearing impairment are placed close to the audio device
when listening to the audio clip under Activity 2 in the Learner’s Book.
Suggested parental empowerment and engagement
Parents or guardians to provide digital devices for learners to record themselves
pronouncing words.
Suggested assessment methods
• oral questions • peer assessment • discussion
Suggested learning resources
• Learner’s Book • digital devices • charts • word lists
Additional information for the teacher and preparation of learning resources
Let the learners know the importance of proper pronunciation in oral communication.
Be aware that some communities in Kenya have pronunciation challenges due to
mother tongue interference. erefore, be sensitive as you carry out the lessons and
guide learners with diculties accordingly. Prepare a list or a chart of words with the
target sounds to supplement the list the learners will make.
160
Suggested learning experiences
1. Introduce the sub strand by asking learners the key inquiry questions. Encourage
the learners to participate fully for both learning and enjoyment purposes. Create a
relaxed and friendly environment during this session as some learners may be affected
by pronunciation difficulties. You must also ensure that you can pronounce the words
correctly for learners to emulate you.
2. Refer learners to Activity 1: Listen and say. Read to them the statements in the
Learner’s Book. Ask them to practise saying the statements as fast as possible, but
clearly, with their deskmates. Let them list down the words they find difficult to
pronounce. Ask them to re-read the words at a slower speed. Patriotism and good
governance are enhanced as learners read texts on national heroes and heroines. Tell
them to pay attention to the target consonant sounds /t/, /d/, /l/ and /r/. Ask them to
say two other words with sounds, /t/, /d/, /l/ and /r/. Ask them to practise saying the
words correctly. Let the learners discuss as a class why it is important to pronounce
words correctly. Learning to learn is emphasised as learners identify difficult sounds
and practise perfecting them. Make your input to add more information to the
learners’ contributions.
3. Turn the learners’ attention to Activity 2: Listen and recite. Ask them to listen
keenly as you play an audio clip on the poem, A heroine for Mother Earth (from
Accompanying Digital Media). In groups, ask them to recite the poem, pronouncing
the words correctly. Allow them to recite the poem to the class. Let them pick out words
with sounds /t/, /d/, /l/ and /r/ and read them aloud. Digital literacy is enhanced as
learners listen keenly to audio clips to identify target sounds.
4. Now turn to Activity 3: Pick out and say. Pair the learners and ask them to read the
poem in Activity 2 again. Allow them to pick out words with sounds /u/ and /u:/ (long
u). Tell them to fill in the table in the Learner’s Book appropriately with the words
they have picked. Ask them to add three more words to each row in the table and try
reading them correctly. Ask them to share their words with the class and allow them
to peer assess each other’s work. Share more words with the learners to add to their
list. Ask them, as a class, to practise reading words /u/ and /u:/ correctly.
Sound u put, pulled, you, brutality
Sound uh (long u) foot, good
5. Turn the learners’ attention to Activity 4: Play a game. Explain to them how to play
the game, ‘Pick, say and drop’. Move around the groups checking, listening and
guiding them accordingly. Unity is developed as learners play the learning game.
6. Guide learners on how to tackle the Find out section while in pairs. Allow them to use
the dictionary or the internet and look for minimal pairs for words with sounds /t/, /d/,
/l/, /r/, /u/ and /u:/. Ask them to make a table of the words and share it with the class.
Encourage them, as a class, to practise saying the words correctly. Individually, allow
161
them to identify target sounds they have difficulty in pronouncing. Encourage them
to consistently keep on practising their pronunciation for perfection in the long run.
7. Take the learners through Activity 5: Listen and stress. Ask them to listen as you read
the statement in the Learner’s Book. Ask them to say the statements aloud after you.
Ask them to read the words written in blue correctly. Ask them to classify the words in
blue as either nouns or verbs. Guide the learners through the Did you know section.
8. Refer learners to Activity 6: Make sentences. In groups, allow learners to read the
words given as either nouns or verbs. Let them practise reading the words individually
as they correct each other in their groups. Move around the groups, listening and
correcting where necessary. Lead them to a discussion on why it is important to
pronounce the words they have read correctly.
9. Individually, ask them to make sentences using the words in Activity 6. Ask them
to read their sentences to the class. Let them correct each other in the pronunciation
through peer assessment. Ask them to note the words they have difficulty pronouncing
and keep practising for perfection.
10. In the Find out section, group the learners and allow them to search for songs on
nationalism. Tell them to sing them and search for lines with words that change
meaning based on stress. Patriotism is enhanced through songs on nationalism. Ask
them to indicate if the words have been used as nouns, verbs or adjectives. Allow
them time to share their findings in class.
11. Conclude the sub strand by asking learners to group themselves and create a chart
with words whose meaning changes with stress as guided under Further activity
in the Learner’s Book. Ask them to include an example sentence for each word they
write. Ask them to pin the chart on the classroom wall for reference.
Suggestions on developing competency-based tasks
Develop tasks that will test the learners’ ability to articulate the consonant sounds /t/,
/d, /l/, /r/ and the vowel sounds /u/ and /u:/ correctly. Let the tasks cater for both the
talented or gied learners and the time takers.
Suggested assessment tools
1. Oral questions
For Activity 1, ask learners to pick words that have sounds /t/, /d/, /l/ and /r/. Assess the
learners’ ability to demonstrate the correct pronunciation of the target sounds by giving
them more words to read using the correct pronunciation.
162
2. Checklist
Learner’s
name
Competences (knowledge, skills, attitudes, values) assessed (tick
appropriately)
Ability to identify
and pick out words
with the target
sounds /t/, /d/, /l/,
/r/, /u/ and /u:/
Ability to read and
pronounce words with
sounds /t/, /d/, /l/, /r/,
/u/ and /u:/ with the
correct pronunciation
Ability to write
own words
with sounds
/t/, /d/, /l/, /r/,
/u/ and /u:/
Teacher’s
comment
Ye s No Ye s No Ye s No
Teacher’s signature: ___________ Date: ________________
B. Reading
Extensive reading: Grade appropriate ction materials
Suggested time: 2 lessons Learner’s Book pages 100-103
Speciﬁc learning outcomes
By the end of the sub strand, the learner should be able to:
(a) select a variety of ctional texts for extensive reading.
(b) read ctional texts for information and enjoyment.
(c) appreciate the importance of ction in life.
Key inquiry questions
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 materials for reading?
Core competences to be developed
Learning to learn – developed as learners select ctional materials for reading.
Pertinent and Contemporary Issues (PCIs)
Citizenship – enhanced as learners are exposed to individual and cultural dierences
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 ction
as a genre.
163
Instructions to facilitate differentiated learning
Under Activity 2 in the Learner’s Book, ensure you give the time takers more time and
specialised attention as they read the two stories. For the talented learners, allow them
to write summaries of the stories read.
Suggestions on facilitating learners with special needs
As learners dramatise the task given under Activity 3, remember to give those with
physical impairment tasks they can handle without too much diculty.
Suggested parental empowerment and engagement
Parents or guardians to facilitate a visit to a local library.
Suggested assessment methods
• reading aloud
• discussions
• learner’s journals
• oral presentations
Suggested learning resources
• Learner’s Book
• ctional materials
• notebooks
• school or community library
Additional information for the teacher and preparation of learning
resources
Learners need to appreciate ction as a strong tool of communication and know the
dierence between ction and non-ction materials. Avail a variety of grade-appropriate
ction materials for learners to read and compare. You may ask them in advance to
carry their own reading materials before the lesson.
Suggested learning experiences
1. Introduce the sub strand by asking the key inquiry questions. Listen to their responses
and make your contribution. Ask them to say why they think it is important to read
a variety of storybooks and other fictional materials.
2. Turn the learner’s attention to Activity 1: Select and read. Issue them with a variety
of fictional reading materials you had brought to class or had asked them to bring.
Allow them time to look at the title, front cover, picture and back cover. Let them
select the one that interests them. Learning to learn is developed as learners choose
suitable fictional reading materials that interest them. Allow them some time to
silently read the text. Ask them to retell the story in their own words to the class. Ask
them to share with the class the lesson they learn from the story. Let them relate the
character traits of the character they have admired in the story to a person they know
in their community. Let them tell the class what they admire about the person. Allow
for peer assessment, as learners comment on each other’s contribution.
3. Refer learners to Activity 2: Read and discuss. In groups, ask them to read the
fictional passages. Tell them to discuss the questions that follow then present their
answers to the class. Ask them to say which of the two stories they enjoyed more
164
and why. Let them retell the story they enjoyed to their group. Ask them to tell and
explain the lesson they learn from Kioko’s story. Ask them to tell how they would end
discrimination against girls if they were Moraa. Citizenship is enhanced as learners
suggest ways to end discrimination among girls in the community. Ask them if
there are people they know in their community who have gone through challenges
but finally overcame them. Let them share their stories in their groups. Tell them
to mention (peer assessment) what they notice is common with fiction stories and
real-life stories. Make your input to supplement learners’ answers.
4. Now turn to Activity 3: Dramatise in the Learner’s Book. In groups, let them
dramatise how Kioko got into the building and talked to the Director.
Let them present their dramatisation to the class. Patriotism is enhanced as
learners dramatise Kioko’s report to the director. Allow for peer assessment as
learners comment on each other’s work. Comment on the presentations and
reward accordingly.
5. Refer learners to the Check your vocabulary section. Group the learners and let them
read the words they came across in the texts they read in Activity 2. Allow them to
infer the meanings of the words as used in the texts and match the words with their
synonyms. Encourage learners to use the words in their day-to-day conversations.
6. Guide learners on how to tackle the Find out section in groups. Allow them to research
on why fiction is important to real life. Let them share their findings with the class as
you allow for peer assessment as learners comment on each other’s work.
7. Conclude the sub strand by asking learners to group themselves and visit the school or
a community library and sample fiction and non-fiction materials that interest them
as guided by the Further activity section in the Learner’s Book. Encourage them to
read the materials and retell the stories to their peers or siblings. Individually, ask
them to keep reading fictional materials regularly and to keep a reading log.
Suggestions on developing competency-based tasks
Develop tasks that will test the learners’ ability to select a variety of ctional texts for
extensive reading. Ensure the tasks cater for both the gifted or talented learners and the
time takers.
Suggested assessment tools
1. Oral questions
In Activity 3, ask learners to dramatise how Kioko got into the director’s oce. Assess
the learners’ ability to dramatise a character’s role in a read text.
165
2. Rating scale
Learner’s name _________________________________________________
Competences (knowledge, skills,
attitudes, values) assessed
Always
4
Usually
3
Sometimes
2
Never
1
Ability to infer meaning of words in
the text they have read
Ability to match words they have come
across in a passage with given words of
the same meaning
Comments on the learner’s performance
Learner’s signature: ___________ Date: ________________
Teacher’s name ________________ Signature: ___________ Date: _____________
C. Grammar in use
Word class: Conjunctions and, but and or
Suggested time: 2 lessons Learner’s Book pages 103-105
Speciﬁc learning outcomes
By the end of the sub strand, the learner should be able to:
(a) identify the conjunctions and, but and or in sentences.
(b) use and, but and or in sentences accurately.
(c) appreciate the proper use of conjunctions in written and spoken contexts.
Key inquiry questions
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 competences to be developed
• Self-ecacy – developed as learners pay attention to details and use conjunctions in
dierent circumstances.
• Learning to learn – achieved as learners share what they have learnt as they create and
share stories or songs on heroes and heroines in Kenya.
Pertinent and Contemporary Issues (PCIs)
Patriotism – enhanced as learners create and share stories on local heroes and heroines
in Kenya.
Values
• Patriotism: national heroes and heroines are focused in the stories.
• Peace: Learners acquire skills of working in harmony as they work in pairs and groups.
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Link to other subjects
Languages such as French, German, Arabic and Chinese address the correct usage of
conjunctions.
Instructions to facilitate differentiated learning
Ensure the talented learners construct sentences using the conjunctions they identify
from the newspaper cutting under Activity 1 in the Learner’s Book. For the time takers,
give them more time as they underline the conjunctions.
Suggestions on facilitating learners with special needs
Ensure the other learners give those with speech impairment more time to express
themselves while discussing how the conjunctions have been used in the poem under
Activity 1.
Suggested parental empowerment and engagement
Parents or guardians to provide learners with old newspapers and magazines to search
for sentences that use conjunctions.
Suggested assessment methods
• discussions
• substitution tables
• information gaps
• writing tasks
Suggested learning resources
• Learner’s Book • newspapers or magazines
Additional information for the teacher and preparation of learning resources
Learners need to develop and demonstrate the ability to use conjunctions correctly in
both spoken and written communication. You are advised to explain the function of the
conjunctions and, but and or clearly as conjunctions of addition, contrast and option/
alternative respectively for a clearer understanding. Accord the learners opportunities
to make as many oral sentences as possible using the target conjunctions for a wide
range of exposure. Prior to this lesson, nd old newspapers or ask the learners to bring
some which they will use to search for the target conjunctions.
Suggested learning experiences
1. Introduce the lesson by asking the key inquiry questions. Make your input to add
on the responses the learners have said.
2. Turn the learners’ attention to Activity 1: Pick out and say. While in pairs, allow
the learners to read the poem in the Learner’s Book and recite it. Ask them to pick
out the lines in the poem that have the words and, but and or. Tell them to read
them aloud. Ask them to discuss with their deskmates how the words and, but and
or have been used. Ask them to make sentences using the words and, but and or and
say them to the class. Give them the newspapers you brought to class or those you
had asked them to bring with them. Ask them to identify the words and, but and or
167
and discuss their importance in the writing. Self-efficacy is developed as learners
identify conjunctions and use them to make sentences correctly. Give your input to
add more information to their responses.
3. Take the learners through the Grammar tips section on the use of conjunctions
and, but and or. Give examples and use the questions and answers method in your
explanation.
4. Evaluate their understanding of this concept by allowing them time to individually
attempt the Practice Activity that follows. Move around the class assessing the
learners’ progress and accuracy. Collect books for marking and prepare feedback.
5. In the Find out section, allow the learners to work in pairs. Tell them to use
newspapers (old or new) to check for sentences that have used the conjunctions and,
but and or. Peace is enhanced as learners acquire skills of working in harmony as
they work in pairs. Ask them to assess if the conjunctions have been used correctly
and discuss their importance. Learning to learn is developed as learners evaluate
the correct use of conjunctions in newspapers.
6. Conclude the sub strand by asking learners to tackle the Further activity. Organise
learners in small groups and ask them to create a story, song or a dialogue on their
favourite hero or heroine. Tell them to use the conjunctions and, but and or in the
story, song or dialogue they create. Patriotism is enhanced as learners create songs,
stories and dialogues on heroes and heroines. Ask them to share their work with
their peers and assess (peer assessment) if the conjunctions have been used correctly.
Collect the notebooks for assessment and prepare feedback.
Possible answers to the Practice Activity
1. Open ended. Eight sample correct sentences:
a. Rudisha won the 800-metre race but not the 200-metre race.
b. Lynne was to take either a cash gift or a trophy.
c. Wangari spoke softly but firmly.
d. Kerubo wrote a very good story but did not win the competition.
e. Joseph said he would be the top boy in his class and in the country.
f. Nkatha was told to write an essay about heroes and heroines.
g. Rudisha won the 800-metre race but did not win the competition.
h. Kerubo wrote a very good story but did not win the competition.
2. 1. but 2. and 3. and 4. but 5. or 6. but 7. but
Suggestions on developing competency-based tasks
Develop tasks that will test learners’ ability to use conjunctions and, but and or in
sentences accurately. Ensure the tasks cater for both the gifted or talented learners and
the time takers.
168
Suggested assessment tool
Written assessment
Ask learners to tackle the Practice Activity given and use it to assess their ability to use
the conjunctions and, but and or correctly.
D. Reading
Intensive reading: Class readers
Suggested time: 2 lessons Learner’s Book pages 105-107
Speciﬁc learning outcomes
By the end of the sub strand, the learner should be able to:
(a) explain the sequence of events in a class reader.
(b) make short notes on the sequence of events in a class reader.
(c) appreciate reading works of art for information and enjoyment.
Key inquiry questions
1. What marks the climax of a story?
2. How does a writer make a piece of writing interesting?
3. Which captivating storybooks or TV programmes have you come across and what
made them interesting?
Core competences to be developed
• Communication – developed as learners write uently and present organised work as
the learners make notes on the sequence of events in the class reader.
• Collaboration – enhanced as learners participate actively in dramatising parts of the
class reader for conceptualisation.
• Critical thinking and problem-solving – developed as learners create dierent options
by discussing possible solutions to the problems portrayed in the class reader.
Pertinent and Contemporary Issues (PCIs)
Ethical relationship – enhanced as learners relate issues to real-life alludes to relationships
in society.
Values
Respect: Dramatising parts of the class reader enhances respect among learners.
Link to other subjects
Performing Arts: dramatisation is a component of this learning area.
Instructions to facilitate differentiated learning
Allow the time takers more time and specialised attention as they give their views
during group discussions under Activity 2 of the Learner’s Book. Ensure the talented
learners read other stories and discuss the storyline.
169
Suggestions on facilitating learners with special needs
Ensure that all learners are patient with those that have physical impairment (hands
aected) as they write short notes on the sequence of events in the class reader.
Suggested parental empowerment and engagement
Parents or guardians to avail digital devices for learners to search for interesting short
stories and facilitate the sharing of the recorded dramatisation via WhatsApp.
Suggested assessment methods
• reading • discussions • dramatisation • oral presentations
Suggested learning resources
• Learner’s Book • class reader • digital devices
Additional information for the teacher and preparation of learning resources
Before handling this sub strand, you are advised to carry out thorough research on
grade-appropriate storybooks that are of the class readers’ level. is will help you
advise the learners on the stories to read. Also ensure that you have read the class
reader in advance so that you are aware of the plot, the sequence of events and the
conict of the characters.
Suggested learning experiences
1. Introduce the sub strand by asking learners the key inquiry questions. Ask them to
give examples from books they have read as they answer the questions. Make your
input in case they have left out any idea worth mentioning.
2. Turn the learner’s attention to Activity 1: Read and discuss in the Learner’s Book.
In groups, let them read the narrative, The two little heroes. Ask them to retell the
narrative while still in groups, sequencing all the events correctly. Communication
and collaboration is developed as learners retell the narratives while in groups.
Move around as you assess how learners are conducting the group activity following
the tasks under this activity. Guide and correct learners where need be. Ask them
to dramatise the narrative they have read. Ask them to say if they enjoyed the story
giving reasons why.
3. Refer learners to Activity 2: Refer to your class reader. Group the learners and guide
them to read a section of the class reader. Ask them to retell the story and ask them
dramatise the part they have read. Let them explain the sequence of events in the story.
Individually, Ask them to make short notes on the sequence of events in the story. Let
them exchange their books and review each other’s work. Respect is enhanced as the
learners’ review and correct each other’s work. After the review, ask them to present
their work to the class and allow for peer assessment as learners comment on each
other’s work. Pick the learners’ notebooks for final checking and prepare feedback.
4. As a class, ask them to brainstorm on possible solutions to the problems portrayed
in the class reader. Critical thinking and problem-solving are developed as learners
create different options by discussing possible solutions to the problems portrayed
in the class reader. Ask them to tell how the events in the story relate to real life.
170
Let them discuss the answers they have given further. The ethical relationship
enhanced as learners relate issues to real-life alludes to relationships in society. Listen
to their answers and discussions and make your input.
5. Referring to Activity 3: Sequence chart, pair the learners and ask them to make a
sequence chart to show the order of events in the class reader. Guide them on how
to go about this task. Let them share their work with the class and encourage peer
assessment.
6. Refer learners to the Find out section and while in groups, and with your guidance,
or that of a parent or a guardian, search online or offline for interesting short stories
on heroes and heroines and read them. Tell them to retell and dramatise them to their
siblings or peers. Remind them to sequence the events correctly. Encourage them to
make time to read more stories on different topics.
7. Conclude the sub strand by asking learners to tackle the Further activity task
by organising in small groups and asking them to use digital devices and record
themselves dramatising the events in the section of their class reader. As learners
participate actively in dramatising parts of the class reader for conceptualisation,
collaboration is enhanced. Remind them to sequence the events correctly.
They may seek their parent’s or guardian’s help where the need arises as they carry
out this activity. Tell them to share their recorded videos on email, WhatsApp or
any other social media platform.
Suggestions on developing competency-based tasks
Develop tasks that test the learners’ ability to explain the sequence of events in a class
reader. Ensure the tasks are suitable for the level of learners and they are tasks that
learners can associate with in real life. They should cater for multi-ability classes too.
Suggested assessment tools
1. Oral questions
In Activity 2, ask learners to read a section of the class reader and ask them to retell the
section of the story they have read. Assess their ability to retell the story in a owing
sequence of events.
171
2. Assessment rubric
Learner’s name _________________________________________________
Indicators Exceeds
expectations
Meets
expectations
Approaches
expectations
Below
expectations
Ability to explain
to their group the
sequence of events in
the story they have read
Ability to make short
notes on sequence of
events on the story they
have read
Teacher’s name ___________________ Signature ___________ Date ____________
E. Writing
Creative writing: Narrative compositions
Suggested time: 1 lesson Learner’s Book pages 107-108
Speciﬁc learning outcomes
By the end of the sub strand, the learner should be able to:
(a) identify features of narrative composition in creative writing.
(b) create well-written narrative compositions on a variety of topics.
(c) appreciate the importance of writing in day-to-day writing.
Key inquiry questions
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 competences to be developed
• Creativity and imagination – enhanced as learners look at problems in a new way and
undertake the task of narrative writing and sharing.
• Self-ecacy – attained as learners pay attention to detail, plan a narrative composition
and tell a chain story.
Pertinent and Contemporary Issues (PCIs)
Citizenship – enhanced as learners create narratives on historical and current heroes
and heroines which portray love for the nation.
Values
Social Justice: research and writing stories of heroes and heroines expose learners to
issues like colonisation thus enabling them to learn from experiences of heroes and
heroines.
172
Link to other subjects
• French, Arabic, German and Chinese require narrative writing as a basic skill.
• Performing Arts: Composing poems, plays and narratives for performance requires
creative writing skills.
Instructions to facilitate differentiated learning
Allow the time takers more time and specialised attention as they write their narrative
composition under Activity 2 in the Learner’s Book. Ensure the talented learners write
more than one narrative composition and share with the class.
Suggestions on facilitating learners with special needs
Ensure that you give more time to the learners with physical impairment (hands
aected) as they write their narrative composition under Activity 2 in the Learner’s
Book.
Suggested parental empowerment and engagement
Parents or guardians to provide digital devices and to guide the learners to search for
interesting short stories on heroes and heroines and then read them.
Suggested assessment methods
• reading • discussions • writing • peer assessment
Suggested learning resources
• Learner’s Book • narratives
Additional information for the teacher and preparation of learning resources
Let the learners know the importance of narrative compositions. Arm yourself with
a variety of narrative composition samples to use as you handle this sub strand. Find
out about storybooks that have narrative stories that you can refer them to for further
reading.
Suggested learning experiences
1. Introduce the lesson by asking the key inquiry questions. Engage the learners more
especially in relation to the compositions they write in class and stories they read in books.
2. Turn the learners’ focus to Activity 1: Read and discuss and allow them to read the
narrative, ‘The two little heroes’ that they read earlier on while in pairs. Ask them
to mention what they think makes the story interesting to read. Let them say what
could have made the story even more interesting to read. Self-efficacy is developed
as the learners contribute to how a composition can be made even more interesting
to read. Allow them time to share their answers with the class. As a class, let them
discuss and make a list of a well-written narrative. Let them tell how the features will
make their own writing better.
3. Referring the learners to Activity 2: Plan and write, group the learners and allow
them to plan how to write a narrative composition on how the Mashujaa Day
celebrations that they attended turned out to be. Remind them to tell it as a chain story.
173
Citizenship is enhanced as learners create narratives on past and current heroes and
heroines which portrays love for the nation. Guide the learners through the Did you
know section.
4. Let the learners write the narrative composition individually, making it as interesting
as possible. Remind them to include the features discussed in Activity 1. Creativity
and imagination are developed as learners write narrative compositions individually.
Tell them to read through their work to correct any mistakes.
5. Allow them time in their groups to review each other’s work. Once the groups have
gone through the compositions, ask them to present their work to the class for peer
assessment. Guide the presentations and correct accordingly. Ask them to make a
clean copy of the composition and keep it in their portfolio for reference.
6. Refer learners to the Find out section. Organise learners into groups and let them
find and read two interesting narrative compositions on national heroes and heroines.
Social justice is enhanced as learners research and write stories of heroes and heroines.
This exposes learners to issues like colonisation, thus enabling them to learn from
the experiences of the heroes and heroines. Ask them to identify more features of a
well-written narrative composition. Encourage them to create a chart of these features,
adding to those learnt in class. Ask them to pin the chart on the classroom wall for
reference.
