Subject

Number of Lessons Per Week (40 minutes per lesson)

1.

English

5

2.

Kiswahili/KSL

4

3.

Mathematics

5

4.

Integrated Science

4

5.

Health Education

2

6.

Pre-Technical and Pre-Career Education

5

7.

Social Studies

3

8.

Religious Education (CRE/IRE/HRE)

2

9.

Business Studies

3

10.

Agriculture

3

11.

Life Skills Education

1

12.

Physical Education and Sports

2

13.

Optional Subject

3

14.

Optional Subject

3

Total

45

THEME 1.0: INFORMATION COMMUNICATION TECHNOLOGY

Strand

Sub strand

Specific learning outcomes

Suggested learning experiences

Key inquiry question(s)

1.1 LISTENING AND SPEAKING

1.1.1 Listening for information (2 Lessons)

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

1. respond to oral information from varied texts
2. construct sentences using appropriate vocabulary
3. acknowledge listening for information as a crucial link in communication.

The learner is guided to:

• listen to texts read by the teacher or from pre-recorded audio clips on care of technological devices and orally respond to questions on the clip
• surf the internet for and listen to information on care of technological devices
• take notes as they listen to online audio clips or texts read by the teacher
• use the notes taken on care of technological devices to share with peers
• record each other as they share information on care of technological devices
• keep a copy of personal rendition in a digital portfolio.

1. How should we listen in order to get specific information from a text?
2. Why is it important to take care of technological devices?

Core Competencies to be developed:

• Communication is developed as learners listen keenly and respond to questions on care of technological devices.

• Collaboration is developed as learners work in groups to search for information on care of technological devices while recognising the value of other’s ideas.
• Digital literacy is enhanced as learners interact with digital technology while searching for information on care of technological devices from the internet.

Values:

• Respect is achieved as learners collaborate in seeking information on care of technological devices, from the internet.
• Responsibility is achieved as learners practise appropriate ways of caring for technological devices.

Pertinent and Contemporary Issues (PCIs):

• Effective communication is developed as learners work in groups to listen to information on care for technological devices.
• Social cohesion is enhanced as leaners work in groups surfing the internet, discussing, and recording each other other’s presentation on the care of technological devices.
• Self-esteem and self-awareness are enhanced as learners record and keep a copy of their work in a digital portfolio.

Link to other subjects:

• Kiswahili and English address listening for information.
• Computer Studies addresses ICT and care of technological devices.

Assessment Rubric

Indicator

Exceeds expectation

Meets expectation

Approaches expectation

Below expectation

Ability to respond with accuracy to oral information on care of technological devices

Responds to oral information on care of technological devices confidently with accuracy

Responds with accuracy to oral information on care of technological devices

Partially responds to oral information on care of technological devices.

Struggles to respond to oral information on care of technological devices

Ability to construct sentences using appropriate vocabulary

Excellently constructs correct sentences using appropriate vocabulary

Constructs correct sentences using appropriate vocabulary

Constructs sentences but uses appropriate vocabulary with assistance

Struggles to construct sentences using the appropriate vocabulary

Strand

Sub strand

Specific learning outcomes

Suggested learning experiences

Key inquiry question(s)

1.2 READING

1.2.1 Reading comprehension (2 lessons)

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

1. Answer direct and inferential questions from texts
2. create a word bank of thematic vocabulary
3. use the dictionary to find the meaning of words used in texts,
4. acknowledge the importance of comprehension in communication.

The learner is guided to:

• read texts on the care of technological devices and answer questions individually
• manipulate digital devices to get information on care of technological devices in groups
• write a list of vocabulary on care of technological devices,
• infer the meanings of the unfamiliar words from context in pairs
• use the dictionary to clarify the meaning of the vocabulary identified
• use vocabulary related to care of technological devices to construct short paragraphs.

1. How should we read a text to get accurate information?
2. Why is it important to take care of technological devices?

Core competencies to be developed:

• Digital literacy is developed as learners manipulate technological devices in search of relevant information from the internet.
• Learning to learn is achieved as learners work collaboratively make out the meaning of words from the contexts.

• Critical thinking and problem solving is attained as learners interpret and infer the meaning of new words from context or using a dictionary.

Values:

• Unity is achieved as learners work together to get the meaning of words from context.
• Responsibility is nurtured as learners practise how to take care of technological devices.

Pertinent and Contemporary Issues (PCIs):

• Effective communication is achieved as learners read texts on care for technological devices.
• Critical thinking is developed as learners read different texts and identify information on care for technological devices.

Link to other subjects:

• Computer Studies covers the use of technological devices.
• English and Kiswahili address reading as a basic language skill.

Assessment Rubric

Ability to answer direct and inferential questions from texts

Excellently answers direct and inferential questions from texts

Answers direct and inferential questions from texts

Answers direct and inferential questions from texts but does not give examples

Answers few direct and inferential questions from texts

Ability to create a word bank of thematic vocabulary

Comprehensively creates a word bank of thematic vocabulary

Creates a word bank of thematic vocabulary

Partially creates a word bank of thematic vocabulary

Creates a personal bank of limited thematic vocabulary

Ability to use the dictionary to find the

meaning of words used in texts

Always uses the dictionary correctly to find out the meaning of words used in texts

Uses the dictionary to find out the

meaning of words used in texts

Uses the dictionary to find out the meaning of words used in texts with assistance

Is not able to use the dictionary to find the meaning of words used in texts even with assistance

Strand

Sub strand

Specific learning outcomes

Suggested learning experiences

Key inquiry question(s)

1.3 LANGUAGE STRUCTURE

1.3.1 Word classes (2 lessons)

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

1. distinguish between common and proper nouns in sentences
2. identify nouns from texts on social media
3. use common and proper nouns to construct sentences on social media
4. recognise the role of nouns in language use.

The learner is guided to:

• name things related to social media in groups
• categorise the nouns they have named into common and proper nouns
• work in pairs to identify and read a passage on social media from print and online sources
• identify the nouns in the passage
• draw a table with two columns labelled common nouns and proper nouns and write down the nouns in the appropriate column
• complete sentences with appropriate common or proper noun in small groups
• use nouns related to social media to construct sentences in groups
• review the work done by their peers in other groups.

Why is it important to use nouns appropriately in communication?

Core competencies to be developed:

• Communication is developed as learners construct sentences correctly using nouns related to social media.
• Collaboration is developed as learners contribute to group decision making by working in pairs to identify and read a passage on social media.
• Digital literacy is achieved as learners use technology to search for a passage on social media from the internet.

Values:

• Respect is achieved and nurtured as learners listen to one another.
• Responsibility is developed as learners follow instructions to complete different tasks.

Pertinent and Contemporary Issues (PCIs):

• Effective communication is achieved as learners construct and write correct sentences using nouns related to social media.
• Critical thinking is developed as learners demonstrate ability to follow simple instructions while constructing sentences.

Link to other subjects:

• English and French cover the use of nouns.

Assessment Rubric

Indicator

Exceeds expectation

Meets expectation

Approaches expectation

Below expectation

Ability to identify nouns in given texts related to social media

Identifies nouns in given texts related to social media with variation

Identifies nouns in given texts related to social media

Partially identifies nouns in given texts related to social media

Identifies nouns in given texts related to social media with assistance

Ability to distinguish between common and proper nouns in sentences

Perfectly distinguishes between common and proper nouns in sentences

Distinguishes between common and proper nouns in sentences

Distinguishes between common and proper nouns in sentences with prompting

Distinguishes between common and proper nouns in sentences with difficulty

Ability to construct sentences using nouns related to social media

Creatively constructs sentences using a variety of nouns related to social media

Constructs sentences using nouns related to social media

Constructs sentences using nouns related to social media with help

Constructs some sentences using nouns related to social media with difficulty

Strand

Sub strand

Specific learning outcomes

Suggested learning experiences

Key inquiry question(s)

1.4 WRITING

1.4.1Social writing (2 lessons)

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

1. distinguish between the features of an SMS and email messages
2. write a friendly SMS to a classmate
3. apply social etiquette and norms in writing an email
4. apply digital etiquette and norms in writing an email
5. recognize the importance of social writing in communication.

The learner is guided to:

• talk about the features of an SMS in groups
• Practice writing an SMS using a mobile device in pairs
• peer review each other’s SMS texts in pairs
• identify the parts of an email individually
• discuss social media etiquette when writing an email message giving specific information in groups
• compose an informal email to a relative using relevant platforms
• practise using digital devices to send an email to a friend abroad.

How do we use digital devices to communicate through social media?

Core competencies to be developed:

• Digital literacy is developed as learners connect using technology by using digital devices to write and send SMS and emails.
• Communication is developed as learner write clear and organised emails to their relatives and friends.

• Collaboration is enhanced as learners peer review each other’s SMS texts in pairs
• Creativity and imagination are achieved as learners undertake group tasks such as discussing social media etiquette that helps them gain new perspectives.

Values:

• Responsibility is enhanced as the learners communicate in social media following the rules of etiquette.
• Unity is developed as learners work together to seek information on SMS and emails.

Pertinent and Contemporary Issues (PCIs):

• Global citizenship is achieved as learner apply netiquette in online communication while writing emails.
• Effective communication is achieved as learners write and edit email messages.
• Social cohesion is developed as learners discuss social etiquette in writing SMS and email.
• Citizenship is achieved as learners use communication to build strong supportive family ties as they write emails to relatives.

Link to other subjects:

• English and Kiswahili cover email writing.
• Computer Studies covers the use and care of technological devices.

Assessment Rubric

Ability to distinguish between the features of an SMS and an email message

Excellently distinguishes between the features of an SMS and an email message

Distinguishes between the features of an SMS and an email message

Partially distinguishes between the features of an SMS and an email message

Needs assistance to distinguish between the features of an SMS and an email message

Ability to write a friendly SMS to a classmate

Creatively writes a friendly SMS to a classmate

Writes a friendly SMS to a classmate

Writes a friendly SMS to a classmate with help

Writes a friendly SMS to a classmate with a lot of difficulty

Ability to apply social etiquette and norms in writing an email

Excellently applies social etiquette and norms in writing an email

Applies social etiquette and norms in writing an email

Applies social etiquette and norms in writing an email with help

Struggles to apply social etiquette and norms in writing an email

THEME 2.0: UNITY AND CITIZENSHIP

Strand

Sub strand

Specific learning outcomes

Suggested learning experiences

Key inquiry question(s)

2.1  LISTENING AND SPEAKING

2.1.1 Listening for Comprehension (2 lessons)

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

1. respond to information on conflict resolution from a variety listening texts
2. infer the meaning of words from texts
3. apply recall and critical response skills to answer questions
4. recognise the importance of conflict resolution skills in everyday life.

The learner is guided to:

• listen to stories on interpersonal conflicts and discuss the causes in small groups,
• listen to recorded stories on inter-personal conflicts and relate the key events in the story to everyday life
• listen to texts on inter- personal conflicts and resolutions, and make notes
• find the meaning of words related to conflict resolution in groups
• team work to manipulate digital devices in their groups to view a video clip on street children and make critical responses on child rights
• identify sentence structures that can be used in conflict resolution from texts.

1. When do we use analysis and interpretation skills?
2. How do we exercise child rights?
3. Why is it important to resolve interpersonal conflicts?

Core competencies to be developed:

• Communication is developed as learners listen critically to recorded stories on inter-personal conflicts and relate the key events in a story to everyday life.
• Collaboration is enhanced as learners team work to manipulate digital devices in their groups to view a video clip on street children and make critical responses on child rights
• Citizenship is developed as learners express and understand different viewpoints as they interact with texts on conflict resolution and child rights.

Values:

• Patriotism and peace are enhanced as learners access information on conflict resolution and child rights.

Pertinent and Contemporary Issues (PCIs):

• Effective communication is developed as learners listen critically to recorded stories on inter-personal conflicts and relate the key events in a story to everyday life.
• Social cohesion is achieved as learners express and understand different viewpoints as they interact with texts on conflict resolution and child rights.

Link to other subjects:

• Kiswahili and English address listening comprehension.
• Religious Studies covers conflict resolution and child rights.

