WEEK .com
|TERM 1 |
|WK |PRD |Topic |SUB - TOPIC |SPECIFIC OBJECTIVES |TEACHING / LEARNING ACTIVITIES |TEACHING/ LEARNING RESOURCES |REMARKS |
| | | | | | |& REFERENCES | |
|1 |1-3 | OPENING |AND | REPORTING BACK |TO SCHOOL | | |
|1 |4-5 |Revision |End of year examination |By the end of the lesson, the learner should be|Discussion |Exam paper | |
| | | | |able to give correct answers to the exam | | | |
| | | | |questions | | | |
|1 |6 |Listening and Speaking |Dialogue and listening |By the end of the lesson, the learner should be|Learners read dialogue and |Explore English Student's | |
| | | |comprehension |able to read or listen to the given dialogue |respond to questions |Book 3 P1-2 | |
| | | | |expressively and respond to questions | | | |
|1 |7-8 |Drama |Henrik Ibsen: Biography and |By the end of the lesson, the learner should be|Learners discuss and write |An Enemy of the People | |
| | | |literary life |able to i) describe the literary life of Henrik| |Learner / teacher research | |
| | | |Background to An Enemy of the |Ibsen ii)Discuss the background to An Enemy of| | | |
| | | |People |the People | | | |
|2 |1-2 |Reading |Comprehension and vocabulary |By the end of the lesson, the learner should be|Brief discussion. |Explore English Student's | |
| | | | |able to |Reading and writing |Book 3 P3-5 | |
| | | | |read extract and provide correct answers to | | | |
| | | | |questions explain contextual meaning of words | | | |
| | | | |used in the extract | | | |
|2 |3 |Language Use |Noun Derivations: adding ‘-er’&|By the end of the lesson, the learner should be|Learners study examples and give |Explore English Student's | |
| | | |‘-ee’ to verbs |able to |their own. |Book, 3 P6 | |
| | | | |form nouns and identify derivations using the |Group work | | |
| | | | |suffixes ‘-er’& ‘-ee’ | | | |
|2 |4 |Study Skills |Distinguishing facts from |By the end of the lesson, the learner should be|Learners discuss the terms, facts|Explore English Student's | |
| | | |opinions |able to |and opinion and how to tell one |Book, 3 P7 | |
| | | | |read given text and distinguish facts from |from the other | | |
| | | | |opinions | | | |
|2 |5 |Reading & Literary Analysis |Drama: An Enemy of the People. |By the end of the lesson, the learner should be|Learners read selected sections |Henrik Ibsen. ‘An Enemy of | |
| | | |Act One |able to describe the plot of the section read |of the text and respond to |the People’ | |
| | | | | |questions/discuss and make notes | | |
| | | | |comment on the characters and events in the | | | |
| | | | |section | | | |
|2 |6 |Reading & Literary Analysis |Drama: An Enemy of the People. |By the end of the lesson, the learner should be|Learners read selected sections |Henrik Ibsen. ‘An Enemy of | |
| | | |Act One |able to i) describe the plot of the section |of the text and respond to |the People’ | |
| | | | |read ii) comment on the characters and events |questions/discuss and make notes | | |
| | | | |in the section | | | |
|2 |7 |Reading & Literary Analysis |Drama: An Enemy of the People. |By the end of the lesson, the learner should be|Learners read selected sections |Henrik Ibsen. ‘An Enemy of | |
| | | |Act Two |able to i) describe the plot of the section |of the text and respond to |the People’ | |
| | | | |read ii) comment on the characters and events |questions/discuss and make notes | | |
| | | | |in the section | | | |
|2 |8 |Reading & Literary Analysis |Drama: An Enemy of the People. |By the end of the lesson, the learner should be|Learners read selected sections |Henrik Ibsen. ‘An Enemy of | |
| | | |Act Two |able to describe the plot of the section read |of the text and respond to |the People’ | |
| | | | |comment on the characters and events in the |questions/discuss and make notes | | |
| | | | |section | | | |
|3 |1-2 |Writing |Use of transition words and |By the end of the lesson, the learner should be|Learners study sample paragraphs |Explore English Student's | |
| | | |phrases in paragraphs |able to |and identify transition words and|Book, 3 P8-12 | |
| | | | |write about two paragraphs using transition |phrases. | | |
| | | | |words and phrases appropriately |In groups, learners plan | | |
| | | | | |paragraphs and write individually| | |
|3 |3 |Listening and Speaking |Listening comprehension |By the end of the lesson, the learner should be|Learners listen and then respond |Explore English Student's | |
| | | | |able to | |Book, 3 P 13-14 | |
| | | | |listen to the passage and provide correct | | | |
| | | | |answers to the questions on it | | | |
|3 |4 |Reading |Comprehension and vocabulary |By the end of the lesson, the learner should be|Brief discussion. |Explore English Student's | |
| | | | |able to |Reading and writing |Book, 3 P14-16 | |
| | | | |read extract and provide correct answers to | | | |
| | | | |questions explain contextual meaning of words | | | |
| | | | |used in the extract | | | |
|3 |5 |Reading & Literary Analysis |Drama: An Enemy of the People. |By the end of the lesson, the learner should be|Learners read selected sections |Henrik Ibsen. ‘An Enemy of | |
| | | |Act Two |able to describe the plot of the section read |of the text and respond to |the People’ | |
| | | | |ii) comment on the characters and events in the|questions/discuss and make notes | | |
| | | | |section | | | |
|3 |6 |Reading & Literary Analysis |Drama: An Enemy of the People. |By the end of the lesson, the learner should be|Learners read selected sections |Henrik Ibsen. ‘An Enemy of | |
| | | |Act Three |able to describe the plot of the section read |of the text and respond to |the People’ | |
| | | | |comment on the characters and events in the |questions/discuss and make notes | | |
| | | | |section | | | |
|3 |7 |Reading & Literary Analysis |Drama: An Enemy of the People. |By the end of the lesson, the learner should be|Learners read selected sections |Henrik Ibsen. ‘An Enemy of | |
| | | |Act Three |able to describe the plot of the section read |of the text and respond to |the People’ | |
| | | | |comment on the characters and events in the |questions/discuss and make notes | | |
| | | | |section | | | |
|3 |8 |Reading & Literary Analysis |Drama: An Enemy of the People. |By the end of the lesson, the learner should be|Learners read selected sections |Henrik Ibsen. ‘An Enemy of | |
| | | |Act Three |able to describe the plot of the section read |of the text and respond to |the People’ | |
| | | | |comment on the characters and events in the |questions/discuss and make notes | | |
| | | | |section | | | |
|4 |1 |Language Use |Noun Derivations: adding |By the end of the lesson, the learner should be|Learners study lists of words and|Explore English Student's | |
| | | |‘-ness’, ‘-ship’ and ‘-ism’ to |able to |talk about them. |Book, 3 P16-18 | |
| | | |verbs |form nouns by adding‘-ness’, ‘-ship’ and ‘-ism’|Group work | | |
| | | | |to verbs | | | |
|4 |2 |Study Skill |Critical reading |By the end of the lesson, the learner should be|Learners and the teacher discuss |Explore English Student's | |
| | | | |able to |critical reading. |Book, 3 P19- 20 | |
| | | | |read the given passage critically and provide |Learners read passage and respond| | |
| | | | |correct answers to questions |to questions | | |
|4 |3 |Writing |Paragraphs |By the end of the lesson, the learner should be|Learners read sample paragraph |Explore English Student's | |
| | | | |able to |and discuss it. |Book, 3 P21 | |
| | | | |write a paragraph correctly |In groups learners plan and write| | |
| | | | | |a paragraph | | |
|4 |4 |Writing |Choice of words |By the end of the lesson, the learner should be|Learners write sentences and give|Explore English Student's | |
| | | | |able to |alternative words to replace some|Book, 3 P 22-5 | |
| | | | |use appropriate words to write a paragraph |in the sentences. Learners | | |
| | | | | |discuss the implication of each | | |
| | | | | |change | | |
|4 |5 |Reading & Literary Analysis |Drama: An Enemy of the People. |By the end of the lesson, the learner should be|Learners read selected sections |Henrik Ibsen. ‘An Enemy of | |
| | | |Act Four |able to describe the plot of the section read |of the text and respond to |the People’ | |
| | | | |comment on the characters and events in the |questions/discuss and make notes | | |
| | | | |section | | | |
|4 |6 |Reading & Literary Analysis |Drama: An Enemy of the People. |By the end of the lesson, the learner should be|Learners read selected sections |Henrik Ibsen. ‘An Enemy of | |
| | | |Act Four |able to describe the plot of the section read |of the text and respond to |the People’ | |
| | | | |comment on the characters and events in the |questions/discuss and make notes | | |
| | | | |section | | | |
|4 |7 |Reading & Literary Analysis |Drama: An Enemy of the People. |By the end of the lesson, the learner should be|Learners read selected sections |Henrik Ibsen. ‘An Enemy of | |
| | | |Act Four |able to describe the plot of the section read |of the text and respond to |the People’ | |
| | | | |comment on the characters and events in the |questions/discuss and make notes | | |
| | | | |section | | | |
|4 |8 |Reading & Literary Analysis |Drama: An Enemy of the People. |By the end of the lesson, the learner should be|Learners read selected sections |Henrik Ibsen. ‘An Enemy of | |
| | | |Act Five |able to describe the plot of the section read |of the text and respond to |the People’ | |
| | | | |comment on the characters and events in the |questions/discuss and make notes | | |
| | | | |section | | | |
|5 |1 |Listening and Speaking |Listening comprehension and |By the end of the lesson, the learner should be|Learners listen and then respond |Explore English Student's | |
| | | |discussion |able to | |Book, 3 P27-8 | |
| | | | |listen to the passage and provide correct | | | |
| | | | |answers to the questions on it | | | |
|5 |2 |Reading |Comprehension & vocabulary |By the end of the lesson, the learner should be|Brief discussion. |Explore English Student's | |
| | | | |able to |Reading and writing |Book, 3 29-31 | |
| | | | |read extract and provide correct answers to | | | |
| | | | |questions explain contextual meaning of words | | | |
| | | | |used in the extract | | | |
|5 |3-4 |Language Use |Gender sensitive language |By the end of the lesson, the learner should be|Learners select between words and|Explore English Student's | |
| | | | |able to |explain |Book, 3 P31-33 | |
| | | | |use gender sensitive language to construct | | | |
| | | | |sentences | | | |
|5 |5 |Reading & Literary Analysis |Drama: An Enemy of the People. |By the end of the lesson, the learner should be|Learners read selected sections |Henrik Ibsen. ‘An Enemy of | |
| | | |Act Five |able to describe the plot of the section read |of the text and respond to |the People’ | |
| | | | |comment on the characters and events in the |questions/discuss and make notes | | |
| | | | |section | | | |
|5 |6 |Reading & Literary Analysis |Drama: An Enemy of the People. |By the end of the lesson, the learner should be|Learners read selected sections |Henrik Ibsen. ‘An Enemy of | |