7. Conclude the sub strand by asking learners to tackle Further activity as guided in
the Learner’s Book. Remind them to use the features learnt and to proofread their
work before sharing it with their peers for peer assessment. Advise them to make a
timetable for writing narrative compositions regularly as they review their own work.
Ask them to monitor how this habit improves their writing skill over time.
They can also use the Assess yourself section to self-asses their own progress.
Suggestions on developing competency-based tasks
Develop tasks that test the learners’ ability to identify features of narrative compositions
in creative writing. Ensure the tasks cater for both the time takers and the gifted or
talented learners.
Suggested assessment tools
1. Written assessment
In Activity 2, ask the learners to plan how to write a composition on how the Mashujaa
Day celebrations turned out to be. Assess their ability to organise ideas as in introduction,
body and conclusion.
2. Portfolio
Ask the learners to make a clean copy of their narrative composition written under
Activity 2 and keep it in their portfolio for reference.
174
10: Music
Learner’s Book pages 109-121
Introduction/Background information
e theme will expose learners to information related to music. Learners are expected
to appreciate the importance of music and the dierent types of music. You will be
required to have adequate information on the theme and aid learners to appreciate
music. Assist learners know that music is not just meant for entertainment, and some
can choose a career path in music. Guide them to appreciate the communicative power
of music.
roughout the strands and the sub strands, learners will be introduced to the vocabulary
and language structures related to the theme. Under Listening and speaking, learners will
be introduced to oral presentations in particular, speech delivery. ey will be required to
identify occasions where speeches are delivered, apply features of oral presentations for
eective communication and appreciate the importance of good oral presentation skills
when delivering a speech. Under Reading, learners will be exposed to note making as a
study skill. ey will be expected to identify the main and supporting points in a text,
make notes from a variety of written texts and relate note making to eective reading.
Under Grammar in use, learners will be introduced to determiners. ey will be required
to identify articles and possessives in texts and use them in sentences as they appreciate
their importance for eective communication. Under Intensive reading, learners will
be guided to identify characters in monster narratives and explain their traits. ey will
be expected to relate and appreciate monster narratives in real-life situations. Under
Functional writing, learners will be exposed to packing and shopping lists. ey will be
expected to write and prepare shopping and packing lists and recognise the importance
of these two in real-life situations.
A. Listening and speaking
Oral presentations: Delivering speeches
Suggested time: 2 lessons Learner’s Book pages 109-110
Speciﬁc learning outcomes
By the end of the sub strand, the learner should be able to:
(a) identify occasions where speeches are presented.
(b) apply the features of oral presentations for eective communication.
(c) appreciate the importance of good oral presentation skills when delivering a
speech.
175
Key inquiry questions
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 – improved as learners use digital devices such as mobile phones,
tablets and laptops to record speeches as learners present them.
• Self-ecacy – enhanced as learners give attention to details while rehearsing speeches
and presenting them to each other.
Pertinent and Contemporary Issues (PCIs)
Social cohesion – promoted as learners work in groups in writing a short speech on the
importance of music.
Values
Responsibility – promoted as learners learn the importance of music.
Respect – achieved as learners discuss each other’s presentation and work.
Link to other subjects
Performing Arts also focuses on oral presentations including delivering a speech that
involves both verbal and non-verbal aspects.
Instructions to facilitate differentiated learning
Make sure that the groups created under Activity 3 in the Learner’s Book are multi-
ability groups. Give more attention to the time takers as they work with the others
to create and make speeches. For the talented learners, allow them to create other
speeches related to the theme.
Suggestions on facilitating learners with special needs
Ensure learners with speech impairment get more time to make speeches under
Activity 3 in the Learner’s Book. Remind the other learners to be more patient with
them.
Suggested parental empowerment and engagement
Parents or guardians to help learners as they search online or oine for more features
of eective oral presentations.
Suggested assessment methods
• oral questions • observation • peer assessment
Suggested learning resources
• audio recorder (mobile phone, computer, tablet)
• Learner’s Book
• pictures
176
Additional information for the teacher and preparation of learning resources
Let learners know that speech delivery is a powerful communication tool. Emphasise
to the learners the need to develop good speech delivery skills by employing both
verbal and non-verbal cues. Ensure you prepare the Accompanying Digital Media
in advance and ensure its volume is adjusted correctly. Assist the learners to acquire
active listening skills for them to appreciate speeches from dierent people. Let this
sub strand be as interactive as possible. Encourage peer assessment and oral questions
as assessment methods.
Suggested learning experiences
1. Introduce the sub strand by giving a mock introduction of a speech on music for about
one minute. Then ask learners the key inquiry questions. Allow them to discuss these
questions openly. Encourage all learners to participate fully throughout the lesson.
2. Refer learners to Activity 1: Listen and role-play. Ask the learners to describe what
they see in the picture. Allow for varied opinions and observations as you assess the
learners and guide them as they answer the questions. Prepare the learners to listen
as you read the girl’s speech in the Learner’s Book. Be audible enough for learners
with hearing impairment or those far from you to hear you well. Allow learners to
read the speech in turns. Encourage them to make use of verbal and non-verbal cues.
Let the learners share how to make a speech presentation effective.
3. Refer learners to Activity 2: Watch and discuss. Guide the learners as they answer
the questions in the video. Assess their answers and give them feedback. Allow for
peer assessment as learners critique each other’s answers. The questions in this
activity are open-ended hence expect and allow for a variety of answers. Guide the
learners to identify the use of tonal variation, facial expressions, appropriate gestures,
and appropriate movements as some of the things that made the speech effective and
interesting.
4. Refer learners to Activity 3: Make a speech, in the Learner’s Book. This is a group
activity. Hence, teamwork and social cohesion are achieved as learners work together.
Form groups of mixed abilities to give equal chances for each group to perform well
and develop self-efficacy. Let individual members take responsibility for the success
of the group activity. Move around the groups as you assess the learners. Ensure that
each learner is participating actively in the activity. Prepare the learners to listen to
each other’s speech. Encourage them to motivate those giving speeches and to avoid
distracting and discouraging them. This enhances respect among the learners.
5. In the Find out section which is both an online and offline activity, ask the learners to
either do the activity in school or at home with the help of their parents or guardians.
Follow up to ensure that this section has been done and findings shared with the rest
of the class.
6. Refer learners to Further activity in the Learner’s Book. Monitor to ensure that
learners undertake the activity. Assess each group’s preparation and presentation.
177
Self-efficacy is achieved as each learner participates in speech creation and
presentation. They should create a speech as stated and record it then share it with the
class via email and WhatsApp for peer assessment. Digital literacy will be developed
as learners use different recording devices. Encourage teamwork and collaboration
as the learners undertake this activity.
7. Conclude the sub strand by encouraging learners to develop a habit of listening
to speeches and rate the speakers according to the use of facial expressions, tonal
variations, appropriate gestures and so on.
Suggestions on developing competency-based tasks
Develop tasks that enable learners to acquire the ability to identify occasions where
speeches are presented and apply the features of oral presentations in speeches. Give
learners a chance to create and make speeches that will give them an insight on Music.
Suggested assessment tools
1. Oral questions
Use oral questions to nd out if the learners are able to identify occasions where
speeches are presented and their ability to apply features of oral presentation for eective
communication.
2. Rating scale
Learner’s name _________________________________________________
Competencies (knowledge, skills,
attitudes, values) assessed
Always
4
Usually
3
Sometimes
2
Never
1
Ability to identify occasions where
speeches are presented
Ability to apply the features of
oral presentations for eective
communication
Comments on the learner’s performance
Learners signature _________________ Date _________________
Teacher’s name _________________ Signature ___________ Date ______________
B. Reading
Study skills: Note making
Suggested time: 2 lessons Learner’s Book pages 111-113
Speciﬁc learning outcomes
By the end of the sub strand, the learner should be able to:
(a) identify the main and supporting points in texts.
178
(b) make notes from varieties of written texts.
(c) relate note making to eective reading.
Key inquiry questions
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 – enhanced as learners search online for information on note-making.
• Learning to learn – is realised as learners organise their own learning and make notes
aer reading varied texts.
Pertinent and Contemporary Issues (PCIs)
Career guidance – promoted by learners reading and making notes on types of music.
is opens their knowledge on the various careers related to music that one can pursue.
Values
Unity – enhanced as learners work together to draw mind maps.
Link to other subjects
Integrated Science, CRE, IRE and HRE, require the skill of note making for eective
study.
Instructions to facilitate differentiated learning
Ensure the talented learners make notes on the passage under Activity 2 in the Learner’s
Book then use the notes to summarise the story. For the time takers, give them more
attention to ensure they make notes from the passage.
Suggestions on facilitating learners with special needs
Ensure that all learners are patient with learners that have speech impairment as they
share their notes with the class under Activity 2 in the Learner’s Book.
Suggested parental empowerment and engagement
Parents or guardians to assist the learners to search online for a passage on music which
they can use for making notes.
Suggested assessment methods
• oral questions • written assessments • peer assessment
Suggested learning resources
• printouts • pictures • digital devices
• Learner’s Book
Additional information for the teacher and preparation of learning resources
Note making is a skill that learners should develop and master early enough. is skill
is applied in all subjects. Ensure that learners develop capacity to identify main points
and supportive points.
179
Expose them to speech markers and transitional phrases on a chart you should prepare
in advance that will enable them to know the ow of ideas in a text. Guide them to make
notes in point form and not in complete sentences.
Suggested learning experiences
1. Introduce the sub strand by engaging the students in the Think and share question.
Let them discuss freely and report to the class. Clarify and enrich their views and
thoughts on the importance of writing short notes. Bearing in mind the importance of
note making as a skill, take time to ensure that the learners recognise this importance.
2. Refer learners to Activity 1: Read and complete. Let the learners read the storyfirst
individually. While in pairs, let the learners draw the notebook in the Learner’s Book in
their exercise books and complete filling it. Allow the learners to share their completed
notebooks with the rest of the class for peer assessment. Assess the learners and take
time to assist them to identify the topic, main points and the supporting points. Guide
them as they discuss the importance of the notes they made.
3. Refer learners to Activity 2: Read and make notes in the Learner’s Book. This activity
tests the learner’s ability to make notes. Let the learners attempt the questions as
guided. Move around the class as you assess and guide the learners as they attempt
the questions. Encourage peer assessment where learners check and compare each
other’s work. This activity can assist learners to develop careers in music. Check to
ensure that each learner has individually made notes using the following points on
the importance of music:
• It fuels the mind and aids creativity.
• It is the language of the universe.
• It has spiritual powers.
• It is the glue that brings people
together.
Also, assess the learners’ identication of the following transition words: first, also,
furthermore and nally.
4. Under Check your vocabulary, assist learners as they infer the meanings of the given
words. Let them pair up and infer the meanings of the words and phrases given then
use the words and phrases to complete the sentences. Expect responses like: a. glue,
b. fulfilling, c. ability, d. aids, e. innovations, f. universe, g. a great tool.
5. Group the learners and guide them in finding more on formats of note making.
Guide them in drawing a mind map and let them share the mind maps in class. Refer
learners to Find out Section in the Learner’s Book. This will help promote teamwork
and collaboration. You can have the learners vote in the best designed mind map.
6. Refer learners to Further activity in the Learner’s Book. You can select texts for
learners to make it easy for them to work on the activity. Digital Literacy is achieved
when learners with the help of their parents or guardians, search online for formats of
note making. Let learners comment on each other’s work through peer assessment.
Do follow up to ensure that this activity is done.
180
7. Conclude the sub strand by emphasising the fact that note making is a skill that cuts
across all the subjects. You can allow learners to share the experiences about note
making from the other subjects. They can mention topics in other subjects where
they have made notes. Encourage them to apply this skill in other subjects.
Suggestions on developing competency-based tasks
Develop tasks that enable learners identify the main and supporting points in a given
text and make notes from a variety of written texts. e tasks should also inculcate a
positive attitude in the learners and cater for multi-ability learners.
Suggested assessment tools
1. Written assessment
Use written assessment to test learners’ ability to make notes as guided in Activity 2.
2. Checklist
Learner’s
name
Competencies (knowledge, skills, attitudes, values) assessed (tick
appropriately)
Identify the main and
supporting points in texts
Make notes from
varieties of written
texts
Teacher’s
comment
Ye s No Ye s No
Teacher’s signature: _______________ Date: ______________________
C. Grammar in use
Word classes: Determiners
Suggested time: 2 lessons Learner’s Book pages 114-117
Speciﬁc learning outcomes
By the end of the sub strand, the learner should be able to:
(a) identify articles and possessives in texts.
(b) use articles and possessives in sentences.
(c) acknowledge the importance of articles and possessives for eective
communication.
Key inquiry questions
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-ecacy – improved as learners pay attention to details and correct errors in
sentences.
181
• Communication and collaboration – enhanced as learners use articles and possessives
to communicate clearly and eectively.
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.
Instructions to facilitate differentiated learning
Ask the talented learners to write ve or ten correct sentences using a, an or the as
learnt under Activity 2 in the Learner’s Book. For the time takers, give them more
time as they discuss how articles aid in the meaning of a song under Activity 3 in the
Learner’s Book.
Suggestions on facilitating learners with special needs
Encourage other learners give time to learners with speech impairment as they read
the paragraph in Activity 1 or the poem in Activity 3 in the Learner’s Book.
Suggested parental empowerment and engagement
Parents or guardians to help the learners compose a song on child rights and have it
recorded for sharing on WhatsApp.
Suggested assessment methods
• oral questions • written assessments • peer assessment
Suggested learning resources
• print outs • posters • digital devices • Learner’s Book
Additional information for the teacher and preparation of learning resources
Correct use of articles and possessives aid communication in English. You should make
sure that learners can dierentiate the use of denite and indenite articles. Emphasise
that the use of a or an is determined by the initial sound of the word and not the letter.
Check to ensure that learners can dierentiate between its and it’s. Make a chart of the
words that take the denite and indenite articles so as to use them to reinforce concepts.
Suggested learning experiences
1. Introduce the sub strand by pointing to items in class and have the learners describe
them using articles. For example, you ask them: What is this? Then they answer, This
is a desk. Repeat the same with questions that will require learners to answer using
possessives.
182
2. Refer learners to Activity 1: Read and discuss. Listen and guide the learners as they
read the statement in the Learner’s Book and then discuss the use of the articles in
blue. Assess if they can explain how different articles have been used in the statement.
3. Refer learners to Activity 2: Play a word game. This activity is aimed at helping
learners master the use of articles. Encourage peer assessment. Let learners ask
for clarification where they are in doubt. Ensure that in the discussions they will
clearly bring out the unique use of definite and indefinite articles. Respect is
achieved when learners interchange roles and work together. Assess if the learners
can identify the pattern followed in the use of articles.
4. Take learners through the Language tips section. Guide them as they give examples
of the use of articles a, the, an. Let as many learners as possible give examples. Pay
attention to the time takers. Give them an opportunity to give examples of the use
of articles.
5. Turn the learners’ attention to Activity 3: Sing and identify. Allow them to sing the
song at least twice. This promotes unity among the learners. Self-efficacy is achieved
when learners create a tune and sing the song. Guide them to put stress on the articles.
Let them copy and underline all the articles. Check and assess individual learner’s
work or allow learners to correct each other through peer assessment. Question 2
requires learners to discuss and give their opinion. This will help them demonstrate
their knowledge of articles.
6. Let the learners tackle Practice Activity 1 individually. This will promote self-efficacy
as the learners write correct sentences. You can collect the books for marking or allow
for peer assessment as learners correct each other’s sentences in class.
7. Refer learners to Activity 4: Point and say. Guide learners as they point at items in
the classroom. Make sure they use possessives to describe to whom the items belong.
Assist learners to create sentences using possessives. Ensure that the learners create
sentences using the words in blue in the Learner’s Book. Move around the class
checking and assessing each learner’s work.
8. Now turn to Activity 5: Read and identify. While in pairs, let the learners read the
paragraph in the Learner’s Book and identify the possessives in it. Allow them to
copy the text in their exercise books then underline the possessives. Allow learners to
comment on each other’s work through peer assessment. The following possessives
should be identified: our, my, her, your. For question 2, they can form sentences using
the following possessives too: his, its, their. Collect the books for assessment and
prepare feedback.
9. Take the learners through the Did you know section and help them learn more on
possessives. Encourage them to use each of the possessive to form sentences.
10. Refer learners to Practice Activity 2. Assist learners to complete the sentences using
articles and possessives. This exercise should be undertaken by individual learners
for the realisation of self-efficacy.
183
11. Refer learners to the Find out section. You can provide newspaper cuttings rich in
articles and possessives for learners to identify and underline them. Group the learners
into mixed abilities. Respect and teamwork will be realised as learners work in groups.
12. Refer learners to Further activity, which can be done in school under your guidance
or at home with help from parents or guardians. Ensure learners stick to rights of
children when composing the songs. Help the learners share the videos with their
peers via WhatsApp or email.
13. Conclude this sub strand by encouraging learners to do more practice on articles
and possessives and self-evaluate.
They can also use the Assess yourself section to self-asses their own progress.
Possible answers to the Practice Activity 1
1. He learnt to play the Piano when he was in Grade Seven.
2. Music is a hobby for some learners.
3. Mr Kigwa is a gospel artist.
4. This year’s music festival will be held in the city of Mombasa.
5. Most of the Grade 7 learners could play the accordion.
6. The music workshop was an eye-opener to many artists.
Possible answers to the Practice Activity 2
7. 1.my 2. Our 3. her 4. its 5. her/our/his/their 6. Our 7. his 8. their
Suggestions on developing competency-based tasks
Develop tasks that enable learners identify articles and possessive in sentences and use
them in varied sentences. Give learners tasks that range from low order to high order
questions. Ensure the tasks cater for both the gied learners and the time takers.
Suggested assessment tools
1. Written assessment
Use written assessments under Practice Activity tasks to test the learner’s mastery of
articles and possessives.
2. Assessment rubric
Learner’s name _________________________________________________
Indicators Exceeds
expectations
Meets
expectations
Approaches
expectations
Below
expectations
Ability to identify
articles and possessives
Ability to use articles
and possessives
Teacher’s name _________________ Signature __________ Date ____________
184
D. Reading
Intensive reading: Characters and their traits
Suggested time: 2 lessons Learner’s Book pages 117-119
Speciﬁc learning outcomes
By the end of the sub strand, the learner should be able to:
(a) identify characters in monster narratives.
(b) explain traits of characters in given monster narratives.
(c) relate monster narratives to real-life situations.
(d) appreciate the importance of monster narratives in life.
Key inquiry questions
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 – embedded as learners discuss the lessons
learnt and the relevance of monster narratives in real life.
• Critical thinking and problem solving – 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.
Instructions to facilitate differentiated learning
Give the time takers more attention to ensure they identify features of monster narratives
while you allow gied learners to search for and read more monster narratives as they
relate the characters to real life.
Suggestions on facilitating learners with special needs
As learners engage in the dramatising as outlined under Activity 3 in the Learner’s
Book, ensure other learners support those with physical impairment so as to play roles
they can manage.
185
Suggested parental empowerment and engagement
Parents or guardians to help learners understand about monster narratives in their
community.
Suggested assessment methods
• oral questions • written assessments • peer assessment
Suggested learning resources
• printouts
• pictures
• posters
• digital devices
• Learner’s Book
Additional information for the teacher and preparation of learning resources
Monster narratives are a great tool for teaching values and character impartation. ey
have morals that learners should embrace. rough them, health education and matters
HIV and AIDS can be passed to learners. Take time to explain to learners the morals
contained in each story they come across and why they should be responsible for their
safety. Let them shun the evil traits that are represented by monster narratives. You can
invite a resource person to narrate a monster narrative to the learners. Also, collect such
narratives from the community and use them in class as samples.
Suggested learning experiences
1. Introduce the sub strand by asking learners if they have ever listened to or read
monster narratives. Ask them whether monsters existed, or they are just a creation
of storytellers and what purpose they serve in society.
2. Refer learners to Activity 1: Tell and discuss. Guide the learners as they
discuss the given questions. Assist them and fill in the gaps as they discuss.
The discussions can be done in groups or individually as learners provide their
opinions.
This helps promote both self-efficacy and unity. Let learners know that monsters
represent evil in society.
3. Under the Language tips section in the Learner’s Book, take learners through these tips
on monster narratives. You can add more tips from your understanding of monster
narratives.
4. Refer learners to Activity 2: Read and discuss. Pair the learners and let them read
the narrative and attempt the questions. As they read through the story, they acquire
proficiency in reading and self-efficacy. Let the learners answer the questions while
still in pairs. This promotes unity and respect. As the learners share their answers with
the rest of the class, assess their contributions and make corrections where necessary.
Possible answers to the Practice Activity 2
1. Mrima has extra ordinary powers, there is a monster in the story, etc
2. Mrima, Mcheshi, Monster 3. Merciless 4. Courageous, fast
5. Open ended e.g courage pays
186
5. Refer learners to Activity 3: Dramatise. Group the learners and let them dramatise
the narrative, Mrima and the monster. Allow for class presentations and encourage
peer assessment. Prepare feedback for each presentation.
6. Refer learners to the Find out section. Follow up to make sure that learners undertake
this activity. This will promote the learner’s knowledge and efficacy on matters of
monster narratives. Create an opportunity for learners to present their findings to
the class.
7. Refer learners to the Further activity. Group the learners and let them create their
own monster narratives that can help solve current issues like HIV and AIDS or
COVID-19. Working in groups promotes unity and recording the performance
promotes digital literacy. Allow learners to practise dramatising the narrative and do
presentations in class. Guide the learners as they compile their monster narratives into
a short stories book. Encourage learners to read their narratives during community
gatherings or publish them. Learners to do this with your guidance or with guidance
of their parents or guardians.
8. Conclude the sub strand by emphasising the importance of monster narratives in real
life. Remind the learners that monsters represent evil in the society. You can assess
the learner’s understanding by asking them oral questions.
Suggestions on developing competency-based tasks
Assign the learners tasks that enable them to identify characters in monster narratives
and relate monster narratives to real life situations. Ensure the tasks are suitable for the
level of learners and they are tasks that learners can associate with in real life.
Suggested assessment tools
1. Oral assessment
Use oral assessment for Activity 2: Read and discuss and other areas to test the
learners’ ability to identify characters in monster narratives.
2. Observation schedule
Learner’s name _________________________________________________
Observable behaviour (competencies) Ye s No Comment
Identify characters in monster narratives
Relate monster narratives to real life situations
Remarks/Feedback to the learner
Learner’s signature
Teacher’s signature
187
E. Writing
Functional writing: Packing and shopping lists
Suggested time: 2 lessons Learner’s Book pages 120-121
Specic learning outcomes
By the end of the sub strand, the learner should be able to:
(a) identify ways of grouping items in packing and shopping lists.
(b) write a packing list for a specied event.
(c) prepare a shopping list for use in a given context.
(d) recognise the importance of preparing a shopping and packing list in their
everyday lives.
Key inquiry questions
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 – enhanced as learners categorise the various items included in a
shopping and packing list in order of importance.
• Learning to learn – enhanced as learners prepare a shopping list and a packing list
which builds learners’ capacity.
Pertinent and Contemporary Issues (PCIs)
Financial literacy – enhanced as learners prepare a realistic budget for the shopping list
and categorises items.
Values
• Integrity – enhanced as learners come up with shopping lists that adhere to given
budgets.
• Social responsibility – enhanced through mastery of writing of shopping and packing
lists 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.
Instructions to facilitate differentiated learning
Under Activity 1 in the Learner’s Book, ask the talented learners to add as many items
to the packing list. Guide the time takers to nish drawing the packing list.
Suggestions on facilitating learners with special needs
Ensure other learners give those with physical impairment more time to draw their
packing and shopping lists as guided in the Learner’s Book.
188
Suggested parental empowerment and engagement
Parents or guardians to help learners prepare packing and shopping lists or share some
with them.
Suggested assessment methods
• oral questions • written assessments • peer assessment
Suggested learning resources
• Learner’s Book
• pictures
• posters
• digital devices
• printouts
Additional information for the teacher and preparation of learning resources
Designing of packing and shopping lists is an important skill every learner needs in
school and out of school. Guide learners to develop this skill individually and as a group.
Collect samples of packing and shopping lists to use in class. Let the learners practically
design the packing and shopping lists. Go through each learner’s work, assess and guide
them accordingly.
Suggested learning experiences
1. Introduce the sub strand by asking the learners to discuss the importance of packing
and shopping lists. Let them discuss freely and openly. This will promote critical
thinking among learners.
2. Refer learners to Activity 1: List and discuss. Guide them through the activity. Let
the learners discuss freely as this promotes unity and respect in class. Go through
the lists they have designed, assess them and make the necessary corrections and
guidance. Let each learner individually design a packing list. Allow sharing of the
prepared lists in class and let learners comment on each other’s work through peer
assessment.
3. Guide the learners through the Did you know? section. Let them know that packing
lists are from ones’ possessions and have no money attached to them. Learning to
learn is enhanced as learners prepare realistic budgets for the shopping list and
categorise items.