Assessment Rubric

Indicator

Exceeds expectation

Meets expectation

Approaches expectation

Below expectation

Ability to respond to information on conflict resolution from a variety listening texts

Responds excellently to information on conflict resolution from a variety listening texts

Responds to information on conflict resolution from a variety listening texts

Partially responds to information on conflict resolution from a variety listening texts

Responds to pieces of information on conflict resolution from a variety listening texts

Ability to infer the meaning of words from context

Infers the meaning of all words from context accurately

Infers the meaning of all words from context

Infers the meaning of some of the words from context

Has not mastered how to infer the meaning of words

from context

Ability to apply recall and critical response skills to answer questions

Always answers recall questions and responds critically to questions

Answers recall questions and responds critically to questions

Partially answers recall questions and responds critically to questions

Has difficulty in answering recall questions and responding critically

to questions

Strand

Sub strand

Specific learning outcomes

Suggested learning experiences

Key inquiry question(s)

2.2 READING 

2.2.1 Extensive Reading (2 lessons)

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

1. select and read appropriate materials from the library.
2. use a dictionary to find meaning of acquired vocabulary.
3. construct sentences using vocabulary related to citizenship.
4. advocate for the use of libraries as a source of information on citizenship.

The learner is guided to:

• participate in a library orientation exercise and apply the rules in everyday use
• identify appropriate materials on citizenship and unity
• team work to connect and manipulate internet sources to read materials on unity and citizenship and summarise key messages.
• work in small groups to practise using the dictionary to find the meaning of new words related to citizenship and create personal vocabulary lists in groups
• use vocabulary related to citizenship in their own sentences.

1. How do we locate materials in the library?
2. How do we use the dictionary to find the meaning of new words?
3. How do we foster unity and citizenship in the society?

Core competencies to be developed:

• Communication is enhanced as learners present messages on citizenship education in an organised manner.
• Collaboration is developed as learners team work to connect and manipulate internet sources to read materials on unity and citizenship and summarise key messages.

• Critical thinking and Problem solving are enhanced as learners find extra information when reading texts on unity and citizenship education.
• Learning to learn is developed as learners are motivated to learn continuously through identifying appropriate materials on citizenship and unity and using vocabulary acquired in sentences.

Values:

• Responsibility is nurtured as learners apply learnt library rules during the library lesson.

Pertinent and Contemporary Issues (PCIs):

• Effective communication will be developed as learners present messages on citizenship education in an organised manner.
• Critical thinking is enhanced as learners find extra information from texts on unity and citizenship education

Link to other subjects:

• Social Studies and History cover unity and citizenship.
• English and Kiswahili address extensive reading and library skills.

Assessment Rubric

Indicator

Exceeds expectation

Meets expectation

Approaches expectation

Below expectation

Ability to select and read appropriate materials from the library.

Excellently selects and reads appropriate materials from the library.

Selects and reads appropriate materials from the library.

Attempts to select and read materials from the library but not appropriately.

Has not mastered how to select and read materials from the library

Ability to use a dictionary to find meaning of acquired vocabulary

Perfectly uses a dictionary to find meaning of acquired vocabulary

Uses a dictionary to find meaning of acquired vocabulary

Uses a dictionary to find meaning of acquired vocabulary with assistance

Uses a dictionary to find meaning of the acquired vocabulary but not appropriately

Ability to use vocabulary related to citizenship in sentences

Confidently uses vocabulary related to citizenship in sentences

Uses vocabulary related to citizenship in sentences

Partially uses vocabulary related to citizenship in sentences

Struggles to use vocabulary related to citizenship in sentences 

Strand

Sub strand

Specific learning outcomes

Suggested learning experiences

Key inquiry question(s)

2.3 LANGUAGE STRUCTURES

2.3.1 Word classes (2 lessons)

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

1. identify personal pronouns in sentences
2. identify possessive pronouns in sentences
3. use personal and possessive pronouns to construct sentences.
4. acknowledge the importance of personal and possessive pronouns in communication.

The learner is guided to:

• identify personal pronouns from sentences on unity and citizenship in pairs.
• work in pairs to identify possessive pronouns from a text and use them to create sentences on unity and citizenship
• use the pronouns identified to fill in blank spaces in given sentences
• use personal pronouns to construct sentences on unity from visual cues.
• team work and share resources to construct sentences from pictures using possessive pronouns.

1. How do we express possession when speaking or writing?
2. How do we use personal pronouns in communication?
3. Why is it important to uphold unity in school?

Core competencies to be developed:

• Communication is developed as learners work in pairs to identify possessive pronouns from a text and use them to create sentences on unity and citizenship
• Collaboration is enhanced as learners team work and share resources to construct sentences from pictures using possessive pronouns.

• Self-efficacy is achieved as learners show concerted attention to detail while constructing sentences using personal and possessive pronouns
• Learning to learn is developed as learners work collaboratively in pairs to identify pronouns.

Values:

• Patriotism is developed as leaners acquire information about citizenship from the sentences given.
• Responsibility is nurtured as learners complete the given tasks on pronouns.

Pertinent and Contemporary Issues (PCIs):

• Effective communication is developed as learners create sentences using personal and possessive pronouns.
• Social cohesion is achieved as learners talk about themselves in relation to others.
• Peace education is enhanced as learners make sentences on the importance of unity from visual cues.

Link to other subjects:

• Religious Studies and Social Studies address issues on unity and citizenship.
• English and Kiswahili cover the use of pronouns.

Assessment Rubric

Indicator

Exceeds expectation

Meets expectation

Approaches expectation

Below expectation

Ability to identify personal and possessive pronouns in sentences

Identifies personal and possessive pronouns in sentences perfectly.

Identifies personal and possessive pronouns in sentences

Partially identifies personal and possessive pronouns in sentences

Identifies personal pronouns and possessive pronouns in given sentences with difficulty

Using personal and possessive pronouns to construct sentences

Constructs correct sentences using personal and possessive pronouns creatively

Constructs correct sentences using personal and possessive pronouns

Makes effort to construct correct sentences but does not use personal and possessive pronouns

Needs assistance to construct correct sentences using personal and possessive pronouns

Strand

Sub strand

Specific learning outcomes

Suggested learning experiences

Key inquiry question(s)

2.4

WRITING

2.4.1 Writing for information (2 lessons)

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

a)       identify words that describe a good citizen from texts

b)       write an essay on the qualities of a good citizen

c)       acknowledge essay writing as a medium of communication.

The learner is guided to:

• write down words that describe a good citizen in small groups
• write sentences using the words identified above to describe a good citizen
• compare and contrast qualities of a good citizen from digital texts and share content in their virtual learning groups.
• write a two-paragraph essay describing a good citizen.

1. How do we write descriptive essays?
2. Why is it important to uphold good citizenship?

Core competencies to be developed:

• Citizenship is enhanced as learners write words and sentences that describe a good citizen.
• Creativity and imagination are developed as learners write essays describing a good citizen.
• Digital Literacy is achieved as learners compare and contrast qualities of a good citizen from digital texts and share content in their virtual learning groups.

Values:

• Responsibility is achieved as learners apply active community skills as good citizens.

Pertinent and Contemporary Issues (PCIs):

• Social cohesion is enhanced as learners actively engage in activities to promote common good by writing down words that describe a good citizen.

Link to other subjects:

• English and Kiswahili address essay writing.
• Social Studies covers citizenship.

Assessment Rubric

Indicator

Exceeds expectation

Meets expectation

Approaches expectation

Below expectation

Ability to identify words that describe a good citizen from texts

Identifies words that describe a good citizen from texts with ease

Identifies words that describe a good citizen from texts

Partially identifies words that describe a good citizen from texts

Identifies words that describe a good citizen from texts with assistance

Ability to write a short essay describing a good citizen

Writes an essay describing a good citizen excellently

Writes an essay describing a good citizen

Writes an essay describing a good citizen with a few errors

Struggles to write an essay describing a good citizen

THEME 3.0: SAFETY AND SECURITY

Strand

Sub strand

Specific learning outcomes

Suggested learning experiences

Key inquiry question(s)

3.1 LISTENING AND SPEAKING 

3.1.1 Attentive listening (2 lessons)

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

1. recognise ideas in a comprehension passage
2. respond to comprehension questions on safety at home
3. explain ways of preventing common accidents at home.
4. acknowledge the importance of listening attentively for information

The learner is guided to:

• Watch an audio-visual clip on an accident at home and in pairs describe what they have seen in the clip
• discuss the common accidents at home based on the audio- visual clip in groups
• Listen to information on common accidents at home and how to prevent them and answer comprehension questions orally
• mention the ways of preventing common accidents at home

1. How do we listen attentively?
2. Why is it important to observe safety at home?

Core competencies to be developed:

• Communication is developed as learners listen keenly to information and respond to questions on safety at home.
• Collaboration is enhanced as learners contribute to group decision making when preparing and performing skit.
• Creativity and imagination are developed as learners discover ways of preventing accidents through discussions and skits.

Values:

• Responsibility is nurtured as learners learn about on common accidents at home and how to prevent them

Pertinent and Contemporary Issues (PCIs):

• Social and civic responsibility is achieved as learners listen to information about safety in the home.
• Effective communication is enhanced as learners speak and listen to one another during the discussions.
• Safety and security education is acquired as learners listen to information about safety in the home.

Link to other subjects:

• Home science addresses safety at home.
• Kiswahili and English address attentive listening as a skill.

Assessment Rubric

Indicator

Exceeds expectation

Meets expectation

Approaches expectation

Below expectation

Ability to recognise ideas in a comprehension passage

Recognises ideas in a comprehension passage with variation

Recognises ideas in a comprehension passage

Recognises a number of ideas in a comprehension passage

Struggles to recognize ideas in a comprehension passage

Ability to respond to oral information on safety at home and answer questions

Excellently answers all the comprehension questions using complete sentences

Answers comprehension questions using complete sentences

Answers comprehension questions but does not use complete sentences

With prompting, is able to answer few comprehension questions but not in complete sentences

Ability to explain how to prevent common accidents at home

Explains how to prevent accidents at home fluently and with confidence

Explains how to prevent accidents at home

Explains how to prevent some accidents at home with assistance

Struggles to explain how to prevent accidents at home

Strand

Sub strand

Specific learning outcomes

Suggested learning experiences

Key inquiry question(s)

3.2 READING

3.2.1 Library skills (2 lessons)

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

1. summarise key points from texts on roles of security agents,
2. create a personal collection of new words from texts
3. use vocabulary related to security agents in sentences
4. acknowledge the role of reading in enhancing communication.

The learner is guided to:

• share devices to read appropriate material on the role of security agents in the community from online devices
• answer comprehension questions on the role of security agents in the society
• note down the main points on the role of security agents in the community
• identify new words from the sources read and use the dictionary to find their meaning
• use the new words to construct sentences accurately in pairs
• peer review each other’s sentences.

1. How do we develop library skills?
2. How can we identify appropriate material for reading?
3. What is the role of security agents in the society?

Core competencies to be developed:

• Communication is developed as learners construct clear sentences using the correct spelling ow words.
• Collaboration as learners participate in group decision making while identifying relevant materials for reading in their groups.

• Learning to learn is enhanced as learners identify new words from the sources read and use the dictionary to find their meaning.

Values:

• Responsibility is realised as learners look for appropriate materials on the role of security agents in the community from the library.
• Unity is nurtured as learners work in pairs and groups to write and review sentences.

Pertinent and Contemporary Issues (PCIs):

• Effective communication is realised as learners identify the key points and summarise texts on role of security agents in society from varied text.
• Creative thinking is achieved as learners look for appropriate materials on the role of security agents in the community from the library.
• Safety and security education are enhanced as learners find materials and learn the role of security agents in the community.

Link to other subjects:

• Social Studies addresses safety and security.
• English and Kiswahili cover library skills.

Assessment Rubric

Indicator

Exceeds expectation

Meets expectation

Approaches expectation

Below expectation

Ability to summarise key points from texts on roles of security agents

Summarises all the key points from texts on roles of security agents with a lot of clarity

Summarises key points from texts on roles of security agents

Summarises some key points from texts on roles of security agents

Struggles to summarise key points from texts on roles of security agents

Ability to create a personal collection of new words from texts

Effectively creates a personal collection of new words from texts

Creates a personal collection of new words from texts

Creates a personal collection of new words from texts with assistance

Does not keep a record of new words from texts even with assistance

Ability to use vocabulary related to safety agents to make sentences

Uses vocabulary related to security agents to make sentences creatively

Uses vocabulary related to security agents to make correct sentences

Attempts to make some correct sentences but does not use vocabulary related to security agents

Struggles to use vocabulary related to security agents to make few sentences

Strand

Sub strand

Specific learning outcomes

Suggested learning experiences

Key inquiry question(s)

3.3 LANGUAGE STRUCTURE

3.3.1 Word classes (2 lessons)

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

1. Identify verbs used in passages on safety and security.
2. use verbs to construct sentences.
3. recognise the use of a variety of verbs in communication.

