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Indigenous Languages — Grade 7

Official curriculum design covering 27 published strand/sub-strand section(s), sourced from the Kenya Institute of Curriculum Development (KICD).

Download official design (Indigenous Language Grade 7 KICD Curriculum Design.pdf)

1 / 1.1.1

Peaceful Coexistence

Listening for information

Specific Learning Outcomes

  • Respond to information from oral texts for communication,
  • Use appropriate vocabulary to construct sentences,
  • Recognise listening for information as a crucial aspect of communication.
  • Listen to readings of texts or recorded audio clips in a group and respond to questions,
  • Take notes from oral texts or audio clip texts,
  • Share notes with peers in class for peer review,
  • Work collaboratively to make a list of new vocabulary from the listened to texts,
  • Construct simple sentences using the new vocabulary from the texts.

Key Inquiry Question(s)

  • How should we listen for specific information from a text?

1 / 1.2.1

Peaceful Coexistence

Reading comprehension

Specific Learning Outcomes

  • Respond to direct and inferential questions from a text for comprehension,
  • Use the dictionary to find the meaning of vocabulary used in texts for understanding,
  • Realise the importance of comprehension in communication.
  • Read comprehension texts related to the theme of peaceful coexistence and create a word bank of new vocabulary from the passages,
  • Work with peers to infer the meanings of the vocabulary from context,
  • Use the dictionary to search for the meaning of the vocabulary,
  • Use the vocabulary to construct sentences,
  • Fill in gaps in a passage using the vocabulary,
  • Read texts on peaceful coexistence and answer inferential questions,
  • Search for information on the theme from digital sources and share the findings with peers.

Key Inquiry Question(s)

  • How should we read a text to get accurate information?
  • Why is it important to make peace with others?

1 / 1.3.1

Peaceful Coexistence

Social writing-SMS

Specific Learning Outcomes

  • Identify features of a Short Message Service (SMS) for information,
  • Create an SMS text with appropriate features for effective communication,
  • Adopt digital etiquette when using social media for communication.
  • Work jointly to talk about the features of an ideal SMS,
  • Write an SMS using a digital device,
  • Peer review another learners’ SMS texts,
  • Discuss social media etiquette when writing an

Key Inquiry Question(s)

  • SMS,  use SMS with etiquette. How do we use digital devices to communicate with etiquette?

2 / 2.1.1

Ict- Internet Access And Use

Listening for comprehension

Specific Learning Outcomes

  • Find information from a text by listening
  • Infer the meaning of vocabulary from a text
  • Recognise the importance of information communication technologies in life.
  • Listen to a story on the theme of internet access and use from a digital device and discuss in groups
  • Narrate key events in the story, in pairs
  • List pronouns from sentences and share
  • Use the pronouns to write sentences
  • Infer the meaning of new vocabulary as used in the story
  • Use the vocabulary to construct sentences
  • Observe pictures of digital devices and discuss their use
  • Discuss the importance of internet in communication, in groups

Key Inquiry Question(s)

  • How is internet important in communication?
  • Why is it important to note down main points from an oral text?

2 / 2.2.1

Ict- Internet Access And Use

Extensive Reading

Specific Learning Outcomes

  • Select appropriate materials from the library for extensive reading,
  • Read texts based on a specific theme or topic from a library for general information,
  • Access specific information from the internet for reading,
  • Advocate for the use of libraries resources for general reading.
  • Observe rules and regulations when in a library,
  • Select reference material from a library for extended reading,
  • Search the internet for reading materials on a given theme,
  • Make a summary of key points from reading material,
  • Use hardcopy and online dictionaries to find meaning of different vocabulary,
  • Prepare a personal reading list of a collection of books

Key Inquiry Question(s)

  • How do we locate reading material in a library?
  • How do we use the dictionary to find the meaning of new words?

2 / 2.3.1

ICT- Internet Access And Use

Essay writing

Specific Learning Outcomes

  • Outline parts of an essay from samples,
  • Compose an essay on a specific theme for communication,
  • acknowledge the importance of essay writing for effective communication.
  • Read sample essays in class and identify the three parts,
  • Identify ideas from sample essays,
  • Read essays aloud in class and correct mistakes,
  • Select a topic and write a simple essay and share with other learners,
  • Search for more information about essay writing from the library or digital sources,
  • Display essays in the class creative corner.