4. Turn the learners’ attention to Activity 2: Make a shopping list. Pair the learners and
let them share the challenges of going shopping without a shopping list. Add these
points to what they will say: It consumes a lot of time, money and one can end up
buying unnecessary items or forgetting others. Show learners a sample shopping list
such as the shown one. Guide and assess the learners as they individually draw a
shopping list and share it with their peers for peer review.
189
s/no Item Type Price Comment
1
2
3
4
5
Total
5. Guide the learners through the Did you know? section and emphasise to learners
that unlike a packing list, a shopping list has a projected price of the items.
6. Ask the learners to turn to the Practice Activity. Let learners tackle the activity
individually. This activity promotes financial literacy. Follow up to make sure that
the learners have designed packing and shopping lists. Ask the learners to share their
packing and shopping lists with their peers and allow for peer review.
7. Let learners search for sample packing and shopping lists, review them and pin the
best samples on the classroom noticeboard or wall. Learners can do this activity under
your guidance or with the help of a parent or guardian. Mastery of writing of packing
and shopping list would ensure public projects are completed with stated budgets.
This enhances social responsibility.
8. Refer learners to the Find out section. Follow up to ensure this activity is done. They
can do it at school or at home under parental guidance or assisted by their guardians.
9. Conclude the sub strand by encouraging learners to tackle the Further activity.
Remind the learners to develop a habit of designing packing and shopping lists.
This will save time and money. It also promotes financial literacy and makes one
organised.
They can also use the Assess yourself section to self-asses their own progress.
Suggestions on developing competency-based tasks
Develop tasks that enable learners to identify ways of grouping items in packing and
shopping lists, writing packing and shopping for a specied event and a given context
respectively. The tasks should also inculcate a positive attitude in the learners and cater
for multi-ability learners.
Suggested assessment tools
1. Written assessment
Test the learners on the ability to prepare packing and shopping lists.
2. Portfolio
e learners should make corrections of the packing and shopping lists they had made
and keep them in a portfolio.
190
11: Professions
Learner’s Book pages 122-135
Introduction/background information
is theme will equip learners with skills in self-expressions in oral interviews and day-
to-day conversations. e learner will also be enlightened on how to prepare to answer
questions boldly, condently and precisely. Under Listening and speaking, the learner
will be taken through how to articulate points and respond condently and convincingly
to questions. In Extensive reading, the learner will be guided on choosing grade relevant
non-ction reading material and acknowledge the importance of life long reading for
enjoyment and understanding. Under Grammar in use, the learner will be exposed to
a wide range of adjective formation from nouns and verbs. e learner will also be
enlightened on how to identify and use adjectives in simple sentence construction. In
Intensive reading, the learner will be introduced to dilemma narratives. He or she will be
able to outline the structure of a dilemma narrative, recognise characters and describe
their role in the narratives. Under Writing, the learner will learn how to recognise, select
and use antonyms, synonyms and numbers in words correctly in writing.
A. Listening and speaking: Interviews
Suggested time: 1 lesson Learner’s Book pages 122-123
Speciﬁc learning outcomes
By the end of the sub strand, the learner should be able to:
(a) identify reasons for sitting an interview.
(b) articulate points clearly and condently during an oral interview.
(c) respond condently to questions during an interview.
(d) seek clarication during an oral presentation.
(e) appreciate the importance of interviews in getting school placement and
scholarships.
Key inquiry questions
1. Why are interviews important?
2. Why should one articulate points 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 – enhanced as learners discuss in groups reasons
for sitting for a placement and scholarship interview.
• Digital literacy – enhanced as learners search online and watch video clips on school
placement and scholarship interviews.
• Self-ecacy – enhanced as learners organise and lead the open forum where the
functional reading is conducted.
191
Pertinent and Contemporary Issues (PCIs)
Peace education – developed through discussion in groups and working in pairs.
Values
• Social responsibility – achieved through role play and discussion.
• Respect – enhanced as the learners collaborate in groups.
Link to other subjects
Listening to respond is an integral component in the study of Kiswahili, German and
Indigenous languages.
Instructions to facilitate differentiated learning
Ensure the talented learners discuss more reasons for sitting an interview under
Activity 1 in the Learner’s Book. For the time takers, give them more attention to
ensure they tell what the video is all about in their own words and also give reasons
whether or not the candidate passed the interview.
Suggestions on facilitating learners with special needs
Ensure that all learners are patient with those that have speech impairment while role-
playing the mock interview under Activity 2 in the Learner’s Book. Also ensure the
physically impaired get tasks they can handle during the role play.
Suggested parental empowerment and engagement
Parents or guardians to provide the learner with a digital device to search online for
interview sessions on scholarship and school placement.
Suggested assessment methods
• discussions
• oral presentations
• mock interviews role play
• peer assessment
Suggested learning resources
• Learner’s Book
• video clips or digital devices
• pictures
Additional information for the teacher and preparation of learning resources
Before the start of this sub strand, ensure the digital devices to be used are functional.
You can also prepare recorded video clips for any eventuality in case of power failure
or mechanical hitch of the digital device to be used. Choose a conducive venue for the
interviews where all learners will participate comfortably. is being an involving and a
one-lesson sub strand, you are advised to plan your lesson with utmost diligence in order
to achieve the intended outcome.
Suggested learning experiences
1. Introduce the sub strand by asking the key inquiry questions. Bring learners’ attention
that interviews occur in our everyday life. When we visit a doctor, some questions
asked at home or at school are examples of interviews. Hold a brief discussion on
their experiences to any interview they may have attended. Communication and
collaboration are enhanced as learners discuss their experiences.
192
2. Turn the learners’ attention to Activity 1: Watch and discuss. Group the learners
and then play the video clip (from the Accompanying Digital Media) to them and
then allow them time to discuss the questions that follow. Move round the groups
observing and assessing how the learners are engaging in the group activity as you
guide accordingly.
3. Refer to Activity 2: Observe and role-play. In groups, ask learners to come up with
six questions to ask the boy sitting for an interview in the picture. Allow them to
carry out mock interviews in class. As the mock interviews go on, ask them to assess
the interviewee’s level of confidence, clarity in articulation of responses and ability to
seek clarification to unclear questions. Self-efficacy is enhanced as learners organise
and carry out mock interviews.
4. From each group, let the learners pick one interviewee and role-play the interview
in the class. Allow for peer assessment as learners comment on the mock interviews
presented in class and pick the best interviewee. Social responsibility is achieved
when learners comment on the role play and pick the best interviewee. Guide the
learners through the tips on the Did you know? section.
5. Ask learners to turn to the Find out section, and tackle the activity while in small
groups with your guidance or guidance from a parent or a guardian. Respect is
enhanced as learners collaborate in groups to search online for interview sessions on
scholarships and school placement. Ensure you create time, for example in the next
lesson for learners to present their findings in class. Encourage them to comment on
each other’s findings through peer assessment.
6. Conclude the sub strand by allowing learners to pick one video that they watched
under the Find out section and role-play it in their groups as guided under Further
activity in the Learner’s Book. Let them model ways of conducting an interview. Help
them to record the interviews using a digital device. Ask them to share the recording
with their peers or through different social media platforms. Digital literacy is
enhanced as learners record their interviews and share the recordings.
Suggestions on developing competency-based tasks
Develop tasks that will test the learners’ ability to articulate points clearly and condently
during a mock interview. Ensure the tasks cater for multi-ability learning.
Suggested assessment tools
1. Rating scale
Learner’s name _________________________________________________
Competencies (knowledge, skills,
attitudes, values) assessed
Always
4
Usually
3
Sometimes
2
Never
1
Articulates points clearly and
condently during a mock oral
interview
193
Responds condently to questions
during an interview
Comments on the learner’s performance
Learner’s signature _______________________ Date ________________
Teacher’s name __________________ Signature __________ Date ____________
2. Oral questions
Using Activity 2, assess learners’ ability to articulate points clearly and condently
during an oral mock interview.
B. Reading
Extensive reading: Non-ction materials
Suggested time: 2 lessons Learner’s Book pages 123-126
Speciﬁc learning outcomes
By the end of the sub strand, the learner should be able to:
(a) identify print or electronic non-ction materials that are interesting to read.
(b) read a variety of grade appropriate non-ction materials independently for
lifelong learning.
(c) recommend to peers suitable non-ction materials to read for information,
(d) acknowledge the importance of reading for enjoyment and general
understanding.
Key inquiry questions
1. What kind of stories contribute to behaviour change?
2. Why should we read non-fiction materials?
Core competencies to be developed
• Self-ecacy – strengthened as learners read a variety of non-ction materials to
inculcate a reading culture.
• Learning to learn – instilled as learners search for digital and print non-ction
materials using electronic gadgets.
Pertinent and Contemporary Issues (PCIs)
Life skills especially self-awareness – developed through the learner’s own choice of
non-ction materials to interact with.
Values
Responsibility – honed as learners make informed choices by recommending to peers
suitable non-ction materials to read.
Link to other subjects
Excessive reading is a skill required by learners as they research across the subjects.
194
Instructions to facilitate differentiated learning
Allow the time takers more time to read the passage under Activity 2 in the Learner’s
Book. For the talented learners, ensure they use the words in the vocabulary bank
under Check your vocabulary in the Learner’s Book to talk about dierent professions
they would like to pursue in future.
Suggestions on facilitating learners with special needs
Ensure that all learners are patient with those that have speech impairment while
predicting and sharing what the texts they will read under Find out in the Learner’s
Book are about. Ensure learners with visual impairment sit in a position where they
can see information in the digital devices or print materials without straining while
doing the Find out activity.
Suggested parental empowerment and engagement
e parent or guardian will provide books, old newspapers, magazines or the digital
device for the learner to search for any two non-ction reading materials.
Suggested assessment methods
• peer assessment • oral presentation • skimming • written exercises
Suggested learning resources
• Learner’s Book
• newspapers/ magazines
• dictionary
• encyclopaedia
• digital devices
Additional information for the teacher and preparation of learning resources
You are advised to collect magazines or newspapers and books that have non-ction
information based on the theme. You will need these materials when introducing the
sub strand. Research widely on non-ction materials which you will use to enlighten
learners on what non-ction materials are and the benets of reading such materials.
Suggested learning experiences
1. Introduce the sub strand by asking learners what they can recall about scanning and
skimming through texts and the purpose of each. Now, refer learners to the Think
and share section. Ask them why we should read factual or true materials other than
just reading imaginative materials. Tell them to share their views with the class. Listen
to their views, comment and guide the discussion accordingly.
2. Turn the learner’s attention to Activity 1: Read and discuss. In pairs, ask the learners
to study the book covers shown in the pictures in the Learner’s Book. Ask learners
to read the paragraphs given for each book and respond to the questions that follow.
Assess the learners’ comprehension by listening to their answers as they share to
tell the class. Life skills especially self-awareness is instilled as learners think and
recommend suitable reading materials that they have read before and to peers.
195
3. Turn the learners’ attention to Activity 2: Read and answer. Ask learners in pairs to
study the pictures in the passages in the Learner’s book. Ask them to skim through
the text and tell the main idea in it. Let them now scan through the text and identify
three professions mentioned in it. Let them share their findings in the class as they
correct each other’s work (peer assessment). Individually, ask learners to read the
passage silently. Allow them time to answer the comprehension questions under
the Comprehension check individually. Collect books for marking and to prepare
feedback.
4. Refer learners to the Check your vocabulary section. In pairs, let them read the
passage in Activity 2 again as they copy down the words and phrases written in bold.
They should then try to give the meanings of the words and phrases.
5. Ask learners to make sentences on different professions using the words and phrases
they have copied in the passage in Activity 2. Self-efficacy is enhanced as learners
infer meanings of words and phrases and make sentences correctly using them. Allow
them to share their sentences with the class and correct each other’s work through peer
assessment. Encourage them to use the newly learnt words and phrases in different
contexts in their day-to-day conversations.
6. Refer learners to the Find out section and let them visit the school or local library
and look out for non-fiction reading materials with peers. They may also collect
books, old newspapers, magazines or use the internet to search for any two non-
fiction reading materials. Responsibility is honed as learners work in groups with
their peers to search and to collect non-fiction reading materials. Learning to learn
is instilled in learners as they search for digital and print non-fiction materials using
digital devices. Tell them to skim and scan through the texts. Ask them to predict
and share what the texts are about.
7. Conclude the sub strand by asking learners to tackle the Further activity individually.
They should read the materials they had picked under the Find out section and
make short notes on the facts they have learnt from them. Let them share this with
the class. They should then prepare a log of the non-fiction materials they have
read and shared and then pin them on the classroom noticeboard or wall for future
reference. Encourage them to regularly make time to read nonfiction materials and
keep updating their log.
Possible answers to the Comprehension check
1. medicine, doctors, law, printer/ journalism, investors, academicians/ teachers,
soldiers
2. Open ended (Supported with evidence as brought out in the passage.)
3. Open ended
4. Their philosophical ideas are used by teachers.
5. It talks of facts. 6. Open ended 7. Open ended
196
Suggestions on developing competency-based tasks
Develop assessment tasks that will test the learners’ ability to infer meaning of new
words and phrases used in non-ction materials. Ensure the tasks cater for both gied
or talented learners and the time takers.
Suggested assessment tools
1. Learner’s log/journal
Learner’s name _________________________________________________
Materials read Date Learner’s feelings,
comments or opinions
Teacher’s comments/
observations/assessments
Teacher’s name: ________________________ Signature: ____________
2. Oral questions
Based on Activity 1 in the Learner’s Book, assess learners’ ability to identify print or
electronic non-ction materials that are interesting to read.
C. Grammar in use
Word classes
I. Adjectives formed from nouns
II. Adjectives formed from verbs
Suggested time: 2 lessons Learner’s Book pages 127-130
Speciﬁc learning outcomes
By the end of the sub strand, the learner should be able to:
(a) recognise adjectives from a text.
(b) construct simple sentences using the adjectives formed.
(c) appreciate the value of proper use of adjectives.
Key inquiry questions
1. How are adjectives formed? 2. Why should we use adjectives correctly?
Core competencies to be developed
• Communication and collaboration – developed as learners work in groups and pairs
to interact with others and share ideas.
• Digital literacy – enhanced as learners search and watch online tutorials on adjectives
to develop their interests in the theme.
Pertinent and Contemporary Issues (PCIs)
Citizenship – inculcated as learners engage in the formation of adjectives and
construction of sentences in pairs and groups.
Values
Love – instilled through collaboration in pairs and groups.
197
Link to other subjects
Adjectives are learnt in Kiswahili, German, French and indigenous languages.
Instructions to facilitate differentiated learning
Ensure the talented learners pick out ten extra adjectives and say how they enhance
meaning under Further activity in the Learner’s Book while you pay attention to the
time takers as they tackle Practice Activity 1 and Practice Activity 2 in the Learner’s
Book.
Suggestions on facilitating learners with special needs
As learners engage in the Further activity in the Learner’s Book, ensure that learners
with visual impairment sit near the digital devices while doing the activity. Ensure the
other learners give learners with physical impairment more time to solve the puzzles
they have developed in groups.
Suggested parental empowerment and engagement
e parent or guardian will provide a digital device and internet and help the learner to
watch videos on how adjectives are formed from nouns and verbs.
Suggested assessment methods
• oral presentations • discussions • written tests
Suggested learning resources
• Learner’s Book • digital devices
Additional information for the teacher and preparation of learning resources
Research and read widely on adjectives formation from nouns and verbs. Make a chart
with dierent suxes that are used to form adjectives. Ensure learners participate fully
to make the lesson enjoyable. Prepare word wheels in advance on how adjectives are
formed from nouns and verbs.
Suggested learning experiences
1. Introduce the sub strand asking learners what they can recall about adjectives from
what they learnt in the previous grades. Use this to assess the level of knowledge they
have on adjectives.
2. Refer learners to Activity 1: Look and describe in the Learner’s Book. In pairs,
let the learners in pairs mention any five words that can be used to describe
the people and things in the picture. Go round assessing the learners’ work and
guiding them where necessary. Group the learners in small groups and ask them
to read the sentences in Activity 1 and discuss how the words written in blue have
been used in the sentences. Love is instilled as learners collaborate in pairs and in
small groups to discuss how words are used in sentences.
Ask them to report their discussion and findings to the class. Communication and
collaboration is developed as learners work in pairs and groups to interact with
others and share ideas.
198
3. Guide the learners through the Grammar tips and how adjectives are formed from
nouns. Ask them to give more examples to evaluate their understanding. Use the word
wheel to explain your points. Display the chat you had prepared for them to refer to.
4. Refer the learners to Activity 2: Read and pick out. In pairs, allow learners to read
the paragraph in the Learner’s Book and then identify the adjectives used in the
paragraph. Ask them to note down the base word used to form each adjective. Let
them report their answers to the class. Collect the learners’ exercise books and assess
their accuracy in identifying some of the following base words. Find time in the next
lesson to report to the class on the following base words.
(friendly – friend, jolly – joy, excited – excitement, classic – class, golden – gold,
charming – charm, customary – custom, silken – silk, helpful – help, memorable –
memory, complimentary – compliment)
(Nouns: friend, joy, class, gold, charm, custom, memory, compliment, help)
5. Turn the learners’ attention to the Practice Activity 1 in the Learner’s Book. Let
learners tackle the activity individually. Ask them to follow the example given. Ask
them to make oral sentences using the words they formed. Communication and
collaboration is developed as learners make oral sentences using the words they
formed. Self-efficacy is developed as learners form oral sentences.
6. Refer the learners to Activity 3: Study and discuss. Allow them to read the sentences
related to the picture in Activity 1. Let them discuss with their deskmate how the
words written in blue are formed. Make your comments and guide accordingly.
7. Referring the learners to Activity 4: Read and identify, ask them while in pairs
to read the sentences in the Learner’s Book and then identify the words (verbs) in
the sentences they have read. While still in pairs, ask them to read the sentences in
activity 4(3). Let them discuss how the words written in blue have been used in the
sentences. Ask them to match the words in blue in 4(4) with the verbs they formed
in number 4(1). Assess how well learners identify how words have been used in the
sentences as you guide them accordingly.
8. Guide the learners through the Grammar tips and how adjectives are formed from
verbs. Ask them to give more examples to evaluate their understanding. Use the word
wheel to explain your points. Display the chat you had prepared for them to refer to.
9. Turn the learners’ attention to the Practice Activity 2 and ask them to complete the
activity individually. Ask them to indicate if the adjective has been formed from a
noun or a verb. Collect books for marking and to prepare feedback. Ask them to form
their own sentences using the adjectives they formed.
10. Ask the learners to turn to the Find out section and work in groups. They can do
this in school under your guidance or you can guide them to do it at home with the
help of their parents or guardians. Let the learners use the internet to watch videos
on how adjectives are formed from nouns and verbs. Digital literacy is enhanced
as learners search and watch videos on how adjectives are formed. Let the learners
pick any ten adjectives and discuss how they enhance meaning. Let them share their
findings with the class.
199
11. Conclude the sub strand by asking learners to tackle the Further activity in groups
where they are required to make word search puzzles using the adjectives they
searched for in the Find out activity. Ask them to exchange the crossword puzzle with
other groups to solve. Citizenship is instilled as learners engage in the formation of
adjectives and use them to make word search puzzles. Encourage learners to exchange
their puzzles with other groups to try and solve. Collect their books to assess their
puzzles and prepare feedback during the next lesson.
Possible answers to the Practice Activity 1
Base word Adjective
gold golden
legend legendary
Kenya Kenyan
Europe European
cup cupful
girl girlish
Possible answers to the Practice Activity 2
a. increasing
b. comfortable
c. manned
d. wooden
e. Missionary
f. lengthy
g. missed
h. careless
i. fallen
j. Coastal
Suggestions on developing competency-based tasks
Develop assessment tasks that will enable learners to construct simple sentences using
the adjectives formed from nouns and verbs. Ensure the tasks cater for both the talented
learners and time takers.
Suggested assessment tools
1. Rating scale
Learner’s name _________________________________________________
Competencies (knowledge, skills, attitudes,
values) assessed
Always
4
Usually
3
Sometimes
2
Never
1
Ability to recognise adjectives from a text
Ability to form adjectives by adding given suxes
Comments on the learner’s performance
Learner’s signature __________________________ Date ________________
Teacher’s name ___________________ Signature __________ Date ____________
2. Oral questions
Based on Activity 2, assess the learners’ ability to recognise adjectives from a text.
200
D. Reading
Intensive reading: Dilemma narratives
Suggested time: 2 lessons Learner’s Book pages 130-132
Speciﬁc learning outcomes
By the end of the sub-strand, the learner should be able to:
(a) describe the characters in a given dilemma narrative.
(b) recognise a closing formula as a feature of dilemma narratives.
(c) relate the lessons learnt in the dilemma narrative to real-life experiences.
(d) appreciate the lessons learnt from the dilemma narrative for literacy appreciation.
Key inquiry questions
1. What is the importance of reading narratives?
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 – 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 – enhanced as learners describe and relate the characters to real-life experiences
in groups.
Values
Respect – enhanced as learners carry out the group discussions.
Link to other subjects
Performing Arts and Kiswahili emphasise creativity through narratives.
Instructions to facilitate differentiated learning
Under Activity 2 in the Learner’s Book, ensure you give more time to the time takers
who need more support on drawing a chart to show the sequence of events in the
narrative. For the talented learners, allow them to share one more dilemma narrative
and share the lessons learnt from the narrative.
Suggestions on facilitating learners with special needs
Ensure learners with visual impairment sit in a position where they can see information
in the video clips from the digital devices without strain while doing the Find out activity
in the Learner’s Book. Ensure learners with hearing impairment sit in a position where
they can hear information in the audio clips from the digital devices without strain
while doing the Find out activity.
Suggested parental empowerment and engagement
Parents or guardians to provide digital devices for the learners to search and watch
videos on dilemma narratives.
201
Suggested assessment methods
• oral presentations • peer assessments • discussions • reading
Suggested learning resources
• Learner’s Book • digital device
Additional information for the teacher and preparation of learning resources
Prior to this sub strand, you are advised to research on dilemma narratives and have
them ready as examples through printed copies or newspapers or magazine cut outs.
Gather several real life situations with a dilemma eect and pose this to the learners
as you introduce this sub strand. Prepare a sample chart that you will use to guide
learners under Activity 2 on how to show a sequence of events.
Suggested learning experiences
1. Introduce this sub strand by narrating to the learners a short dilemma narrative.
Seek their opinion on why a closing formula is important to a dilemma narrative. Ask
the key inquiry questions and accept a variety of varied responses. Make your input.
2. Refer the learners to Activity 1: Watch and tell. Play a video clip (from the
Accompanying Digital Media) to the learners in class. After watching and listening,
allow them to respond to the questions that follow while in groups. Respect is
enhanced as learners carry out the group discussion. As they explain one lesson
they learnt from the narrative and relate it to real-life situations, Life skills will be
enhanced. Allow them time to narrate their answers to the class. Allow learners to
correct each other through peer assessment during the class presentations. Take
the learners through the Language tips on dilemma narratives.
3. Turn the learners’ attention to Activity 2: Read and answer. Allow them in groups
to read and discuss the narrative in the Learner’s Book. Respect is enhanced as learners
read and discuss the narrative. Individually, allow them time to answer the questions
that follow after the narrative. Collect learners’ notebooks to assess and to prepare
feedback.
Possible answers
1. Tedi & Qanyatte - parents of Rose; Rose - shows dilemma
2. In suspense. Which of her parents would have the one heart?
3. Open ended
4. Open ended
5.
Tedi & Qanyatte marry
They stay barren
They give birth to a
girl called Rose
Rose becomes a
cardiologist
A mysterious
disease sweeps
the country
Rose’s parents both
need a heart transplant
but Rose gets one heart
Who will Rose
give the heart?
202
4. Ask learners to turn to the Find out section. Ask the learners, in groups (with the
help of their parents, guardians or yours) to search online for audio clips and videos
on dilemma narratives and watch them. Ask them to make notes on the lesson they
draw from the narratives. Ask them to share their points with the class and allow
them to correct each other’s work through peer assessment.
5. Conclude the sub strand by asking learners to tackle the Further activity in
groups where they will dramatise one of the narratives they watched in the Find
out activity. Tell them that they can also create their own dilemma narrative and
dramatise it.
Creativity and imagination is engrained as learners dramatise and create a
dilemma narrative. Ask them to present their role play to the class and relate it to a
real-life situation. Allow for peer assessment as learners comment on each group’s
presentations.
They can also use the Assess yourself section to self-asses their own progress.
Suggestions on developing competency-based tasks
Develop tasks that will test the learners’ ability to recognise a closing formula in a
dilemma narrative. The tasks to cater for multi-ability learners.
Suggested assessment tools
1. Observation schedule
Learner’s name _________________________________________________
Observable behaviour (competencies) Yes No Comment
Ability to describe the characters in a given dilemma narrative
Ability to recognise a closing formula as a feature of dilemma
narrative
Remarks/Feedback to the learner
Learner’s signature: _______________ Teacher’s signature: _________________
2. Oral questions
Using Activity 1, assess the learners’ ability to describe the characters in a given dilemma
narrative.