The learner is guided to:

• read a passage on safety and security
• identify words that denote actions in groups
• solve word puzzles using appropriate verbs
• make sentences using varied verbs related to safety and security in pairs and individually
• peer review the sentences written in pairs.

1. How do we use verbs in a sentence?
2. Why is it important to ensure safety and security around you?

Core competencies to be developed:

• Learning to learn is developed as learners work collaboratively in pair and group activities.
• Critical thinking and problem solving will be acquired as learners experiment with verbs to solve word puzzles.

Values:

• Social justice is achieved as learners fairly review each other’s work.

Pertinent and Contemporary Issues (PCIs):

• Safety and security education will be enhanced as learners make sentences using varied verbs related to safety and security.

Links to other subjects:

• English and Kiswahili address the use of verbs.

Assessment Rubric

Indicator

Exceeds expectation

Meets expectation

Approaches expectation

Below expectation

Ability to identify verbs used in passages on safety and security.

Identifies all verbs used in texts on safety and security excellently

Identifies verbs used in texts on safety and security

With assistance, identifies some verbs used in texts

on safety and security

Has difficulty identifying verbs used in texts on safety and security

Ability to use verbs to construct sentences

Uses verbs to construct correct sentences with ease

Uses verbs to construct correct sentences

Uses verbs to construct some correct sentences

Struggles to use verbs to construct even few correct sentences

Strand

Sub strand

Specific learning outcomes

Suggested learning experiences

Key inquiry question(s)

3.4 WRITING

3.4.1 Writing to give information (3 lessons)

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

1. explain key considerations in writing short notes on a given topic.
2. write short notes on safety at home
3. appreciate value of brevity in communication.

The learner is guided to:

• surf the internet and read short notes on safety and security in groups
• discuss what they would consider in writing short notes in groups
• brainstorm ideas on safety at home
• use ideas generated during brainstorming to write short notes on safety at home in groups
• exchange their short notes with other groups in class for peer review
• display their short notes to the class

1. How do you write short notes?
2. Why do we write short notes?

Core competencies to be developed:

• Self-efficacy is achieved as learners brainstorm ideas and use them to write short notes on safety at home.
• Citizenship is developed as learners acquire and give information on safety at home.
• Digital literacy is developed as learners adopt digital technology in surfing the internet and reading short notes on safety and security

Values:

• Unity is enhanced as learners work together in groups to write and review short notes

• Responsibility is nurtured as learners safely surf the internet for information on how to write short notes.

Pertinent and Contemporary Issues (PCIs):

• Self-awareness is enhanced as learners acquire and give information on safety at home.
• Social cohesion is achieved as learners collaborate to write and review short notes on safety at home.
• Safety and security education is achieved as learners acquire and give information in writing about safety at home.

Link to other subjects:

• English and Kiswahili cover note making skills.
• Social Studies and Integrated Science address issues on safety at home.

Assessment Rubric

Indicator

Exceeds expectation

Meets expectation

Approaches expectation

Below expectation

Ability to explain key considerations in writing short notes on a given topic

Explains key considerations in writing short notes on a given topic

confidently

Explains key considerations in writing short notes on a given topic

With assistance explains some key considerations in writing short notes

on a given topic

Has difficulty explaining key considerations in writing short notes

on a given topic

Ability to write short notes on safety at home

Writes short notes on safety at home perfectly

Writes short notes on safety at home

With    help            writes short notes on safety at home

Struggles    to                   write short notes on safety at home

THEME 4.0: ENVIRONMENTAL CONSERVATION

Strand

Sub strand

Specific learning Outcomes

Suggested Learning Experiences

Key Inquiry Questions

4.1 LISTENING AND SPEAKING

4.1.1 Conversational Skills (2 lessons)

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

1. identify the common ways of beginning and ending a conversation,
2. take part in a conversation about environmental pollution,
3. value the importance of conserving the environment.

The learner is guided to:

• listen to a conversation and identify common ways of beginning and ending a conversation
• use digital devices to view presentations on environmental pollution then discuss in their groups how the school environment can be polluted
• role play a dialogue on environmental pollution in groups
• work in pairs to discuss different ways of making the environment safe
• come up with an environmental club and conserve the school and the community environments.

1. How do we make conversations interesting?
2. Why is it important to discuss topical issues like environmental pollution?

Core competencies to be developed:

• Communication is achieved as learners listen critically and use tone and language while role playing a dialogue on environmental pollution in groups.
• Collaboration is developed as the learners contribute to group decision making coming up with an environmental club and conserve the school and the community environments.
• Citizenship is enhanced as learners come up with an environmental club and conserve the school and the community environments.

Values:

• Respect is developed as learners listen to each other’s opinion during the dialogues
• Responsibility is instilled as learners learn to care for the environment and express it in the dialogues.
• Unity will be enhanced as learners role play a dialogue on environmental pollution in groups.

Pertinent and Contemporary Issues (PCIs):

• Effective communication is realised as learners listen critically and use tone and language while role playing a dialogue on environmental pollution in groups.
• Environmental education is acquired when learners come up with an environmental club and conserve the school and the community environments.
• Critical thinking is enhanced as learners discuss ways in which the school environment can be polluted.

Link to other subjects:

• Kiswahili and English cover conversation skills.
• Integrated Science addresses environmental pollution

Assessment Rubric

Indicator

Exceeds Expectations

Meets Expectations

Approaches Expectations

Below Expectations

Ability to identify the common ways of beginning and ending a conversation

Confidently gives the different ways of beginning and ending a conversation

Gives the different ways of beginning and ending a conversation

Partially gives ways of beginning and ending a conversation

Struggles to give ways of beginning and ending a conversation even with assistance

Ability to take part in a conversation about environmental pollution

Creatively and confidently participates in a conversation about environmental pollution

Participates in a conversation about environmental pollution

With cues, participates in a conversation about environmental pollution

Has difficulty in participating in a conversation about environmental pollution even with assistance

Strand

Sub Strand

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Question(s)

4.2 READING

4.2.1 Reading for information (2 lessons)

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

1. identify the main points in a variety of texts
2. create a personal collection of thematic vocabulary
3. desire to read varied texts as a source of information.

The learner is guided to:

• work in small groups to practice how to study the pictures and make observations and make observations in a text about soil conservation
• read about soil conservation in the grade 7 course book to identify main points and make personal notes,
• silently read texts on soil conservation and discuss the effects of soil conservation as a whole class
• practice in pairs how to infer the meaning of thematic vocabulary items from context
• Use the thematic words learnt to create a personal collection of vocabulary related to environmental conservation.

1. Why is it important to read a variety of texts to find information?
2. How do we control environmental pollution?

Core competencies to be developed:

• Citizenship will be enhanced as learners demonstrate responsible decision making as learners read texts on environmental conservation and respond to relevant questions

• Learning to learn will be acquired through working collaboratively in pairs to discuss the meaning of thematic vocabulary items from context

Values:

• Respect will be achieved as learners listen to each other’s interpretation of vocabulary items.
• Unity will be realised as learners work in pairs discuss the meaning of vocabulary items from context.

Pertinent and Contemporary Issues (PCIs):

• Effective communication is enhanced as learners discuss the effects of soil conservation.
• Environmental education is acquired as learners read texts on soil conservation and answers questions orally.
• Critical thinking is inculcated as the learners infer the meaning of vocabulary items.

Link to other subjects:

• Integrated Science and Agriculture address environmental conservation.
• English covers reading for information

Assessment Rubric

Indicator

Exceeds Expectations

Meets Expectations

Approaches Expectations

Below Expectations

Ability to identify the main points in a text on soil conservation

Confidently identifies the main points in a text on soil conservation 

Identifies the main points in a text on soil conservation 

Attempts to identify some of the main points in a text on soil conservation 

Identifies few points in a text on soil conservation 

Ability to demonstrate responsible decision making in responding to questions from texts

Creatively demonstrates responsible decision making by responding to questions from texts

Demonstrates responsible decision making by responding to questions from texts

With cues, demonstrates responsible decision making by responding to questions from texts 

Has difficulties in demonstrating responsible decision making by responding to questions from texts

Ability to use thematic words from texts to create a personal collection of vocabulary

Creatively uses thematic words from texts to create a personal collection of vocabulary

Uses thematic words from texts to create a personal collection of vocabulary

With help, uses some thematic words from texts to create a personal collection of vocabulary

Struggles to use thematic words from texts to create a personal collection of vocabulary

Strand

Sub strand

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Question(s)

4.3 LANGUAGE STRUCTURE

4.3.1 Word classes (2 lessons)

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

1. identify possessive adjectives in sentences about environmental conservation,
2. select demonstrative adjectives from paragraphs to make sentences about environmental conservation,
3. use demonstrative adjectives to complete sentences in texts,
4. create simple descriptions using possessive adjectives,
5. acknowledge the importance of demonstrative and possessive adjectives in communication.

The learner is guided to:

• engage in group activities to manipulate digital devices to find and read texts about environmental conservation and identify possessive adjectives
• silently read a paragraph on environmental conservation to identify demonstrative adjectives and write them down
• identify possessive adjectives in songs about environmental conservation and use them to write short texts
• create short descriptions using possessive adjectives about pictures in a text book related to environmental conservation
• work in pairs, to use demonstrative adjectives in making sentences about environmental conservation
• read text in the grade 7 course book and fill in blank spaces to complete paragraphs on environmental conservation using possessive and demonstrative adjectives.

1. How do we indicate possession?
2. Why should we conserve the environment?

Link to other subjects:

• Kiswahili and English address possessive and demonstrative adjectives.
• Integrated Science addresses environmental pollution

Assessment Rubric

Ability to identify possessive adjectives in sentences about environmental conservation

Effectively identifies possessive adjectives in sentences about environmental conservation

Identifies possessive adjectives in sentences about environmental conservation

With assistance, identifies possessive adjectives in sentences about environmental conservation

Has difficulty identifying
possessive adjectives in sentences about
environmental
conservation even
with assistance

Ability to select demonstrative adjectives from paragraphs to make sentences about environmental conservation

Excellently selects demonstrative adjectives from paragraphs to make sentences about environmental conservation

Identifies demonstrative adjectives in paragraphs to make sentences about environmental conservation

With help identifies demonstrative adjectives in paragraphs to make sentences about environmental conservation

Struggles to identify
demonstrative
adjectives in
paragraphs to make
sentences about
environmental
conservation

Ability to use possessive and demonstrative adjectives to complete sentences in texts

Exemplarily uses possessive and demonstrative adjectives to complete sentences in texts 

Uses possessive and demonstrative adjectives to complete sentences in texts 

Uses some possessive and demonstrative adjectives to complete sentences in texts

Needs assistance to
use possessive and
demonstrative
adjectives to
complete sentences
in texts

Ability to create simple descriptions using possessive adjectives

Perfectly creates simple descriptions using possessive adjectives

Creates simple descriptions using possessive adjectives

Attempts to create simple descriptions but does not use possessive adjectives

Hardly creates simple descriptions using possessive adjectives

Strand

Sub Strand

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Question(s)

4.4 WRITING

4.4.1 Imaginative and creative Writing (3 lessons)

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

1. apply the main features to write a creative dialogue,
2. write a short imaginative dialogue on effects of air pollution,
3. adopt creative writing as a medium for addressing topical issues.

The learner is guided to:

• participate in discussions on the features of dialogue and practice applying them as they develop short dialogues on environmental conservation,
• engage in activities in pairs to discuss, draft and write a short imaginative conversation on the effects of air pollution
• access online resources to find imaginative dialogues and study the features then apply them to develop own dialogue about air pollution
• discuss the different ways air can be polluted and generate discussion points for a dialogue
• write down paragraphs on how to prevent the air pollution and exchange for peer review in their groups.

1. How do we write dialogues?
2. Why is it important to control air pollution?

Core competencies to be developed:

• Communication will be developed as learners write coherently short imaginative conversation on the effects of air pollution

• Collaboration will be enhanced as learners contribute to group decision making as they write their dialogues.
• Digital literacy will be acquired as learners use digital devices to Share the dialogues through social media platforms

Values:

• Respect will be experienced as learners listen to each other’s ideas as they develop the dialogues.
• Responsibility will be inculcated as learners learn how to prevent air pollution.
• Unity is developed as learners work collaboratively in groups to write dialogues.