| | | |Act Five |able to describe the plot of the section read |of the text and respond to |the People’ | |
| | | | |comment on the characters and events in the |questions/discuss and make notes | | |
| | | | |section | | | |
|5 |7 |Literary Analysis: Drama |Themes: Hypocrisy |By the end of the lesson, the learner should be|Group presentation. |Henrik Ibsen. ‘An Enemy of | |
| | | | |able to discuss the treatment of the theme of |Learners take notes then discuss |the People’ | |
| | | | |hypocrisy in the text and provide relevant |the presentation | | |
| | | | |textual illustrations | | | |
|5 |8 |Literary Analysis: Drama |Themes: Politics |By the end of the lesson, the learner should be|Group presentation. |Henrik Ibsen. ‘An Enemy of | |
| | | | |able to discuss the treatment of the theme of |Learners take notes then discuss |the People’ | |
| | | | |politics in the text and provide relevant |the presentation | | |
| | | | |textual illustrations | | | |
|6 |1-2 |Study Skills |Distinguishing tone & attitude |By the end of the lesson, the learner should be|Learners enact given scenarios |Explore English Student's | |
| | | | |able to distinguish between tone and attitude |and comment on them |Book, 3 P34-6 | |
| | | | |and explain each term |Read poem/passage and discuss | | |
|6 |3 |Writing |Building sentence skills and |By the end of the lesson, the learner should be|Learners read sample paragraphs |Explore English Student's | |
| | | |paragraphing |able to |and discuss |Book, 3 P36-8 | |
| | | | |use recurrent words and synonyms in writing | | | |
| | | | |paragraphs and sentences | | | |
|6 |4-5 |Listening And Speaking |Aetiological narratives |By the end of the lesson, the learner should be|Learners listen then respond to |Explore English Student's | |
| | | | |able to |questions |Book, 3P39-43 | |
| | | | |listen to an aetiological narrative and answer | | | |
| | | | |questions on it | | | |
|6 |6 |Literary Analysis: Drama |Themes: Morality |By the end of the lesson, the learner should be|Group presentation. |Henrik Ibsen. ‘An Enemy of | |
| | | | |able to discuss the treatment of the theme of |Learners take notes then discuss |the People’ | |
| | | | |morality in the text and provide relevant |the presentation | | |
| | | | |textual illustrations | | | |
|6 |7 |Literary Analysis: Drama |Themes: The press & its role |By the end of the lesson, the learner should be|Group presentation. |Henrik Ibsen. ‘An Enemy of | |
| | | | |able to discuss the treatment of the theme of |Learners take notes then discuss |the People’ | |
| | | | |the press & its role in the text and provide |the presentation | | |
| | | | |relevant textual illustrations | | | |
|6 |8 |Literary Analysis: Drama |Themes: Bad Governance and |By the end of the lesson, the learner should be|Group presentation. |Henrik Ibsen. ‘An Enemy of | |
| | | |Corruption |able to discuss the treatment of the themes of |Learners take notes then discuss |the People’ | |
| | | | |bad governance and corruption in the text and |the presentation | | |
| | | | |provide relevant textual illustrations | | | |
|7 |1 |Language Use |Objective and subjective |By the end of the lesson, the learner should be|Learners make choices of words |Explore English Student's | |
| | | |pronouns |able to identify and use correctly i)subjective|from lists to fill in certain |Book, 3 P43-5 | |
| | | | |and objective pronouns ii)compound subjects and|sentence positions and explain. | | |
| | | | |objects iii) ‘who’, 'whom’, 'as’ and ‘than’ |Learners deduce difference | | |
| | | | | |between subjective and objective | | |
| | | | | |pronouns with aid of the teacher | | |
|7 |2 |Study Skills |How to study an aetiological |By the end of the lesson, the learner should be|Group work |Explore English Student's | |
| | | |narrative |able to discuss an aetiological narrative | |Book, 3 P 45-47 | |
|7 |3 |Writing |Punctuation: Colon & semi-colon|By the end of the lesson, the learner should be|Learners read sentences |Explore English Student's | |
| | | | |able to |containing the colon & semi-colon|Book, 3 P47-50 | |
| | | | |use the colon & semi-colon correctly in |and discuss the various uses of | | |
| | | | |sentences |the two. | | |
| |4 |Listening &Listening |Dialogue |By the end of the lesson, the learner should be|Learners listen to passage and |Explore English Student's | |
| | | | |able to |give oral responses to questions |Book, 3 P51-2 | |
| | | | |listen to a passage and answer questions. | | | |
|7 |5 |Literary Analysis: Drama |Themes: Truth |By the end of the lesson, the learner should be|Group presentation. |Henrik Ibsen. ‘An Enemy of | |
| | | | |able to discuss the treatment of the theme of |Learners take notes then discuss |the People’ | |
| | | | |truth in the text and provide relevant textual |the presentation | | |
| | | | |illustrations | | | |
|7 |6 |Literary Analysis: Drama |Themes: Betrayal & sibling |By the end of the lesson, the learner should be|Group presentation. |Henrik Ibsen. ‘An Enemy of | |
| | | |rivalry |able to discuss the treatment of the themes of |Learners take notes then discuss |the People’ | |
| | | | |Betrayal & sibling rivalry in the text and |the presentation | | |
| | | | |provide relevant textual illustrations | | | |
|7 |7 |Literary Analysis: Drama |Themes: Change & Conservatism |By the end of the lesson, the learner should be|Group presentation. |Henrik Ibsen. ‘An Enemy of | |
| | | | |able to discuss the treatment of the themes of |Learners take notes then discuss |the People’ | |
| | | | |Change & Conservatism in the text and provide |the presentation | | |
| | | | |relevant textual illustrations | | | |
|7 |8 |Literary Analysis: Drama |Themes: Environmental |By the end of the lesson, the learner should be|Group presentation. |Henrik Ibsen. ‘An Enemy of | |
| | | |conservation |able to discuss the treatment of the theme of |Learners take notes then discuss |the People’ | |
| | | | |Environmental conservation in the text and |the presentation | | |
| | | | |provide relevant textual illustrations | | | |
|8 |1 |Reading |Comprehension and vocabulary |By the end of the lesson, the learner should be|Brief discussion. |Explore English Student's | |
| | | | |able to |Reading and writing |Book, 3 P52-5 | |
| | | | |read extract and provide correct answers to | | | |
| | | | |questions explain contextual meaning of words | | | |
| | | | |used in the extract | | | |
|8 |2 |Language Use |Demonstrative Pronouns |By the end of the lesson, the learner should be|Learners enact given scenarios |Explore English Student's | |
| | | | |able to identify demonstrative Pronouns and use|that require use of demonstrative|Book, 3 P 55-6 | |
| | | | |them correctly in sentence construction |Pronouns and discuss the use | | |
|8 |3 |Study Skills |Computers |By the end of the lesson, the learner should be|Learners read and discuss |Explore English Student's | |
| | | | |able to discuss the significance of computers | |Book, 3 P 57-8 | |
| | | | |in the modern world | | | |
|8 |4 |Writing |Punctuation: dash & parenthesis|By the end of the lesson, the learner should be|Learners read sentences and |Explore English Student's | |
| | | | |able to |discuss. |Book, 3 P58-62 | |
| | | | |use the dash & parenthesis correctly in |Learners practise using the dash | | |
| | | | |sentences |& parenthesis | | |
|8 |5 |Literary Analysis |Characterisation: Dr Thomas |By the end of the lesson, the learner should be|Group presentation. |Henrik Ibsen. ‘An Enemy of | |
| | | |Stockmann |able to identify, illustrate and discuss the |Learners take notes then discuss |the People’ | |
| | | | |character traits of Dr Thomas Stockmann |the presentation | | |
| | | | |show the role in the play. | | | |
|8 |6 |Literary Analysis: Drama |Characterisation: Peter |By the end of the lesson, the learner should be|Group presentation. |Henrik Ibsen. ‘An Enemy of | |
| | | |Stockmann |able to identify, illustrate and discuss the |Learners take notes then discuss |the People’ | |
| | | | |character traits of Peter Stockmann |the presentation | | |
| | | | |show the role in the play. | | | |
|8 |7 |Literary Analysis: Drama |Characterisation: Hovstad |By the end of the lesson, the learner should be|Group presentation. |Henrik Ibsen. ‘An Enemy of | |
| | | | |able to identify, illustrate and discuss the |Learners take notes then discuss |the People’ | |
| | | | |character traits of Hovstad show the role in |the presentation | | |
| | | | |the play. | | | |
|8 |8 |Literary Analysis: Drama |Characterisation: Aslaksen |By the end of the lesson, the learner should be|Group presentation. |Henrik Ibsen. ‘An Enemy of | |
| | | | |able to identify, illustrate and discuss the |Learners take notes then discuss |the People’ | |
| | | | |character traits of Aslaksen show the role in |the presentation | | |
| | | | |the play. | | | |
|9 |1 |Listening & Speaking |Studying and discussing |By the end of the lesson, the learner should be|Learners study pictures and talk|Explore English Student's | |
| | | |pictures |able to describe the contents of a given |about them |Book, 3 P63-4 | |
| | | |Describing disasters |picture | | | |
|9 |2 |Reading |Comprehension & vocabulary |By the end of the lesson, the learner should be|Brief discussion. |Explore English Student's | |
| | | | |able to |Reading and writing |Book, 3 P65-8 | |
| | | | |read extract and provide correct answers to | | | |
| | | | |questions explain contextual meaning of words | | | |
| | | | |used in the extract | | | |
|9 |3-4 |Language Use |Transitive, Intransitive & |By the end of the lesson, the learner should be|Learners study sentences, act out|Explore English Student's | |
| | | |Distransitive Verbs |able to |some and discuss the verbs used. |Book, 3 P68-71 | |
| | | | |use transitive, intransitive & distransitive | | | |
| | | | |verbs correctly | | | |
|9 |5 |Literary Analysis: Drama |Characterisation: Petra |By the end of the lesson, the learner should be|Group presentation. |Henrik Ibsen. ‘An Enemy of | |
| | | |Stockmann & Billing |able to identify, illustrate and discuss the |Learners take notes then discuss |the People’ | |
| | | | |character traits of Petra Stockmann & Billing |the presentation | | |
| | | | |show the role in the play. | | | |
|9 |6 |Literary Analysis: Drama |Characterisation: Katherine |By the end of the lesson, the learner should be|Group presentation. |Henrik Ibsen. ‘An Enemy of | |
| | | |Stockmann & Captain Horster |able to identify, illustrate and discuss the |Learners take notes then discuss |the People’ | |
| | | | |character traits of Katherine Stockman and |the presentation | | |
| | | | |captain Horster | | | |
| | | | |show the role in the play. | | | |
|9 |7 |Literary Analysis: Drama |Characterisation: Morten |By the end of the lesson, the learner should be|Group presentation. |Henrik Ibsen. ‘An Enemy of | |
| | | |Kiil,Ejlif and Morten |able to identify, illustrate and discuss the |Learners take notes then discuss |the People’ | |
| | | | |character traits of Morten Kiil, Ejlif and |the presentation | | |
| | | | |Morten | | | |
| | | | |show the role in the play. | | | |