E. Writing
Spelling antonyms, synonyms and numbers
Suggested time: 2 lessons Learner’s Book pages 133-135
Speciﬁc learning outcomes
By the end of the sub strand, the learner should be able to:
(a) recognise antonyms, synonyms and numbers in words from a selected text.
(b) use antonyms, synonyms and numbers in words correctly in writing.
203
(c) appreciate the usage of antonyms, synonyms and numbers in words in eective
writing.
Key inquiry questions
1. Why is it important to have a wide range of vocabulary?
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 – 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 – 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)
Eective communication – improved as learners use antonyms, synonyms and gures
in words correctly in writing.
Values
Unity – 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.
Instructions to facilitate differentiated learning
For the talented learners, allow them to compile a list of at least een antonyms and
synonyms under the Find out activity in the Learner’s Book and share with each other.
Allow the time takers more time to nd the antonyms (from the dictionary or the
internet) of the synonyms they copied aer reading the text under Activity 3 in the
Learner’s Book.
Suggestions on facilitating learners with special needs
Encourage the learners to ensure they use large fonts while making charts under the
Further activity in the Learner’s Book. is is to enable learners with visual impairment
to read the synonyms and antonyms on the charts without straining.
Suggested parental empowerment and engagement
Parents or guardians to provide the learners with digital devices with internet
connectivity to search for antonyms and synonyms.
Suggested assessment methods
• oral presentations
• observations
• reading
• written assessments
204
Suggested learning resources
• Learner’s Book • pictures • digital devices • dictionary
Additional information for the teacher and preparation of learning
resources
Prior to this sub-strand, you are advised to research and have grade appropriate
vocabulary. Make a chart with several synonyms, antonyms and numbers in words to
hang in class for reinforcement of the intended concept.
Collect pictures with (a) a delicious looking meal, (b) a huge person, (c) a small car.
You will use these pictures to introduce the sub strand.
Suggested learning experiences
1. Introduce the sub strand by displaying the pictures you brought to class.
Ask the learners to use different words to describe the pictures. For example, the meal
can be delicious and scrumptious. Accept any correct answer and make your input.
The car can be small, tiny, diminutive or miniature. Accept other correct answers and
make your input.
2. Ask the key inquiry questions. Accept correct answers and make your input: It makes
writing and speaking enjoyable and interesting when one uses a variety of vocabulary.
3. Turn the learner’s attention to the pictures in Activity 1: Observe and compare. Ask
them to observe the pair of pictures in Activity 1. Ask them in pairs to use as many
pairs of opposites as possible to describe the two pictures. Communication and
collaboration is improved as learners use as many opposites as possible to describe
the pictures. Accept answers such as happy-sad, jubilant-dejected, elated-forlorn etc.
Accept any other correct answers and make your input. Ask them to share with the
class the pair of words they have used. Allow for peer assessment as learners share
their work by exchanging their books.
4. Guide the learners through the Language tips by defining and giving examples of
antonyms and synonyms. Refer the learners to Activity 2: Pick out and share in the
Learner’s Book. In their pairs, allow learners to sort out the words using the table
below the words. Through observation and oral presentation, assess learners’ ability
to sort out words properly. Let them share the final table with the class and compare
their answers through peer assessment.
5. Referring to Activity 3: Read and answer, pair the learners and let them read the
text in the Learner’s Book in turns as they pick out and copy synonyms used in the
text in their notebooks. Give them time to use dictionaries or the internet to find the
antonyms of the synonyms they picked from the text. Digital literacy is developed
as learners search for more antonyms and synonyms from the internet boosting their
ability to use digital devices.
205
Possible answers
2. Synonyms: praise - glory, exemplary - spectacular
3. Antonyms: praise - condemn, exemplary - unworthy
6. Allow them to share their answers with the class. Through peer assessment, let the
learners appreciate and correct each other’s work.
7. Ask the learners to turn to Practice Activity 1 and do the activity individually. Collect
the learners’ exercise books and assess their accuracy. You may guide the learners at
an individual level or do a remedial lesson for time takers. Effective communication
is improved as learners use antonyms, synonyms and figures in words correctly in
writing.
8. Turn the learner’s attention to Activity 4: Read and observe. In small groups, ask
them to read the pair of sentences and tell them to say how numbers are written in
words and symbols.
Effective communication is improved as learners read sentences in small groups
and say how numbers are written in words and symbols.
9. Ask the learners to turn to Practice Activity 2 and attempt the exercise.
Collect the learners’ exercise books and assess their accuracy. You may guide the
learners at an individual level or do a remedial lesson for time takers.
10. Ask the learners to turn to the Find out section and work in groups. They can do
this in school under your guidance or you can guide them to do it at home with the
help of their parents or guardians. Let the learners use the internet or print materials
to search for antonyms and synonyms. Digital literacy is enhanced as learners use
the internet to search for antonyms and synonyms. Allow them time to discuss how
the antonyms and synonyms enhance meaning. Ask them to compile a list of ten
antonyms and synonyms then share with the class. Allow for peer assessment as
learners comment and correct each other’s work. Guide and correct accordingly.
11. Conclude the sub strand by asking learners to tackle the Further activity where they
are required to work as a class and make a chart of antonyms and synonyms. Unity
is cultivated as learners work as a class to make a chart on antonyms and synonyms.
Check the accuracy of learners work and pin the chart on the classroom wall or
noticeboard. Encourage the learners to individually keep a log of how many antonyms
and synonyms they use in their writing weekly.
206
Possible answers to Activity 2: Pick out and share
Synonyms of big: huge, colossal, enormous, immense, vast, gigantic, tremendous
Antonyms of big: tiny, shred, small, crumb, fragment, minute, fraction
Possible answers to the Practice Activity 1
Open ended. Accept correct opposites and antonyms but remind the learners that the
use depends on the context. (Example opposite of lower is to lift, but we cannot lift
the flag in number 2. Likewise the synonyms of big are vast but we cannot describe a
person as vast.)
Possible answers to the Practice Activity 2
1. a. 26 – twenty-six
b. 204 – two hundred and four
c. 365 – three hundred and sixty-five and three hundred and sixty-six
d. 33,421 – thirty-three thousand, four hundred and twenty-one.
e. 214,781– two hundred and fourteen thousand, seven hundred and eighty-one
2. a. The games were watched by 8, 000 spectators.
b. The judge fined her 255, 000 thousand shillings.
c. The rally drivers covered 10, 050 kilometres.
Suggestions on developing competency-based tasks
Develop tasks that test learners’ ability to recognise antonyms, synonyms and gures
in words from a selected text. Ensure the tasks cater for both gied or talented learners
and the time takers.
Suggested assessment tools
1. Checklist
Learner’s
name
Competencies (knowledge, skills, attitudes, values) assessed (tick
appropriately)
Ability to
recognise and
sort out words
as antonyms or
synonyms
Ability to use
antonyms and
synonyms
correctly in
writing
Ability to write
numbers in words
and words in
numbers correctly in
sentences
Teacher’s
comment
Ye s No Ye s No Yes No
Teacher’s signature: ____________ Date: _________
2. Written assessment
Using Activity 2 and 3, assess learners’ level of comprehension of antonyms and
synonyms by checking and scoring the given tasks.
207
12: Traditional Fashion
Learner’s Book pages 136-148
Introduction/background information
In this theme, the learner will be exposed to information related to traditional fashions.
e learner will learn and appreciate our rich and diverse traditional attire in the
modern world of the fancy Western fashion. roughout the units, patriotism will be
inculcated among the learners despite their dierent backgrounds.
In Listening and speaking, learners will be guided to list ways of expressing views/
opinions in dierent contexts, use dierent ways that indicate own views/opinions in
a given context and acknowledge the value of one’s views/opinions as a lifelong skill
in communication. Under Intensive reading, learners will be exposed to a variety of
texts in order to identify the main idea, use contextual clues to infer meanings of words
and describe characters, ideas or events in the texts they read. Under Grammar in
use, learners will be guided to identify and use phrasal verbs formed from put, come
and give, correctly in sentence construction and appreciate the role of phrasal verbs in
communication. In Reading, the learner will be guided to identify the main idea in the
section read in the text, discuss the lessons learnt in the text and relate the lesson learnt
to real-life experiences. Under Writing, learners will be aided to outline a dialogue and
apply the writing process in writing a dialogue in order to acknowledge the importance
of the writing process in acquiring good writing skills.
A. Listening and speaking
Listening to respond: Views or opinions
Suggested time: 2 lessons Learner’s Book pages 136-138
Speciﬁc learning outcomes
By the end of the sub strand, the learner should be able to:
(a) list ways of expressing views/opinions in dierent contexts.
(b) use dierent expressions that indicate own views/opinions in a given text.
(c) acknowledge the value of one’s views/opinions as a lifelong skill in
communication.
Key inquiry questions
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 – achieved as learners discuss various views and opinions.
208
• Digital literacy – enhanced as learners interact using technology when searching
online and listening to an oral narrative from digital gadgets.
Pertinent and Contemporary Issues (PCIs)
Eective communication – enriched as learners explore and express their views/
opinions in dierent subjects.
Values
• Respect – enhanced as learners express opinions during group activities.
• Unity – inculcated as learners engage in group work.
Link to other subjects
Views and opinions are important in subjects such as Religious Education, Life Skills
and Music.
Instructions to facilitate differentiated learning
Ensure the talented learners use all the dierent ways of expressing opinions or views
as they identied under Activity 1 in the Learner’s Book to construct sentences. For
the time takers, give them more attention to ensure they retell the narrative to the class
under the same activity and identify some of the ways of expressing opinions or views.
Suggestions on facilitating learners with special needs
Ensure that all learners are patient with those that have speech impairment while role-
playing the characters in the narrative under Activity 2 in the Learner’s Book. Also
ensure that you allow learners with hearing impairment to sit at positions where they
can hear you well.
Suggested parental empowerment and engagement
Parents or guardians to provide learners with digital devices and guide learners to search
for videos, audios and narratives that express dierent views or opinions.
Suggested assessment methods
• oral presentations • role playing
Suggested learning resources
• Learner’s Book • pictures • newspapers
• digital devices
Additional information for the teacher and preparation of learning resources
Let the learners know the importance of expressing one’s views and opinion freely.
Ensure you prepare questions that require learners to give their views and opinions. You
are advised to explain to the learners that views and opinions are personal and should
be respected and everybody is entitled to their opinion. On the other hand, opinions
should be supported and discussed to exchange ideas and views. As a teacher, ensure
that the digital devices are in good working condition before you engage the learners.
Inculcate the habit of using polite language and expressions to show own opinions or
views.
209
Suggested learning experiences
1. Introduce the sub strand by asking learners the key inquiry questions. Encourage
them to participate fully in the lesson for both enjoyment and learning purposes.
2. Turn the learners’ attention to Activity 1: Listen and discuss. Allow them to look at
the picture given in the Learner’s Book. Ask them to say what story the picture tells.
Now ask them to listen to a narrative you will read to them, The four friends. Read
the narrative at a moderate speed and voice. Ask them to retell the narrative to the
class. Allow them to express their feelings towards what Chichi did. Allow learners
to say what they learn from the narrative. Learning to learn is achieved as learners
discuss their opinions and views.
3. Ask learners as a class to identify and list ways used to express views and opinions in
the narrative, e.g. In my opinion…, I think that…, I disagree with…. Allow them time
to make sentences using the expressions they have listed down. Assess and correct
the learners where necessary. Encourage them to say their sentences to the class. Ask
them to say why it is important to express their own opinions or views on different
issues. Allow the learners to comment on each other’s work through peer assessment.
4. Refer the learners to Activity 2: Role-play. In groups, ask them to role-play the
different characters in the narrative. Let them show their opinion or views using
the expressions they listed in Activity 1. Allow the groups time to present their role
play to the class. Unity is inculcated as learners engage in group work. Make your
comments on what you have observed.
5. Referring to Activity 3: Make a word chart, ask them to mention how the narrator
feels about the subject from the listening story in Activity 1. Ask them to list words
that can be used to describe the feelings e.g. disappointed or sad. Let the learners say
how they feel about the subject. Effective communication is enriched as learners
explore and express their views about the subject in the narrative. Ask them to add
other words to describe their feelings.
6. Ask learners to make a word chart of the words listed previously. Ask them to add
other words that can be used to express one’s feelings. Allow them time to share the
word charts they have written with the class. Respect is enhanced as learners share
their word charts with the class. Add more words to enrich the learners’ vocabulary.
Assess the appropriateness of the extra words they suggest.
7. Refer the learners to Activity 4: Debate. Allow them to divide themselves into two
groups and debate on the topic given in the Learner’s Book. Remind them to use
polite language and expressions as they show their own views and opinions. Allow
the secretaries to read out the points raised by each side. Make comments and reward
the debaters accordingly.
8. Guide learners on how to tackle the Find out section in groups. They are required
to find audio or video clips that express different views and opinions on leadership
from the internet with your help or the help of their parents and guardians. Allow
them time to share with the class what they have watched or read.
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Digital literacy is enhanced as learners interact using technology when searching
online and listening to oral narratives from digital gadgets.
9. Conclude the sub strand by asking learners to group themselves and write an oral
text on traditional fashion as guided under Further activity in the Learner’s Book.
Ensure you create time , for instance in the next lesson for learners to present these
oral narratives to the class for the class to pick out the general idea and specific details.
Through peer assessment, let the learners judge the correctness of their answers.
Remind them to use the expressions they have learnt as they write the narrative.
Learning to learn and respect are achieved as learners correct each other’s work
where necessary. Collect the learners’ work for final marking and to prepare feedback.
Suggestions on developing competency-based tasks
Develop tasks that will test the learners’ ability to use dierent expressions that indicate
own views and opinions in a given text. e tasks to cater for multi-ability learning.
Suggested assessment tools
1. Rating scale
Learner’s name _________________________________________________
Competencies (knowledge, skills,
attitudes, values) assessed
Always
4
Usually
3
Sometimes
2
Never
1
Ability to use dierent expressions
that indicate own views/opinions
given in a text
Ability to role-play the dierent
characters in the narrative
Comments on the learner’s performance
Learner’s signature __________________________ Date ________________
Teacher’s name _____________________ Signature _________ Date ____________
2. Written assessment
Using Activity 2, assess learners’ ability to list ways of expressing views/opinions in
dierent contexts.
B. Reading
Intensive reading - Comprehension
Suggested time: 2 lessons Learner’s Book pages 138-142
Speciﬁc learning outcomes
By the end of the sub strand, the learner should be able to:
(a) identify main ideas in a text.
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(b) use contextual clues to infer the meaning of words in a text.
(c) describe characters, ideas or events in a text.
(d) summarise information from a short text.
(e) appreciate the importance of reading comprehension in life long learning.
Key inquiry questions
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 – enhanced as learners visualise characters, events and places.
• Imagination – developed as learners gain new perspective as they use contextual clues
to infer meaning of words.
Pertinent and Contemporary Issues (PCIs)
Self-awareness – instilled as learners visualise pictures of ideas or events in a text.
Values
Responsibility – reinforced as learners help each other to role-play characters, events
and answer questions.
Link to other subjects
Making inferences and visualising are important skills in Mathematics, Science and
Preforming Arts.
Instructions to facilitate differentiated learning
Ensure the talented learners role-play their favourite characters from the passage
under Activity 2 in the Learner’s Book and also give reasons why it is important to keep
reading stories. For the time takers, give them more attention to ensure they tell what
the passage is all about in their own words.
Suggestions on facilitating learners with special needs
As learners engage in the Find out activity in the Learner’s Book, ensure that learners
with visual impairment sit near the digital devices while doing the activity. Ensure
that learners with physical impairment are allowed time to participate actively in the
activity.
Suggested parental empowerment and engagement
Parents or guardians to avail digital devices and help learners source for old newspapers
and magazines.
Suggested assessment methods
• oral presentations • discussions • written tests
Suggested learning resources
• Learner’s Book
• pictures
• digital devices
• newspapers or magazines
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Additional information for the teacher and preparation of learning resources
You are advised to collect several picture cut-outs on traditional fashion from dierent
communities. It is also prudent that you research on some cultural events from among
the dierent communities in our country. is information and the pictures will help
you to give examples as you carry out this sub strand. It is also vital for you to revisit
previous grades’ themes on cultural celebrations to keep yourself abreast with content
and hence build this content on the information the learners already have.
Suggested learning experiences
1. Introduce the sub strand by asking learners to think back to a time they attended a
cultural celebration in their community. Tell them to share what the celebration was
about and where it was held. Ask them to picture out how the people were dressed and
describe the dressing. Critical thinking is enhanced as learners visualise characters,
events and places. Allow them time to share their thoughts with the class. Show some
pictures you brought to class to relate their answers to the dressings.
2. Turn the learners’ attention to Activity 1: Study and tell. Ask them to read the title
in the passage in Activity 2 of the Learner’s Book. Allow the learners to share in class
the picture that comes to their mind. Imagination is developed as learners describe
to the class the picture that comes to their mind after observing the pictures. Now ask
them to look at the picture in the passage. In pairs, let them describe how the people
in the picture are dressed. Ask them to visualise and say which event they think it is.
Now ask them to skim through the passage and tell the main ideas in the text.
3. Take the learners through the Did you know? section. Elaborate and involve learners
as you give more examples. Refer to the passage to help you in your explanation.
4. Referring the learners to Activity 2: Read and discuss, ask learners to read the passage,
Ngatana’s big day in the Learner’s Book while in groups and respond to the questions
that follow. Self-awareness is instilled as learners mention and describe events held
in their communities.
5. Ask the learners to write answers for the Comprehension check section individually.
Encourage them to read the texts again before answering. Collect the books for
assessing comprehension then guide the learners appropriately.
6. Refer the learners to Check your vocabulary. Let the learners find the words in
the story and try inferring their meanings and writing them before completing the
sentences that follow. Allow for peer assessment by encouraging learners to correct
each other’s work. Assess the correctness of the sentences by checking the learners’
work or asking them to read the sentences aloud. Encourage the learners to use the
newly learnt words in their writing.
7. Refer learners to the Find out section and let them work in groups. Tell them to use
the internet or old newspapers and magazines to find a text on traditional fashion,
read it and talk about the main ideas.
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8. Conclude the sub strand by asking learners to tackle the Further activity task by
organising the learners in groups. Ask the learners to discuss what they have learnt
and then share it with the class. Responsibility is reinforced as learners work in
groups to carry out a given task.
Possible answers to the Comprehension check
1. A traditional wedding/An Orma traditional wedding
2. Open ended such as:
a. Ngatana, chief Hodari’s son goes to his father to seek advice as he is set to marry.
b. The wedding ceremony taking place
c. The visit to the in-laws
3. White traditional attire. Open ended for the second part of the question.
4. Ngatana was respectful to his in-laws. He was in an almost kneeling down position
as he greeted his in-laws.
5. He enjoyed. The whole text shows his joy and the last paragraph shows his joy.
6. Open ended
7. Open ended
8. Open ended (Accept a well-written summary that captures the events and main
ideas in the story.)
Suggestions on developing competency-based tasks
Develop tasks that will enable learners to use contextual clues to infer the meanings
of words in a text and describe characters, events and places in a text. Ensure the tasks
cater for both gied or talented learners and the time takers.
Suggested assessment tools
1. Assessment rubric
Learner’s name _________________________________________________
Indicators Exceeds
expectations
Meets
expectations
Approaches
expectations
Below
expectations
Ability to describe
characters, ideas or
events in a text
Ability to summarise
information from a
short text
Teacher’s name _________________ Signature __________ Date ______________
2. Written assessment
Use written assessment under Check your vocabulary to assess learners’ ability to infer
meaning of words in a text and use the words to write sentences.
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C. Grammar in use
Phrasal verbs
Suggested time: 2 lessons Learner’s Book pages 142-144
Speciﬁc learning outcomes
By the end of the sub strand, the learner should be able to:
(a) identify phrasal verbs formed from put, come and give in a given text.
(b) use given phrasal verbs correctly in sentence construction.
(c) acknowledge the role of phrasal verbs in communications.
Key inquiry questions
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 – strengthened when learners speak clearly as
they interact to enhance their knowledge of phrasal verbs.
• Self-ecacy – developed as learners identify and state what they nd dicult to do
and why.
Pertinent and Contemporary Issues (PCIs)
Eective communication – improved when learners rene their ability to communicate
by using phrasal verbs correctly.
Values
Cohesion – achieved as learners work in groups to foster unity.
Instructions to facilitate differentiated learning
Ensure the talented learners pick out the ten phrasal verbs formed from put, come and
give as they give their meaning and say how the phrasal verbs bring out meaning in texts
under the Find out section in the Learner’s Book. Pay attention to the time takers as
they pick out phrasal verbs in the identied texts.
Suggestions on facilitating learners with special needs
As learners engage in the Further activity in the Learner’s Book, ensure the other
learners allow learners with physical impairment time to participate in making charts
and displaying them in class. As learners practise using the phrasal verbs when talking,
ensure that the other learners give learners with speech impairment more time to
express themselves.
Suggested parental empowerment and engagement
Parents or guardians to help learners source for old newspapers and books on traditional
fashion.
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Suggested assessment methods
• oral presentations • peer assessment • gap lling
Suggested learning resources
• Learner’s Book • digital devices • newspapers • dictionaries
Additional information for the teacher and preparation of learning
resources
Learners need to demonstrate and develop the ability to use phrasal verbs in their spoken
and written work. You are advised to carry out a thorough research on phrasal verbs.
Prior to this sub strand, use a manila paper and make sentences related to the theme
using phrasal verbs. You will add this to the list the learners will write by the end of the
sub strand. Collect a variety of articles on traditional fashion from old newspapers and
magazines in advance.
Suggested learning experiences
1. Introduce the sub strand by asking the key inquiry questions. Read a few of the
sentences you had prepared before this lesson to the learners. Ask them how the
phrasal verbs have been used and what the sentences mean. Communication and
collaboration are strengthened as learners say how phrasal verbs have been used.
2. Refer the learners to Activity 1: Read and make sentences. In pairs, ask them to
read the dialogue in the Learner’s Book and copy the phrases in bold. Ask them to
say how the phrases in bold have been used. Allow the learners to write their own
sentences using the phrasal verbs and share the sentences in class. Allow learners to
correct each other’s work through peer assessment.
3. Ask the learners to say what they find difficult to do and why. Self-efficacy is developed
as learners find meanings of phrases and write their meaning and also as they say
what they find difficult to do and why.
4. Guide the learners through the Grammar tips and help explain to them about phrasal
verbs and how they are formed. Help learners know the phrasal verbs they will learn
about and which are formed from put, come and give.
5. Turn the learners’ attention to Practice Activity. Let learners tackle the activity
individually. Effective communication is improved as learners refine their ability to
use phrasal verbs in sentences. Assess the accuracy and correctness of the sentences
written and guide accordingly. Test the learners’ understanding of this concept by
asking them to use the phrasal verbs given to complete the sentences. Collect learners’
work for marking and to prepare feedback.
6. Ask the learners to turn to the Find out section and work in groups. They can do this
in school under your guidance or you can guide them to do it at home with the help
of their parents or guardians. Let the learners use the internet, books or newspapers
to search for ten phrasal verbs from put, come and give.
7. Ask them to copy the phrasal verbs they have got and write their meanings.
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Let them share their work with the class for comparison. Cohesion is achieved as
learners share their work with the class for comparison.
8. Conclude the sub strand by asking learners to tackle the Further activity where they
are required to use the phrasal verbs they listed in the Find out section and make
a chart. Guide them to use the format given in the Learner’s Book. Pin the chart in
class for future reference. Use this to remind learners to keep practising using phrasal
verbs in their writing and talking. Remind the learners to also record how many
phrasal verbs they use appropriately in a week and keep a journal on the same for
self-assessment.
ey can also use the Assess yourself section to self-asses their own progress.
Possible answers to the Practice Activity
1 and 2
a. came up – created
b. put across – announced
c. came after – followed
d. put off – postponed
e. put forward – shared
f. give away – betray
g. put together – organise
h. sail through – emerge
3. Accept grammatically correct sentences with correctly used phrasal verbs.
4. a. gave up on
b. put in
c. came around
d. put aside
e. give away
f. come out of
g. give it up for
Suggestions on developing competency-based tasks
Develop tasks that will enable the learner to identify phrasal verbs formedfrom put, come
and give in a given text and use the phrasal verbs correctly in sentence construction. e
tasks to cater for multi-ability learners.
Suggested assessment tools
1. Learner’s log/journal
Keep a log/journal and record how many phrasal verbs the learner can correctly use in
a week.
2. Written assessment
Assess learner’s ability to write the meanings of phrasal verbs formed from put, come
and give.
D. Reading
Class reader: Main ideas
Suggested time: 2 lessons Learner’s Book pages 145-146
Speciﬁc learning outcomes
By the end of the sub strand, the learner should be able to:
217
(a) identify the main ideas in the section read in the text.