Pertinent and Contemporary Issues (PCIs):

• Environmental education is acquired as learners write down paragraphs on how to prevent the air pollution in groups
• Critical thinking is achieved as learners discuss the features of dialogue from texts
• Peace education is enhanced as they collaborate when writing their dialogues.

Link to other subjects:

• Kiswahili and English address dialogue writing.
• Integrated Science addresses environmental protection

Assessment Rubric

Ability to apply the main features to write a creative dialogue 

Effectively applies the main features to write a creative dialogue 

Applies the main features to write a creative dialogue 

Applies main features to write a dialogue but not creatively 

Struggles to apply main features in writing a dialogue

Ability to collaborate in writing imaginative dialogues on effects of air pollution

Perfectly collaborates in writing imaginative dialogues on effects of air pollution

Collaborates in writing imaginative dialogues on effects of air pollution

Collaborates in writing a short imaginative dialogue on effects of air pollution

Hardly collaborates but writes few lines of a dialogue on effects of air pollution, with assistance.

THEME 5.0: CULTURE

Strand

Sub Strand

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Question(s)

5.1 LISTENING AND SPEAKING

5.1.1 Conversational skills (2 lessons)

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

1. distinguish closely related sounds in tongue twisters
2. outline the riddling session in their culture
3. acknowledge the importance of riddles and tongue twisters in enhancing conversational skills.

The learner is guided to:

• work in groups to listen to pre- recorded audio clips on tongue twisters and practice saying
• participate in group work to record themselves as they practice articulating tongue twisters, listen and give peer review
• practise turn taking skills in a riddling session
• compose tongue twisters and take turns to perform them in small groups
• present the tongue twister they composed to the rest of class and get peer review
• watch pre-recorded audio- visual clips on a riddling session in their culture and simulate the same in small groups
• discuss the process of a riddling session and practise turn taking, negotiation and interjections as they riddle
• participate in a class competition in riddling.

1. Why are tongue twisters important in language development?
2. How do you develop conversational skills?

Core competencies to be developed:

• Communication will be enhanced through speaking clearly as learners distinguish the sounds in tongue twisters
• Collaboration will be experienced by influencing teams as learners participate in group work composing tongue twisters and competing in riddling.
• Critical thinking and problem solving will be realised as learners follow simple instructions to compose and perform tongue twisters and participate in riddling
• Learning to learn will be developed as learners work collaboratively as learners work in groups to compose and present tongue twisters to the rest of the class.
• Citizenship will be enhanced as learners demonstrate interest in interacting with others as they work in groups to perform tongue twisters and riddles.

Values:

• Unity will be achieved as learners work in groups to compose and present tongue twisters to the rest of the class and take part in riddling activities
• Respect will be developed as learners accept others’ opinions in the process of composing tongue twisters.

Pertinent and Contemporary Issues (PCIs):

• Effective communication is enhanced as learners articulate tongue twisters
• Creative thinking is acquired as learners identify combination of sounds and words to compose tongue twisters
• Social cohesion is experienced as learners in groups participate in riddling competition

Link to other subjects:

• English and German cover conversational skills, tongue twisters and riddles.

Assessment Rubric

Indicator

Exceeds Expectations

Meets Expectations

Approaches Expectations

Below Expectations

Ability to distinguish closely related sounds in tongue twisters

Perfectly distinguishes closely related sounds in tongue twisters

Distinguishes closely related sounds in tongue twisters

With help distinguishes closely related sounds in tongue twisters

Distinguishes closely related sounds in tongue twisters with

difficulty

Ability to outline the riddling session in their culture

Exceptionally outlines the riddling session      in their culture

Outlines the riddling session in their culture

Partially outlines the riddling session in their culture

Struggles to outline the riddling session in their culture

Ability to take turns in a riddling session

Confidently takes turns in a riddling session

Habitually takes turns in a riddling session

With assistance takes turns in a riddling session

Has difficulty           in taking turns during a riddling session

Strand

Sub Strand

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Question(s)

5.2 READING

5.2.1 Reading for Information (2 lessons)

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

1. respond to direct and inferential questions from texts,
2. construct sentences using thematic vocabulary,
3. recognize the importance of reading in enriching cultural knowledge.

The learner is guided to:

• discuss the meaning of their names in small groups
• take turns to read aloud sections of texts about child naming
• answer questions from the texts on child naming
• identify vocabulary related to child naming from online sources and discuss their meaning in groups
• use vocabulary related to child naming to construct sentences and peer review each other’s sentences.

1. Why is it important to read texts with cultural information?
2. What is the significance of naming children?

Core competencies to be developed:

• Communication will be demonstrated through speaking clearly and effectively as learners read the texts aloud
• Collaboration is developed as learners contribute in group decision making to identify the meaning of vocabulary related to child naming.
• Citizenship is enhanced as learners develop cultural identity and a sense of belonging by getting information about child naming in their culture
• Digital literacy is acquired as learners connect using technology to use internet and access reading material on naming in their culture

Values:

• Unity will be developed as learners work in groups to identify the meaning of vocabulary related to child naming and to construct sentences.
• Patriotism will be inculcated as learners discuss naming in their community
• Respect will be fostered as learners listen to one another’s explanation of the meaning of their names

Pertinent and Contemporary Issues (PCIs):

• Effective communication is developed as learners take turns to read aloud texts on naming
• Social cohesion will be acquired as learners talk about the meaning of names in their community

Link to other subjects:

• Arabic and French address reading skills
• Religious Studies covers child naming
• Social Studies addresses cultural activities like naming ceremonies

Assessment Rubric

Indicator

Exceeds Expectations

Meets Expectations

Approaches Expectations

Below Expectations

Ability to respond to direct and inferential questions from texts.

Confidently responds to direct and inferential questions from texts

Responds to direct and inferential questions from texts with information

Partially responds to direct and inferential questions from texts

Needs assistance to respond to direct and inferential questions from texts

Ability to construct sentences using thematic vocabulary

Perfectly constructs sentences using thematic vocabulary.

Constructs sentences using thematic vocabulary.

With assistance constructs sentences using thematic vocabulary

Struggles to construct sentences using thematic vocabulary

Strand

Sub Strand

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Question(s)

5.3 LANGUAGE STRUCTURE

5.3.1 Word classes (2 lessons)

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

1. identify determiners from texts on culture,
2. construct sentences using determiners,
3. acknowledge the role of determiners in enhancing meaning

The learner is guided to:

• participate in group work to read and respond to questions on passages with a cultural message
• work in groups to identify words that determine the reference of nouns in the sentences
• discuss the role of determiners play in modifying nouns, in small groups, and give peer review
• work in pairs do an exercise on filling blanks with appropriate determiners
• engage in pair work to construct sentences with cultural message using a variety of determiners
• peer review the sentences constructed by each other in their pairs.

How do determiners influence meaning in a sentence?

Core competencies to be developed:

• Communication will be developed as learners construct and write sentences clearly and correctly using determiners

• Collaboration will be demonstrated as learners recognise the value of other’s ideas while reviewing sentences with cultural messages
• Citizenship will be acquired as learners show social cultural awareness while constructing sentences with cultural messages.

Values:

• Respect is acquired as learners engage in groups and value the contribution of each other in constructing and reviewing sentences
• Unity is enhanced as learners in groups discuss the role of determiners in sentences with cultural messages.
• Responsibility is developed as learners evaluate each other’s work on sentence construction.

Pertinent and Contemporary Issues (PCIs):

• Effective communication is acquired as learners write clearly and correctly while constructing sentences using determiners
• Social cohesion is enhanced as learners in groups discuss the role of determiners in sentences with cultural messages.
• Patriotism is fostered as learners construct sentences with cultural messages

Link to other subjects:

• English and Kiswahili address the use of determiners to modify nouns

Assessment Rubric

Indicator

Exceeds Expectations

Meets Expectations

Approaches Expectations

Below Expectations

Ability to identify determiners from texts on culture

Perfectly identifies determiners from texts on culture

Identifies determiners from texts on culture.

Identifies determiners from texts on culture with assistance

Struggles to identify determiners from texts on culture even with assistance

Ability to construct sentences using determiners

Excellently construct sentences using determiners

Constructs sentences using determiners

With assistance constructs sentences using determiners

Constructs sentences using determiners with difficulty

Strand

Sub Strand

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Question(s)

5.4 WRITING

5.4.1 Narrative writing (3 lessons)

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

1. identify the features of a narrative on a given event,
2. write a narrative about cultural religious events,
3. acknowledge the place of writing in communication.

The learner is guided to:

• engage in group activities to watch and discuss an audio- visual clip on a cultural religious event
• work in pairs to talk about the different cultural religious events they have participated in
• read a narrative composition on a cultural religious event and identify the features of a narrative
• discuss the features of a narrative composition in groups and apply them to develop short narratives about cultural events
• participate in pair work to make an outline of a narrative composition on a cultural religious event
• write the first paragraph of a narrative composition on a cultural religious event and share it to a different group to generate the next paragraph, who will then pass it to a third group to complete writing the narrative composition on a cultural religious event
• work in small groups peer review each other’s narrative composition on a religious event and keep a copy of one’s narrative composition in the portfolio

1. What constitutes narrative writing?
2. Why should we write about cultural religious events?

Core competencies to be developed:

• Communication will be enhanced as learners write narrative compositions on cultural religious events fluently and in an organised manner.
• Collaboration is developed as learners review each other’s narrative compositions and influencing teams
• Self-efficacy is acquired as leaners show concerted attention to deal while planning and writing narrative composition on a cultural religious event through task management
• Citizenship is inculcated as learners write narratives on cultural religious events hence acquiring active community social skills.

Values:

• Unity is developed as they work together in groups to discuss features of narrative composition.
• Respect is enhanced as learners review each other’s narrative compositions
• Responsibility is acquired as learners plan, write and review their narrative compositions on a cultural religious event.

Pertinent and Contemporary Issues (PCIs):

• Effective communication as learners write narrative composition on cultural religious events fluently and in an organised manner
• Social cohesion is enhanced as learners work in groups review each other’s narrative compositions
• Patriotism is developed as learners talk about the different cultural religious events they have participated in

Link to other subjects:

• English and Kiswahili address narrative writing.
• Social Studies covers religious events.

Assessment Rubric

Indicator

Exceeds Expectations

Meets Expectations

Approaches Expectations

Below Expectations

Ability to identify the features of a narrative on a given event

Perfectly identifies the features of a narrative on a given event

Identifies the features of a narrative on a given event

Partially identifies features of a narrative on a given event

Struggles to identify features of a narrative even with assistance

Ability to write a narrative about cultural religious events.

Exceptionally writes a narrative about cultural religious event.

Writes a narrative about cultural religious event.

With assistance writes a narrative about cultural religious event.

With difficulty writes a narrative about cultural religious event.

THEME 6.0: INDIGENOUS TRADE

Strand

Sub Strand

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Question(s)

6.1 LISTENING AND SPEAKING

6.1.1 Listening for information (2 lessons)

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

1. identify traditional modes of trade from texts,
2. use vocabulary on consumer awareness in sentence construction,
3. respond to recall questions from a text on types of consumers
4. respond to inferential questions on consumer awareness
5. acknowledge the importance of listening carefully for information.

The learner is guided to:

• discuss traditional modes of trade known to them
• identify traditional modes of trade in the community from aural comprehension texts
• listen to on a talk from an audio clip and note down types of consumers
• listen to an aural comprehension passage and identify vocabulary related to consumer awareness
• listen to a passage and answer recall and inferential questions on consumer awareness
• role play in groups traditional modes of trade using the learnt vocabulary.

1. Why is attentive listening important when identifying specific information?
2. How is consumer awareness beneficial?

Core competencies to be developed:

• Critical thinking and problem solving is developed as learners listen to a passage and answer recall and inferential questions on consumer awareness
• Digital literacy is enhanced as learners use digital devices to retrieve digital content listen to on a talk from an audio clip and note down types of consumers

Values:

• Unity is developed as they role play in groups traditional modes of trade.
• Responsibility will be enhanced as learners listen to a passage and answer recall and inferential questions on consumer awareness

Pertinent and Contemporary Issues (PCIs):

• Critical thinking is enhanced as learners listen to a talk from an audio clip and note down traditional modes of trade.
• Financial literacy is acquired as learners learn about traditional modes of trade in the community.
• Consumer education is enhanced as learners a passage and answer recall and inferential questions on consumer awareness
• Self-esteem is developed as learners role-play in groups traditional modes of trade using the learnt vocabulary.