|9 |8 |Literary Analysis: Drama |Characterisation: The Compact |By the end of the lesson, the learner should be|Group presentation. |Henrik Ibsen. ‘An Enemy of | |
| | | |Majority |able to identify, illustrate and discuss the |Learners take notes then discuss |the People’ | |
| | | | |character traits of The Compact Majority |the presentation | | |
| | | | |show the role in the play. | | | |
|10 |1 |Study Skills |Features of dilemma narratives |By the end of the lesson, the learner should be|Learners listen to / read / |Explore English Student's | |
| | | | |able to identify and discuss the features of |narrate dilemma narratives and |Book, 3 P72-4 | |
| | | | |dilemma narratives |discuss | | |
|10 |2 |Writing |Remainders |By the end of the lesson, the learner should be|Learners study sample remainder |Explore English Student's | |
| | | | |able to |and discuss |Book, 3 P74 | |
| | | | |write a remainder using the correct format and | | | |
| | | | |language | | | |
|10 |3 |Speaking &Listening |Dilemma narratives |By the end of the lesson, the learner should be|Learners listen to narrative then|Explore English Student's | |
| | | | |able to narrative/ listen to a dilemma |discuss it |Book, 3 P75-7 | |
| | | | |narrative and discuss | | | |
|10 |4 |Reading |Comprehension & vocabulary |By the end of the lesson, the learner should be|Brief discussion. |Explore English Student's | |
| | | | |able to |Reading and writing |Book, 3 P77-9 | |
| | | | |read extract and provide correct answers to | | | |
| | | | |questions explain contextual meaning of words | | | |
| | | | |used in the extract | | | |
|10 |5 |Literary Analysis: Drama |Style |By the end of the lesson, the learner should be|Group presentation. |Henrik Ibsen. ‘An Enemy of | |
| | | | |able to identify and discuss a given literary |Learners take notes then discuss |the People’ | |
| | | | |device in the play and show its relationship to|the presentation | | |
| | | | |the other elements of the play | | | |
|10 |6 |Literary Analysis: Drama |Style |By the end of the lesson, the learner should be|Group presentation. |Henrik Ibsen. ‘An Enemy of | |
| | | | |able to identify and discuss a given literary |Learners take notes then discuss |the People’ | |
| | | | |device in the play and show its relationship to|the presentation | | |
| | | | |the other elements of the play | | | |
|10 |7 |Literary Analysis: Drama |Style |By the end of the lesson, the learner should be|Group presentation. |Henrik Ibsen. ‘An Enemy of | |
| | | | |able to identify and discuss a given literary |Learners take notes then discuss |the People’ | |
| | | | |device in the play and show its relationship to|the presentation | | |
| | | | |the other elements of the play | | | |
|10 |8 |Literary Analysis: Drama |Style |By the end of the lesson, the learner should be|Group presentation. |Henrik Ibsen. ‘An Enemy of | |
| | | | |able to identify and discuss a given literary |Learners take notes then discuss |the People’ | |
| | | | |device in the play and show its relationship to|the presentation | | |
| | | | |the other elements of the play | | | |
|11 |1-2 |Language Use |Infinitives and participles |By the end of the lesson, the learner should be|Learners read sentences and |Explore English Student's | |
| | | | |able to identify and discuss infinitives and |discuss |Book, 3 P79-83 | |
| | | | |participles | | | |
|11 |3 |Study Skills |Dilemma narratives |By the end of the lesson, the learner should be|Learners listen or read dilemma |Explore English Student's | |
| | | | |able to discuss the characteristics dilemma |narratives. |Book, 3 P83-4 | |
| | | | |narratives |Discussion | | |
|11 |4 |Study Skills |Features of Aetiological |By the end of the lesson, the learner should be|Learners listen or read |Explore English Student's | |
| | | |narratives |able to discuss the characteristics |aetiological narratives |Book, 3 P85- 7 | |
| | | | |aetiological narratives |Discussion | | |
|11 |5 |Literary Analysis: Drama |Style |By the end of the lesson, the learner should be|Group presentation. |Henrik Ibsen. ‘An Enemy of | |
| | | | |able to identify and discuss a given literary |Learners take notes then discuss |the People’ | |
| | | | |device in the play and show its relationship to|the presentation | | |
| | | | |the other elements of the play | | | |
|11 |6 |Literary Analysis: Drama |Style |By the end of the lesson, the learner should be|Group presentation. |Henrik Ibsen. ‘An Enemy of | |
| | | | |able to identify and discuss a given literary |Learners take notes then discuss |the People’ | |
| | | | |device in the play and show its relationship to|the presentation | | |
| | | | |the other elements of the play | | | |
|11 |7 |Literary Analysis: Drama |Style |By the end of the lesson, the learner should be|Group presentation. |Henrik Ibsen. ‘An Enemy of | |
| | | | |able to identify and discuss a given literary |Learners take notes then discuss |the People’ | |
| | | | |device in the play and show its relationship to|the presentation | | |
| | | | |the other elements of the play | | | |
|11 |8 |Literary Analysis: Drama |Style |By the end of the lesson, the learner should be|Group presentation. |Henrik Ibsen. ‘An Enemy of | |
| | | | |able to identify and discuss a given literary |Learners take notes then discuss |the People’ | |
| | | | |device in the play and show its relationship to|the presentation | | |
| | | | |the other elements of the play | | | |
|12 |1-8 |End Of |TERM |EXAMINATIONS | | | |
|13 |1-8 |End Of |TERM |EXAMINATIONS | | | |
|14 |1-4 |Marking |AND |PREPARATION |OF REPORTS | | |
TERM 2
|WK |PRD |TOPIC |SUB - TOPIC |OBJECTIVES |TEACHING / LEARNING ACTIVITIES |TEACHING/ LEARNING RESOURCES & |REMARKS |
| | | | | | |REFERENCES | |
|1 |1-3 | OPENING | AND | REPORTING | BACK TO SCHOOL | | |
|1 |4 |Writing |Personal Journals |By the end of the lesson the learner should |Learners read sample journal |- Explore English Student's | |
| | | | |be able to write an entries in a personal |entries and discuss. |Book, 3 P87-9 | |
| | | | |journal for a specified period using |Group work |- Explore English Teacher’s | |
| | | | |appropriate language and style | |Guide Book 3 P 53-4 | |
|1 |5 |Listening and Speaking |Interpretive reading: poem |By the end of the lesson, the learner should |Study poem and discuss it in |- Explore English Student's | |
| | | | |be able to indicate understanding of the |pairs the read out to the |Book, 3 P91-3 | |
| | | | |contents of a given poem by reading it |class. |- Explore English Teacher’s | |
| | | | |expressively |General discussion |Guide Book 3 P 56 | |
|1 |6-7 |Reading |Recognising tone and attitude|By the end of the lesson, the learner should |Learners briefly discuss |Explore English Student's Book 3| |
| | | |in a poem |be able to identify and discuss the attitude |attitude then read poem and |P 94-6 | |
| | | | |towards a specified thing in a poem |discuss | | |
|1 |8 |Study Skills |How to study a poem |By the end of the lesson, the learner should |Learners read poem silently and|- Explore English Student's | |
| | | | |be able to |discuss it in pairs |Book, 3 P 71-2 | |
| | | | |read a given poem and i) discuss it ii) | |- Explore English Teacher’s | |
| | | | |provide correct answers to questions on it | |Guide Book 3 P 60-1 | |
|2 |1-2 |Language Use |Phrasal verbs &Idiomatic |By the end of the lesson, the learner should |Learners read a given text |- Explore English Student's | |
| | | |expressions |be able to identify and correctly use phrasal|silently then with the help of |Book, 3 P 96-103 | |
| | | | |verbs &idiomatic expressions |the teacher and discuss certain|- Explore English Teacher’s | |
| | | | | |expressions in it. |Guide Book 3 P 59-60 | |
| | | | | |Learners list phrasal verbs and| | |
| | | | | |idiomatic expressions they know| | |
| | | | | |and group and use them | | |
|2 |3-4 |Study Skills |Irony ( verbal, situational &|By the end of the lesson, the learner should |Learners respond to questions |- Explore English Student's | |
| | | |dramatic) |be able to identify and discus the use of |on irony and give examples of |Book, 3 P 103-106 | |
| | | |Appreciation of irony in a |irony in a poem |irony from their experiences. |- Explore English Teacher’s | |
| | | |poem | |Learners read poem and respond |Guide Book 3 P 60 | |
| | | | | |to questions | | |
|2 |5-6 |Literary Appreciation |Ngugi wa Thiong’o: a |By the end of the lesson, the learner should |Learners present their findings|Ngugi wa Thiong’o. ‘The River | |
| | | |literary background |be able to briefly discuss Ngugi wa |on Ngugi wa Thiong’o to the |Between’ | |
| | | |A Historical and Social |Thiong’o’s life paying attention to the |class. | | |
| | | |Background to The River |influences on his writing. |Discussion | | |
| | | |Between |Discuss the background to The River Between | | | |
|2 |7 |Reading, Speaking & Writing |Literary analysis: The River |By the end of the lesson, the learner should |Learners read selected sections|Ngugi wa Thiong’o. The River | |
| | | |Between, Chapters1-3 |be able to i) describe the plot of the |of the text and respond to |Between P 1-12 | |
| | | | |section read ii) comment on the characters |questions/discuss and make | | |
| | | | |and events in the section |notes | | |
|2 |8 |Reading, Speaking & Writing |Literary analysis: The River |By the end of the lesson, the learner should |Learners read selected sections|Ngugi wa Thiong’o. The River | |
| | | |Between, chapters 4-5 |be able to i) describe the plot of the |of the text and respond to |Between.P13-21 | |
| | | | |section read ii) comment on the characters |questions/discuss and make | | |
| | | | |and events in the section |notes | | |
|3 |1-2 |Writing |‘Thank-you ‘ Notes |By the end of the lesson, the learner should |Learners discuss the situations|- Explore English Student's | |
| | | |Condolences |be able to write ‘Thank-you ‘ Notes, |that may call for the use of |Book, 3 P107 | |
| | | |Congratulatory notes |Letters of condolence, |these forms of writing. |- Explore English Teacher’s | |
| | | | |congratulatory notes |Learners study samples of these|Guide Book 3 P 62 | |
| | | | | |forms of writing in groups and | | |
| | | | | |plan and write | | |
|3 |3 |Listening & Speaking |Story telling |By the end of the lesson, the learner should |Learners listen to or narrate |- Explore English Student's | |
| | | | |be able to narrate an aetiological narrative |an aetiological narrative and |Book, 3 P111-2 | |
| | | | |and discuss it |discuss it. |- Explore English Teacher’s | |
| | | | | | |Guide Book 3 P 64-5 | |
|3 |4 |Reading |Comprehension and vocabulary |By the end of the lesson, the learner should |Brief discussion. |- Explore English Student's | |
| | | | |be able to |Reading and writing |Book, 3 P113-5 | |
| | | | |read extract and provide correct answers to | |- Explore English Teacher’s | |
| | | | |questions explain contextual meaning of words| |Guide Book 3 P 64-5 | |
| | | | |used in the extract | | | |
|3 |5 |Reading, Speaking & Summary |Literary analysis: The River |By the end of the lesson, the learner should |Learners read selected sections|Ngugi wa Thiong’o. ‘The River | |