(b) discuss the lessons learnt in the text.
(c) relate the lessons learnt to real-life experiences.
(d) appreciate the role of literature in fostering critical thinking.
Key inquiry questions
1. Why do people read story books?
2. What is the importance of reading a short story?
Core competencies to be developed
• Self-ecacy – strengthened since learners’ self-awareness is improved as they
acquire literary analysis skills.
• Creativity and imagination – developed as learners undertake group discussions and
role play to enhance creativity.
• Critical thinking and problem solving – developed as learners relate the lessons learnt
from the section read to real-life experiences.
Pertinent and Contemporary Issues (PCIs)
• Self-awareness – enhanced as learners relate the story to real-life experiences.
• Social cohesion – cultivated as learners work in groups thus creating a sense of
oneness.
Values
• Love – reinforced as learners work in groups.
Peaceful coexistence – nurtured as learners discuss in groups.
Link to other subjects
Reading and analysis of class readers is done in all language subjects and Performing
Arts.
Instructions to facilitate differentiated learning
Ensure you give the time takers who need more support on completing the chart under
Activity 2 in the Learner’s Book more time and specialised attention. For the talented
learners, allow them to share more lessons they learn from the same activity and relate
them to their life experiences.
Suggestions on facilitating learners with special needs
Ensure learners with visual impairment sit in a position where they can see
information in the video clips from the digital devices without strain while doing the
Find out activities in the Learner’s Book. Ensure learners with hearing impairment
sit in a position where they can hear information in the audio clips from the digital
devices without strain.
Suggested parental empowerment and engagement
Parents or guardians to monitor the learners when searching for videos online on
dramatisation of short stories. ey should also avail digital devices to the learners.
218
Suggested assessment methods
• reading
• discussions
• oral presentations
• writing assessment
Suggested learning resources
• Learner’s Book • digital devices • class reader
Additional information for the teacher and preparation of learning resources
Reading for lifelong reading is an integral skill for each learner. Identifying key ideas
in a text is also very crucial. Identifying the main idea provides the learner with an
opportunity to understand what is intended in any text. In this sub strand, guide the
learner to capture and understand the main idea in texts read and to relate it to their
real-life experiences. As a teacher, ensure that the digital devices are in good working
condition before you engage the learners.
Suggested learning experiences
1. Introduce the lesson by asking the key inquiry questions. Make your input to add
on the learners’ responses.
2. Refer the learners to Activity 1: Read and tell. Let the learners reread the story on
Ngatana’s big day. Ask them to discuss as a class any two main ideas brought out in
the text. Ask them to pick one lesson learnt from the text and share it with the class.
Peaceful co-existence is cultivated as learners discuss in groups. Give your input on
the learners’ responses.
3. Guide the learners through the Did you know? section and help them understand
what the main idea in a text is all about.
4. Turn the learners’ attention to Activity 2: Refer to your class reader in the Learner’s
Book. Let the learners in groups read a section of the class reader that you will give
them. Let them discuss and write down any three main ideas in the section they have
read and two lessons they have learnt. Ask them to relate the lessons they have read
to their real-life experiences. Self-awareness is enhanced as learners relate the story
to real-life experiences.
5. Guide the learners on how to complete the chart in the Learner’s Book. Ask the
learners to share their filled in chart with the class. Critical thinking and problem
solving is developed as learners relate the lessons learnt from the section read to
real-life experiences.
6. In the Find out section, ask learners to work with their peers and search on the internet
and watch a dramatisation of any short story they may have read before. Ask them to
discuss the lesson learnt from that story and relate it to real life. Let them share their
stories with the class. Self-efficacy is strengthened as learners watch, dramatise and
discuss stories watched on the internet since their self-awareness is improved as they
acquire literary analysis skills. Love is reinforced as learners work in groups.
219
7. Conclude the sub strand by asking learners to turn to the Further activity where
they are guided to work in groups and pick one story and read it. Creativity and
imagination is developed as learners undertake group discussions. Ask them to write
about any three main ideas discussed in the story they have read.
8. Ask them to also state the lessons they have learnt from the text and relate them to
real life. Allow them time to share their work with the class and correct each other
through peer assessment. Social cohesion is cultivated as learners work in groups
to pick and read stories. Make your comments according to your observation on
learners’ participation.
Suggestions on developing competency-based tasks
Develop tasks that will test the learners’ ability to identify the main ideas in the sections
read in the text and relate lessons learnt to real-life experiences. e tasks to cater for
multi-ability learners.
Suggested assessment tools
1. Rating scale
Learner’s name _________________________________________________
Competencies (knowledge, skills,
attitudes, values) assessed
Always
4
Usually
3
Sometimes
2
Never
1
Ability to write main ideas from a story
Ability to relate lessons learnt from a
storybook to own real life
Comments on the learner’s performance
Learner’s signature _____________________ Date ________________
Teacher’s name _________________ Signature ____________ Date _____________
2. Written assessment
Using Activity 2, assess learners’ ability to write any two lessons learnt in the section of
the class reader and to relate it to own life experience.
E. Writing
The writing process: Dialogues
Suggested time: 2 lessons Learner’s Book pages 146-148
Speciﬁc learning outcomes
By the end of the sub strand, the learner should be able to:
(a) outline the format of a dialogue.
(b) apply the writing process of a dialogue.
(c) acknowledge the importance of the writing process in acquiring good writing
skills.
220
Key inquiry questions
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 – developed when learners write clearly and in an
organised manner as they work together to acquire skills on good writing for eective
communication.
Pertinent and Contemporary Issues (PCIs)
Eective communication – enhanced as learners communicate eectively through
writing.
Values
• Responsibility – instilled as learners learn how to dress decently and respectfully.
• Unity – achieved as learners work together to generate ideas for writing tasks.
Link to other subjects
Social Studies, Religious Education and Home Science emphasise appropriate modes of
dressing in dierent contexts.
Instructions to facilitate differentiated learning
For the talented learners, ensure they publish the dialogues aer implementing the
reviewer’s report under Activity 2 in the Learner’s Book and share with the class. Allow
the time takers more time to review each other’s work using the guidelines provided.
Suggestions on facilitating learners with special needs
Ensure learners with visual impairment sit in a position where they can see information
in the digital devices or print materials without strain while doing the Find out activity
in the Learner’s Book. Ensure that all learners are patient with learners that have speech
impairment while dramatising the dialogues.
Suggested parental empowerment and engagement
Parents or guardians to help learners search for well-written dialogues from the internet
or oine sources.
Suggested assessment methods
• peer assessment
• portfolio
• reading
• writing
• discussions
Suggested learning resources
• Learner’s Book • digital devices
Additional information for the teacher and preparation of learning resources
Dialogue is an essential part of day-to-day communication.
Take time and ensure that the learner understands fully the use of dialogue for
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eective communication. Expose the learners to a variety of activities in dialogue as
a communication method. Avail digital devices for online searches, books and old
newspaper cuttings for learners to look out for the format of well-written dialogues
and record the dramatisation of the dialogues.
Suggested learning experiences
1. Introduce the sub strand by asking the key inquiry questions. Listen to the learners’
responses and assess how well they can remember the features of dialogues.
2. Turn the learners’ attention to Activity 1: Read and discuss in the Learner’s Book. Let
them read the dialogue and act it out in pairs. Let the learners discuss in pairs how
the dialogue is different from a narrative. As a class, ask them to discuss the format of
the dialogue they have read. Let them add anything else they know about a dialogue.
Communication and collaboration is developed when learners discuss clearly the
format of a dialogue. Allow for peer assessment during the class presentations.
3. Guide the learners through the Language tips, and give them more examples to
further enhance their understanding on dialogues.
4. Refer learners to Activity 2: Write and publish. Group the learners and let them
discuss the traditional fashion in their community and plan to write a dialogue about
the traditional fashion.
5. Ask learners to individually write a dialogue with the title, Traditional fashion.
Allow learners to exchange their work and help review each other’s work through
peer assessment. Responsibility is instilled as learners learn how to dress decently
and respectfully. Remind them to be keen on repetition, clarity, grammar, spelling
and punctuation as they check each other’s work. Ask them to revise and edit their
work based on the reviewer’s report. Effective communication is enhanced as learners
communicate clearly through writing. Collect work for final checking before asking
them to publish their work to share with the class. Make your comments on the
published work and guide accordingly.
6. For the Find out section, put them into groups. Tell them to search online or from
reference materials for a well written dialogue. Tell them to discuss the format of the
searched dialogue then dramatise it. Encourage them to record themselves dramatising
and share with their peers. Unity is achieved as learners work together in groups.
7. Conclude the sub strand by asking learners to tackle Further activity as guided in
the Learner’s Book. Allow them time to exchange their books and check each other’s
work (peer assessment). Encourage them to keep on doing this regularly in order to
improve their writing skills.
They can also use the Assess yourself section to self-asses their own progress.
222
Suggestions on developing competency-based tasks
Develop tasks that will enable learners to acquire the ability to outline the format of a
dialogue and the ability to apply the writing process in writing a dialogue. Ensure the
tasks cater for both the gied or talented learners and the time takers.
Suggested assessment tools
1. Observation schedule
Learner’s name _________________________________________________
Observable behaviour
(competencies)
Yes No Comment
Can plan to write a dialogue about
traditional fashion
Can write a dialogue about traditional
fashions following the correct format
Remarks/Feedback to the learner
Learner’s signature: _________________ Teacher’s signature: ______________
2. Oral questions
Using Activity 1, assess learners’ ability to outline the format of a dialogue.
223
13: Land Travel
Learner’s Book pages 149-158
Introduction/background information
is theme will expose learners to information related to land travel. e learners will
learn about dierent types of land travel. As the teacher, you will be required to make
the learners appreciate the use of land travel and select one they would want to use to
get to a specic destination. e learner will be expected to recognise and appreciate the
challenges associated with land travel in Kenya and suggest possible solutions to these
challenges.
rough the strands and sub strands, learners will be introduced to the vocabulary and
language structures related to the theme. In Listening and speaking, learners will be
introduced to extensive listening of songs related to land travel. ey will be expected
to acquire vocabulary on land travel and use it correctly. Further, they are expected to
acknowledge the importance of extensive listening in communication. Under Intensive
reading, learners will be introduced to comprehension strategies. ey will be expected
to identify key ideas from a passage, summarise them and create mental images from
the events in a passage. In addition, learners will be required to deduce the meanings
of words from context and respond to factual and inferential questions correctly from a
passage. Under Grammar in use, learners will be exposed to simple sentences and will
be expected to identify simple sentences from varied texts, construct them and advocate
for the use of a variety of sentences in communication. Under Reading (oral literature),
learners will learn about praise songs. ey will be guided to identify occasions in which
praise songs are performed and discuss the relationship between the singer and the
person being praised in the song. In collaboration with their peers, learners will perform
praise songs sang in their immediate environment. ey will do this as they appreciate
the purpose of praise songs in communication. Under Creative writing, learners will be
exposed to narrative compositions. ey will be required to demonstrate the ability to
write a narrative composition using idioms and explain the meaning of specied idioms
in context as they appreciate the role of idioms in narrative compositions.
A. Listening and speaking
Listening comprehension: Extensive listening
Suggested time: 2 lessons Learner’s Book pages 149-151
Speciﬁc learning outcomes
By the end of the sub strand, the learner should be able to:
(a) identify the key issues raised in songs addressing land travel.
224
(b) listen attentively to songs on land travel.
(c) use vocabulary identied from songs on land travel correctly.
(d) acknowledge the importance of extensive listening in communication.
Key inquiry questions
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 – 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)
Eective communication – strengthened as learners acquire the skills of listening
attentively and critically.
Values
Patriotism – reinforced as learners listen to information on local land travel.
Link to other subjects
All subjects require listening skills.
Instructions to facilitate differentiated learning
Ensure the talented learners sing one more song that they know of on land travel to
the class under Activity 2 in the Learner’s Book. For the time takers, give them more
time and attention to ensure they tell the issues that are raised in the audio song under
Activity 3 in the Learner’s Book.
Suggestions on facilitating learners with special needs
Ensure that all learners are patient with those that have speech impairment while role-
playing the song under Activity 2 in the Learner’s Book. Also ensure the physically
impaired get tasks they can handle during the role play.
Suggested parental empowerment and engagement
Parents or guardians to help learners get songs on travel and help record the video
performed by the learners.
Suggested assessment methods
• oral questions • observation • peer assessment
Suggested learning resources
• Learner’s Book • digital devices
Additional information for the teacher and preparation of learning resources
Extensive listening is a skill each learner must develop.
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Possible answers
1. Transport
2. cart - you see nature; too slow; bus - fun and fast but not too fast, train - fast, pollutes air
3. Bus - it is fun 4. repetition, questions 5. Open ended
Let the learners know the dierence between mere hearing and extensive listening,
which calls for paying active attention to both the verbal and nonverbal cues. You will
be required to arm yourself with knowledge on extensive listening and guide learners
to understand how they can use both verbal and nonverbal cues to communicate.
Remind learners the benets of the dierent modes of land travel by citing relatable
examples from their immediate environment. e time takers should feel comfortable
while engaging in activities under this sub strand. Make them participate and enjoy
the lesson by involving them actively. As a teacher, ensure that the digital devices are
in good working condition before you engage the learners. Ensure that the audio song
in the accompanying media is playing smoothly before using it in class.
Suggested learning experiences
1. Introduce the sub strand by asking learners to share their experiences about the
different types of land travel they know of or have used before. Allow them to discuss
giving reasons on which means of land travel they prefer. Encourage them to share
their travel experiences too.
2. Refer the learners to Activity 1: Listen and discuss. Rehearse the song beforehand
and ensure you have mastered the tune of the song, ‘The wheels of the bus go round
and round’. Effective communication is strengthened as learners acquire skills of
listening attentively and critically. Allow the learners time to discuss the questions
that follow. Move round the groups observing and assessing how the learners are
engaging in the group activity as you guide them accordingly.
3. Referring to Activity 2: Sing and role-play, allow learners to now practise singing
the song in Activity 1. Allow for role play presentations of the song in class. Let the
learners suggest other songs they know that are related to the theme, sing the songs
and talk about issues that are raised in the songs. Allow for peer assessment as learners
talk about the issues raised in the songs.
4. Now turn the learners’ attention to Activity 3: Listen and say. Play the audio recording
of the song (from the Accompanying Digital Media) as the learners listen keenly.
After listening, allow them to respond to the questions that follow while in small
groups. Respect is enhanced as learners carry out the group discussion. Patriotism
is reinforced as learners listen to information on local land travel. Working in groups
promotes teamwork. The learners should peer assess each other as they compare
their answers.
5. Let the learners pair to tackle the Check your vocabulary section. Let them first
read the words and phrases given then play the songs one more time for the learners
to know how the words were used in the songs so as to help in inferring their
meanings. Explain to them how to get meanings from context. Go round guiding
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the learners then let them construct sentences using the words. Give them a chance
to say the completed sentences to the class as you observe and note the correctness.
Encourage learners to use the vocabulary learnt in their day-to-day communication.
Learning to learn is cultivated as learners build on their own knowledge. Encourage
groups to rate each other’s work through peer assessment.
6. Ask learners to turn to the Find out section, and tackle the activity while in groups
(with your guidance or guidance from a parent or a guardian). Respect is enhanced
as learners collaborate in groups to search online for songs on land travel. Digital
literacy is enhanced when learners manipulate digital devices as they search for and
listen to songs on land travel and respond to them. Collaboration is enhanced as
learners engage in peer review of each other’s work, thus improving quality.
7. Conclude the sub strand by asking learners to tackle the Further activity while in small
groups (with your guidance or under the guidance of their parents or guardians). Allow
them to make videos of themselves performing the song and share the video online.
Suggestions on developing competency-based tasks
Develop tasks that develop learners’ ability to identify the key issues raised in songs
addressing land travel and respond to comprehension questions from songs on land
travel. The tasks to cater for multi-ability learning.
Suggested assessment tools
1. Assessment rubric
Learner’s name _________________________________________________
Indicators Exceeds
expectations
Meets
expectations
Approaches
expectations
Below
expectations
Ability to identify the
key issues raised in
songs addressing land
travel
Ability to listen
attentively to songs on
land travel
Ability to use vocabulary
identied from songs on
land travel correctly
Teacher’s name: ___________________ Signature: ___________ Date: __________
2. Oral questions
Use oral questions to ask learners to identify the key issues raised in songs addressing
land travel.
227
B. Reading
Intensive reading: Comprehension strategies
Suggested time: 2 lessons Learner’s Book pages 151-153
Speciﬁc learning outcomes
By the end of the sub strand, the learner should be able to:
(a) identify key ideas from a passage.
(b) summarise key ideas from a passage.
(c) create mental images from the events in a passage.
(d) deduce the meaning of words from context.
(e) respond to factual and inferential questions, correctly from the passage.
(f) acknowledge the importance of comprehension strategies in eective reading.
Key inquiry questions
1. How do you get the meaning of 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 – cultivated when learners demonstrate that they can follow simple
instructions to complete tasks.
• Problem solving – cultivated as learners nd required information when discussing
opinions formed about the characters or ideas presented in the passage.
Pertinent and Contemporary Issues (PCIs)
Safety and security – reinforced as learners read and respond to texts on safe and secure
land travel.
Values
Love – 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.
Instructions to facilitate differentiated learning
Allow the time takers more time to read the passage under Activity 2 in the Learner’s
Book. For the talented learners, ensure they use the words in the vocabulary bank
under Check your vocabulary in the Learner’s Book to talk about land travel.
Suggestions on facilitating learners with special needs
Ensure that all learners are patient with those that have speech impairment while
reading, summarising and sharing the summaries under Find out in the Learner’s Book.
228
Ensure learners with visual impairment sit in a position where they can see information
in old newspapers, magazines or books without strain while doing the Further activity.
Suggested parental empowerment and engagement
Parents or guardians to assist learners get texts from online sources on land travel.
Suggested assessment methods
• oral questions
• written assessments
• peer assessment
• read aloud
Suggested learning resources
• pictures (from old newspapers or magazines) • digital devices • Learner’s Book
Additional information for the teacher and preparation of learning resources
Guide the learners to appreciate that writing is purposeful and authors aim at
communicating certain messages to the reader. Encourage the learners to read the
passages and get the intended meanings of words and the entire passage. Expose them
to passages where irony and sarcasm are used and where the meanings of words can
only be inferred from the context.
Suggested learning experiences
1. Introduce this sub strand by encouraging learners to share their thoughts in the
Think and share question. Let them discuss freely.
2. Refer the learners to Activity1: Read and summarise. Prepare a passage on Land
travel and give it to the students to read in groups. Guide them as they discuss the
key ideas and summarise them. Encourage peer assessment of the summaries the
learners will write.
3. Referring the learners to Activity 2: Read and discuss, guide them as they read the
passage, The bumpy ride in the Learner’s Book. Ensure that they pronounce words
clearly. Pick a number of learners to read aloud as the rest of the class listens. Allow
the learners to respond to the questions that follow. Love is cultivated as learners
acquire information on land travel and retell sections of the passage. Critical thinking
is cultivated when learners demonstrate that they can follow simple instructions to
complete a task.
4. Now turn to the Comprehension check section. Ask the learners to individually
write answers for the questions on the passage they read in Activity 2. Go through
their answers, assess and correct accordingly. Encourage learners to take practical
measures to prevent accidents.
5. Refer learners to the Check your vocabulary section. Let the learners find the words in
the story they read in Activity 2 and try inferring their meanings before creating their
own sentences. Assess the correctness of the sentences by checking the learners’ work
or asking them to read aloud the sentences. Encourage learners to use the vocabulary
learnt in their day-to-day communication. As learners read and respond to texts on
safe and secure land travel, safety and security is reinforced.
229
6. Refer learners to the find out section. Follow up to ensure that the assignment
has been undertaken. Help learners to access old newspapers and magazines with
information on land travel.
7. Conclude the sub strand by asking learners to tackle the Further activity task by
organising the learners in small groups and asking them to pick one of the stories
they read in the Find out section. Follow up to make sure that this assignment is done.
Assist learners to find old newspapers and magazines. Encourage them to come up with
the charts. Allow for peer assessment as learners share and assess each other’s charts.
Possible answers to the Comprehension check
1. The narrator was travelling from Molo to Nakuru for an appointment at the insurance
agency.
2. The driver drove carelessly and was munching sugarcane while driving.
3. They received a bribe and let the journey proceed despite the risk.
4. Open ended. The responses from the learners develop their problem solving skills
as learners find required information when discussing opinions formed about the
characters or ideas presented in the passage.
5. Open ended 6. Open ended
7. Open ended. Learners can point out the following among the things they can do
to reduce accidents: report cases of careless driving, avoid boarding overloaded
vehicles and complain publicly in case of careless driving.
8. Open ended
Suggestions on developing competency-based tasks
Develop tasks that will assess the learners’ ability to identify and summarise key ideas
from a passage. Ensure the tasks cater for both gied or talented learners and time
takers.
Suggested assessment tools
1. Observation schedule
Learner’s name_____________________________________
Observable behaviour (competencies) Yes No Comment
Identies key ideas from a passage
Creates mental images from the events in a passage
Summarises key ideas from a passage
Deduces the meaning of words from context
Responds to factual and inferential questions correctly
Remarks/Feedback to the learner
Teacher’s Signature: ____________ Learner’s signature : _____________
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2. Written assessment
Use written assessment to test the learner’s ability to write summaries and tackle
comprehensions questions like the ones in Activity 2.
C. Grammar in use
Sentences: Simple sentences
Suggested time: 2 lessons Learner’s Book pages 154-155
Speciﬁc learning outcomes
By the end of the sub strand, the learner should be able to:
(a) identify simple sentences from varied texts.
(b) construct simple sentences on a variety of issues.
(c) advocate the importance of using a variety of sentences in communication.
Key inquiry questions
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 – improved as learners speak clearly and eectively
by making points in a logical order.
Pertinent and Contemporary Issues (PCIs)
Environmental education – achieved as learners discuss tourism attraction sites.
Values
Responsibility – enhanced as learners write short dialogues using simple sentences and
share them with peers online and oine.
Link to other subjects
Land travel is taught in Social Studies.
Instructions to facilitate differentiated learning
For the talented learners, ensure they use the words in the box under Activity 2 in the
Learner’s Book to construct two sentences with each word. Pay attention to the time
takers as they use the words to make a sentence for each word.
Suggestions on facilitating learners with special needs
As learners engage in the Further activity ensure that all learners are patient with those
that have speech impairment while acting out the short dialogues they have prepared.
Suggested parental empowerment and engagement
Parents or guardians to assist the learners to source for stories online on land travel.
231
Suggested assessment methods
• oral questions
• written assessments
• role play
• peer assessment
Suggested learning resources
• printouts
• pictures and posters
• digital devices
• Learner’s Book
Additional information for the teacher and preparation of learning resources
Simple sentences are made of a subject, verb and a predicate. In the course of this sub
strand, ensure that the learner demonstrates the ability to identify the parts of a simple
sentence clearly. Assist them to identify subjects, objects, adjectives and adverbs in
a simple sentence. As a teacher, ensure that the digital devices are in good working
condition before you engage the learners.
Suggested learning experiences
1. Introduce the sub strand by asking learners to answer the key inquiry questions.
The responses the learners give should demonstrate their understanding of a simple
sentence and all its parts.
2. Refer learners to Activity 1: Read and pick out. Allow the learners to read the
paragraph while in pairs and say the number of sentences in it. Let the learners respond
to the questions that follow. Assess the correctness of the sentences by checking the
learners’ work or asking them to read aloud the sentences they identified.
3. Guide the learners through the Grammar tips to enhance their understanding of
simple sentences and their formation.
4. Referring to Activity 2: Make sentences in the Learner’s Book, allow learners to
write sentences using the given words then assess them. Encourage each group to
make a presentation of their sentences to the class for peer assessment. Ensure that
the sentences made are simple. Pay attention to the time takers in the groups. Let
all members of a group present sentences. Communication and collaboration is
improved as learners speak clearly and effectively by making points in a logical manner.
5. Turn the learners’ attention to the Practice Activity. Let them write correct sentences
from the substitution table.
6. Refer learners to the Find out section. Go through the learners’ work to make sure
that they have completed the mind map. Encourage peer assessment and group
participation. Ensure that the sentences made are simple sentences.
7. Refer learners to the Further activity. Go through the dialogues created by the
learners. Guide the learners to pick out simple sentences from the dialogue.
8. Conclude the sub strand by encouraging learners to practise writing simple sentences
and identify them in a passage. Communication and collaboration is improved as
learners speak clearly and effectively by making points in a logical order.
232
Possible answers to the Practice Activity
a. Alice rode the recently repaired bicycle.
b. Peter parked the new motorcycle next to a tree.
c. Alice visited Mombasa by train.
d. Peter writes beautiful stories on amazing travels.
e. Alice draws cartoon strips to show people’s journeys.
f. Peter is watching a movie on road safety.