Link to other subjects:

• Mathematics and Business Studies address trade and consumer awareness.

Assessment Rubric

Indicator

Exceeds Expectations

Meets Expectations

Approaches Expectations

Below Expectations

Ability to identify traditional modes of trade from texts

Confidently identifies traditional modes of trade from texts 

Identifies traditional modes of trade from texts

Partially identifies traditional modes of trade from texts 

Struggles to identify traditional modes of trade from texts 

Ability to use vocabulary on consumer awareness in sentence construction

Excellently uses vocabulary on consumer awareness in sentence construction

Uses vocabulary on consumer awareness in sentence construction 

Uses some vocabulary on consumer awareness in sentence construction

Needs assistance to use vocabulary on consumer awareness in sentence construction

Ability to respond to recall questions from a text on types of consumers

Confidently responds to all recall questions from a text on         types of consumers

Responds     to     all recall         questions from a text on types of consumers

Responds to some recall questions from a text on types of consumers

Struggles              to respond    to    recall questions    from    a text   on    types of consumers

Ability to respond to inferential questions from a text on consumer awareness.

Confidently responds to inferential questions from a text on consumer awareness.

Responds to inferential questions from a text on consumer awareness.

Responds to some inferential questions from a text on consumer awareness 

Responds to a few inferential questions from a text on consumer awareness.

Strand

Sub Strand

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Question(s)

6.2 READING

6.2.1 Reading comprehension (2 lessons)

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

1. identify traditional modes of trade from a passage,
2. use vocabulary related to traditional modes of trade,
3. answer comprehension questions on consumer awareness,
4. appreciate the importance of reading for information.

The learner is guided to:

• read a passage from print and digital sources and name the traditional modes of trade
• work in pairs to read a passage and identify examples of consumer awareness
• construct sentences using the vocabulary they have identified
• play language games using vocabulary related to consumer awareness for gap filling
• read and answer recall and inferential questions on traditional modes of trade
• create a personal collection of vocabulary related to traditional modes of trade and share with peers.

1. How is reading important in acquiring information?
2. How is consumer awareness beneficial?

Core competencies to be developed:

• Self-efficacy is enhanced as learners show concerted attention when creating personal collection of vocabulary related to traditional modes of trade and share with peers.
• Digital literacy is developed as learners access passages from digital sources and name the traditional modes of trade.
• Creativity and imagination is acquired as learners remember scenarios from memory while playing language games using vocabulary related to consumer awareness for gap filling

Values:

• Responsibility is acquired as learners play language games using vocabulary related to consumer awareness for gap filling
• Integrity is enhanced as learners create a personal collection of vocabulary related to traditional modes of trade and share with peers.

Pertinent and Contemporary Issues (PCIs):

• Self-esteem is developed as learners show concerted attention when creating personal collection of vocabulary related to traditional modes of trade and share with peers.
• Integrity is developed as learners create a personal collection of vocabulary related to traditional modes of trade and share with peers.
• Financial literacy is acquired as learners learn about traditional modes of trade.
• Consumer education is enhanced as learners remember scenarios from memory while playing language games using vocabulary related to consumer awareness for gap filling

Link to other subjects:

• Business studies addresses trade as a topic.
• Mathematics addresses the topic on entrepreneurship.

Assessment Rubric

Indicator

Exceeds Expectations

Meets Expectations

Approaches Expectations

Below Expectations

Ability to identify traditional modes of trade from a passage.

Confidently identifies multiple traditional modes of trade from a passage.

Identifies traditional modes of trade from a passage.

Partially identifies traditional forms of trade from a passage.

Has difficulty identifying traditional forms of trade from a passage even with assistance.

Ability to use vocabulary related to traditional modes of trade.

Confidently uses vocabulary related to traditional modes of trade.

Uses vocabulary related to traditional modes of trade.

Uses some vocabulary related to traditional modes of trade.

Struggles to use vocabulary related to traditional modes of trade.

Ability to answer comprehension questions on meaning of consumer awareness

Creatively answers comprehension questions on meaning of consumer awareness

Answers comprehension questions on meaning of consumer awareness

Answers some comprehension questions on meaning of consumer awareness

Answers few comprehension questions on meaning of consumer awareness

Strand

Sub Strand

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Question(s)

6.3 LANGUAGE STRUCTURE

6.3.1 Word classes- Adverbs (2 lessons)

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

1. Identify adverbs of place and manner in a paragraph,
2. use adverbs of place and manner in paragraphs,
3. Acknowledge the role of adverbs of place and manner in communication.

The learner is guided to:

• engage in pair work to read sentences on trade and identify adverbs of place
• work in pairs, read sentences on trade and identify adverbs of manner
• identify adverbs of manner from paragraphs about types of consumers, and peer review each other in the group
• work in small groups to identify adverbs and use them to make sentences on trade
• participate in activity to fill in blank spaces using adverbs of place and manner
• dramatise a dialogue on trade featuring adverbs of manner and place.

1. Why are adverbs important in communication?
2. How is consumer awareness beneficial to the society?

Core competencies to be developed:

• Learning to learn will be enhanced as learners seek information and discover facts about trade from given sentences and paragraphs.
• Collaboration is achieved as learners recognize each other’s ideas, listen and respond to each other’s sentences.

Values:

• Unity and respect will be developed as learners dramatise a dialogue featuring adverbs of manner and place.

Pertinent and Contemporary Issues (PCIs):

• Effective communication is enhanced as learners dramatise a dialogue featuring adverbs of manner and place.
• Financial literacy is developed as leaners dramatise a dialogue on trade featuring adverbs of manner and place.
• Consumer Education is enhanced as learners identify adverbs of manner in paragraphs about types of consumers

Link to other subjects:

• English and Kiswahili address adverbs
• Business Studies addresses consumer awareness

Assessment Rubric

Indicator

Exceeds Expectations

Meets Expectations

Approaches Expectations

Below Expectations

Ability to identify adverbs of place and manner in paragraphs

Confidently identifies adverbs of place and manner in paragraphs

Identifies adverbs of place and manner in paragraphs

Partially identifies adverbs of place and manner in paragraphs

Identifies adverbs of place and manner in sentences with assistance

Ability to use adverbs of place and manner in paragraphs

Creatively uses adverbs of place and manner in paragraphs

Uses adverbs of place and manner in paragraphs

Partially uses adverbs of place and manner in paragraphs

Needs assistance to use adverbs of place and manner in paragraphs

Strand

Sub Strand

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Question(s)

6.4WRITING

6.4.1 Writing for information (2 lessons)

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

1. Discuss consumer awareness and its benefits,
2. narrate the need for integrity and responsibility in business,
3. write short compositions on traditional forms of trade,
4. acknowledge the role of writing in communication.

The learner is guided to:

• read digital texts and identify information on the benefits of consumer awareness and write them down
• discuss and write short narrations on the need for integrity and responsibility in business
• identify the concept of values in trade and business from the texts they have read and write short compositions on the same
• write short compositions, in groups, on the benefits of consumer awareness
• infuse the concept of integrity and responsibility in compositions about trade
• share their compositions on digital platforms, give feedback and share their work in class.

1. Why should we write clearly?
2. How do we write short compositions? Why is consumer awareness important?

Core competencies to be developed:

• Digital literacy is acquired as learners read digital texts and identify information on the benefits of consumer awareness and write them down
• Citizenship is enhanced as infuse the concept of integrity and responsibility in their compositions about trade
• Learning to learn is developed as learners work collaboratively while developing short compositions on consumer awareness and its benefits

Values:

• Unity is developed as learners share digital devices to read digital texts and identify information on the benefits of consumer awareness and write them down
• Self-esteem is acquired as the learners make presentations in class.
• Respect is achieved as learners infuse the concept of values in their compositions.

Pertinent and Contemporary Issues (PCIs):

• Effective communication is enhanced as learners work in groups to write short compositions.
• Financial literacy is developed as learners read digital texts and identifies different modes of trade.
• Consumer education is enhanced as learners read digital texts and identify information on the benefits of consumer awareness and write them down
• Self-esteem is acquired as learners express themselves in writing

Link to other subjects:

• English and Kiswahili address writing skills
• Business studies cover consumer awareness

Assessment Rubric

Indicator

Exceeds Expectations

Meets Expectations

Approaches Expectations

Below Expectations

Ability to  discuss consumer awareness and its benefits

Excellently discusses consumer awareness and its benefits 

Discusses consumer awareness and its benefits 

With assistance discusses consumer awareness and its benefits 

Struggles to discuss consumer awareness and its benefits 

Ability to discuss the need for integrity and responsibility in business.

Creatively discusses the need for integrity and responsibility in business. 

Discusses the need for integrity and responsibility in business. 

Attempts to discuss  the need for integrity and responsibility in business.

Has difficulty in discussing the need for integrity and responsibility in business.

Ability to write short compositions on traditional forms of trade

Creatively writes short compositions coherently on traditional modes of education 

Writes short compositions coherently on traditional modes of education

Needs assistance to write coherently short compositions on traditional modes of education 

Struggles to write short compositions on traditional modes of education 

THEME 7.0: CAREERS

Strand

Sub Strand

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Question(s)

7.1

LISTENING AND SPEAKING

7.1.1 Intensive listening (2 lessons)

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

1. respond to questions on personal talents and abilities,
2. transcribe a short paragraph from an audio clip,
3. advocate for importance of intensive listening in communication.

The learner is guided to:

• listen to an audio clip on how talents and abilities influence career choice and summarise the information
• work in groups discuss how career choice depends on one’s abilities and talents
• orally answer comprehension questions on the audio clip on how talents and abilities influence career choice
• surf the internet to find a short audio clip on how talents and abilities influence career choice individually transcribe one paragraph from the audio clip
• engage in small group activities to review each other’s transcription then each keeps their transcription in a portfolio.

1. How can listening attentively for information help us in making decisions?
2. Why is it important to know your talents and abilities?

Core competencies to be developed:

• Communication is enhanced as learners listen keenly and actively to transcribe one paragraph from the audio clip on how abilities and talents influence career choice
• Collaboration is acquired as learners recognizing the value of other’s ideas during discussions on how career choice depends on one’s abilities and talents
• Digital literacy is developed as learners surf the internet to find a short audio clip on how talents and abilities influence career choice
• Self-efficacy is acquired as the learners identify personal skills and keep a copy of their transcription in their portfolio

Values:

• Unity is developed as learners work in groups to discuss how career choice depends on one’s abilities and talents
• Respect is enhanced as learners review each other’s transcription

Pertinent and Contemporary Issues (PCIs):

• Social cohesion is achieved as work in groups to discuss how career choice depends on one’s abilities and talents, and as they review each other’s transcriptions
• Self-awareness is developed as learners learn how to discover their own talents, interests and abilities from the discussions

Link to other subjects:

• English and Kiswahili address listening skills
• Pre-Technical and Pre-Career Studies deal with careers

ASSESSMENT RUBRIC

Indicator

Exceeds Expectations

Meets Expectations

Approaches Expectations

Below Expectations

Ability to respond to questions on personal talents and abilities

Confidently responds to questions on personal talents and

abilities

Responds to questions on personal talents and abilities

Partially responds to questions on personal talents and abilities

Responds to questions on personal talents and abilities

with assistance

Ability to transcribe a short paragraph from an audio clip

Meticulously transcribes a short paragraph from an audio clip

Transcribes a short paragraph from an audio clip

Partially transcribes a short paragraph from an audio clip

Struggles  to transcribe a short paragraph from an audio clip

Strand

Sub Strand

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Question(s)

7.2 READING

7.2.1 Reading for information (2 lessons)

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

1. respond to questions on a variety of texts
2. infer the meaning of words used in a text,
3. construct sentences using vocabulary related to abilities and talents,
4. recognise the value of reading for information.

The learner is guided to:

• participate in group activities to study the pictures in their course book and identify the different careers portrayed in the pictures
• work in groups to discuss the abilities and talents required for the different careers in the picture
• take turns in pairs, to read a text on talents and abilities and orally answer questions on a text on abilities and talents
• infer the meaning of the given words as used in the text and join another group in class to compare your inference of meaning of words
• create a list of vocabulary related to abilities and talents, as a group, and use the vocabulary learnt to construct sentences on talents and abilities
• work in small groups peer review your sentences on abilities and talents.