| | |Writing |Between, Chapters 6-7 |be able to describe the plot of the section |of the text and respond to |Between.’ P 22-31 | |
| | | | |read |questions/discuss and make | | |
| | | | |comment on the characters and events in the |notes | | |
| | | | |section | | | |
|3 |6 |Reading, Speaking & Summary |Literary analysis: The River |By the end of the lesson, the learner should |Learners read selected sections|Ngugi wa Thiong’o. ‘The River | |
| | |Writing |Between, Chapters 8-9 |be able to describe the plot of the section |of the text and respond to |Between.’ P 32-43 | |
| | | | |read |questions/discuss and make | | |
| | | | |comment on the characters and events in the |notes | | |
| | | | |section | | | |
|3 |7 |Reading, Speaking & Summary |Literary analysis: The River |By the end of the lesson, the learner should |Learners read selected sections|Ngugi wa Thiong’o. ‘The River | |
| | |Writing |Between, Chapters 10-11 |be able to |of the text and respond to |Between.’ P 44-55 | |
| | | | |describe the plot of the section read |questions/discuss and make | | |
| | | | |comment on the characters and events in the |notes | | |
| | | | |section | | | |
|3 |8 |Reading, Speaking & Summary |Literary analysis: The River |By the end of the lesson, the learner should |Learners read selected sections|Ngugi wa Thiong’o. ‘The River | |
| | |Writing |Between, Chapters 12-13 |be able to describe the plot of the section |of the text and respond to |Between.’ P 56-68 | |
| | | | |read |questions/discuss and make | | |
| | | | |comment on the characters and events in the |notes | | |
| | | | |section | | | |
|4 |1 |Language Use |Adjective quantifiers |By the end of the lesson, the learner should |Learners study list of words |- Explore English Student's | |
| | | | |be able to identify and use adjective |and use them to talk about |Book, 3 P 116-7 | |
| | | | |quantifiers correctly to construct sentences |things |- Explore English Teacher’s | |
| | | | | | |Guide Book 3 P 67-8 | |
|4 |2 |Study Skills |How to study a play |By the end of the lesson, the learner should |Learners read and discuss. |- Explore English Student's | |
| | | | |be able to discuss the use of irony in a play|Group presentation |Book, 3 P118-9 | |
| | | | |extract | |- Explore English Teacher’s | |
| | | | |identify and discuss the character traits of | |Guide Book 3 P 68 | |
| | | | |a character in a play extract. | | | |
|4 |3 |Writing |Telegrams |By the end of the lesson, the learner should |Learners study sample telegrams|- Explore English Student's | |
| | | | |be able to write a telegram message correctly|and discuss the write telegrams|Book, 3 P 119-120 | |
| | | | | | |- Explore English Teacher’s | |
| | | | | | |Guide Book 3 P 69 | |
| | | | | | |Sample telegrams | |
|4 |4 |Listening and Speaking |Intonation in sentences |By the end of the lesson, the learner should |Learners practise reading |- Explore English Student's | |
| | | | |be able to |sentences aloud |Book, 3 P121-3 | |
| | | | |read given sentences observing the correct | |- Explore English Teacher’s | |
| | | | |intonation required of such sentences | |Guide Book 3 P 64-5 | |
|4 |5 |Reading, Speaking & Summary |Literary analysis: The River |By the end of the lesson, the learner should |Learners read selected sections|Ngugi wa Thiong’o. ‘The River | |
| | |Writing |Between, Chapters 14-15 |be able to describe the plot of the section |of the text and respond to |Between.’ P 65-75 | |
| | | | |read |questions/discuss and make | | |
| | | | |comment on the characters and events in the |notes | | |
| | | | |section | | | |
|4 |6 |Reading, Speaking & Summary |Literary analysis: The River |By the end of the lesson, the learner should |Learners read selected sections|Ngugi wa Thiong’o. ‘The River | |
| | |Writing |Between, Chapters 16-17 |be able to describe the plot of the section |of the text and respond to |Between.’ P 76-87 | |
| | | | |read |questions/discuss and make | | |
| | | | |comment on the characters and events in the |notes | | |
| | | | |section | | | |
|4 |7 |Reading, Speaking & Summary |Literary analysis: The River |By the end of the lesson, the learner should |Learners read selected sections|Ngugi wa Thiong’o. ‘The River | |
| | |Writing |Between, Chapters 18-19 |be able to describe the plot of the section |of the text and respond to |Between.’ P 88-104 | |
| | | | |read |questions/discuss and make | | |
| | | | |comment on the characters and events in the |notes | | |
| | | | |section | | | |
|4 |8 |Reading, Speaking & Summary |Literary analysis: The River |By the end of the lesson, the learner should |Learners read selected sections|Ngugi wa Thiong’o. ‘The River | |
| | |Writing |Between, Chapters 20-21 |be able to |of the text and respond to |Between.’ P105-112 | |
| | | | |describe the plot of the section read |questions/discuss and make | | |
| | | | |comment on the characters and events in the |notes | | |
| | | | |section | | | |
|5 |1 |Reading |Comprehension and vocabulary |By the end of the lesson, the learner should |Brief discussion. |- Explore English Student's | |
| | | | |be able to |Reading and writing |Book, 3 P 124-126 | |
| | | | |read extract and provide correct answers to | |- Explore English Teacher’s | |
| | | | |questions explain contextual meaning of words| |Guide Book 3 P 71-2 | |
| | | | |used in the extract | | | |
|5 |2 |Language Use |Predicative and attributive |By the end of the lesson, the learner should |Learners list adjectives and |- Explore English Student's | |
| | | |adjectives |be able to distinguish between predicative |use them in sentences then |Book, 3 P 126-8 | |
| | | | |and attributive adjectives and use them in |discuss the difference between |- Explore English Teacher’s | |
| | | | |sentences |adjectives use predicatively |Guide Book 3 P 73-4 | |
| | | | | |and those used attributively | | |
|5 |3-4 |Study Skills |How to recognise tone and |By the end of the lesson, the learner should |Learners discuss tone and |- Explore English Student's | |
| | | |attitude in prose |be able to identify and discuss tone and |attitude then read passage and |Book, 3 P 129-132 | |
| | | | |attitude in a given prose dialogue |respond to questions |- Explore English Teacher’s | |
| | | | | | |Guide Book 3 P 74 | |
|5 |5 |Reading, Speaking & Summary |Literary analysis: The River |By the end of the lesson, the learner should |Learners read selected sections|Ngugi wa Thiong’o. ‘The River | |
| | |Writing |Between, Chapters 22-23 |be able to describe the plot of the section |of the text and respond to |Between.’ P 113-125 | |
| | | | |read |questions/discuss and make | | |
| | | | |comment on the characters and events in the |notes | | |
| | | | |section | | | |
|5 |6 |Reading, Speaking & Summary |Literary analysis: The River |By the end of the lesson, the learner should |Learners read selected sections|Ngugi wa Thiong’o. ‘The River | |
| | |Writing |Between, Chapters 24-25 |be able to describe the plot of the section |of the text and respond to |Between.’ P 126-136 | |
| | | | |read |questions/discuss and make | | |
| | | | |comment on the characters and events in the |notes | | |
| | | | |section | | | |
|5 |7 |Reading, Speaking & Summary |Literary analysis: The River |By the end of the lesson, the learner should |Learners read selected sections|Ngugi wa Thiong’o. ‘The River | |
| | |Writing |Between, Chapters 26 |be able to describe the plot of the section |of the text and respond to |Between.’ P 142-148 | |
| | | | |read |questions/discuss and make | | |
| | | | |comment on the characters and events in the |notes | | |
| | | | |section | | | |
|5 |8 |Literary Analysis |The River Between. Theme of |By the end of the lesson, the learner should |Group presentation and class |Ngugi wa Thiong’o. ‘The River | |
| | | |Colonisation |be able to discuss the treatment of the theme|discussion |Between.’ | |
| | | | |of colonisation in the novel and provide | | | |
| | | | |relevant textual illustrations | | | |
|6 |1-2 |Writing |Letters of application |By the end of the lesson, the learner should |Learners read sample letters of|Explore English Student's Book, | |
| | | | |be able to write a letter of application |application and discuss the |3 P 132-6 | |
| | | | |using the correct format and language |format. | | |
| | | | | |Learners practise writing | | |
| | | | | |letters of application | | |
|6 |3 |Listening & Speaking |Giving directions |By the end of the lesson, the learner should |Learners use sketch maps to |- Explore English Student's | |
| | | | |be able to |give directions to other |Book, 3 P 138-140 | |
| | | | |give and follow directions give and follow |learners. |- Explore English Teacher’s | |
| | | | |directions |In groups, learners give simple|Guide Book 3 P 77 | |
| | | | | |instructions | | |
|6 |4 |Reading |Comprehension and vocabulary |By the end of the lesson, the learner should |Brief discussion. |- Explore English Student's | |
| | | | |be able to |Reading and writing |Book, 3 P 141-3 | |
| | | | |read extract and provide correct answers to | |- Explore English Teacher’s | |
| | | | |questions explain contextual meaning of words| |Guide Book 3 P 78-80 | |
| | | | |used in the extract | | | |
|6 |5 |Literary Analysis |The River Between. Theme of |By the end of the lesson, the learner should |Group presentation. |Ngugi wa Thiong’o. ‘The River | |
| | | |Clash of cultures |be able to discuss the treatment of clash of |Learners take notes then |Between.’ | |
| | | | |cultures in the novel and provide relevant |discuss the presentation | | |
| | | | |textual illustrations | | | |
|6 |6 |Literary Analysis |The River Between. Theme of |By the end of the lesson, the learner should |Group presentation. |Ngugi wa Thiong’o. ‘The River | |
| | | |Education |be able to discuss the treatment of the theme|Learners take notes then |Between.’ | |
| | | | |of education in the text and provide relevant|discuss the presentation | | |
| | | | |textual illustrations | | | |
|6 |7 |Literary Analysis |The River Between. Theme of |By the end of the lesson, the learner should |Group presentation. |Ngugi wa Thiong’o. ‘The River | |
| | | |Love |be able to discuss the treatment of the theme|Learners take notes then |Between.’ | |
| | | | |of love conservation in the text and provide |discuss the presentation | | |
| | | | |relevant textual illustrations | | | |
|6 |8 |Literary Analysis |The River Between. Theme of |By the end of the lesson, the learner should |Group presentation. |Ngugi wa Thiong’o. ‘The River | |
| | | |Religion |be able to discuss the treatment of the theme|Learners take notes then |Between.’ | |
| | | | |of Environmental conservation in the text and|discuss the presentation | | |
| | | | |provide relevant textual illustrations | | | |
|7 |1-2 |Language Use |Formation and function of |By the end of the lesson, the learner should |Learners study examples of |- Explore English Student's | |
| | | |adverbs |be able to form adverbs from other words and |adverbs formed from other words|Book, 3 P144-8 | |