Suggestions on developing competency-based tasks
Develop tasks that will enable learners acquire the ability to identify simple sentences
from varied texts and construct simple sentences on a variety of issues. Let the tasks
cater for both talented learners and the time takers.
Suggested assessment tools
1. Rating scale
Learner’s name _________________________________________________
Competencies (knowledge, skills,
attitudes, values) assessed
Always
4
Usually
3
Sometimes
2
Never
1
Ability to identify simple sentences from
varied texts
Ability to construct simple sentences on
a variety of issues
Comments on the learner’s performance
Learner’s signature: __________________________ Date: ________________
Teacher’s name: __________________ Signature: _________ Date: _____________
2. Written assessment
Use the Practice Activity to assess learners’ ability to identify simple sentences from
varied texts and construct simple sentences on a variety of issues.
D. Reading
Oral literature: Praise songs
Suggested time: 2 lessons Learner’s Book pages 155-157
Speciﬁc learning outcomes
By the end of the sub strand, the learner should be able to:
(a) identify the purpose and occasions for which praise songs are performed.
(b) discuss the relationship between the singer and the person being praised in
praise songs.
233
(c) perform praise songs sung in their immediate environment.
(d) collaborate with peers in performing the praise songs.
(e) appreciate the purpose of praise songs in communication.
Key inquiry questions
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-ecacy–strengthenedaslearnersshareexperiencesastheydiscusswhat
theyfounddicultinpraisesongs.
● Creativity and imagination – enhanced as learnersgain new perspectives on
howtoperformpraisesongs.
Pertinent and Contemporary Issues (PCIs)
Life skills – inculcated as learners identify and perform praise songs sang in their
immediate environment.
Values
Respect – 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.
Instructions to facilitate differentiated learning
Under Activity 2 in the Learner’s Book, ensure you give more time to the time takers
who need more support on identifying the qualities that make the best performance
stand out. For the talented learners, allow them to share an analysis of a song from a
dierent community with the class under the Find out section in the Learner’s Book.
Suggestions on facilitating learners with special needs
Ensure that all learners are patient with those that have speech impairment while
recording themselves performing a praise song they composed under the Further
activity in the Learner’s Book.
Suggested parental empowerment and engagement
Parents or guardians to assist learners as they record songs.
Suggested assessment methods
• oral questions
• written assessments
• peer assessment
234
Suggested learning resources
• printouts
• pictures and posters
• digital devices
• Learner’s Book
Additional information for the teacher and preparation of learning resources
Songs are an integral part of any society. is sub strand will require you to have
knowledge of praise songs. Search for a collection of these praise songs to use in class.
Guide learners to understand when praise songs are sang and the relationship between
the singer and the person being praised. During the sub strand, help learners know
the other types of songs apart from praise songs. Remind them of the performance
features that make songs interesting to listen to and watch.
Suggested learning experiences
1. Introduce the sub strand by asking learners to discuss different types of songs they
know and occasions where they have seen the songs sang. Find out if any of the songs
were praise songs. Let them share their experiences with the class.
2. Refer learners to Activity 1: Sing and tell. Let them start by reading the words of the
song in the Learner’s Book. Let them sing the song as you guide them in picking a
tune for the song. As learners perform praise songs in pairs and play different roles,
respect is enhanced. Allow learners to respond to the questions that follow the song.
Possible answers
1. praising a good driver - Kazu
2. someone who rides in Kazu’s van
3. A life celebration event 4. They encourage someone to keep doing good
3. Turn the learners’ attention to Activity 2: Perform and discuss. Allow the learners
to practise performing a praise song from their community. Ask them to ensure they
make the performance interesting. Life skills will be inculcated as learners identify
and perform praise songs sang in their community. Ensure you allow learners to
present their performances in class. Allow for peer assessment as learners pick out
the best performance.
4. Referring to Activity 3: Watch and tell, ask learners to watch and listen attentively to
the video (from the Accompanying Digital Media) you will play in class. Guide the
learners as they respond to the questions that follow. Let them role-play the singer
assessing each other through peer assessment to identify who best performs the song.
5. Guide learners through the Language tips. Make them appreciate what a praise song
is and how to make a song interesting.
6. Refer learners to the Find out section. Assist learners to get praise songs online and
discuss why and when they are sung. As they search for songs online, digital literacy
is enhanced.
235
7. Conclude the sub strand by asking learners to tackle the Further activity section in
groups. Encourage the learners to compose a praise song about a person they admire,
practise performing it and record their performances. This promotes creativity among
the learners. You can also prepare a short note to the parents or guardians on how to
guide the learners. Encourage them to share on different social platforms for feedback.
Suggestions on developing competency-based tasks
Develop tasks that will enable learners acquire the ability to identify the purpose and
occasions for which praise songs are performed. Ensure the tasks cater for both gied
or talented learners and the time takers.
Suggested assessment tools
1. Observation schedule
Learner’s name _________________________________________________
Observable behaviour (competencies) Yes No Comment
Ability to identify the purpose and occasions for which
praise songs are performed
Ability to discuss the relationship between the singer and
the person being praised in praise songs
Ability to perform praise songs sang in their immediate
environment
Ability to collaborate with peers in performing the praise
songs
Remarks/Feedback to the learner
Teacher’s Signature: ____________ Learner’s signature : _____________
2. Oral questions
Through oral questions under Activity 1 in the Learner’s Book, let learners demon-
stratetheabilitytoidentifythepurposeandoccasionsforwhichpraisesongsareper-
formedanddiscusstherelationshipbetweenthesingerandthepersonbeingpraisedin
praise songs.
E. Writing
Creative writing: Narrative composition
Suggested time: 2 lessons Learner’s Book pages 157-158
Speciﬁc learning outcomes
By the end of the sub strand, the learner should be able to:
(a) explain the meaning of specied idioms in context.
(b) create well written narrative compositions using the specied idioms.
(c) appreciate the role of idioms in creative writing.
236
Key inquiry questions
1. What makes a story memorable?
2. What is the importance of using idioms in communication?
Core competencies to be developed
• Problem-solving – 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 – enhanced when learners use digital devices to eectively accomplish
their own tasks by conrming the meaning of the idiomatic expressions from online
dictionaries.
• Creativity and imagination – developed as learners undertake to watch how people
do things and write about it.
Pertinent and Contemporary Issues (PCIs)
Eective communication – enriched when learners engage in the creative writing process.
Values
Integrity – 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.
Instructions to facilitate differentiated learning
For the talented learners, allow them to read their narrative compositions in class that
has the idiomatic expressions they have learnt under Practice activity in the Learner’s
Book. Allow the time takers more time to write narrative compositions using the learnt
idiomatic expressions.
Suggestions on facilitating learners with special needs
Ensure the physically impaired get tasks they can handle while working in groups as
they make charts of the idiomatic expressions and their meaning under the Find out
activity in the Learner’s Book.
Suggested parental empowerment and engagement
Parents or guardians to assist learners access the internet to identify idiomatic
expressions.
Suggested assessment methods
• oral questions • written assessments • peer assessment
Suggested learning resources
• charts • posters • digital devices • Learner’s Book
Additional information for the teacher and preparation of learning resources
When properly used in writing, idiomatic expressions are an eective tool of communication.
Guide learners to identify idiomatic expressions in narrative compositions and any
other passage. Let learners know that idiomatic expressions should be used sparingly
237
and wisely to avoid distortion of a message. Share with learners some idiomatic
expressions you know. You may make available relevant charts or posters on idiomatic
expressions. As a teacher, ensure that the digital devices are in good working condition
before you engage the learners.
Suggested learning experiences
1. Introduce the sub strand by displaying the chart with some idiomatic expressions.
Ask them to share some idiomatic expressions that they know of.
2. Refer learners to Activity 1: Read and tell. Let the learners read the paragraph
and respond to the questions that follow. As learners try to say what the idiomatic
expressions in bold from the passage they read mean, self-efficacy in them is
enhanced. Creativity and imagination are developed as learners discuss why creative
writers use idiomatic expressions in their works.
3. Turn the learners’ attention to the Language tips section and guide them through.
Ask them to give more examples of idiomatic expressions they have come across.
4. Refer learners to Activity 2: Write and present. Guide the learners as they discuss
the use of the given idiomatic expressions. Integrity is enhanced as learners discuss
and use the idiomatic expressions in writing.
5. Refer learners to the Practice Activity. Let the learners write the narrative composition
with the title, The adventurous journey. Encourage them to be as creative as possible.
Remind the learners to write the composition in a narrative form and not in a
descriptive form. Allow for peer assessment as learners identify the best narrative.
Problem-solving is enhanced as learners peer review each other’s work. Collect the
learners’ notebooks for assessing and correcting.
6. Referring to the Find out activity, guide learners as they search online or offline for
idiomatic expressions and their meanings. Let them prepare charts and pin them on
the classroom walls.
7. Refer learners to Further activity. Guide them as they compile idiomatic expressions
and write narrative compositions using the idiomatic expressions compiled. As learners
work in groups to engage in the creative writing process, effective communication
is enhanced. Integrity too is developed as each learner undertakes the assigned task.
8. Conclude this sub strand by encouraging learners to develop and hone their skills
in narrative writing using idiomatic expressions.
They can also use the Assess yourself section to self-asses their own progress.
Meaning of the idiomatic expressions in Activity 1
1. a lot on my plate – too much to do
2. call it a day – complete the day’s work
3. piece of cake – sweet and interesting
4. hold my tongue – restrain myself from speaking, keep quiet
238
Meaning to idiomatic expressions under Activity 2
1. Biting off more than you can chew – attempting a task that is far beyond your ability.
2. Having a lot on your plate – to be overwhelmed by work.
3. Own up to something – to confess especially after having done something wrong.
Answers to Practice Activity
1. Open ended. Ensure the title is adhered to.
2. Open ended. Learners to use the learnt idiomatic expressions in their narratives.
Suggestions on developing competency-based tasks
Develop tasks that will enable learners acquire the ability to explain the meanings of
idiomatic expressions in context.
Suggested assessment tools
1. Written assessment
Use the Practice activity to assess the learner’s ability to write compositions using
idiomatic expressions.
2. Portfolio
Ask the learners to keep clean copies of their corrected compositions in a portfolio for
future reference.
239
14: Sports: Outdoor Games
Learner’s Book pages 159-169
Introduction/background information
is theme will expose learners to information related to outdoor games. e learners
are expected to appreciate the importance of outdoor games and will be exposed to
dierent types of such games. e theme is meant to provide learners with knowledge
on a variety of outdoor games to select from. You will be required to have adequate
information about outdoor games and make the learner appreciate the role outdoor
games play in their personal development. ey can also be encouraged to pursue an
outdoor game of their choice as a career.
rough the strands and sub strands, learners will be introduced to the vocabulary
and language structures related to the outdoor games. Under Listening and speaking,
learners will be introduced to the pronunciation of consonant sounds and intonation.
ey will be required to identify words with the sounds /v/, /f/, /n/ and /ŋ/ from a
text, pronounce them correctly and use them in sentences. In addition, learners will be
required to use correct intonation for yes/no and wh-questions in varied contexts as they
appreciate the importance of correct pronunciation and intonation in a conversation.
Under Reading, learners will be exposed to summarising as a study skill. ey will be
expected to identify the main ideas and write a summary of ideas from varied texts.
Under Grammar in use, they will tackle subject-verb agreement. ey will be required
to identify the subject and verbs in sentences and construct sentences ensuring subject-
verb agreement. In Reading under the class reader, the learners will be guided to identify
the use of dialogues, similes and metaphors and appreciate their importance as styles
in works of art. Under Writing, the learner will be exposed to descriptive writing and
will be required to demonstrate the ability to write a descriptive composition on a given
subject.
A. Listening and speaking
Pronunciation: Consonant sounds and intonation
Suggested time: 2 lessons Learner’s Book pages 159-161
Speciﬁc learning outcomes
By the end of the sub strand, the learner should be able to:
(a) identify words with the sounds /v/, /f/, /n/ and /ŋ/ from a text.
(b) pronounce words with the sounds /v/, /f/, /n/ and /ŋ/ in sentences.
(c) use correct intonation for yes/no and wh-questions in varied contexts.
(d) appreciate the importance of correct pronunciation and intonation in a
conversation.
240
Key inquiry questions
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 – enhanced as learners use digital tools to record themselves and share
dramatised dialogues.
• Self-ecacy – developed as learners document their successes when writing and
dramatising the conversations.
Pertinent and Contemporary Issues (PCIs)
Health Education – Body tness is enhanced as learners listen to dramatised
conversations on outdoor games and engage in outdoor games.
Values
Peace – achieved as learners discuss proper pronunciation and accommodate those
who cannot pronounce well due to their mother tongue or other inuences.
Respect – enhanced as learners learn to ask and answer yes/no and wh-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.
Instructions to facilitate differentiated learning
Ensure the talented learners create more tongue twisters on outdoor games that have
the sounds /v/ and /f/ under Activity 1 in the Learner’s Book. For the time takers,
give them more attention to ensure they create one complete tongue twister that has
the sounds /v/ and /f/ on their own.
Suggestions on facilitating learners with special needs
Ensure that all learners are patient with those that have speech impairment while
saying tongue twisters with dierent sounds under Activity 1 and Activity 4 in the
Learner’s Book.
Suggested parental empowerment and engagement
Parents or guardians to assist learners to video-record their dialogues from the class
reader and share with the class.
Suggested assessment methods
• oral questions • observation • discussions • peer assessment
Suggested learning resources
• digital devices • Learner’s Book • pictures
241
Additional information for the teacher and preparation of learning
resources
Correct pronunciation of words is very important in any language. Incorrect
pronunciation hinders communication and can change the meaning of what one
intends to communicate. As a teacher, you will be required to demonstrate your
expertise in pronunciation and guide learners to pronounce sounds correctly with the
right intonation. Pronunciation is a challenging area for most non-native speakers of
English. You should be patient with learners who have mother tongue interference
in their pronunciation and intonation. Expose them to speeches by native speakers
of English. is will motivate them to learn more on how to speak uently and
eloquently. As a teacher, ensure that the audio recording device is in good working
condition and the volume is adjusted to the right level. Make a chart or ashcards of
words with the target sounds that you will use to reinforce the lesson.
Suggested learning experiences
1. Introduce the sub strand by asking learners to share words with the target sounds
that they have difficulty in pronouncing. Ask them why it is important to pronounce
words correctly. Let them share experiences where they have mispronounced words.
Give words that you have/had difficulty pronouncing. Let them know that correct
pronunciation is a skill that is learnt over time and they need to deliberately sharpen
their pronunciation ability.
2. Refer learners to Activity 1: Identify and create. Let the learners say the tongue
twisters in turns. They can repeat saying the tongue twisters until they get them right.
Encourage them to say the tongue twisters as fast as they can. Assess the learners’
ability to identify words with the sounds /f/ and /ŋ/ and say them correctly. Let the
learners now each create two tongue twisters and say them to the class. Assess the
tongue twisters they have formed and correct where necessary.
3. Referring to Activity 2: Listen and practise, read out the given words clearly to the
learners putting emphasis on sounds /f/ and /v/. You can say the words in turn and
have the learners repeat the words after you. Let the learners work in groups and come
up with five pairs of words with the sounds /f/ and /v/. Encourage peer assessment
as learners correct each other’s work. Move around the class, assisting learners where
necessary.
4. Refer learners to Activity 3: Listen and pronounce. Play the audio recording (from
the Accompanying Digital Media) to the learners in class. After listening to the clip,
let the learners identify words with sounds /n/ and /ŋ/ from the audio recording. As
learners listen to dramatised conversations on outdoor games, health education is
enhanced. Ask them to note and say the position of the tongue as they say the two
pairs of sounds.
242
Note: /n/ is articulated with the tip of the tongue touching the palate while /ŋ/ is
produced by the sides of the tongue coming into slight contact with the teeth. While in
pairs, let the learners pronounce the words in the box, paying attention to the sounds.
5. Turn the learners’ attention to Activity 4: Create and practise. Ensure that the
learners have created the tongue twisters. By working in groups, unity and respect
is enhanced. Give each group a chance to present their tongue twisters. Ask the class
to peer assess and vote for the best tongue twisters created.
6. Refer learners to the Find out section and follow up to ensure that the activity is done.
Check their work to assess their understanding of the sounds.
7. Refer learners to Activity 5: Study and discuss. Guide the learners as they read the
questions about the picture in the Learner’s Book. Explain to them that those are
wh-questions. Assist them to realise that the five sentences should be said with a
falling intonation. Let the learners give short statement answers to the questions they
read about the picture. Allow them to say whether the short statement answers they
provide should be said with a falling or a rising voice. Let the learners understand that
the short statement answers should be said with a falling voice (intonation). Guide
the learners in their groups to use the wh-words to form questions and identify the
intonation. Encourage the learners to search for more wh-questions and correctly
state their intonation.
8. Refer learners to Activity 6: Read and discuss. Pair the learners and let them read
the provided questions, stating if they say the questions with a falling or rising voice.
While still in pairs, allow the learners to create five questions that require yes or no
responses and practise saying them with the correct intonation. Respect is enhanced
as learners learn to ask and answer yes/no and wh-questions politely.
9. Guide the learners through the Language tips section.
10. Turn the learners’ attention to the Find out section. Assist learners while in groups to
search for conversational clips and identify cases of rising and falling intonation (with
your help or help from a parent or guardian). Peace is achieved as learners discuss
proper pronunciation and accommodate those who cannot pronounce well due to
mother tongue interference or other influences. As learners work in groups, unity is
enhanced. Let them appreciate the role intonation plays in bringing out a meaning in
conversation. Allow learners to correct each other’s work through peer assessment.
11. Refer learners to Further activity. Guide them as they write the dialogues, dramatise
them and record for sharing. Follow up to ensure that this activity is done well.
Digital literacy will be achieved when learners record the dialogues. Allow for peer
assessment as learners rate each other’s dialogues.
12. Conclude this sub strand by emphasising the importance of correct pronunciation and
intonation in bringing out meaning in conversations. Let learners share experiences
where they have missed to get meaning of what a speaker was saying due to incorrect
pronunciation and intonation or where they were misunderstood because of wrong
pronunciation or intonation.
243
Suggestions on developing competency-based tasks
Develop tasks that test the ability of learners to identify and pronounce words with the
sounds /v/, /f/, /n/ and /ŋ/ from a text and use correct intonation for yes/no and wh-
questions in varied contexts. Ensure the tasks cater for multi-ability learning.
Suggested assessment tools
1. Observation schedule
Learner’s name _________________________________________________
Observable behaviour (competencies) Ye s No Comment
Ability to identify words with the sounds /v/, /f/, /n/
and /ŋ/ from a text
Ability to pronounce words with the sounds /v/, /f/,
/n/ and /ŋ/ in sentences
Ability to use correct intonation for yes/no and wh-
questions in varied contexts
Remarks/Feedback to the learner
Learner’s signature
Teacher’s signature
2. Oral questions
Use oral questions to check the learners’ ability to identify words with the sounds /v/,
/f/, /n/ and /ŋ/ from a text, pronounce words with the sounds /v/, /f/, /n/ and /ŋ/ in
sentences and use correct intonation for yes/no and wh- questions in varied contexts.
B. Reading
Study skills: Summarising
Suggested time: 2 lessons Learner’s Book pages 161-164
Speciﬁc learning outcomes
By the end of the sub strand, the learner should be able to:
(a) identify the main ideas in texts.
(b) write a summary of ideas from varied texts.
(c) appreciate the importance of summarising information in a given context.
Key inquiry questions
1. How do we identify main ideas from a text?
2. Why is it important to summarise information?
3. What factors should one consider when summarising an event? In which activities
or jobs can summarising be useful?
244
Core competencies to be developed
Learning to learn – developed as learners summarise excerpts as well as make
presentations for peer review.
Pertinent and Contemporary Issues (PCIs)
Life Skills Education – enhanced as learners make decisions when selecting which
content to pick or leave out in summary writing.
Values
Responsibility – enhanced as learners underline the 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 that might require summarising from
time to time.
Instructions to facilitate differentiated learning
Allow the time takers more time to make notes of the main ideas in the story under
Comprehension check in the Learner’s Book. For the talented learners, ensure they
use the synonyms of the words and expressions under Check your vocabulary in the
Learner’s Book to construct sentences on outdoor games.
Suggestions on facilitating learners with special needs
Ensure that all learners are patient with those that have speech impairment while
sharing their summaries under the Find out section in the Learner’s Book. Ensure
learners with visual impairment sit in a position where they can see information in the
old newspapers without strain while doing the Further activity.
Suggested parental empowerment and engagement
Parents or guardians to assist learners to get old newspapers and magazines to use for
summary writing.
Suggested assessment methods
• oral questions • written
assessments
• discussions • peer assessment
Suggested learning resources
• printouts • pictures • digital devices • Learner’s Book
Additional information for the teacher and preparation of learning resources
Summary writing is a daily activity across all the subjects. Guide learners to practise
and perfect this skill. Give them as many exercises as possible and encourage peer
assessment for teamwork and unity. Let learners write down their summaries and go
through individual work to assess them. Guide them to use transitional words as they
245
write summaries to avoid mere lumping of points. Print enough copies of the speech,
Importance of outdoor games for the learners to refer to. You can also copy the speech
on a manila paper and display it in class.
Suggested learning experiences
1. Introduce this sub strand by encouraging learners to share their experiences in the
Think and share section. Let them share freely. This sub strand ties very well with
the initial one on note making. Assist the learners recap what they learnt in Unit 10
on note making.
2. Refer learners to Activity 1: Read and summarise. Let the learners read the speech
and note down the main ideas in it.
Importance of outdoor games
Outdoor games have a lot of advantages for young people. First is the physical
development. When people get involved in games, they strengthen their muscles
and get to use the whole body, hence become physically t. Secondly, games aid in
social development. One develops discipline and team spirit and learns to work with
others in society appreciating the fact that no man is an island. e third benet of
outdoor games is emotional development. e outside environment is characterised
by fresh air and sunshine. It is more pleasurable playing outdoors than indoors.
Further, one is exposed to both victories and losses making one mature emotionally
and appreciate the fact that life has both victories and losses. Finally, intellectual
development is realised when one engages one’s mind to win. From the more physical
rugby to the gentler golf, a lot of thinking is required for victory. It is not just about
brawn but brains too.
3. Guide learners in writing summaries using the identified points. As they work in pairs
in writing summaries, they develop a sense of responsibility. Allow the learners to
share the summaries with the rest of the class as they correct each other’s work through
peer assessment and as they appreciate the importance of summarising information.
Life skills education is enhanced as learners make decisions when selecting which
content to pick or leave out in summary writing. A sense of responsibility is inculcated
when individual learners write summaries.
4. Refer learners to Activity 2: Read and discuss. Group the learners and allow them
time to read the passage individually and then respond to the questions that follow
as a group. Move around the groups as you assess the learners’ comprehension by
listening to their answers. This helps create a sense of unity among the learners.
5. Allow learners time to answer the comprehension questions individually under
the Comprehension check. Collect books for marking and to prepare feedback.
Let learners write both the rough and the fair drafts using the main ideas identified.
Encourage the learners to share their summaries in class for peer evaluation. As
learners summarise excerpts as well as make presentations for peer review, learning
to learn will be developed.
246
6. Refer learners to the Check your vocabulary section. In their pairs, let them infer
the meanings of the given words as used in the passage and write a synonym for
each. Allow them to share their sentences with the class and correct each other’s
work through peer assessment. Encourage them to use the newly learnt words and
phrases in different contexts in their day-to-day conversations.
7. Refer learners to the Find out section and let them with their peers, find articles on
outdoor games from old newspapers and make notes on the main ideas. Learners
develop a sense of responsibility when they search for old newspapers. Self-efficacy
is achieved when learners learn to write summaries.
8. Conclude the sub strand by asking learners to tackle the Further activity section
individually. They should read a story on sports, identify the main idea and then
write a summary using the main ideas. Encourage them to first write a rough draft
and then make a fair copy. Let them share with the class. They should then prepare
a summary chart and share with the class.
Possible answers to Check your vocabulary
1. silver platter - easily and without much effort
hurdles - hitches
accolades - praises
passionate - zealous
emulate - copy
intrinsically - from within
2. Open ended
3. Open ended
Suggestions on developing competency-based tasks
Develop tasks that test the ability of learners to identify the main ideas in texts and write
a summary of ideas from varied texts. Ensure the tasks cater for both gied or talented
learners and the time takers.
Suggested assessment tools
1. Written assessment
Use written assessment to test the learners’ ability to write a summary of ideas from
varied texts.
247
2. Assessment rubric
Learner’s name _________________________________________________
Indicators Exceeds
expectations
Meets
expectations
Approaches
expectations
Below
expectations
Identify the main ideas
in texts
Write a summary of
ideas from varied texts
Teacher’s name: ___________________ Signature: ________ Date: ____________
C. Grammar in use
Sentences: Subject-verb agreement
Suggested time: 2 lessons Learner’s Book pages 164-166
Speciﬁc learning outcomes
By the end of the sub strand, the learner should be able to:
(a) identify the subject and the verb in sentences.