1. How do you read for information?
2. How can talents and abilities develop into careers?

Core competencies to be developed:

• Communication is developed as the learners write sentences on abilities and talents clearly and correctly
• Collaboration is enhanced as learners contribute to group decision making to compare their inference of vocabulary with other groups
• Critical thinking and problem solving is acquired as learners make interpretations and inference from the text on abilities and talents
• Creativity and imagination will be developed as learners network to undertake group activities that enhance their inference skills

Values:

• Unity is developed as learners work in group to infer meanings of vocabulary related to abilities and talents
• Responsibility is acquired as each learner does the assigned exercise
• Respect is enhanced as learners in groups compare their inference of vocabulary with other groups

Pertinent and Contemporary Issues (PCIs):

• Creative thinking is acquired as learners undertake group activities that enhance their inference skills
• Problem solving is developed as learners make interpretations and inference from the text on abilities and talents
• Social cohesion is enhanced as leaners in groups as learners compare their inference of vocabulary with other groups

Link to other subjects:

• Kiswahili, French and English cover reading skills
• Pre-Technical and Pre-Career Studies deal with careers

Assessment Rubric

Indicator

Exceeds Expectations

Meets Expectations

Approaches Expectations

Below Expectations

Ability to respond to questions on a variety of texts on talents and abilities

Excellently responds to questions on a variety of texts on talents and abilities

Responds to questions on a variety of texts on talents and abilities

Partially responds to some questions on a variety of texts on talents and abilities

Responds to questions on a variety of texts on talents and abilities

with assistance

Ability to infer the meaning of words used in a text

Perfectly infers the meaning of words used in a text

Infers the meaning of words used in a text

With assistance infers the meaning of words used in a text

With difficulty, infers the meaning of words used in a text

Ability to construct sentences using vocabulary related to abilities and talents

Exceptionally constructs sentences using vocabulary related to abilities and talents

Constructs sentences using vocabulary related to abilities and talents

With help, constructs sentences using vocabulary related to abilities and talents

Struggles to construct sentences using vocabulary related to abilities and talents

Strand

Sub strand

Specific learning outcomes

Suggested learning experiences

Key inquiry question(s)

7.3 LANGUAGE STRUCTURES

7.3.1Phrases (2 lessons)

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

1. identify noun phrases in sentences on careers,
2. construct sentences using noun phrases,
3. identify verb phrases in sentences on career
4. construct sentences about careers using verb phrases,
5. acknowledge the role of phrases in construction of meaningful sentences.

The learner is guided to:

• engage in group activities to read short passages about careers and identify nouns and group of words modifying nouns
• underline noun phrases in sentences on their course books and use them to construct sentences related to career using given noun phrases
•  take turns to read a paragraph on career and identify verb phrases in the paragraph on career
• identify verb phrases in the sentences about their career preferences and use them to fill in blanks with appropriate verb phrases in sentences on career
• work in pairs to complete sentences on careers by matching phrases given in tables
• construct own sentences on careers and underline the verb phrases and peer review others’ sentences.

1. Why do we use phrases in sentences?
2. Why do we need to think carefully about careers?

Core competencies to be developed:

• Communication is developed as learners construct sentences using noun phrases and verb phrases clearly and correctly.
• Collaboration is enhanced as learners contributing to group decision making by peer reviewing each other’s sentences.
• Learning to learn is achieved as learners organise own learning to construct sentences using noun and verb phrases.

Values:

• Respect is developed as they interact in groups to review each other’s sentences
• Responsibility is enhanced as the learners do the assigned tasks on completing senences with appropriate phrases
• Unity is developed as learners work in pairs and groups to identify noun phrases and verb phrases

Pertinent and Contemporary Issues (PCIs):

• Effective communication is acquired as learners write clearly and correctly in constructing sentences using noun phrases and verb phrases.
• Critical thinking is developed as learners complete sentences on careers using given phrases in construction table
• Social cohesion is achieved as learners peer review sentences in groups

Link to other subjects:

• English and Kiswahili address noun phrases and verb phrases
• Pre-Technical and Pre-Career Studies deal with careers

Assessment Rubric

Indicator

Exceeds Expectations

Meets Expectations

Approaches Expectations

Below Expectations

Ability to identify noun phrases in sentences on careers

Perfectly identifies noun phrases in sentences on careers

Identifies noun phrases in sentences on careers

Identifies some noun phrases in sentences on careers

Has difficulty identifying noun phrases in sentences on careers

Ability to construct sentences using noun phrases

Creatively constructs sentences using noun phrases

Construct sentences using noun phrases

With help constructs sentences using noun phrases

With difficulty constructs some sentences using noun phrases

Ability to identify verb phrases in sentences on career

Excellently identifies verb phrases in sentences on career

Identifies verb phrases in sentences on career

Identifies some verb phrases in sentences on career

Identifies verb phrases in sentences on career with assistance

Ability to construct sentences using verb phrases

Exceptionally constructs sentences using verb phrases

Constructs sentences using verb phrases

Partially constructs sentences using verb phrases

Struggles to construct sentences using verb phrases even with assistance

Strand

Sub Strand

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Question(s)

7.4 WRITING

7.4.1 Writing to give information (2 lessons)

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

1. identify the features of a topical paragraph,
2. write a short coherent paragraph on abilities and talents,
3. acknowledge the importance of paragraphing in writing

The learner is guided to:

• work in small groups to surf the internet for and read topical paragraphs related to abilities and talents
• discuss in their groups, the features of a topical paragraphs illustrating with the paragraphs sourced online
• identify a topic sentence from a list of sentences on talents and abilities and use them at the beginning of paragraphs
• rearrange sentences to form a coherent paragraph on talents and abilities and peer review for each other in small groups
• write down five-sentence paragraph on how their abilities and talents can benefit the society, peer review each other’s topical paragraphs and keep a copy of one’s paragraph in the portfolio.

1. How do we write an effective paragraph?
2. Why should we identify our abilities and talents?

Core competencies to be developed:

• Communication is developed as learners write topical paragraphs clearly and correctly
• Collaboration is enhanced as learners contribute to group decision making through peer reviewing each other’s topical paragraphs
• Critical thinking and problem solving is developed as learners explore in writing a paragraph how their abilities and talents can benefit the community.
• Self-efficacy- self-awareness is enhanced as learners analyse their abilities and talents, plan, write and review their topical paragraphs.

Values:

• Unity is developed as learners work in groups to complete coherent topical paragraphs on abilities and talents
• Responsibility is acquired as learners analyse their abilities and talents, plan, write and review their topical paragraphs.

Pertinent and Contemporary Issues (PCIs):

• Creative thinking is achieved as learners discover and write paragraphs on how their abilities and talents can benefit the community
• Self-awareness is developed as learners discover and write paragraphs on how their abilities and talents can benefit the community
• Social cohesion is enhanced as learners work in groups to peer review each other’s topical paragraphs on how their abilities and talents can benefit the community
• Patriotism is developed as learners analyse how their abilities and talents can benefit the community

Link to other subjects:

• English and Kiswahili cover paragraph writing
• Pre-Technical and Pre-Career Studies address careers

Assessment Rubric

Indicator

Exceeds Expectations

Meets Expectations

Approaches Expectations

Below Expectations

Ability to identify the features of a topical paragraph

Meticulously identifies the features of a topical paragraph

Identifies the features of a topical paragraph

Partially identifies features of a topical paragraph

Identifies features of a topical paragraph with assistance

Ability to write a short coherent paragraph on abilities and talents

Flawlessly writes a short coherent paragraph on abilities and talents

Writes a short coherent paragraph on abilities and talents

Partially writes a short coherent paragraph on abilities and talents

With assistance writes a short coherent paragraph on abilities and talents

THEME 8.0: INDIGENOUS KNOWLEDGE/EDUCATION

Strand

Sub Strand

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Question(s)

8.1 LISTENING AND SPEAKING

8.1.1 Story telling (2 lessons)

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

1. identify features of fables from their community,
2. narrate a fable from their community,
3. apply audience awareness skills in story-telling,
4. recognize the role of story-telling in developing listening and speaking skills.

The learner is guided to:

• work in small groups listen to an audio recording of a fable,
• participate in pair work to identify the characters in the fable
• discuss the character traits of the characters and share with the class the results of their discussions on the characters
• discus the moral lessons of the fable
• narrate fable to their small groups as they apply audience awareness skills in story-telling
• choose one fable from their group and narrate it to the class while applying audience awareness skills in story-telling
• video record each group’s presentations and watch the presentations and discuss the performances
• Discuss the moral lessons on each of the fables presented.

1. How does storytelling enhance communication?
2. How do we apply audience awareness when narrating stories?
3. Why are fables important to the community?

Core competencies to be developed:

• Communication is achieved as the learners narrate fables clearly and effectively while applying audience awareness skills
• Collaboration is enhanced as learners influence teams by giving feedback and suggest improvement on each other’s narrations.
•  Self-efficacy is developed as learners identify personal skills through telling stories involving animals and practice applying audience awareness skills in story telling
• Creativity and imagination is achieved as learners network and undertake group activities in narrating, video- taping and giving each other feedback that help in gaining new perspectives
• Citizenship is acquired as learners develop cultural identity and cultivate a sense of belonging by narrating fables

Values:

• Unity is developed as learners work in groups to tell stories
• Responsibility is enhanced as learners play their assigned roles during story telling
• Respect is achieved as learners video-record each other’s performance and give feedback
• Patriotism is inculcated as learners cultivate a sense of belonging by narrating fables

Pertinent and Contemporary Issues (PCIs):

• Effective communication is developed as learners speak clearly and effectively while applying audience awareness skills in the narration of fables
• Self-awareness is enhanced as learners discover their story telling abilities and use audience awareness skills in story telling
• Patriotism is fostered as learners cultivate a sense of belonging by narrating fables
• Social cohesion is developed as learners work in groups to tell stories, videotape each other and provide feedback.

Link to other subjects:

• Kiswahili and English address fables.
• Social Studies covers traditional forms of education

Assessment Rubric

Indicator

Exceeds Expectations

Meets Expectations

Approaches Expectations

Below Expectations

Ability to identify features of fables from their community

Excellently identify features of fables from their community

Identifies features of fables from their community

Partially identifies features of fables from their community

With help identifies some features of fables from their community

Ability to narrate a fable from their community

Confidently narrates a fable from their community

Narrates a fable from their community

Partially narrates a fable from their community

Has difficulty narrating a fable even with assistance

Ability to apply audience awareness skills in story telling

Perfectly applies audience awareness skills in story telling

Applies audience awareness skills in story telling

Attempts to apply some audience awareness skills in story telling

Uses few audience awareness skills with assistance

Strand

Sub Strand

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Question(s)

8.2

READING

8.2.1

Intensive reading

(3 lessons)

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

1. respond to questions on tricksters,
2. analyse tricksters from their community,
3. acknowledge oral narratives as means of giving information.

The learner is guided to:

• name the common animal characters used in stories and briefly discuss characters that often portrayed as tricksters in oral narratives
• read a trickster and respond to oral questions and outline the plot of the trickster narrative
• work in groups to surf the internet for and read a trickster narrative to discuss the character traits of the characters in the trickster and the moral of the trickster narrative
• Read aloud their group trickster to class and present analysis of the trickster in class then give feedback to each other’s reading ad presentation.

1. How do we read intensively?
2. How do we use trickster narratives in the community?

Core competencies to be developed:

• Communication is developed through speaking clearly and effectively as learners read aloud their group trickster to class and present analysis of the trickster
• Collaboration is enhanced by contributing to group decision making as learners in group decide on a trickster form the internet, read, analyse and present to class.
• Digital literacy is acquired through use of digital technology to accomplish tasks as leaners surf the internet for an appropriate trickster narrative
• Citizenship is developed as learners experience sociocultural sensitivity and awareness through being exposed to the trickster narratives and the moral lessons they teach.
• Critical thinking and problem solving as learners interpret and infer while analysing the plot, characterisation and moral lesson of the trickster narrative

Values:

• Unity is developed as learners work in groups to discuss the tricksters they have read.
• Respect is acquired as they listen to each other’s views on the tricksters they have read.
• Responsibility is enhanced as learners surf the internet and identify appropriate tricksters for reading and analysis.