| | | | |use them correctly |and discuss the rules |- Explore English Teacher’s | |
| | | | | | |Guide Book 3 P 80-1 | |
|7 |3 |Study Skills |Style in the short story |By the end of the lesson, the learner should |Group presentation |- Explore English Student's | |
| | | | |be able to identify and discuss stylistic | |Book, 3 P 148-150 | |
| | | | |techniques in a given short story | |- Explore English Teacher’s | |
| | | | | | |Guide Book 3 P 81-2 | |
|7 |4 |Writing |Creative writing: The short |By the end of the lesson, the learner should |Learners plan outline of story |- Explore English Student's | |
| | | |story |be able to write a short story |in groups then individually |Book, 3 P 150-2 | |
| | | | | |write |- Explore English Teacher’s | |
| | | | | | |Guide Book 3 P 82-3 | |
|7 |5 |Literary Analysis |The River Between. Theme of |By the end of the lesson, the learner should |Group presentation. |Ngugi wa Thiong’o. ‘The River | |
| | | |Circumcision |be able to discuss the treatment of the theme|Learners take notes then |Between.’ | |
| | | | |of circumcision in the text and provide |discuss the presentation | | |
| | | | |relevant textual illustrations | | | |
|7 |6 |Literary Analysis |The River Between. Theme of |By the end of the lesson, the learner should |Group presentation. |Ngugi wa Thiong’o. ‘The River | |
| | | |Change |be able to discuss the treatment of the theme|Learners take notes then |Between.’ | |
| | | | |of change in the text and provide relevant |discuss the presentation | | |
| | | | |textual illustrations | | | |
|7 |7 |Literary Analysis |The River Between. Theme of |By the end of the lesson, the learner should |Group presentation. |Ngugi wa Thiong’o. ‘The River | |
| | | |Leadership |be able to discuss the treatment of the theme|Learners take notes then |Between.’ | |
| | | | |of leadership in the text and provide |discuss the presentation | | |
| | | | |relevant textual illustrations | | | |
|7 |8 |Literary Analysis |The River Between. Theme of |By the end of the lesson, the learner should |Group presentation. |Ngugi wa Thiong’o. ‘The River | |
| | | |Freedom |be able to discuss the treatment of the theme|Learners take notes then |Between.’ | |
| | | | |of freedom in the text and provide relevant |discuss the presentation | | |
| | | | |textual illustrations | | | |
|8 |1 |Listening & Speaking |Debate |By the end of the lesson, the learner should |Debating |- Explore English Student's | |
| | | | |be able to orally present arguments in a | |Book, 3 P 154-5 | |
| | | | |debate | |- Explore English Teacher’s | |
| | | | | | |Guide Book 3 P 84 | |
|8 |2 |Reading |Comprehension and vocabulary |By the end of the lesson, the learner should |Brief discussion. |- Explore English Student's | |
| | | | |be able to |Reading and writing |Book, 3 P 155-8 | |
| | | | |read extract and provide correct answers to | |- Explore English Teacher’s | |
| | | | |questions explain contextual meaning of words| |Guide Book 3 P 85 | |
| | | | |used in the extract | | | |
|8 |3 |Language Use |Distinguishing Adverb |By the end of the lesson, the learner should |Learners read sentences and |- Explore English Student's | |
| | | |particles from prepositions |be able to |discuss. |Book, 3 P 158-161 | |
| | | | |use adverbial particles, prepositions and |Oral sentence construction |- Explore English Teacher’s | |
| | | | |connectors and distinguish adverb particles | |Guide Book 3 P 87 | |
| | | | |from prepositions | | | |
|8 |4 |Study Skills |Inference and deduction |By the end of the lesson, the learner should |Learners study arguments and |- Explore English Student's | |
| | | | |be able to |discuss the methods |Book, 3 P 161-163 | |
| | | | |use given information to make conclusions | |- Explore English Teacher’s | |
| | | | |distinguish between inference and deduction | |Guide Book 3 P 88 | |
|8 |5 |Literary Analysis |Character & characterisation:|By the end of the lesson, the learner should |Group presentation. |Ngugi wa Thiong’o. ‘The River | |
| | | |Character and role of Waiyaki|be able to identify, illustrate and discuss |Learners take notes then |Between.’ | |
| | | | |the character traits of Waiyaki |discuss the presentation | | |
| | | | |show the role in the play. | | | |
|8 |6 |Literary Analysis |Character and role of Joshua |By the end of the lesson, the learner should |Group presentation. |Ngugi wa Thiong’o. ‘The River | |
| | | | |be able to identify, illustrate and discuss |Learners take notes then |Between.’ | |
| | | | |the character traits of Joshua |discuss the presentation | | |
| | | | |show the role in the play. | | | |
|8 |7 |Literary Analysis |Character and role of |By the end of the lesson, the learner should |Group presentation. |Ngugi wa Thiong’o. ‘The River | |
| | | |Muthoni |be able to identify, illustrate and discuss |Learners take notes then |Between.’ | |
| | | | |the character traits of Muthoni |discuss the presentation | | |
| | | | |show the role in the play. | | | |
|8 |8 |Literary Analysis |Character and role of |By the end of the lesson, the learner should |Group presentation. |Ngugi wa Thiong’o. ‘The River | |
| | | |Kabonyi |be able to identify, illustrate and discuss |Learners take notes then |Between.’ | |
| | | | |the character traits of Kabonyi |discuss the presentation | | |
| | | | |show the role in the play. | | | |
|9 |1-2 |Writing |A Study / Investigative |By the end of the lesson, the learner should |Learners study sample reports |Explore English Student's Book, | |
| | | |Report |be able to write an investigative report on a|and discuss format. |3 P163-166 | |
| | | | |given issue using the right format and |Group presentation | | |
| | | | |language | | | |
|9 |3 |Listening & Speaking |Giving and receiving |By the end of the lesson, the learner should |Group work |- Explore English Student's | |
| | | |instructions in science |be able to listen to instructions and carry | |Book, 3 P 167-9 | |
| | | | |out an indicated task give instructions on a | |- Explore English Teacher’s | |
| | | | |scientific matter | |Guide Book 3 P 90-1 | |
|9 |4 |Reading |Comprehension and vocabulary |By the end of the lesson, the learner should |Brief discussion. |Explore English Student's Book, | |
| | | | |be able to |Reading and writing |3 P 169-172 | |
| | | | |read extract and provide correct answers to | | | |
| | | | |questions explain contextual meaning of words| | | |
| | | | |used in the extract | | | |
|9 |5 |Literary Analysis |Character and role of Chege |By the end of the lesson, the learner should |Group presentation. |Ngugi wa Thiong’o. ‘The River | |
| | | | |be able to identify, illustrate and discuss |Learners take notes then |Between.’ | |
| | | | |the character traits of Chege |discuss the presentation | | |
| | | | |show the role in the play. | | | |
|9 |6 |Literary Analysis |Character and role of |By the end of the lesson, the learner should |Group presentation. |Ngugi wa Thiong’o. ‘The River | |
| | | |Nyambura |be able to identify, illustrate and discuss |Learners take notes then |Between.’ | |
| | | | |the character traits of Nyambura |discuss the presentation | | |
| | | | |show the role in the play. | | | |
|9 |7 |Literary Analysis |Character and role of Kamau |By the end of the lesson, the learner should |Group presentation. |Ngugi wa Thiong’o. ‘The River | |
| | | | |be able to identify, illustrate and discuss |Learners take notes then |Between.’ | |
| | | | |the character traits of Kamau |discuss the presentation | | |
| | | | |show the role in the play. | | | |
|9 |8 |Literary Analysis |Character and role of |By the end of the lesson, the learner should |Group presentation. |Ngugi wa Thiong’o. ‘The River | |
| | | |Livingstone |be able to identify, illustrate and discuss |Learners take notes then |Between.’ | |
| | | | |the character traits of Livingstone |discuss the presentation | | |
| | | | |show the role in the play. | | | |
|10 |1 |Language Use |Correlative conjunctions |By the end of the lesson, the learner should |Learners read sentences and |Explore English Student's Book, | |
| | | | |be able to identify and use correlative |discuss correlative |3 P 172-4 | |
| | | | |conjunctions correctly in sentences |conjunctions | | |
|10 |2 |Study Skills |Note-making & Summary writing|By the end of the lesson, the learner should |Learners read text and write |Explore English Student's Book, | |
| | | | |be able to | |3 P 174-6 | |
| | | | |read a given passage select the main and | | | |
| | | | |minor points and i) write them correctly in | | | |
| | | | |point form ii) Summarise them in continuous | | | |
| | | | |prose | | | |
|10 |3 |Writing |Argumentative essays |By the end of the lesson, the learner should |Learners read sample |- Explore English Student's | |
| | | | |be able to write an argumentative essay |argumentative essay and discuss|Book, 3 P 177-8 | |
| | | | | |it. |- Explore English Teacher’s | |
| | | | | |Writing |Guide Book 3 P 95-6 | |
| | | | | | |Sample essay | |
|10 |4 |Listening And Speaking |Etiquette: appropriate choice|By the end of the lesson, the learner should |Learners read passage in pairs |- Explore English Student's | |
| | | |of words |be able to |and discuss |Book, 3 P 179-180 | |
| | | | |use appropriate language in a given situation| |- Explore English Teacher’s | |
| | | | | | |Guide Book 3 P 98 | |
|10 |5 |Literary Analysis |Character and role of |By the end of the lesson, the learner should |Group presentation. |Ngugi wa Thiong’o. ‘The River | |
| | | |Kinuthia and Miriamu |be able to identify, illustrate and discuss |Learners take notes then |Between.’ | |
| | | | |the character traits of Kinuthia and Miriamu |discuss the presentation | | |
| | | | |show their role in the play. | | | |
|10 |6 |Literary Analysis |Character and role of |By the end of the lesson, the learner should |Group presentation. |Ngugi wa Thiong’o. ‘The River | |
| | | |Waiyaki’s Mother & the People|be able to identify, illustrate and discuss |Learners take notes then |Between.’ | |
| | | | |the character traits of Waiyaki’s Mother & |discuss the presentation | | |
| | | | |the People ii) show their role in the play. | | | |
|10 |7 |Literary Analysis |Style in The River Between |By the end of the lesson, the learner should |Group presentation. |Ngugi wa Thiong’o. ‘The River | |
| | | | |be able to identify and discuss a given |Learners take notes then |Between.’ | |
| | | | |literary device in the novel and show its |discuss the presentation | | |
| | | | |relationship to the other elements of the | | | |
| | | | |play | | | |
|10 |8 |Literary Analysis |Style in The River Between |By the end of the lesson, the learner should |Group presentation. |Ngugi wa Thiong’o. ‘The River | |
| | | | |be able to identify and discuss a given |Learners take notes then |Between.’ | |
| | | | |literary device in the novel and show its |discuss the presentation | | |
| | | | |relationship to the other elements of the | | | |
| | | | |play | | | |
|11 |1 |Reading |Comprehension and vocabulary |By the end of the lesson, the learner should |Brief discussion. |- Explore English Student's | |
| | | | |be able to |Reading and writing |Book, 3 P 181-2 | |