(b) construct sentences ensuring subject-verb agreement.
(c) arm the importance of the subject-verb agreement in sentences.
Key inquiry questions
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-ecacy – 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. is helps sort out
communication hitches.
Values
Integrity – 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.
248
Instructions to facilitate differentiated learning
For the talented learners, ensure that they write one extra paragraph on their favourite
outdoor game using the subject-verb agreement correctly under Further activity in
the Learner’s Book while you give more time to the time takers as they write the two
paragraphs using the subject-verb agreement correctly.
Suggestions on facilitating learners with special needs
As learners engage in the Find out activity in the Learner’s Book, ensure that learners
with visual impairment sit near the old newspapers while doing the activity. Ensure the
other learners give learners with speech impairment more time to read the identied
story.
Suggested parental empowerment and engagement
Parents or guardians to assist learners get stories online about outdoor games and help
them identify passages to use in subject-verb agreement.
Suggested assessment methods
• oral questions • written assessments • peer assessment
Suggested learning resources
• printouts • pictures or posters • digital devices • Learner’s Book
Additional information for the teacher and preparation of learning
resources
Subject-verb agreement is an area a learner should master in any language. Research
and read widely on subject-verb agreement for you to guide the learners accordingly.
Give the learners enough practice activities and give more time and attention to the
time takers in this area. Ensure learners participate fully to make the lessons in this sub
strand enjoyable. Prepare word wheels in advance on how verbs change when used in
singular form or plural form. As the teacher, ensure that the digital devices are in good
working condition before you engage the learners.
Suggested learning experiences
1. Introduce this sub strand by asking learners to explain their knowledge of a subject
and verb. Secondly, let them discuss what the first, second and third person is in a
sentence. This knowledge will be of great help to them as they handle this sub strand.
2. Refer learners to Activity 1: Identify and discuss. Guide learners while in pairs to
read the sentences in the Learner’s Book. Allow them to identify the subject and the
verb in each of the sentences. Ask the learners to write five similar sentences using
different subjects and verbs. Let the learners say how the verbs they used change
when the sentences are in singular and in plural forms. Let the learners know that
when a subject is in the singular, the verb must also take a singular form and plural
subjects too take plural verbs. Move around the class to assess the kind of sentences
the learners have formed. Allow them to share the sentences they have constructed.
Self-efficacy is developed as learners ensure subject-verb agreement is adhered to
when constructing sentences. Guide the learners through the Grammar tips section
on subject-verb agreement.
249
3. Refer learners to Activity 2: Read and identify. Pair the learners and ask them to
read the sentences and identify the subject and verb in each sentence. Allow them
to state whether the sentences are in singular or plural form. As learners identify the
subjects and the verbs in the sentences, self-efficacy is developed. Allow learners to
share their answers with the rest of the class. Encourage peer assessment as learners
comment on each other’s work. As they share the sentences, integrity is inculcated.
Possible answers
1. football players (s) and parn (v) - plural 2. Eliud Kipchoge(s) and is (v) - singular
2. Rugby players (s) and use (v) - plural
4. Turn the learners’ attention to the Practice Activity in the Learner’s Book. Let learners
tackle the activity individually. Life skills education is enhanced through problem
solving, which is achieved as learners come up with sentences in which subject-verb
agreement has been correctly used.
5. Ask the learners to turn to the Find out section and work in groups. They can do this
in school under your guidance or you can guide them to do it at home with the help
of their parents or guardians. Encourage them to get texts on outdoor activities and
discuss the use of subject-verb agreement to enhance meaning. In instances where
learners cannot access the newspapers, assist them to get some. Integrity is enhanced
as learners openly share ideas of agreement.
6. Conclude the sub strand by asking learners to tackle the Further activity in groups
where they are required to write two paragraphs of their favourite outdoor game
using the subject-verb agreement correctly. Let them compare their work with their
deskmates and the rest of the class for peer review.
They can also use the Assess yourself section to self-asses their own progress.
Possible answers to the Practice Activity
1. a) has b) is c) is d) is e) play f) have g) is h) exercise i) runs j)has
2. Open ended. Ensure that the learners have used the verbs they identified in number
1 to form correct sentences. Check the correctness of the subject-verb agreement.
3. The corrected letter should be as follows:
Dear coach,
I request to be included in the rst line up of the school rugby team. is is
because I have been practising and trust that I can help my team win in the upcoming
tournament. If the team loses, it will cause disappointment to the rest of the students.
e school is not going to be happy. Neither the players nor the principal are going
to be on our side. I have the resilience and experience needed to play in the team. I
therefore ask you to reconsider your decision and include me in the starting lineup.
I look forward to your favourable response.
ank you.
Kelvin Lumba
250
Suggestions on developing competency-based tasks
Develop assessment tasks that test the ability of learners to identify subjects and verbs in
sentences and construct sentences ensuring subject-verb agreement. e tasks to cater
for multi-ability learning.
Suggested assessment tools
1. Written assessment
Use written assessment to test learners on Practice Activity to assess their ability to
identify the subject and the verb in sentences and construct sentences ensuring subject-
verb agreement.
2. Rating scale
Learner’s name _________________________________________________
Competencies (knowledge, skills,
attitudes, values) assessed
Always
4
Usually
3
Sometimes
2
Never
1
Ability to identify the subject and verb in
sentences
Ability to construct sentences ensuring
subject-verb agreement
Comments on the learner’s performance
Learner’s signature __________________________ Date ________________
Teacher’s name ____________________ Signature __________ Date ___________
D. Reading
Class reader: Features of style
Suggested time: 2 lessons Learner’s Book pages 166-168
Speciﬁc learning outcomes
By the end of the sub strand, the learner should be able to:
(a) identify instances of dialogue, similes and metaphors in the text.
(b) use the styles of dialogue, similes and metaphors in guided contexts.
(c) appreciate the importance of style in a work of art.
Key inquiry questions
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-ecacy – 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 – achieved as learners record and share videos.
251
Pertinent and Contemporary Issues (PCIs)
Critical thinking – achieved as learners relate the features of styles to real life.
Values
Respect – 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
Instructions to facilitate differentiated learning
Ensure the talented learners identify more similes and metaphors used in the short
story under Activity 2 in the Learner’s Book and discuss why writers use similes,
metaphors and dialogues in their writing while you pay more attention to the time
takers to complete reading the short story, identify one simile and metaphor used in the
text and say how they are used.
Suggestions on facilitating learners with special needs
As learners engage in the Find out activity in the Learner’s Book, ensure that learners
with visual impairment sit near the digital devices while doing the activity. Ensure the
other learners give those with speech impairment more time to express themselves
while doing the role-play under Activity 4 in the Learner’s Book.
Suggested parental empowerment and engagement
Parental or guardians to help learners search online for dialogues, similes and metaphors
and make a recording of the same.
Suggested assessment methods
• oral questions • written • peer assessment
Suggested learning resources
• printouts
• pictures
• posters
• digital devices
• Learner’s Book
Additional information for the teacher and preparation of learning resources
e beauty of any work of art depends on how the author uses language and aspects
of style. Metaphors and similes are used in art to help draw mental pictures and
comparisons. Dialogues add variety and make the characters speak for themselves.
Guide learners to identify similes, metaphors and dialogue in the class reader and
other texts. Prepare the necessary pictures and posters that you will need during the
lesson. As a teacher, ensure that the digital devices are in good working condition
before you engage the learners.
252
Suggested learning experiences
1. Introduce the sub strand by asking learners to share any comparison phrases they
know say, as tall as a giraffe, as bold as a lion. Ask them if they know the term used
to describe such phrases.
2. Refer learners to Activity 1: Discuss and share. Ask the learners to reread the story,
‘How to develop the sportsperson in you’. Then, allow the learners to read the phrases
given and say how they have been used in the passage they read. Let the learners
classify the phrases into similes or metaphors. Let the learners give more examples
of similes and metaphors that they have come across in different texts they have
interacted with. Allow them to say how similes and metaphors differ.
3. Referring to Activity 2: Identify and discuss, group the learners and allow them
to read and discuss the narrative in the Learner’s Book. Respect is enhanced as
learners read and discuss the narrative. Individually, allow them time to answer the
questions that follow after the narrative. Collect learners’ notebooks to assess and to
prepare feedback.
4. Turn the learners’ attention to Activity 3: Refer to your class reader. Guide the
learners in reading a section of the class reader. Allow the learners time to identify
the similes and metaphors in the section they read and talk about how effective they
are in the text. Let the learners individually write sentences using metaphors and
similes. Self-efficacy is developed as learners talk about where similes and metaphors
are used and their effectiveness. This also helps to enhance their literary skills. As
learners relate features of styles to real life, critical thinking is achieved. Move around
the class assessing each group’s work as you correct learners where necessary.
5. Refer learners to Activity 4: Role-play and present. Group learners and let them
pick one of the dialogues in the class reader and then role-play it. Allow for peer
assessment as learners share their presentations in class. Respect is promoted as
learners help each other during role play of the selected dialogues.
6. Ask the learners to turn to the Find out section and work in groups. They can do
this in school under your guidance or you can guide them to do it at home with the
help of their parents or guardians. Let the learners use the internet or print materials
to search for a dialogue, similes and metaphors in stories, read the stories and copy
the examples. Digital literacy is enhanced as learners use the internet to search for
dialogue, similes and metaphors in stories. Allow them time to discuss how similes
and metaphors in stories enhance meaning and share their findings in class. Allow
for peer assessment as learners comment on each other’s work. Guide and correct
accordingly. Ask them to make a chart of the styles and pin it on the classroom wall.
7. Conclude the sub-strand by asking learners to tackle the Further activity section
as guided in the Learner’s Book. You or their parents or guardians may help them
use any relevant digital devices to record themselves as they act out a dialogue from
a section of their class reader. Learning to learn is achieved as learners record and
share videos.
253
8. Conclude this sub strand by emphasising the importance of similes, metaphors and
dialogue in communication and in real life. Ask them to orally state how similes relate
to real life. This will promote critical thinking among learners.
Suggestions on developing competency-based tasks
Develop tasks that test the ability of learners to identify and illustrate instances of
dialogue, similes and metaphors in a text and use dialogue, similes and metaphors in
guided contexts. Ensure the tasks cater for both gied or talented learners and the
time takers.
Suggested assessment tools
1. Checklist
Learner’s
name
Competencies (knowledge, skills, attitudes, values) assessed (tick
appropriately)
Identify instances of
dialogue, similes and
metaphors in the text
Use the styles of dialogue,
similes and metaphors in
guided contexts
Teacher’s
comment
Ye s No Ye s No
Teacher’s signature: ________________ Date: ________________
E. Writing
Creative writing: Descriptive writing
Suggested time: 2 lessons Learner’s Book pages 168-169
Speciﬁc learning outcomes
By the end of the sub strand, the learner should be able to:
(a) identify features of a person, a thing or a place that can be described.
(b) write a descriptive composition on a given subject.
(c) underscore the importance of creative writing in communication.
Key inquiry questions
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 – developed as learners write clearly and creatively when
writing the descriptive composition.
• Collaboration – promoted as learners engage in peer review of each other’s work thus
improving quality.
254
Pertinent and Contemporary Issues (PCIs)
Creative thinking – enhanced as learners compose descriptive texts.
Values
Unity – 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.
Instructions to facilitate differentiated learning
Under Activity 2 in the Learner’s Book, ensure you give the time takers who need more
time to pick out words that make the description memorable and features that make
descriptive writing dierent from other forms of writing. For the talented learners,
allow them to share their added paragraph with the class for peer review.
Suggestions on facilitating learners with special needs
Ensure learners with visual impairment sit in a position where they can see
information in the descriptive articles or in the videos from the digital devices without
strain while doing the Find out activity in the Learner’s Book. Ensure the other
learners give those with speech impairment more time to give their contribution on
what makes descriptive articles they have read or listened to interesting.
Suggested parental empowerment and engagement
Parents or guardians to assist learners to select well-written descriptive writings online.
Suggested assessment methods
• oral questions • written
assessments
• discussions • peer assessment
Suggested learning resources
• printouts
• pictures
• posters
• digital devices
• Learner’s Book
Additional information for the teacher and preparation of learning resources
Descriptive writing is a skill that every learner should master. Guide learners to
develop this skill individually and as a group to be able to write detailed, clear and
accurate descriptions that are captivating. Let them practically write descriptive
texts. Go through the individual works of each learner and guide them accordingly.
You can choose to have an essay writing competition to test the learners’ ecacy. As
the teacher, ensure that the digital devices are in good working condition before you
engage the learners.
255
Suggested learning experiences
1. Introduce the sub strand by asking learners to describe their best outdoor sportsperson.
Guide them to describe the physical features, characters and skill of the sportsperson.
Encourage them to be as precise as possible.
2. Refer learners to Activity 1: Observe and describe. Group the learners and ask
them to describe what they see in the picture in the Learner’s Book. Remind them to
use adjectives in their descriptions. Allow them to share the features of the pictures
that they describe. Allow for peer assessment as learners comment on each other’s
descriptions. Collaboration is enhanced as learners engage in peer review of each
other’s work thus improving quality.
3. Let the learners describe each other and share the features they have used in class.
Guide a class discussion as learners prepare a list of features to consider when
describing people, things or places.
4. Guide the learners through the Language tips by helping them have a better
understanding of what to include when describing a person, thing or place.
5. Refer learners to Activity 2: Read and write. While in their pairs, let the learners read
the description in the Learner’s Book and pick out words from the text that make the
text memorable and interesting. Allow the learners to add another paragraph that
will describe the actual swimming gala. Encourage creativity in the writing. Let them
share their added paragraphs for peer review. Assist the learners to understand that
descriptive writing should be detailed, specific and exact.
6. Ask learners to turn to the Practice Activity and let the learners do the activity
individually. You may guide the learners at an individual level or do a remedial lesson
for time takers. Creativity and imagination are developed as learners write clearly
and creatively when writing the descriptive compositions. Remind learners to keep
their essays within the word limits and make them interesting. Allow for peer review
as learners exchange their work with their deskmates. Collect the learners’ exercise
books and assess their accuracy. Creative thinking is also enhanced as learners
compose descriptive texts.
7. Ask the learners to turn to the Find out section and work in groups. They can do
this in school under your guidance or you can guide them to do it at home with the
help of their parents or guardians. Let the learners use the internet or print materials
to search for well-written descriptive articles on outdoor games. Self-efficacy will be
enhanced as learners work in groups. The best descriptive essays can be pinned on
the class noticeboard or wall. Unity will be achieved as learners engage each other
in the group activity.
256
8. Conclude the sub strand by referring learners to Further activity. Guide them as
they compile descriptive words and make a word chart to pin on the classroom wall.
They can work in groups and compare their work. Encourage learners to develop
their skills in descriptive writing. Let them use every possible opportunity to describe
events, people and places.
Suggestions on developing competency-based tasks
Develop tasks that test learners’ ability to identify features of a person, a thing or a place
and write a descriptive composition on a given subject. Let the tasks cater for both
talented learners and the time takers.
Suggested assessment tools
1. Written assessment
Use the written assessment under the Practice Activity to assess learners’ ability to
write descriptive essays.
2. Portfolio
Ask learners to make corrections of their descriptive essays and keep the fair copy in a
portfolio for future reference.
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15: Tourist Attraction Sites – Kenya
Learner’s Book pages 170-180
Introduction/background information
e theme is aimed at enlightening the learner with information on the rich heritage
in both wildlife and scenic physical features in our country. e learner will also be
enlightened on the importance of tourism as a local and foreign exchange earner.
You are advised to gather sucient information on tourist sites in Kenya and prepare
relevant vocabulary related to the theme that you will use in the strands in advance.
rough the strands and sub strands, learners will be introduced to the vocabulary and
language structures related to the theme. Under Listening and speaking, learners will be
taught to condently, articulately and precisely present oral reports of events happening
in the classroom. Under Reading (uency), learners will be guided to recognise and
apply reading uency strategies in their reading. Under Grammar in use, learners will
be exposed to armative and negative sentences. ey will be expected to construct
armative and negative sentences in varied contexts. In Reading (poetry), learners will
be expected to read prescribed anthology of poems and analyse them to identify the
subject matter, main idea and the persona and reiterate the role of poetry in passing
information. is theme will be concluded up by exposing learners to notices and
posters under Writing (functional writing).
A. Listening and speaking
Oral reports: Events within the classroom
Suggested time: 2 lessons Learner’s Book pages 170-171
Speciﬁc learning outcomes
By the end of this sub strand, the learner should be able to:
(a) outline the organisation of an oral report of events within the classroom.
(b) present an oral report on events that occur within the classroom.
(c) enjoy delivering and listening to oral reports in various contexts.
Key inquiry questions
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 – developed as learners practise their digital knowledge by searching
online for report preparation and presentation skills.
• Critical thinking and problem solving – enhanced as learners make objective
observation when evaluating strengths and weaknesses of their peers’ oral reports.
258
Pertinent and Contemporary Issues (PCIs)
Eective communication – strengthened as learners use verbal and non-verbal reporting
skills.
Values
Patriotism – enhanced as learners address class issues in their reports.
Link to other subjects
• All language subjects emphasise oral skills.
• Computer Sciences, Agriculture, Home Science and Integrated Science require
reporting skills for projects.
Instructions to facilitate differentiated learning
Ensure the talented learners prepare more oral reports besides those outlined in the
Learner’s Book. For the time takers, give them more attention to ensure they present
their reports. Involve shy learners with simple presentations to build their condence
in class presentations.
Suggestions on facilitating learners with special needs
Ensure that all learners are patient with those that have speech impairment while
presenting their oral reports under Activity 1 and Activity 2 in the Learner’s Book.
Also ensure the physically impaired get assistance from the other learners as they join
groups.
Suggested parental empowerment and engagement
Parents or guardians to provide learners with digital devices and help them search for
oral report preparation and presentation skills.
Suggested assessment methods
• observations • oral presentations • discussions
Suggested learning resources
• Learner’s Book • digital devices
• ashcards
Additional information for the teacher and preparation of learning
resources
Before the lesson, carry out a thorough research on oral presentations which you can
use to introduce and develop the sub strand. Carry out a research in the internet on oral
reports which you will refer to in the Find out section. Search online and oine, from
magazines and journals, for tourist attraction sites and prepare pictures to show some
tourist sites in Kenya. Prepare in advance relevant vocabulary related to the theme that
you will use in your teaching.
Suggested learning experiences
1. Introduce the sub strand by asking the key inquiry questions. Hold a brief discussion
with the learners on the classroom activities they can report about and how they can
259
report orally and effectively. Observe the answers they give and assess how much
they know regarding oral reports.
2. Turn the learners’ attention to Activity 1: Outline and report. Ask them to study and
discuss what is happening in the picture in pairs. Place the learners in groups, and
allow them to assume they are to make a report on the events in the picture they have
studied and discussed. Ask them to note how they will introduce, deliver the middle
report and the end. Let them compile the oral report. Critical thinking and problem
solving is enhanced as learners prepare to make a report. Give one presenter from
each group to present the report to the class in an interesting way. Ask the class to
listen to the presentations and choose (peer assessment) the best presenter. Let the
class tell reasons why they have chosen that presenter. Effective communication is
strengthened as learners use verbal and non-verbal reporting skills. Allow them to
name other classroom events that they can report on.
3. Take the learners through the Language tips on how a presenter can make an oral
report interesting. Lead them to a short discussion on who among the presenters
displayed the qualities discussed.
4. Refer learners to Activity 2: Prepare and present. In their groups, ask them to
brainstorm on the steps for conducting an oral report. Ask them to follow the steps
discussed on conducting an oral report and pick one event that took place in class
recently. Let them imagine one event that could have occurred if they do not have one.
In turns, ask them in their groups to practise presenting the report orally to their group
members. Patriotism is enhanced as learners address class issues in their reports.
5. Ask them to assess the best presented report through peer assessment. Let them
support their assessment by saying the qualities displayed by the presenter. Observe,
assess and guide where necessary.
6. Guide learners on how to tackle the Find out section in groups. They can find video
clips on oral report preparation and presentation skills from the internet with your help
or the help of their parents and guardians. Remember to give learners an opportunity
to share their findings with the class. Digital literacy is developed as learners practise
their digital knowledge by searching for report preparation and presentation.
7. Conclude the sub strand by asking learners to group themselves and create an oral
report, rehearse presenting it and then record themselves presenting the oral report
as guided in the Further activity. Allow them to share the recording with their peers
for peer review. Watch their recordings and advise accordingly on how they can
employ different methods of delivering oral reports such as: clear pronunciation, voice
projection, tonal variation, use of non-verbal cues and use of visuals. Let the learners
make the corrections and record a better clip which they can share online.
Suggestions on developing competency-based tasks
Develop assessment tasks that will enable learners to outline the organisation of an oral
report of events. Ensure the tasks cater for both gifted or talented learners and the time
takers.
260
Suggested assessment tools
1. Oral questions
Based on Activity 2 in the Learner’s Book, assess learners’ ability to organise the steps
to follow when conducting an oral interview.
2. Assessment rubric
Learner’s name _________________________________________________
Indicators Exceeds
expectations
Meets
expectations
Approaches
expectations
Below
expectations
Ability to outline the
organisation of an oral
report of events
Ability to present
oral reports on events
that occur within the
classroom
Teacher’s name ___________________ Signature _________ Date ____________
B. Reading
Reading uency
Suggested time: 2 lessons Learner’s Book pages 171-175
Speciﬁc learning outcomes
By the end of the sub strand, the learner should be able to:
(a) recognise the use of uency strategies in the reading process.
(b) apply uency strategies while reading.
(c) hail the role of reading uency in communication.
Key inquiry questions
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-ecacy – achieved as learners gain condence in reading by applying uency
strategies.
• Citizenship – developed as learners promote national responsibility by reading about
tourist attraction sites in Kenya.
Pertinent and Contemporary Issues (PCIs)
• Eective communication – enhanced as learners develop competence in uency as a
reading skill.
261
• Environmental education and animal safety – achieved as learners read about tourist
attraction sites in Kenya.
Values
Unity – achieved as learners work in pairs to watch or listen to sample reading clips and
simulate models.
Instructions to facilitate differentiated learning
Allow the time takers more time to read uently and answer the questions under the
Comprehension check in the Learner’s Book. Give them specialised attention when
making the sentences under Check your vocabulary section in the Learner’s Book. e
talented learners can read other stories on tourist attractions.
Suggestions on facilitating learners with special needs
Ensure that learners with speech impairment are given more time to practise reading
uently. For the physically impaired, in case the hands are impaired, ensure that the
learners are given more time to complete writing tasks. ose visually impaired to sit
near the digital device playing the video under Activity 2 in the Learner’s Book.
Suggested parental empowerment and engagement
Parents or guardians to provide learners with digital devices and guide their search for
dierent reading uency strategies.
Suggested assessment methods
• discussions
• reading aloud
• oral presentations
• peer assessment
Suggested learning resources
• Learner’s Book
• digital devices
• pictures
• newspaper cuttings
Additional information for the teacher and preparation of learning resources
You are asked to research widely on dierent reading uency strategies. Also, prepare
videos or download sample clips on the internet on reading uency strategies for
learners to watch and emulate. You may have newspaper cuttings with stories on
tourist attractions that learners can use to keep practising reading uently.
Suggested learning experiences
1. Introduce the sub strand by asking learners to mention any radio or television
newsreaders they enjoy listening to. Let them tell reasons why they enjoy listening
to those newsreaders. Now turn their attention to the key inquiry questions. Relate
their answers to the qualities the newsreaders they mentioned possess.
2. Guide the learners through the Think and share section. Let them talk about their
own reading skills. Ask them to share with the class how they can improve their
reading fluency.
262
3. Refer learners to Activity 1: Study and role-play. Let them study the picture in the
Learner’s Book in pairs. Let them read the paragraph beside the picture silently in
turns. Let them assess each other’s reading fluency. Allow them some time to role-
play reading the paragraph to the class, for peer assessment. Lead them as a class to
discuss why it is important to read fluently. Self-efficacy is achieved as learners gain
confidence in reading by applying fluency strategies.
4. Take the learners through the Did you know? section by providing relevant examples
for each point raised on being a good reader.
5. Turn the learners’ attention to Activity 2: Listen and discuss. Ask them to listen an
audio clip you will play (from the Accompanying Digital Media). Ask them to list the
reading fluency qualities they liked about the reader. Let them discuss the reading
fluency strategies applied by the reader. Ask them to mention one radio or television
newsreader they admire. Allow them time to explain to the class what qualities make
him or her stand out.
6. Referring the learners to Activity 3: Read and time, let the learners look at the title
and the picture in the passage in the Learner’s Book and predict what the story is
about. Then ask them to skim through the passage and give the general idea in the
story. Finally, ask them to scan through the text. Let them name any three places
that make Kenya beautiful. Citizenship is developed as learners promote national
responsibility by reading and mentioning some tourist attraction sites in Kenya.