Pertinent and Contemporary Issues (PCIs):

• Effective communication is acquired as learners read aloud their group trickster to class and present analysis of the trickster
• Social cohesion is developed as the learners in group decide on a trickster form the internet, read, analyse and present to class.
• Patriotism is acquired as learners cultivate a sense of belonging by reading tricksters from their community

Link to other subjects:

• Kiswahili covers animal stories
• English addresses reading skills and vocabulary

Assessment Rubric

Indicator

Exceeds Expectations

Meets Expectations

Approaches Expectations

Below Expectations

Ability to respond to questions on tricksters

Confidently responds to questions on tricksters

Responds to questions on tricksters

Responds to questions on tricksters with assistance

Responds to questions on tricksters with difficulty

Ability to analyse tricksters from their community

Exceptionally analyses tricksters from their community

Analyses tricksters from their community

Partially analyses tricksters from their community

Is not able to analyse tricksters from their community even with assistance

Strand

Sub Strand

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Question(s)

8.3 LANGUAGE SRUCTURE

8.3.1 Active and Passive Sentences (2 lessons)

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

1. distinguish between active and passive voice in sentences,
2. use active passive voice to construct sentences on animal characters
3. recognise the use of active and passive voice in sentences.

The learner is guided to:

• take turns to read a fable and discuss the use of active and passive voices illustrating with sentences in the fable
• do an exercise from grade 7 course book to identify active and passive voices
• use active voice to construct sentences related to fables and peer review your sentences
• convert your sentences from active to passive voice and peer review each other’s sentences

1. How do we differentiate between active and passive voices in sentences?
2. when do we use the active and passive voices?

Core competencies to be developed:

• Communication is enhanced as learners use the active and passive voice in sentences clearly and correctly
• Collaboration is enhanced as learners recognize the value of other’s ideas while working in pairs and in groups to review each other’s sentences
• Learning to Learn is developed as learners organise their own learning while constructing sentences in active voice

Values:

• Unity is enhanced as learners work in pairs and in groups to review each other’s sentences
• Respect is acquired as the learners recognizing the value of other’s ideas while peer reviewing the sentences
• Responsibility is developed as learners organise their own learning while constructing sentences in active voice

Pertinent and Contemporary Issues (PCIs):

• Effective communication is developed as learners write clearly and correctly while using active and passive voice in sentences
• Social cohesion is achieved as learners work in pairs and in groups to review each other’s sentences

Link to other subjects:

• English and French cover active and passive voice

Assessment Rubric

Indicator

Exceeds Expectations

Meets Expectations

Approaches Expectations

Below Expectations

Ability to distinguish between active and passive voice in sentences

Sharply distinguishes between active and passive voice in sentences

Distinguishes between active and passive voice in sentences

Partially distinguishes between active and passive voice in sentences

Struggles to distinguish between active and passive voice in sentences

Ability to use active and passive voice to construct sentences on animal characters

Excellently uses active passive voice to construct sentences on animal characters 

Uses active and passive voice to construct sentences on animal characters 

Uses active and passive voice to construct some sentences on animal characters

Uses active and passive voice to construct few sentences on animal characters

Strand

Sub Strand

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Question(s)

8.4 WRITING

8.4.1 Writing to give information (2 lessons)

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

1. rearrange given sentences to make a coherent one- paragraph story,
2. write a short story featuring animal characters,
3. advocate for writing of stories as a means of communication.

The learner is guided to:

• study pictures in the leaner’s course book
• discuss in groups, the events portrayed in the pictures
• re-arrange sentences to form a coherent animal story portrayed in the pictures
• watch an audio-visual clip featuring animals in a traditional set up and discuss the events evident in the audio-visual clip
• write an imaginative story featuring animals in traditional and display the story in class for peer reading and review.

1. How can we write interesting stories with animal characters?
2. Why are animal stories important?

Core competencies to be developed:

• Communication is enhanced as learners write imaginative stories featuring animals in traditional set up fluently and in an organised manner
• Collaboration is developed as learners recognise the value of other people’s ideas while reading and peer reviewing each other’s stories
• Self-efficacy is realised as learners set targets and plan efficiently to achieve tasks while planning and writing their imaginative story featuring animals in traditional set up
• Citizenship is developed as learners acquire sociocultural sensitivity and awareness through indigenous knowledge while reading and writing about animal characters in traditional set up

Values:

• Unity is developed as learners work in groups watch and discuss audio-visual clips featuring animals in traditional set up
• Respect is enhanced as learners read and peer review each other’s stories
• Responsibility is achieved as leaners plan efficiently and achieve tasks while planning and writing their imaginative story featuring animals in traditional set up

Pertinent and Contemporary Issues (PCIs):

• Effective communication is developed as learners sequence ideas logically while writing imaginative story featuring animals in traditional set up
• Social cohesion is achieved as learners work in groups watch and discuss audio-visual clips featuring animals in traditional set up
• Patriotism is enhanced as leaners develop a sense of belonging while reading and writing about animals in the traditional set up.

Link to other subjects:

• English and Kiswahili address writing to give information and oral narratives featuring animals

Indicator

Exceeds Expectations

Meets Expectations

Approaches Expectations

Below Expectations

Ability to rearrange given sentences on animal characters to make a coherent one-paragraph story.

Excellently rearranges given sentences on animal characters to make a coherent one- paragraph story.

Rearranges given sentences on animal characters to make a coherent one- paragraph story.

With help rearranges given sentences on animal characters to make a coherent one- paragraph story.

With difficulty rearranges given sentences on animal characters to make a coherent one-paragraph

story.

Ability to write a short story featuring animal characters

Meticulously writes a short story featuring animal characters

Writes a short story featuring animal characters

With assistance writes a short story featuring animal characters

Struggles to write a short story featuring animal characters

THEME 9.0: HEALTH AND NUTRITION

Strand

Sub Strand

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Question(s)

9.1 LISTENING AND SPEAKING

9.1.1

Presentation skills

(2 lessons)

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

1. prepare and give a talk about cultural foods,
2. make presentations on preparation of cultural foods,
3. appreciate the importance of good presentation skills in communication.

The learner is guided to:

• discuss points to consider when preparing a talk about different types of foods in their culture
• listen to oral narratives on traditional food preparation from audio clips and respond to questions
• listen to a talk on cultural foods from a resource person and discuss the key points in groups
• prepare a talk about cultural foods in a logical sequence and make presentations on preparation of traditional foods and record themselves in groups
• watch the recorded video clips and peer review of each other.

1. What entails presentation skills?
2. How do we improve our presentation skills?
3. Why should we prepare food carefully?

Core competencies to be developed:

• Learning to learn is enhanced as learners share what they have learnt when make presentations on preparation of traditional foods in groups.
• Digital literacy is acquired as learners record video clips and peer review of each other

Values:

• Unity is developed as learners listen to a talk on cultural foods from a resource person and discuss the key points in groups
• Respect is achieved as learners appreciate each other’s opinions while working in groups.

Pertinent and Contemporary Issues (PCIs):

• Effective communication is developed as learners make presentations on cultural foods
• Health education is acquired as they learn about cultural foods

Link to other subjects:

• Home science addresses food preparation
• Agriculture covers traditional foods
• Kiswahili and English cover presentation skills

Assessment Rubric

Indicator

Exceeds Expectations

Meets Expectations

Approaches Expectations

Below Expectations

Ability to prepare and give a talk about cultural foods

Prepares and gives a talk about cultural foods in logical order with precision

Writes down points for a talk on cultural foods in logical order

Writes   some points for a talk on cultural foods in logical order

Writes points for a talk on cultural foods but    not    in         logical order

Ability to make presentations on preparation of cultural foods

Confidently makes presentations on preparation of cultural foods

Makes presentations on preparation of cultural foods

Partially makes presentations on preparation of cultural foods

Makes presentations on preparation of cultural foods with assistance

Strand

Sub Strand

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Question(s)

9.2 READING

9.2.1 Reading for information (2 lessons)

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

1. identify names of cultural foods from passages
2. analyse the nutritional value of cultural foods from texts
3. read texts on cultural foods and answer questions
4. use vocabulary related to cultural food to create a personal collection
5. acknowledge reading as a source of information.

The learner is guided to:

• read digital and print texts and identify names of cultural foods an create personal collections of thematic vocabulary
• read articles from newspapers and pick out information on nutritional value of cultural foods in groups and respond to questions from passages on cultural foods
• make notes on different types of cultural foods using vocabulary in personal collections
• use the dictionary to find the meaning of vocabulary related to cultural food.

1. How do we scan to get specific information when reading a text?
2. Why is cultural food important in our bodies?

Core competencies to be developed:

• Communication and collaboration will be developed as learners contribute to group decision making as they read articles from newspapers and pick out information on nutritional value of cultural foods in groups.
• Creativity and imagination is enhanced as learners undertake tasks to create something new by use vocabulary related to cultural foods appropriately and create personal collections.

Values:

• Unity is achieved as learners contribute to group decision making by reading articles from newspapers and pick out information on nutritional value of cultural foods in groups.
• Responsibility is developed as they handle digital devices when reading digital texts

Pertinent and Contemporary Issues (PCIs):

• Effective communication is acquired as the learners work in groups when reading articles from newspapers.
• Health education is enhanced as learners read about nutritional value of cultural foods.

Link to other subjects:

• English and Kiswahili address reading.
• Home Science addresses nutritional value of cultural foods.

Assessment Rubric

Indicator

Exceeds Expectations

Meets Expectations

Approaches Expectations

Below Expectations

Ability to identify names of cultural foods from passages

Excellently identifies names of cultural foods from passages

Identifies names of cultural foods from passages

Partially attempts to identify names of cultural foods from passages

Identifies names of cultural foods from passages, with assistance

Ability to analyse the nutritional value of cultural foods from texts

Perfectly analyses the nutritional value of cultural foods from texts

Analyses the nutritional value of cultural foods from texts

Attempts to analyse the nutritional value of cultural foods from texts

Has difficulties analysing the nutritional value of cultural foods from texts

Ability to read texts on cultural foods and answer questions

Fluently reads texts on cultural foods and answer questions

Reads texts on cultural foods and answer questions

Reads some texts on cultural foods and answer questions

Struggles to read texts on cultural foods and answer questions

Ability to use vocabulary related to cultural food to create a personal collection

Easily uses vocabulary related to cultural food to create a personal collection

Uses vocabulary related to cultural food to create a personal collection

Uses some vocabulary related to cultural food to create a personal collection

Uses few vocabularies related to cultural food to create a personal collection

Strand

Sub Strand

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Question(s)

9.3 LANGUAGE STRUCTURE

9.3.1 Sentences (2 lessons)

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

1. distinguish between declarative, interrogative, imperative and exclamative sentences,
2. construct declarative, interrogative, imperative and exclamative sentences on health and nutrition,
3. value the importance of different types of sentences in expressing ideas.

The learner will be guided to:

• identify declarative, interrogative, imperative and exclamative sentences in a text on health and nutrition in turns
• construct different types of sentences using nouns that talk about health and nutrition in groups
• complete a written dialogue using given interrogative, imperative and exclamative sentences
• role play the dialogue they have written using interrogative, imperative and exclamative sentences in groups
• write a paragraph using interrogatives, imperatives and exclamative sentences,
• create a crossword puzzle using the interrogative, imperative and exclamative sentences they have learnt, share and give feedback in class.

1. How do we differentiate types of sentences?
2. Why should we maintain a healthy lifestyle?

Core competencies to be developed:

• Creativity and imagination is developed as learners undertake tasks to create a crossword puzzle using the interrogatives, imperative and exclamative sentences.
• Self-efficacy is acquired as they show concerted attention to details while role playing a dialogue in groups.

Values:

• Respect is achieved as Learners work in group and listen to one another when identifying declarative, interrogative, imperative and exclamative sentences in turns.
• Responsibility is developed as Learners create a crossword puzzle using the interrogatives, imperatives and exclamative to completion.

Pertinent and Contemporary Issues (PCIs):

• Creative thinking is enhanced as learners undertake tasks to create a crossword puzzle using the interrogatives, imperative and exclamative sentences
• Self-efficacy is developed as they show concerted attention to details while role playing a dialogue in groups

Link to other subjects:

• English and Kiswahili address types of sentences.
• Home Science addresses health and nutrition.