| | | | |read extract and provide correct answers to | |- Explore English Teacher’s | |
| | | | |questions explain contextual meaning of words| |Guide Book 3 P 99-100 | |
| | | | |used in the extract | | | |
|11 |2-3 |Language Use |Prepositional phrases and |By the end of the lesson, the learner should |Class discussion and writing |- Explore English Student's | |
| | | |adjectives |be able to identify and use prepositional | |Book, 3 P 183-8 | |
| | | | |phrases and adjectives | |- Explore English Teacher’s | |
| | | | | | |Guide Book 3 P100-2 | |
|11 |4 |Study Skill |Point of view and flashback |By the end of the lesson, the learner should |Reading and group presentation |- Explore English Student's | |
| | | |techniques |be able to | |Book, 3 P 188-9 | |
| | | | |read a passage and i) discuss the point of | |- Explore English Teacher’s | |
| | | | |view used. ii) identify and discuss the use | |Guide Book 3 P 103-4 | |
| | | | |of flashback | | | |
|11 |5 |Literary Analysis |Style in The River Between |By the end of the lesson, the learner should |Group presentation. |Ngugi wa Thiong’o. ‘The River | |
| | | | |be able to identify and discuss a given |Learners take notes then |Between.’ | |
| | | | |literary device in the novel and show its |discuss the presentation | | |
| | | | |relationship to the other elements of the | | | |
| | | | |play | | | |
|11 |6 |Literary Analysis |Style in The River Between |By the end of the lesson, the learner should |Group presentation. |Ngugi wa Thiong’o. ‘The River | |
| | | | |be able to identify and discuss a given |Learners take notes then |Between.’ | |
| | | | |literary device in the novel and show its |discuss the presentation | | |
| | | | |relationship to the other elements of the | | | |
| | | | |play | | | |
|11 |7 |Literary Analysis |Style in The River Between |By the end of the lesson, the learner should |Group presentation. |Ngugi wa Thiong’o. ‘The River | |
| | | | |be able to identify and discuss a given |Learners take notes then |Between.’ | |
| | | | |literary device in the novel and show its |discuss the presentation | | |
| | | | |relationship to the other elements of the | | | |
| | | | |play | | | |
|11 |8 |Literary Analysis |Style in The River Between |By the end of the lesson, the learner should |Group presentation. |Ngugi wa Thiong’o. ‘The River | |
| | | | |be able to identify and discuss a given |Learners take notes then |Between.’ | |
| | | | |literary device in the novel and show its |discuss the presentation | | |
| | | | |relationship to the other elements of the | | | |
| | | | |play | | | |
|12 |1-8 | Mid – |YEAR |EXAMINATIONS | | | |
|13 |1-8 | Mid – |YEAR |EXAMINATIONS | | | |
|14 |1-3 |Marking, |PREPARATION | OF REPORTS |AND CLOSURE | | |
TERM 3
|WK |PRD |TOPIC |SUB - TOPIC |SPECIFIC OBJECTIVES |TEACHING / LEARNING ACTIVITIES |TEACHING/ LEARNING |REMARKS |
| | | | | | |RESOURCES & REFERENCES | |
|1 |1-3 | Opening | AND | REPORTING | BACK TO SCHOOL | | |
|1 |4 |Writing |Creative writing: Narrative |By the end of the lesson, the |Learners read sample essay discuss |Explore English Student's | |
| | | |compositions |learner should be able to write |the characteristics of a good |Book, 3. P190-2 | |
| | | | |a narrative composition of about|narrative. | | |
| | | | |300 words |Learners plan narrative in group | | |
| | | | | |then write individually | | |
|1 |5 |Listening And |Describing sound and rhythm |By the end of the lesson, the |Learners play music instrument and |- Explore English Student's| |
| | |Speaking |Listening Comprehension |learner should be able to listen|talk about the sound. |Book, 3. P 193-194 | |
| | | | |to various musical sounds and |Learners listen to the reading of a|- Some musical instruments | |
| | | | |describe them orally. |passage and respond to questions on| | |
| | | | |listen to a passage and provide |it | | |
| | | | |correct answers to questions on | | | |
| | | | |it | | | |
|1 |6 |Reading |Poetry: Comprehension and |By the end of the lesson, the |Learners read poem silently and |Explore English Student's | |
| | | |vocabulary |learner should be able to read a|respond to questions |Book, 3. P 194-6 | |
| | | | |given poem and answer questions | | | |
| | | | |on it correctly | | | |
| | | | |explain the meaning of certain | | | |
| | | | |words as use din the poem | | | |
|1 |7-8 |Language Use |Adjectival & Conditional |By the end of the lesson, the |Learners study sentences and |Explore English Student's | |
| | | |clauses |learner should be able to |discuss the constituent parts. |Book, 3. P 199-202 | |
| | | | |construct and use adjectival & |Learners practise sentence | | |
| | | | |conditional clauses in sentences|construction | | |
|2 |1-2 |Study Skills |Rhythm in poetry |By the end of the lesson, the |Learners discuss rhythm generally |Explore English Student's | |
| | | | |learner should be able to |and read poem silently them present|Book, 3. P 203-8 | |
| | | | |discuss rhythm in a given poem |it to the class. | | |
| | | | | |Learners discuss the rhythm in the | | |
| | | | | |read poem | | |
|2 |3 |Writing |Memorandum |By the end of the lesson, the | Learners read sample Memorandum |Explore English Student's | |
| | | | |learner should be able to write |and discuss the format |Book, 3. P 208-9 | |
| | | | |a memorandum on a specified | |Sample Memorandum | |
| | | | |subject using the correct format| | | |
| | | | |and language | | | |
|2 |4 |Listening & Speaking|Listening Comprehension |By the end of the lesson, the |Learners listen to a passage and |Explore English Student's | |
| | | | |learner should be able to listen|respond to questions |Book, 3. P 210-2 | |
| | | | |to a passage and provide correct| | | |
| | | | |answers to questions on it | | | |
|2 |5 |Literary Analysis |Style in The River Between |By the end of the lesson, the |Group presentation. |Ngugi wa Thiong’o. ‘The | |
| | | | |learner should be able to |Learners take notes then discuss |River Between.’ | |
| | | | |identify and discuss a given |the presentation | | |
| | | | |literary device in the novel and| | | |
| | | | |show its relationship to the | | | |
| | | | |other elements of the play | | | |
|2 |6 |Literary Analysis |Style in The River Between |By the end of the lesson, the |Group presentation. |Ngugi wa Thiong’o. ‘The | |
| | | | |learner should be able to |Learners take notes then discuss |River Between.’ | |
| | | | |identify and discuss a given |the presentation | | |
| | | | |literary device in the novel and| | | |
| | | | |show its relationship to the | | | |
| | | | |other elements of the play | | | |
|2 |7 |Literary Analysis |Style in The River Between |By the end of the lesson, the |Group presentation. |Ngugi wa Thiong’o. ‘The | |
| | | | |learner should be able to |Learners take notes then discuss |River Betwteen.’ | |
| | | | |identify and discuss a given |the presentation | | |
| | | | |literary device in the novel and| | | |
| | | | |show its relationship to the | | | |
| | | | |other elements of the play | | | |
|2 |8 |Literary Analysis |Style in The River Between |By the end of the lesson, the |Group presentation. |Ngugi wa Thiong’o. The | |
| | | | |learner should be able to |Learners take notes then discuss |River Between. | |
| | | | |identify and discuss a given |the presentation | | |
| | | | |literary device in the novel and| | | |
| | | | |show its relationship to the | | | |
| | | | |other elements of the play | | | |
|3 |1 |Reading |Comprehension and vocabulary |By the end of the lesson, the |Brief discussion. |Explore English Student's | |
| | | | |learner should be able to read |Reading and writing |Book, 3. P 212-4 | |
| | | | |extract and provide correct | | | |
| | | | |answers to questions | | | |
| | | | |explain contextual meaning of | | | |
| | | | |words used in the extract | | | |
|3 |2-3 |Language Use |Noun clauses |By the end of the lesson, the |Learners list nouns and use some in|- Explore English Student's| |
| | | | |learner should be able to |sentences and discuss the function.|Book, 3. P 214-17 | |
| | | | |identify and construct noun |Learners replace the he nouns with |- Explore English Teacher’s| |
| | | | |clauses and use them correctly |clauses and discuss |Guide Book 3. P118-20 | |
| | | | |in sentences | | | |
|3 |4 |Study Skills |How to synthesise and evaluate|By the end of the lesson, the |Learners read passage and discuss |- Explore English Student's| |
| | | | |learner should be able to read a| |Book, 3. P 217-8 | |
| | | | |given passage and give | |- Explore English Teacher’s| |
| | | | |evaluative comments on the | |Guide Book 3. P120-1 | |
| | | | |contents | | | |
|3 |5 |Drama |Introduction to John Ruganda’s|By the end of the lesson, the |The teacher leads the learners in a|John Ruganda. ‘Shreds of | |
| | | |Literary life |learner should be able to |discussion of John Ruganda’s |Tenderness’ | |
| | | | |discuss the literary influences |literary influences and trends in |Assorted sources | |
| | | | |and the trends in John |his writings | | |
| | | | |Ruganda’s writing | | | |
|3 |6 |Literature And |Survey of Major events in |By the end of the lesson, the |Groups present the findings of |Assorted sources | |
| | |Society |Post-independence Ugandan |learner should be able to |their research to the class | | |
| | | |History |mention and briefly discuss the|followed by discussion | | |
| | | | |main political and social events| | | |
| | | | |in post independent Uganda | | | |
|3 |7 |Reading &Literary |Shreds of Tenderness Part One |By the end of the lesson, the |Learners read sections of the play | | |
| | |Analysis | |learner should be able to read |and point out aspects of character | | |
| | | | |sections of the play and make |and issues in the sections | | |
| | | | |notes on | | | |
| | | | |i) aspects of character | | | |
| | | | |ii) plot | | | |
| | | | |iii) ideas in the sections read.| | | |
| | | | | | | | |
| | | | |iv) Briefly discuss the sections| | | |
| | | | |read | | | |
|3 |8 |Reading &Literary |Shreds of Tenderness Part One |By the end of the lesson, the |Learners read sections of the play | | |
| | |Analysis | |learner should be able to read |and point out aspects of character | | |
| | | | |sections of the play and make |and issues in the sections | | |
| | | | |notes on | | | |
| | | | |i) aspects of character | | | |
| | | | |ii) plot iii) ideas in the | | | |
| | | | |sections read. | | | |
| | | | |iii) Briefly discuss the | | | |
| | | | |sections read | | | |
|4 |1 |Writing |Synopsis |By the end of the lesson, the |Learners read blurbs and book |Explore English Student's | |
| | | | |learner should be able to write |introductions and discuss. |Book, 3. P 218 | |
| | | | |the synopsis of a specified text|Learners discuss sample synopsis | | |
| | | | |correctly |then write their own on a given | | |
| | | | | |text | | |
|4 |2 |Listening &Speaking |Dialogue |By the end of the lesson, the |Group work |Explore English Student's | |
| | | | |learner should be able to | |Book, 3. P 220-221 | |
| | | | |expressively read a given | | | |