7. As learners read in turns and time each other as they read the text aloud, ask them
to peer assess each other’s speed, fluency, accuracy and facial expressions. Let them
discuss what they observed as they read to each other. Effective communication is
enhanced as learners develop competence in fluency as a reading skill as they read
aloud in pairs.
8. Ask learners to tackle the Comprehension check individually by providing answers
to the questions, referring to the story they read in Activity 3.
9. Let the learners pair to tackle the Check your vocabulary section. Let them first
read the words and phrases given then find them in the story so as to infer their
meanings. Give them a chance to say the completed sentences to the class as you
observe and note the correctness. Encourage learners to use the vocabulary learnt
in their day-to-day communication. Unity is achieved as learners work in pairs to
check the meanings of words and to make sentences. Allow learners to correct each
other’s work through peer assessment.
10. Guide learners on how to tackle the Find out section in groups. They can find the
audio or video clips on reading fluency strategies from the internet with your help
or the help of their parents and guardians and make short notes. Remember to give
learners an opportunity to share their findings with the class. Tell them to make notes
on what they have found and share with the class. Encourage them to watch and listen
to reading clips or news over the radio or television. Ask them to judge the reader
using what they have learnt in this sub-strand.
263
11. Conclude the sub strand by asking learners to group themselves and practise reading
short passages on tourist attractions, applying reading fluency strategies learnt. Ask
them to time themselves and record one of the timed readings to be shared in class for
peer review as guided under Further activity in the Learner’s Book. Environmental
education and animal safety are achieved as learners read about tourist attraction
sites in Kenya. Encourage them to give feedback among the groups with an aim of
improving their reading skills. Advise learners to practise timed reading regularly on
a variety of topics to improve their reading fluency. Advise them to keep a reading
log to help them self-assess their progress.
Possible answers to the Comprehension check
1. Any correct three such as beautiful scenes, physical features, wildlife, the beautiful
flamingos, national and game reserves, among others.
2. The flamingos that tint the lakes pink.
3. Open ended
4. Lion, leopard, elephant and cheetah. They are the most dangerous and difficult
animals to hunt.
5. Open ended. Examples: Advertisement, stepping up and maintaining high security,
improving the infrastructure, preserving our heritage, culture and hospitality. (Accept
any other logical answers from the learners.)
6. Open ended. Accept a well-written summary that captures the main idea in the text.
Suggestions on developing competency-based tasks
Develop tasks that will enable the learner to recognise the use of uency strategies in the
reading process. The tasks to cater for multi-ability learning.
Suggested assessment tools
1. Written assessment
Based on the Comprehension check and Check your vocabulary tasks in the Learner’s
Book, assess learners’ comprehension of texts read for uency.
2. Reading log
Learners will keep their own reading log to track their reading uency progress. ey
can self-assess their improvement over time.
C. Grammar in use
Afrmative and negative sentences
Suggested time: 2 lessons Learner’s Book pages 175-177
Speciﬁc learning outcomes
By the end of the sub strand, the learner should be able to:
(a) dierentiate between armative and negative sentences in spoken and written
contexts.
264
(b) construct armative and negative sentences in varied contexts.
(c) acknowledge the expressive role of sentences in eective communication.
Key inquiry questions
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 enquiry as learners make armative and negative
sentences on the tourist attraction sites in Kenya.
• Digital literacy – developed as learners search online and oine for the dierences
between armative and negative sentences and share them with peers.
Pertinent and Contemporary Issues (PCIs)
• Citizenship education – enhanced through texts on tourism sites in Kenya.
• Creative thinking – enhanced as learners create dialogues and stories using declarative
sentences.
• Friendship formation – developed as the learners ask and answer questions and state
facts with their peers.
Values
• Unity – enhanced as learners share sentences made in the form of charts for peers to
review.
• Patriotism – enhanced as learners read texts on tourist attraction sites.
Instructions to facilitate differentiated learning
Ensure the talented learners give ten correct sentences instead of ve as guided under
Activity 1 in the Learner’s Book while you pay attention to the time takers to give the
required ve.
Suggestions on facilitating learners with special needs
As learners engage in the role-play under Activity 2 in the Learner’s Book, ensure that
learners with physical impairment get tasks they can handle. Ensure the other learners
give learners with speech impairment more time to say their sentences in Activity 1
and Activity 2.
Suggested parental empowerment and engagement
Parents or guardians to help learners by availing audio-visual recording devices and
guide them in recording learners as they role-play.
Suggested assessment methods
• reading • role play • writing tasks • making sentences
Suggested learning resources
• Learner’s Book • old newspapers • digital devices • pictures
265
Additional information for the teacher and preparation of learning resources
Research and read widely on armative and negative statements. List down all words
that indicate a sentence is in negative as not is the most common one. Make ashcards
with words that show negative and armative statements for learners to identify them.
is will come in handy to reinforce the concept. Get pictures and newspaper cuttings
on tourist attractions that learners can use to form armative and negative sentences.
Suggested learning experiences
1. Introduce the sub strand by asking learners to use sentences to mention things they
like or do not like and things they like or do not like doing. Ask them to mention the
words in the sentences they made to show they like or do not like it. Guide them as
necessary in their responses.
2. Turn the learners’ attention to Activity 1: Read and assess and allow them to read the
sentences in the Learner’s Book in groups and say what is different in sentences in
blue. Ask them to give five more examples of such sentences. Patriotism is enhanced
as learners read sentences on tourist attraction sites in Kenya.
3. Take them through the Grammar tips. Give examples and refer them to the sentences
they read in Activity 1 to relate the concept clearly to the tips you have given them.
4. Refer learners to Activity 2: Role-play and pick out and in their pairs, allow
learners to read the dialogue then pick out four sentences in the affirmative and
four others in the negative form from the dialogue they have read. Tell them
to write four more sentences to continue the dialogue. Remind them to ensure
they use both the affirmative and negative sentences in the sentences they write.
Ask them to act out the completed dialogue with the class. Allow them time to
comment on the role play presented. Assess and guide accordingly. Creative
thinking is enhanced as learners create a started dialogue.
5. Refer learners to the Practice Activity in the Learner’s Book. Let learners tackle the
activity individually. Collect work for checking, marking and preparing feedback.
Citizenship is developed as learners use critical inquiry to make affirmative and
negative sentences.
6. Refer learners to the Find out section. Ask them to work with their friends and use
old newspapers to look for sentences in the affirmative and negative forms and note
them down. Tell them to write the sentences they find in the newspapers on a chart
and share them with their classmates. Unity is enhanced as learners share sentences
made in the form of affirmative and negative forms on charts for peer review.
7. Conclude the sub strand by asking learners to tackle the Further activity while in
groups as they write a dialogue about a safari drive. Advise them to write at least
ten sentences. Remind them to use both affirmative and negative sentences in the
dialogue they will write. Friendship formation is developed as learners work in
groups to write dialogue about a safari drive.
266
8. Ask and encourage learners to rehearse acting out the dialogue in class. Ask them
to record themselves acting out the dialogue and share it with their peers. Tell their
peers to pick out the negative and affirmative sentences from the dialogue. Digital
literacy is developed as learners record their acting and share it with peers.
They can also use the Assess yourself section to self-asses their own progress.
Possible answers to the Practice Activity
1.
a. The tourists always visited the Nairobi National Museum. / The tourists visited
the Nairobi National Museum.
b. There is somebody at the hotel reception.
c. They go on holiday every December.
d. The tour guide was very informed.
e. The Amboseli National Park has elephants.
2.
a. The traditional dancers did not sing for the visitors the whole day.
b. The hotel does not serve both traditional and exotic meals.
c. The heavy clouds were not blocking the cool view of the Rift Valley.
d. Kangaroos are not found anywhere in Kenya.
e. Neither the visitor nor the receptionist has picked the key.
3. Open ended. Accept all grammatically correct sentences written in the affirmative.
4. Open ended. Accept all grammatically correct sentences converted in the negative.
Suggestions on developing competency-based tasks
Develop assessment tasks that will test the learners’ ability to construct armative and
negative sentences in varied contexts. Let the tasks cater for both talented learners and
the time takers.
Suggested assessment tools
1. Written assessment
Using the Practice Activity in the Learner’s Book, assess learners’ ability to write
armative and negative sentences.
2. Checklist
Learner’s
name
Competencies (knowledge, skills, attitudes, values) assessed (tick
appropriately)
Ability to pick
armative
sentences from
a dialogue
Ability to
pick negative
sentences from a
dialogue
Ability to write a
dialogue using both
armative and
negative sentences
Teacher’s
comment
Ye s No Ye s No Ye s No
Teacher’s signature: __________ Date: ____________________________
267
D. Reading: Poetry
Suggested time: 2 lessons Learner’s Book pages 177-179
Suggested learning outcomes
By the end of the sub strand, the learner should be able to:
(a) identify the subject matter of a poem.
(b) analyse the ideas in the poem.
(c) reiterate the role of poetry in passing information.
Key inquiry questions
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: nding extra information as learners search online for ways of
determining ideas in a poem.
• Critical thinking: following simple instructions as learners dramatise a poem
displaying ideas generated from it using placards and record their performances.
Pertinent and Contemporary Issues (PCIs)
Life skills education: decision making is enhanced as learners evaluate which ideas a
poem conveys.
Values
Peace – enhanced as learners share their ndings and provide positive feedback.
Instructions to facilitate differentiated learning
For time takers, give them a chance to recite poems at their pace in order to give them
an insight on the theme. For talented and gied learners, give them more poems to
recite from those you carried to the class.
Suggestions on facilitating learners with special needs
Ensure learners with speech impairment are given more time to recite the poems and
encourage the other learners to be patient with them. ese learners should also be
given equal chances in articulating their views during discussions.
Suggested parental empowerment and engagement
Parents or guardians to help learners access poems online under the Find out activity.
Suggested assessment methods
• recitations
• discussions
• dramatisation
• reading
• writing
Suggested learning resources
• Learner’s Book
• anthology of poems
• pictures
• digital devices
268
Additional information for the teacher and preparation of learning resources
You are advised to research widely on poetry. Download and print sample poems with
the target feature in order to have a variety of examples to use in your teaching. It is also
prudent that you have a list of rhyming words for learners to see how rhyming is applied
in poetry. Also, collect other stylistic devices used in poetry in order to apply them in
your examples. It is also important that you approach this sub strand interestingly, using
learners’ experiences in order to demystify poetry among them.
Suggested learning experiences
1. Introduce the sub strand by asking the key inquiry questions. Ask them to mention
some poems they have read. Tell them that some songs and hymns are composed
poetically.
2. Refer learners to Activity 1: Recite and tell. In pairs let them discuss the type of
literature they enjoy reading most. Let them tell their reasons why they enjoy reading
the literature they have chosen.
3. Ask them to read the piece of writing on Magical Kenya. Pick a few learners to recite
to the class the piece of writing they have read. Ensure the recitation sounds musical as
they read and correct where necessary. Ask them what this piece of writing is called.
Let them say how different it is from other texts. Ask them to observe and listen to
the last word in every line. Ask them to identify the subject matter in the text they
have read. Peace is enhanced as learners share their findings and provide positive
feedback. Assess and guide accordingly to reinforce their responses.
4. Take the learners through the Language tips on poetry. Use the printout poems you
had prepared in advance to reinforce your points.
5. Turn the learners’ attention to Activity 2: Recite and discuss in the Learner’s Book.
In their groups, ask learners to read and recite the poem. Allow them time to discuss
the questions that follow the poem. Ask them to report their answers to the class. Let
them assess each other’s work and give their comments through peer assessment.
Life skills education is developed as learners answer the questions on the poem on
which ideas the poem conveys.
6. Refer learners to the Find out section and let them work in groups. They can do this
in school under your guidance or you can guide them to do it at home with the help
of their parents or guardians. Let the learners search online and offline and collect
any five poems. Problem-solving is developed as learners search online and offline
to collect poems. Ask them to read, study the titles, writing styles, choice of words
in each poem to determine the subject matter. Let them identify the persona in each
poem they have read. Encourage them to share their discussion with the class and
through peer assessment, review each other’s work.
7. Conclude the sub strand by asking learners to tackle the Further activity where they
are required to work in groups and write a poem on a topic they enjoy.
269
Remind them to use poetry features they have learnt to write the poem. Ask them to
dramatise the poem to the class. Ask the learners, as a class, to discuss the main idea
in the poem, stylistic devices used and the persona in the poem. Critical thinking
is enhanced as learners dramatise the poem on a topic they enjoy. Peace will also
be enhanced as learners share their findings in class and provide positive feedback.
Suggestions on developing competency-based tasks
Develop assessment tasks that test the learners’ ability to identify the subject matter of a
poem. Ensure the tasks cater for multi-ability learning.
Suggested assessment tools
1. Oral questions
Using Activity 2 in the Leaner’ Book, assess learners’ ability to identify the style used in
writing a poem.
2. Rating scale
Learner’s name _________________________________________________
Competencies (knowledge, skills,
attitudes, values) assessed
Always
4
Usually
3
Sometimes
2
Never
1
Ability to use features learnt to write a
poem on a topic of own choice
Ability to discuss main ideas, stylistic
devices and persona in a poem
Comments on the learner’s performance
Learner’s signature ________________________ Date ________________
Teacher’s name ____________________ Signature __________ Date ____________
E. Writing
Functional writing: Notices and posters
Suggested time: 2 lessons Learner’s Book pages 179-180
Suggested learning outcomes
By the end of the sub strand, the learner should be able to:
(a) outline the format of presenting notices and posters.
(b) design notices and posters on current issues.
(c) acknowledge the role of notices and posters in disseminating information.
Key inquiry questions
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?
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Core competencies to be developed
• Learning to learn: Organising 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 notices and
posters on tourist attraction sites in Kenya.
Pertinent and Contemporary Issues (PCIs)
• Eective communication – enhanced as learners design dierent notices and posters
on selected issues.
• Problem-solving – enhanced as learners identify community needs to be addressed
by posters.
• Patriotism – enhanced as learners design dierent notices and posters on local tourist
sites.
Values
• Patriotism – enhanced as learners design dierent notices and posters on tourist
attraction sites and community issues.
• Responsibility – enhanced as learners organise their learning in designing notices
and posters.
Instructions to facilitate differentiated learning
Ensure the talented learners prepare both a poster and a notice under Activity 3 in the
Learner’s Book. For the time takers, give them more attention to ensure they complete
designing a poster that is related to a tourist attraction within or near their county.
Suggestions on facilitating learners with special needs
Ensure that all learners are patient with those that have speech impairment while
role-reporting ndings to the class under Activity 2 in the Learner’s Book. Also ensure
the physically impaired get tasks they can handle during designing of posters under
Activity 3 in the Learner’s Book.
Suggested parental empowerment and engagement
Parents or guardians to help learners make posters on issues that learners have identied
that deserve publicising. ey should also help learners identify strategic points in the
community where they can display the posters.
Suggested assessment methods
• observation
• discussions
• portfolio
• oral presentations
• peer assessment
Suggested learning resources
• Learner’s Book
• pictures
• magazines
• newspapers
• journals
• digital devices
• portfolio
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Additional information for the teacher and preparation of learning resources
You are advised to carry out thorough research on posters and notices. Cut out pictures
of notices and posters for learners to study the message conveyed by each of them. Ask
the learners to carry old newspapers and magazines to class so that they can cut out and
distinguish between notices and posters.
Suggested learning experiences
1. Introduce the sub strand by asking learners to mention how messages on important
issues are conveyed to the public. Accept answers such as through the radio, television,
newspapers, brochures, word of mouth, posters and notices. Show them some of the
picture cut outs you brought to class. Let them say which message each picture conveys.
2. Turn the learner’s attention to Activity 1: Observe and say. Ask the learners in pairs
to study the pictures and pick out the details in each picture. Ask them to tell what
details they see in each picture. In groups, let them identify the role of the two pictures
they have studied. Tell them to discuss the features in each of the pictures. Allow
them time to report their discussion to the class. Learning to learn is developed as
learners study pictures and deduce details from them.
3. Giving examples and using the picture cut-outs you brought to class, take the
learners through the Language tips on what posters and notices are. Check their
understanding of your explanation by asking them to identify notices and posters
from the newspapers they brought to class. Guide and correct accordingly.
4. Refer learners to Activity 2: Study and tell in the Learner’s Book. Provide more
pictures you had carried to class. In groups, ask them to study the pictures you have
provided them with. Tell them to classify them either as notices or posters. Ask
them to identify and list down features of the format used in each of them. Effective
communication is achieved as learners report the features of the format used in
the pictures. Allow them time to report their findings to the class. Encourage peer
assessment as learners comment on each other’s work.
5. Refer the learners to Activity 3: Design and share. As a class, ask the learners to discuss
the qualities of an effective poster and notice. Group the learners and ask them to
think of one tourist attraction in their county. Citizenship is developed as learners
explore cultural awareness and heritage as learners design posters to advertise tourist
attraction sites in their county. Remind the learners to also design notices related to
the tourist attraction they picked. Such notices include, ‘This is a no-smoking zone,
Animals have the right of way, Do not feed the animals’. Responsibility is developed
as learners design posters and notices on the care of our tourist attraction sites. Ask
them to share their designs with their classmates for assessments and comments.
Motivate them by pinning the most effective design on the school or class noticeboard.
Allow learners time to share their complete work with their classmates to assess and
comment. Make your comments and reward each group accordingly. Tell them to
file their designed work in their portfolio.
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6. In the Find out section, ask learners to work in pairs (with deskmates) and collect
posters and notices related to tourist attraction sites in Kenya from print media or
the internet. Tell them to mount them on cartons or manila sheets and display them
on the classroom wall. Patriotism is enhanced as learners design posters on tourist
attraction sites in Kenya. Allow them time to explain their importance to the class.
7. Conclude the sub strand by asking learners to tackle Further activity as guided in
the Learner’s Book. Guide them to think of a positive thing in their community that
deserves publicising. Ask them to make a poster for it and display it at a strategic
point in the community. Problem-solving is enhanced as learners identify community
needs to be addressed by posters.
Suggestions on developing competency-based tasks
Develop tasks that will test learners’ ability to outline the format of presenting notices
and posters and design notices and posters on current issues. Ensure the tasks cater for
both gied or talented learners and the time takers.
Suggested assessment tools
1. Portfolio
Learners will keep copies of the posters they design on positive things within their
community.
2. Oral assessment
Using Activity 2, assess learners’ ability to distinguish between posters and notices.
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Guidelines for Community Service Learning Project
Introduction
Following the changing demands of the 21
st
Century, exibility is inevitable and there
is a need for learning to take place beyond the connes of theclassroom. Community
Service Learning (CSL) is an experiential learning strategy that integrates classroom
learning and community service to enable learners to reect, experience and learn
from the community. CSL is expected to benet the learner, the school and the local
community. Knowledge and skills on how to carry out a CSL project have been covered
in Life Skills Education (LSE). e CSL project will enable learners to practise the CSL
project skills covered under LSE to communicate, collaborate and increasingly engage
with the community around the school to solve problems in the community. e
learners get a rst-hand experience as they interact with members of their community
to address real-life issues that need intervention. In so doing, the learners gain a wealth
of knowledge, experience and life skillsthat can be utilised in their careers.
Some of the advantages of Community Service-Learning projects include:
• e projects have authenticity and provide solutions to pertinent issues in the
community.
• e learners have a choice to select and solve issues that are most meaningful to them.
• e learners do not have to wait until the end, they can self-assess and measure their
progress during the project. ey can set their targets to track their learning.
• e project enables the learners and the community to work together in collaboration
towards a common goal.
• Finding innovative ways to solve real-life problems in the society develops critical
thinking and problem solving in the learner.
Procedure for creating a community service-learning project
• Problem identication
• Goal or objective setting, outlining the desired content, skills, competencies and
learning outcomes
• Designing the methodology. Emphasise collaborative learning between learners and
the community.
• Data collection
• Data representation
• Data analysis
• Conclusion
• Recommendations
Rationale for Community Service learning
Pedagogy must be dynamic and be tailor-made to suit the vast needs of diverse learners.
Community service learning oers learners an opportunity to build capacity in their
knowledge, skills and competencies within dierent subjects as they address problems
in their communities thereby fostering social cohesion and citizenship.
Purpose of the activity: To identify a problem in the school community through
research. Learners to use and apply the community service learning project skills they
have been exposed to in Life Skills Education.
274
Skills and competencies to be developed
• Research: Learners will develop research skills as they identify the Pertinent and
Contemporary Issues (PCIs) to address during the project, ways and tools to use in
investigating and collecting the data, manner in which they will analyse information
and present their ndings.
• Communication and collaboration: Learners will develop eective communication
skills as they engage with peers and school community members. ese will include
listening actively, asking questions, and presentation skills using varied modes.
• Citizenship: Learners will be able to explore opportunities for engagement as
members of the school community and provide a service for the common good.
• Leadership and responsibility: Learners develop leadership and responsibility skills
as they take up various roles within the project.
• Financial literacy skills: Learners consider how they can undertake the project as
well as sourcing and utilising resources eectively and eciently.
• Entrepreneurship: Learners consider innovative ways of generating income for the
community service-learning project.
Key inquiry questions
1. How does one determine community needs?
2. Why is it necessary to be part of a community?
3. What can one do to demonstrate a sense of belonging?
Preparation for the community service learning activity
1. Ensure that learners brainstorm and identify all the resources that they will require
for the activity. Let them consider improvising and utilising locally available materials
making the project cost-effective thereby promoting Education for sustainable
development.
2. Learners should undertake the activity as a class.
3. The project should be done outdoors and not within the allocated classroom time.
4. The activity should take a maximum of two weeks.
Guidelines for administering the activity
Guide the learners to:
(a) investigate, brainstorm and identify Pertinent and Contemporary Issues (PCIs)
in the school community that needs attention. Brainstorming sessions can be
held during break time.
(b) choose a PCI that needs immediate attention and explain why.
(c) discuss possible solutions to the identied issue.
(d) propose the most appropriate solution to the problem.
(e) choose the best tools to use in the collection of information about the problem
they have identied. is can include tools such as observation sheets,
questionnaires, and interviews.
(f) develop the tools for collecting the information or data.
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(g) identify resources they need for the activity.
(h) collect the information or data using various means.
(i) develop various reporting documents on their ndings. is could be in form of
frequency tables, bar graphs, pictographs, line graphs or pie charts.
(j) develop reporting tools for their ndings.
(k) use the developed tools to report on their ndings.
(l) implement project.
(m) collect feedback from peers and the school community regarding the CSL
activity.
(n) Share the report on activity through various media to peers and the school
community.
(o) discuss the strengths and weaknesses of the implemented project and lessons
learned.
(p) reect on how the project enhanced own learning while at the same time
facilitating service on an issue in the school community.
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Assessment rubric
Use an assessment rubric like the one shown below to assess if the outcomes of the CSL project have been achieved.
Indicator Exceeds Expectation 4 Meets expectation 3 Approaches Expectation 2 Below expectation 1
e ability to identify
and analyse a pertinent
issue in society to be
addressed
Learner critically
denes and elaborately
discusses a pertinent
issue to be addressed.
Learner denes and
discusses a pertinent
issue to be addressed.
Learner denes and
discusses a pertinent
issue to be addressed with
minimal support.
Learner requires
support to critically
examine and select the
appropriate issue.
e ability to plan to
solve the identied
problem
Learner correctly
and systematically
establishes resources
needed, develops plans,
assigns responsibilities,
and generates data on
the CSL project.
Learner correctly
establishes resources
needed, develops
plans, assigns
responsibilities, and
generates data on the
CSL project.
Learner sometimes
establishes resources
needed, develops plans,
assigns responsibilities, and
generates data on the CSL
project.
Learner has diculty
establishing resources
needed, developing
plans, assigning
responsibilities and
generating data on the
CSL project..
e ability to design
solutions to the
identied problem and
implement them
Learner constantly
applies the knowledge
and skills gained in
subjects to address the
identied issue.
Learner applies the
knowledge and skills
gained in subjects to
address the identied
issue.
Learner applies the
knowledge and skills gained
in subjects to address the
identied issue with some
support.
Learner requires a lot
of probing to apply the
knowledge and skills
gained in subjects to
address the identied
issue
Ability to share
ndings with relevant
actors
Learner
comprehensively and
condently shares
ndings of the issue
addressed in the
activity.
Learner condently
shares ndings of the
issue addressed in
the activity.
Learner shares some of
the ndings of the issue
addressed in the activity.
Learner briey shares
ndings of the issue
addressed in the
activity, lacks necessary
details.
e ability to reect
on own learning and
relevance of the activity
Learner distinctively
and clearly outlines
the benets of the CSL
activity on the target
community and own
learning.
Learner clearly
outlines the benets
of the CSL activity
on the target
community and own
learning.
Learner outlines the
benets of the CSL activity
on the target community
and own learning, a few
unclear.
Learner struggles to
outline the benets of
the CSL activity on the
target community and
own learning.