Assessment Rubric

Indicator

Exceeds Expectations

Meets Expectations

Approaches Expectations

Below Expectations

Ability to distinguish between declarative, interrogative, imperative and exclamative sentences

Confidently tells the difference between declarative, interrogative, imperative and exclamative sentences

Tells the difference between declarative, interrogative, imperative and exclamative sentences

Partially tells the difference between declarative, interrogative, imperative and exclamative sentences

Struggles to tell the difference between declarative, interrogative, imperative and exclamative sentences

Ability to construct declarative, interrogative, imperative and exclamative sentences on health and nutrition

Imaginatively and creatively makes declarative, interrogative, imperative and exclamative sentences about health and nutrition

Makes declarative, interrogative, imperative and exclamative sentences about health and nutrition

Makes some declarative, interrogative, imperative and exclamative sentences about health and nutrition

Has difficulty making declarative, interrogative, imperative and exclamative sentences about health and nutrition

Strand

Sub Strand

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Question(s)

9.4

WRITING

9.4.1

Functional writing

(2 lessons)

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

1. outline the components of a friendly letter,
2. write a friendly letter on preparation and preservation of traditional foods,
3. Appreciate the importance of letter writing in communication.

The learner is guided to:

• study a letter on preparation of traditional foods in pairs,
• identify the features of a friendly letter and note down the different parts,
• Write friendly letters to each other on preparation and preservation of traditional foods,
• Share through emails the friendly letters they have written and respond to each other.

1. How do we write friendly letters?
2. How can we preserve traditional food?

Core competencies to be developed:

• Creativity and imagination is developed as learners write friendly letters to each other on preparation and preservation of traditional foods.
• Digital literacy is achieved as learners use digital technology to share through emails the friendly letters they have written and respond to each other

Values

• Unity is enhanced as learners work in pairs as they study a letter on preparation of traditional foods
• Responsibility is developed as learners handle digital devices when sharing the email messages they have written

Pertinent and Contemporary Issues (PCIs):

• Creative thinking is acquired as learners write friendly letters to each other on preparation and preservation of traditional foods
• Health Education is developed as learners use information about traditional food preparation and preservation to write letters

Link to other subjects:

• English and Kiswahili address writing skills.
• Home Science addresses food preparation and preservation as a topic.

Assessment Rubric

Indicator

Exceeds Expectations

Meets Expectations

Approaches Expectations

Below Expectations

Ability to outline components of a friendly letter.

Creatively outlines all components of a friendly letter correctly.

Outlines components of a friendly letter.

Partially outlines some components of a friendly letter.

Struggles to outline components of a friendly letter.

Ability to write a friendly letter on preparation and preservation of traditional foods 

Captivatingly writes a friendly letter on preparation and preservation of traditional foods

Writes a friendly letter on preparation and preservation of traditional foods

Writes a letter on preparation and preservation of traditional foods but without features of a friendly letter

Has difficulty writing a friendly letter on preparation and preservation of traditional foods

THEME 10.0: LEISURE

Strand

Sub Strand

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Question(s)

10.1 LISTENING AND SPEAKING

10.1.1 Listening for Pleasure (2 lessons)

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

1. identify traditional word games in their community,
2. explain the role of various traditional word games for children,
3. participate in traditional word games with their peers,
4. acknowledge the role of word games, riddles and tongue twisters in communication.

The learner is guided to:

• surf the internet for a variety of audio-visual clips featuring traditional word games for children, discuss and list traditional word games for children
• work in groups discuss the role of each children’s word game identified in their discussion and compose a word game for children
• use digital devices to videotape each other as you engage in children’s word games you developed and keep a copy of your videotaped performance in digital portfolio
• work in groups to present the word games to the class as the others listen and participate.

1. Why is it important to listen for pleasure?
2. How do word games enhance communication?

Core competencies to be developed:

• Communication is developed as learners listen keenly and actively paying attention and responding to word games from audio-visual clips
• Collaboration is enhanced as learners recognizing the value of others’ contribution while working in groups to compose word games
• Creativity and imagination is acquired as learners network wile undertaking a group task to gain new perspectives as learners in groups compose word games for children
• Citizenship is developed as learners listen to and participate in traditional word games hence creating self- awareness
• Self-efficacy is enhanced as learners set targets, planning efficiently and achieve tasks while composing word games for children, videotape themselves using a digital device and keep a copy of their videotaped performance in digital portfolio

Values:

• Unity is developed as learners in groups to present their word games to class as the others listen and participate
• Responsibility is acquired as learners compose word games for children and videotape yourselves using a digital device
• Respect is enhanced as learners in groups discuss the role of children’s word game

Pertinent and Contemporary Issues (PCIs):

• Effective communication is developed as learners pay attention and respond to word games from audio-visual
• Social cohesion is acquired as learners recognize the value of others’ as they work in groups to compose word games
• Patriotism is enhanced as leaners develop a sense of belonging while listening to, composing and participating in traditional word games for children
• Citizenship education is developed as learners listen to and participate in traditional word games hence creating self-awareness

Link to other subjects:

• German and Arabic cover word games, and listening for pleasure

Assessment Rubric

Indicator

Exceeds Expectations

Meets Expectations

Approaches Expectations

Below Expectations

Ability to identify traditional word games in their community

Perfectly identifies traditional word games in their community

Identifies traditional word games in their community

Identifies traditional word games in their community with assistance

Has difficulty identifying traditional word games in their community even with assistance

Ability to explain the role of various traditional word games for children

Exceptionally explains the role of various traditional word games for children

Explains the role of various traditional word games for children

Partially explains the role of various traditional word games for children

Explains the role of various traditional word games for children with assistance

Ability to participate in traditional word games with their peers

Confidently participates in traditional word games with their peers

Participates in traditional word games with their peers

With assistance participates in traditional word games with their peers

Struggles to participate in traditional word games with their peers

Strand

Sub Strand

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Question(s)

10.2 READING

10.2.1 Reading for pleasure (2 lessons)

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

1. identify characteristics of riddles in texts,
2. identify vocabulary associated with children play, spoken word, tongue twisters and riddles,
3. identify features of children play, spoken word, tongue twisters and riddles,
4. appreciate the role of children play, riddles, tongue twisters and spoken word in communication.

The learner is guided to:

• read texts and identify characteristics of riddles
• read texts on children play and identify vocabulary associated with it
• read texts on spoken word and identify vocabulary associated with it
• read texts on tongue twisters and identify vocabulary associated with it
• read texts riddles and identify vocabulary associated with it
• identify children’s play, spoken word, tongue twisters and riddles
• identify in groups the importance of children’s play, riddles, tongue twisters and spoken word in texts
• play language games involving children’s play, spoken word, tongue twisters and riddles in groups.

1. How do literary short forms enhance reading?
2. How do you derive pleasure from reading?

Core competencies to be developed:

• Communication is developed as learners use appropriate language, expression and gestures when playing language games
• Collaboration is enhanced as they actively participate in group work by playing language games.

Values:

• Unity and respect will be realised as learners discuss in groups and accept each other’s opinion while doing group work.

Pertinent and Contemporary Issues (PCIs):

• Effective communication is enhanced as learners use appropriate language, expression and gestures when playing language games
• Self-esteem is developed as learners play language games involving children play, spoken word, tongue twisters and riddles
• Social cohesion is achieved as learners work harmoniously in groups

Link to other subjects:

• Social Studies addresses children play songs.
• English and Kiswahili address reading skills

Assessment Rubric

Indicator

Exceeds Expectations

Meets Expectations

Approaches Expectations

Below Expectations

Ability to identify characteristics of riddles in texts.

Confidently identifies characteristics of riddles in texts.

Identifies characteristics of riddles in texts.

Identifies some characteristics of riddles in texts.

With assistance identifies characteristics of riddles in texts.

Ability to identify vocabulary associated with children play, spoken word, tongue twisters and riddles.

Easily identifies vocabulary associated with children play, spoken word, tongue twisters and riddles.

Identifies vocabulary associated with children play, spoken word, tongue twisters and riddles.

Identifies some vocabulary associated with children play, spoken word, tongue twisters and riddles.

Needs assistance to identify vocabulary associated with children play, spoken word, tongue twisters and riddles.

Ability to identify features of children play, spoken word, tongue twisters and riddles.

Perfectly identifies features of children play, spoken word, tongue twisters and riddles.

Identifies features of children play, spoken word, tongue twisters and riddles.

Identifies some features of children play, spoken word, tongue twisters and riddles.

Needs assistance to identify features of children play, spoken word, tongue twisters and riddles.

Strand

Sub Strand

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Question(s)

10.3 LANGUAGE STRUCTURE

10.3.1 Affirmative and negative sentences (2 lessons)

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

1. identify affirmative and negative sentences from given text,
2. explain the use of affirmative and negative sentences in communication,
3. construct affirmative and negative sentences on leisure,
4. Recognize the role of affirmative and negative sentences in communication.

The learner is guided to:

• read a passage on leisure and identify affirmative and negative sentences from the passage on leisure,
• work in groups to demonstrate the difference between affirmative and negative sentences,
• identify a list of sentences either as affirmative or negative,
• engage in pair work to convert affirmative to negative sentences and vice versa,
• construct affirmative and negative sentences on leisure and peer review each other’s sentences.

1. How do we differentiate sentences?
2. Why should we use different types of sentences?

Core competencies to be developed:

• Communication is achieved as learners construct affirmative and negatives sentences clearly and correctly

• Collaboration is enhanced as learners recognize the value of other’s ideas while working in pairs and in groups to review each other’s sentences
• Learning to Learn is developed as learners organise their own learning while constructing affirmative and negative sentences

Values:

• Unity is acquired as learners work in pairs and in groups to review each other’s sentences
• Respect is developed as learners discuss the sentence structure of affirmative and negative sentences.

Pertinent and contemporary Issues (PCIs):

• Effective communication is achieved as learners write clearly and correctly while constructing affirmative and negatives sentences
• Social cohesion is developed as leaners work in pairs and in groups to review each other’s sentences

Link to other subjects:

• Kiswahili and German address types of sentences.

Assessment Rubric

Indicator

Exceeds Expectations

Meets Expectations

Approaches Expectations

Below Expectations

Ability to identify affirmative and negative sentences from given text.

Consistently identifies affirmative and negative sentences from given text.

Identifies affirmative and negative sentences from given text.

Identifies some affirmative and negative sentences from given text.

Identifies few affirmative and negative sentences from given text.

Ability to explain the use of affirmative and negative sentences in communication

Excellently explains the use of affirmative and negative sentences in communication

Explains the use of affirmative and negative sentences in communication

With help explains the use of affirmative and negative sentences in communication

With difficulty explains the use of affirmative and negative sentences in communication

Ability to construct affirmative and negative sentences on leisure

Perfectly constructs affirmative and negative sentences on leisure

Constructs affirmative and negative sentences on leisure

Partially constructs affirmative and negative sentences on leisure

Constructs own affirmative and negative sentences on leisure with assistance

Strand

Sub Strand

Specific Learning Outcomes

Suggested Learning Experiences

Key Inquiry Question(s)

10.4 WRITING

10.4.1 Creative writing- simple poems and songs (3 lessons)

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

1. identify features of poems in texts,
2. distinguish between poems and songs in texts,
3. write simple poems and songs on traditional leisure,
4. embrace the importance of creative writing in language use.

The learner is guided to:

• watch a video clip on a poetry recital to study a poem and identify its features in groups
• discuss the steps in composing a poem in pairs, and distinguish the features of poems from songs and write them down
• use digital devices to share the songs with their peers and make presentations of the song to the class.

1. What should we consider when writing poems and songs? How do we write poems and songs?
2. What entails traditional leisure activities?
3. Why are traditional leisure activities important?

Core competences to be developed:

• Critical thinking and problem solving is developed as learners use logical reasoning to identifying features of poems and songs
• Digital literacy is enhanced as they use share songs with their peers using digital devices
• Creativity and imagination is achieved as the learners create their own riddles and tongue twisters.

Values:

• Unity is developed as learners study a poem and identify its features in groups.
• Respect is enhanced as they appreciate each other’s opinion when discussing features of short forms

Pertinent and Contemporary Issues (PCIs):

• Critical thinking is developed as learners use logical reasoning to identifying features of poems and songs
• Effective communication is realised as learners discuss in groups and make presentations to their peers

Link to other subjects:

• English and Kiswahili address creative and imaginative writing.
• Performing Arts addresses Songs are addressed in Music

Assessment Rubric

Indicator