| | | | |dialogue using verbal and non- | | | |
| | | | |verbal features of performance. | | | |
|4 |3 |Reading |Comprehension & Vocabulary. |By the end of the lesson, the |Brief discussion. |Explore English Student's | |
| | | |Non-literary passage: A Speech|learner should be able to read |Reading and writing |Book, 3. P 221-4 | |
| | | | |speech and provide correct | | | |
| | | | |answers to questions | | | |
| | | | |explain contextual meaning of | | | |
| | | | |words used in the extract | | | |
|4 |4 |Language Use |Compound and complex sentences|By the end of the lesson, the |Learners discuss clauses and simple|Explore English Student's | |
| | | | |learner should be able to |sentences. |Book, 3. P 225-7 | |
| | | | |construct compound and complex |Learners join the clauses to form | | |
| | | | |sentences correctly |sentences | | |
|4 |5 |Reading &Literary |Shreds of Tenderness Part One |By the end of the lesson, the |Learners read sections of the play |John Ruganda. ‘Shreds of | |
| | |Analysis | |learner should be able to read |and point out aspects of character |Tenderness’ | |
| | | | |sections of the play and make |and issues in the sections | | |
| | | | |notes on | | | |
| | | | |i) aspects of character | | | |
| | | | |ii) plot iii) ideas in the | | | |
| | | | |sections read | | | |
| | | | |iii) Briefly discuss the | | | |
| | | | |sections read | | | |
|4 |6 |Reading &Literary |Shreds of Tenderness Part One |By the end of the lesson, the |Learners read sections of the play |John Ruganda. ‘Shreds of | |
| | |Analysis | |learner should be able to read |and point out aspects of character |Tenderness’ | |
| | | | |sections of the play and make |and issues in the sections | | |
| | | | |notes on | | | |
| | | | |i) aspects of character | | | |
| | | | |ii) plot | | | |
| | | | |iii) ideas in the sections read.| | | |
| | | | |iv) Briefly discuss the sections| | | |
| | | | |read | | | |
|4 |7 |Reading &Literary |Shreds of Tenderness Part One |By the end of the lesson, the |Learners read sections of the play |John Ruganda. ‘Shreds of | |
| | |Analysis | |learner should be able to read |and point out aspects of character |Tenderness’ | |
| | | | |sections of the play and make |and issues in the sections | | |
| | | | |notes on | | | |
| | | | |i)aspects of character | | | |
| | | | |ii) plot iii) ideas in the | | | |
| | | | |sections read. | | | |
| | | | |iii) Briefly discuss the | | | |
| | | | |sections read | | | |
|4 |8 |Reading &Literary |Shreds of Tenderness Part One |By the end of the lesson, the |Learners read sections of the play |John Ruganda. ‘Shreds of | |
| | |Analysis | |learner should be able to read |and point out aspects of character |Tenderness’ | |
| | | | |sections of the play and make |and issues in the sections | | |
| | | | |notes on | | | |
| | | | |i) aspects of character | | | |
| | | | |ii) plot | | | |
| | | | |iii) ideas in the sections read | | | |
| | | | |iv) Briefly discuss the sections| | | |
| | | | |read | | | |
|5 |1 |Study Skills |Taking notes |By the end of the lesson, the |Learners read text and write then |Explore English Student's | |
| | | | |learner should be able to read a|they go over their work and correct|Book, 3. P 228-9 | |
| | | | |given passage and select the |before handing it in | | |
| | | | |main points and write them down | | | |
| | | | |in note form | | | |
|5 |2-3 |Writing |Minutes |By the end of the lesson, the |Learners read question then write |Explore English Student's | |
| | | | |learner should be able to write |report |Book, 3 P229-34 | |
| | | | |minutes of a specified meeting | | | |
| | | | |using the correct format and | | | |
| | | | |appropriate language | | | |
|5 |4 |Listening & Speaking|Listening to Questions & |By the end of the lesson, the |Learners enact hot seating |Explore English Student's | |
| | | |Giving answers |learner should be able to listen| |Book, 3. P 235-6 | |
| | | |Discussing a book review |to and answer question on a | | | |
| | | | |given subject orally | | | |
|5 |5 |Reading &Literary |Shreds of Tenderness Part Two |By the end of the lesson, the |Learners read sections of the play |John Ruganda. ‘Shreds of | |
| | |Analysis | |learner should be able to read |and point out aspects of character |Tenderness’ | |
| | | | |sections of the play and make |and issues in the sections | | |
| | | | |notes on i) aspects of character| | | |
| | | | |ii) plot iii) ideas in the | | | |
| | | | |sections read.(iii) Briefly | | | |
| | | | |discuss the sections read | | | |
|5 |6 |Reading &Literary |Shreds of Tenderness Part Two |By the end of the lesson, the |Learners read sections of the play |John Ruganda. ‘Shreds of | |
| | |Analysis | |learner should be able to read |and point out aspects of character |Tenderness’ | |
| | | | |sections of the play and make |and issues in the sections | | |
| | | | |notes on i) aspects of character| | | |
| | | | |ii) plot iii) ideas in the | | | |
| | | | |sections read.iii) Briefly | | | |
| | | | |discuss the sections read | | | |
|5 |7 |Reading &Literary |Shreds of Tenderness Part Two |By the end of the lesson, the |Learners read sections of the play |John Ruganda. ‘Shreds of | |
| | |Analysis | |learner should be able to read |and point out aspects of character |Tenderness’ | |
| | | | |sections of the play and make |and issues in the sections | | |
| | | | |notes on i) aspects of character| | | |
| | | | |ii) plot iii) ideas in the | | | |
| | | | |sections read.(iii) Briefly | | | |
| | | | |discuss the sections read | | | |
|5 |8 |Reading &Literary |Shreds of Tenderness Part Two |By the end of the lesson, the |Learners read sections of the play |John Ruganda. ‘Shreds of | |
| | |Analysis | |learner should be able to read |and point out aspects of character |Tenderness’ | |
| | | | |sections of the play and make |and issues in the sections | | |
| | | | |notes on i) aspects of character| | | |
| | | | |ii) plot iii) ideas in the | | | |
| | | | |sections read.iii) Briefly | | | |
| | | | |discuss the sections read | | | |
|6 |1 |Reading |Vocabulary and Comprehension |By the end of the lesson, the |Brief discussion. |Explore English Student's | |
| | | | |learner should be able to read |Reading and writing |Book, 3. P236-9 | |
| | | | |extract and provide correct | | | |
| | | | |answers to questions ii) explain| | | |
| | | | |contextual meaning of words used| | | |
| | | | |in the extract | | | |
|6 |2-3 |Language Use |Direct Speech |By the end of the lesson, the |Learners converse and write down |Explore English Student's | |
| | | | |learner should be able to |their conversations. |Book, 3. P239-42 | |
| | | | |construct sentences in direct |Learners discuss rules of direct | | |
| | | | |speech correctly |speech and practise sentences | | |
|6 |4 |Study Skills |Book Review |By the end of the lesson, the |Learners read a sample book review |Explore English Student's | |
| | | | |learner should be able to write |,discuss and write |Book, 3. P243 | |
| | | | |a book review | | | |
|6 |5 |Writing |Creative Writing: Plays |By the end of the lesson, the |Learners work in groups |Explore English Student's | |
| | | | |learner should be able to write | |Book, 3. P244 | |
| | | | |a play dialogue | | | |
|6 |6 |Reading &Literary |Character and |By the end of the lesson, the |Group presents their analysis to |John Ruganda. ‘Shreds of | |
| | |Analysis |characterisation: Odie |learner should be able to |the class. |Tenderness’ | |
| | | | |identify and discuss the |Class discusses the presentation | | |
| | | | |character traits and role of |under the teacher’s guidance | | |
| | | | |Odie in the play | | | |
|6 |7 |Reading &Literary |Character and role: Odie |By the end of the lesson, the |Group presents their analysis to |John Ruganda. ‘Shreds of | |
| | |Analysis | |learner should be able to |the class. |Tenderness’ | |
| | | | |identify and discuss the |Class discusses the presentation | | |
| | | | |character traits and role of |under the teacher’s guidance | | |
| | | | |Odie in the play | | | |
|6 |8 |Reading &Literary |Character and role: Wak |By the end of the lesson, the |Group presents their analysis to |John Ruganda. ‘Shreds of | |
| | |Analysis | |learner should be able to |the class. |Tenderness’ | |
| | | | |identify and discuss the |Class discusses the presentation | | |
| | | | |character traits and role of Wak|under the teacher’s guidance | | |
| | | | |in the play | | | |
|7 |1 |Revision Exercise |Listening Comprehension |By the end of the lesson, the |Listening and speaking |Explore English Student's | |
| | | | |learner should be able to listen| |Book, 3 P245-7 | |
| | | | |to a given passage and provide | | | |
| | | | |correct answers to questions on | | | |
| | | | |it | | | |
|7 |2 |Revision Exercise |Reading Comprehension |By the end of the lesson, the |Reading and writing |Explore English Student's | |
| | | | |learner should be able to read | |Book, 3 P247-8 | |
| | | | |questions and provide correct | | | |
| | | | |written answers | | | |
|7 |3 |Revision Exercise |Summary Writing and Note |By the end of the lesson, the |Reading and writing |Explore English Student's | |
| | | |Making |learner should be able to read | |Book, 3 P248-9 | |
| | | | |questions and provide correct | | | |
| | | | |written answers | | | |
|7 |4 |Revision Exercise |Reading comprehension and |By the end of the lesson, the |Reading and writing |Explore English Student's | |
| | | |Vocabulary: Biography |learner should be able to read | |Book, 3 P249-51 | |
| | | | |questions and provide correct | | | |
| | | | |written answers | | | |
|7 |5 |Reading &Literary |Character and role: Wak |By the end of the lesson, the |Group presents their analysis to |John Ruganda. ‘Shreds of | |
| | |Analysis | |learner should be able to |the class. |Tenderness’ | |
| | | | |identify and discuss the |Class discusses the presentation | | |
| | | | |character traits and role of Wak|under the teacher’s guidance | | |
| | | | |in the play | | | |
|7 |6 |Reading &Literary |Character and role: Stella |By the end of the lesson, the |Group presents their analysis to |John Ruganda. ‘Shreds of | |
| | |Analysis | |learner should be able to |the class. |Tenderness’ | |
| | | | |identify and discuss the |Class discusses the presentation | | |
| | | | |character traits and role of |under the teacher’s guidance | | |
| | | | |Stella in the play | | | |
|7 |7 |Reading &Literary |Character and role: Stella |By the end of the lesson, the |Group presents their analysis to |John Ruganda. ‘Shreds of | |
| | |Analysis | |learner should be able to |the class. |Tenderness’ | |
| | | | |identify and discuss the |Class discusses the presentation | | |
| | | | |character traits and role of |under the teacher’s guidance | | |
| | | | |Stella in the play | | | |
|7 |8 |Reading &Literary |Character and role: Mr |By the end of the lesson, the |Group presents their analysis to |John Ruganda. ‘Shreds of | |
| | |Analysis |No-Fear-Favour-Man |learner should be able to |the class. |Tenderness’ | |
| | | | |identify and discuss the |Class discusses the presentation | | |
| | | | |character traits and role of Mr |under the teacher’s guidance | | |
| | | | |No-Fear-Favour-Man in the play | | | |
|8 |1 |Revision Exercise |Reading: Poem |By the end of the lesson, the |Reading and writing |Explore English Student's | |
| | | | |learner should be able to read | |Book, 3 P253 | |
| | | | |questions and provide correct | | | |
| | | | |written answers | | | |
|8 |2 |Revision Exercise |Demonstrative pronouns |By the end of the lesson, the |Reading and writing |Explore English Student's | |
| | | |Phrasal verbs |learner should be able to read | |Book, 3 P254-6 | |
| | | |Idioms |questions and provide correct | | | |
| | | |Adverbs |written answers | | | |
| | | |Prepositional phrases | | | | |
|8 |3 |Revision Exercise |Transitive & Intransitive |By the end of the lesson, the |Reading and writing |Explore English Student's | |
| | | |verbs |learner should be able to read | |Book, 3 P256-8 | |
| | | |Participles and Infinitives |questions and provide correct | | | |
| | | |Attributive and predicative |written answers | | | |
| | | |adjectives | | | | |
| | | |Direct Speech | | | | |
|8 |4 |Revision Exercise |Conditionals |By the end of the lesson, the |Reading and writing |Explore English Student's | |
| | | |Conjunctions |learner should be able to read | |Book, 3 P258-9 | |
| | | |Prepositions |questions and provide correct | | | |
| | | | |written answers | | | |
|8 |5 |Reading &Literary |Character and role: The |By the end of the lesson, the |Group presents their analysis to |John Ruganda. ‘Shreds of | |
| | |Analysis |Security Forces & The Stayees |learner should be able to |the class. |Tenderness’ | |
| | | | |identify and discuss the |Class discusses the presentation | | |
| | | | |character traits and role of The|under the teacher’s guidance | | |
| | | | |Security Forces & The Stayees | | | |
|8 |6 |Reading &Literary |Character and role: The |By the end of the lesson, the |Group presents their analysis to |John Ruganda. ‘Shreds of | |
| | |Analysis |Military Regime & The Refugees|learner should be able to |the class. |Tenderness’ | |
| | | | |identify and discuss the |Class discusses the presentation | | |
| | | | |character traits and role of The|under the teacher’s guidance | | |
| | | | |Military Regime & The Refugees | | | |
|8 |7 |Reading &Literary |Themes: Tyranny & Violence |By the end of the lesson, the |Group presents their analysis to |John Ruganda. ‘Shreds of | |
| | |Analysis | |learner should be able to |the class. |Tenderness’ | |
| | | | |identify and discuss the theme |Class discusses the presentation | | |
| | | | |of violence in the play and |under the teacher’s guidance | | |
| | | | |give textual illustrations | | | |
|8 |8 |Reading &Literary |Themes: Plight of Women & |By the end of the lesson, the |Group presents their analysis to |John Ruganda. ‘Shreds of | |
| | |Analysis |Plight of Refugees |learner should be able to |the class. |Tenderness’ | |
| | | | |identify and discuss the themes |Class discusses the presentation | | |
| | | | |of the plight of women & plight|under the teacher’s guidance | | |
| | | | |of refugees in the play and give| | | |
| | | | |textual illustrations | | | |
|9 |1 |Revision Exercise |Functional writing: Memos and |By the end of the lesson, the |Reading and writing |Explore English Student's | |
| | | |advertisements |learner should be able to read | |Book, 3 P259-60 | |
| | | | |questions and provide correct | | | |
| | | | |written answers | | | |
|9 |2 |Revision Exercise |Writing: Argumentative Essays |By the end of the lesson, the |Reading and writing |Explore English Student's | |
| | | | |learner should be able to read | |Book, 3 P260 | |
| | | | |questions and provide correct | | | |
| | | | |written answers | | | |
|9 |3-5 |Revision Exercise |Model Test Paper |By the end of the lesson, the |Reading and writing and class |Explore English Student's | |
| | | | |learner should be able to read |discussion |Book, 3 P258-9 | |
| | | | |the questions and provide | | | |
| | | | |correct written answers | | | |
|9 |6 |Reading &Literary |Themes: Betrayal |By the end of the lesson, the |Group presents their analysis to |John Ruganda. ‘Shreds of | |
| | |Analysis | |learner should be able to |the class. |Tenderness’ | |
| | | | |identify and discuss the theme |Class discusses the presentation | | |
| | | | |of betrayal in the play and give|under the teacher’s guidance | | |
| | | | |textual illustrations | | | |
|9 |7 |Reading &Literary |Themes: Fear &Reconciliation |By the end of the lesson, the |Group presents their analysis to |John Ruganda. ‘Shreds of | |
| | |Analysis | |learner should be able to |the class. |Tenderness’ | |
| | | | |identify and discuss the themes |Class discusses the presentation | | |
| | | | |of Fear &reconciliation in the |under the teacher’s guidance | | |
| | | | |play and give textual | | | |
| | | | |illustrations | | | |
|9 |8 |Reading &Literary |Themes: Alienation & |By the end of the lesson, the |Group presents their analysis to |John Ruganda. ‘Shreds of | |
| | |Analysis |Neo-colonialism |learner should be able to |the class. |Tenderness’ | |
| | | | |identify and discuss the themes |Class discusses the presentation | | |
| | | | |of alienation & neo-colonialism |under the teacher’s guidance | | |
| | | | |in the play and give textual | | | |
| | | | |illustrations | | | |
|10 |1-6 |Revision Exercise |Model Test Paper: Paper 2 |By the end of the lesson, the |Reading and writing and class |Explore English Student's | |
| | | | |learner should be able to read |discussion |Book, 3 P262-7 | |
| | | | |the questions and provide | | | |
| | | | |correct written answers | | | |
|10 |7 |Reading &Literary |Style in Shreds of Tenderness |By the end of the lesson, the |Group presents their analysis to |John Ruganda. ‘Shreds of | |
| | |Analysis | |learner should be able to |the class. |Tenderness’ | |
| | | | |identify and discuss the use of |Class discusses the presentation | | |
| | | | |stylistic devices in the play |under the teacher’s guidance | | |
| | | | |and show and the device(s) aid | | | |
| | | | |the development of the other | | | |
| | | | |aspects of the play | | | |
|10 |8 |Reading &Literary |Style in Shreds of Tenderness |By the end of the lesson, the |Group presents their analysis to |John Ruganda. ‘Shreds of | |
| | |Analysis | |learner should be able to |the class. |Tenderness’ | |
| | | | |identify and discuss the use of |Class discusses the presentation | | |
| | | | |stylistic devices in the play |under the teacher’s guidance | | |
| | | | |and show and the device(s) aid | | | |
| | | | |the development of the other | | | |
| | | | |aspects of the play | | | |
|11 |1 |Reading &Literary |Style in Shreds of Tenderness |By the end of the lesson, the |Group presents their analysis to |John Ruganda. ‘Shreds of | |
| | |Analysis | |learner should be able to |the class. |Tenderness’ | |
| | | | |identify and discuss the use of |Class discusses the presentation | | |
| | | | |stylistic devices in the play |under the teacher’s guidance | | |
| | | | |and show and the device(s) aid | | | |
| | | | |the development of the other | | | |
| | | | |aspects of the play | | | |
|11 |2 |Reading &Literary |Style in Shreds of Tenderness |By the end of the lesson, the |Group presents their analysis to |John Ruganda. ‘Shreds of | |
| | |Analysis | |learner should be able to |the class. |Tenderness’ | |
| | | | |identify and discuss the use of |Class discusses the presentation | | |
| | | | |stylistic devices in the play |under the teacher’s guidance | | |
| | | | |and show and the device(s) aid | | | |
| | | | |the development of the other | | | |
| | | | |aspects of the play | | | |
|11 |3 |Reading &Literary |Style in Shreds of Tenderness |By the end of the lesson, the |Group presents their analysis to |John Ruganda. ‘Shreds of | |
| | |Analysis | |learner should be able to |the class. |Tenderness’ | |
| | | | |identify and discuss the use of |Class discusses the presentation | | |
| | | | |stylistic devices in the play |under the teacher’s guidance | | |
| | | | |and show and the device(s) aid | | | |
| | | | |the development of the other | | | |
| | | | |aspects of the play | | | |
|11 |4 |Reading &Literary |Style in Shreds of Tenderness |By the end of the lesson, the |Group presents their analysis to |John Ruganda. ‘Shreds of | |
| | |Analysis | |learner should be able to |the class. |Tenderness’ | |
| | | | |identify and discuss the use of |Class discusses the presentation | | |
| | | | |stylistic devices in the play |under the teacher’s guidance | | |
| | | | |and show and the device(s) aid | | | |
| | | | |the development of the other | | | |
| | | | |aspects of the play | | | |
|11 |5 |Reading &Literary |Style in Shreds of Tenderness |By the end of the lesson, the |Group presents their analysis to |John Ruganda. ‘Shreds of | |
| | |Analysis | |learner should be able to |the class. |Tenderness’ | |
| | | | |identify and discuss the use of |Class discusses the presentation | | |
| | | | |stylistic devices in the play |under the teacher’s guidance | | |
| | | | |and show and the device(s) aid | | | |
| | | | |the development of the other | | | |
| | | | |aspects of the play | | | |
|11 |6 |Reading &Literary |Style in Shreds of Tenderness |By the end of the lesson, the |Group presents their analysis to |John Ruganda. ‘Shreds of | |
| | |Analysis | |learner should be able to |the class. |Tenderness’ | |
| | | | |identify and discuss the use of |Class discusses the presentation | | |
| | | | |stylistic devices in the play |under the teacher’s guidance | | |
| | | | |and show and the device(s) aid | | | |
| | | | |the development of the other | | | |
| | | | |aspects of the play | | | |
|11 |7 |Revision |Report Writing |By the end of the lesson, the |Learners read question then write |Longman KCSE Revision | |
| | | | |learner should be able to write |report |English P16-8 | |
| | | | |a report on a given issue using | | | |
| | | | |the correct format and | | | |
| | | | |appropriate language | | | |
|11 |8 |Revision |Minutes |By the end of the lesson, the |Learners read question then write |Longman KCSE Revision | |
| | | | |learner should be able to write |report |English P18-20 | |
| | | | |minutes of a specified meeting | | | |
| | | | |using the correct format and | | | |
| | | | |appropriate language | | | |
|12 |1-8 |END OF |YEAR |EXAMINATIONS | | | |
|13 |1-8 |END OF |YEAR |EXAMINATIONS |MARKING AND |CLOSURE | |
................
................
In order to avoid copyright disputes, this page is only a partial summary.
To fulfill the demand for quickly locating and searching documents.
It is intelligent file search solution for home and business.
Related searches
- getroman com reviews
- acurafinancialservices.com account management
- acurafinancialservices.com account ma
- getroman.com tv
- http cashier.95516.com bing
- http cashier.95516.com bingprivacy notice.pdf
- connected mcgraw hill com lausd
- education.com games play
- rushmorelm.com one time payment
- autotrader.com used cars
- week to week calculator
- week by week fetal development