Key Inquiry Question(s)

  • How do we write an essay?

3 / 3.1.1

Safety At Home

Attentive listening

Specific Learning Outcomes

  • Listen carefully to pick out the main ideas from a comprehension passage on a given theme,
  • Respond to questions from an aural text,
  • Realise the importance of listening attentively for information.
  • Listen to an oral or watch audio-visual story or passage on the theme of safety at home,
  • Discuss the various ideas contained in the story or passage,
  • Identify words that denote actions (verb from the story or passage,
  • Sing a song on the same theme
  • Answer questions from the song orally,
  • Watch an audio-visual clip on the theme,
  • Debate the importance of safety at home.

Key Inquiry Question(s)

  • How can we listen attentively?
  • Why is it important to observe safety at home?

3 / 3.2.1

Safety At Home

Extensive reading

Specific Learning Outcomes

  • Summarise key points from texts after reading,
  • Create a glossary of new vocabulary from texts for future use in communication
  • Promote the role of reading in enhancing communication.
  • Discuss ways of accessing reading materials on a specific theme in a library, in groups,
  • Select relevant reading material basing on the theme
  • Use digital and any other electronic devices to access appropriate Reading material on the theme,
  • Read the material and make brief notes on the main points of the texts,
  • Answer comprehension questions from the texts accessed from the library or by use of digital or electronic devices,
  • Identify vocabulary from the texts and use the dictionary to find their meaning
  • Use the new words to construct sentences correctly, in pairs
  • Peer review each other’s sentences.

Key Inquiry Question(s)

  • How do we develop library skills?
  • How can we identify appropriate material for reading?

3 / 3.3.1

Safety At Home

Writing to give information

Specific Learning Outcomes

  • Outline key points from a text on a specific theme,
  • Paraphrase the main issues from a text based on a specific theme,
  • Acknowledge the value of brevity in communication.
  • Brainstorm ideas on the theme safety at home,
  • Write short notes on the theme, in groups
  • Read written or online (or any other electronic source texts on the theme, in groups
  • Discuss the main points of the texts on the theme,
  • Summarise the main points from each of the texts, in groups
  • Exchange the short notes and summaries with other groups in class for peer review,
  • Display the short notes and summaries on the class notice board

Key Inquiry Question(s)

  • How do you write short notes?
  • Why do we write short notes?

4 / 4.1.1

Environmental Conservation

Conversational Skills

Specific Learning Outcomes

  • Identify the common ways of beginning and ending an oral conversation for self- expression,
  • Take part in a conversation for effective communication,
  • value the importance of conserving the environment.
  • Role-play a face-to-face conversation between two people who have not seen each other for a long time with etiquette
  • Watch a conversation to identify common ways of beginning and ending a conversation
  • Use digital or other electronic devices to view presentations on environmental conservation and discuss the main issues focused on, in groups
  • Study visuals (pictures, charts or graphs) and discuss different ways of making the environment safe,
  • Create or join an environmental club in school or the community and discuss the events to engage in for the year.

Key Inquiry Question(s)

  • How can we make conversations respectful?
  • Why is it important to conserve environment?

4 / 4.2.1

Environmental Conservation

Reading for information- Visuals

Specific Learning Outcomes

  • Infer implied meaning of visuals for information
  • Generate the main points of a written text,
  • Desire to read a variety of texts based on the theme for information.
  • Study the pictures and make observations about environmental conservation
  • Infer the implied meaning from the visuals,
  • Read texts on environmental conservation and make personal short notes,
  • Relate the visuals to the written text
  • Create a personal glossary of vocabulary related to environmental conservation.

Key Inquiry Question(s)

  • Why is it important to read a variety of texts?
  • How do we conserve environment?

4 / 4.3.1

Environmental Conservation

Creative Writing- Dialogue

Specific Learning Outcomes

  • Outline the main features of a well written dialogue,
  • Compose an imaginative dialogue on the theme of environmental conservation for self- efficacy,
  • Promote creative writing for effective communication.
  • Search online/electronic or library sources to find imaginative dialogues and watch or read,
  • Discuss the features of the dialogues,
  • Develop an outline of the structure of a good dialogue on a chart, in groups
  • Write a simple imaginative dialogue on environmental conservation, in a group
  • Share the written dialogues with other groups for peer review.

Key Inquiry Question(s)

  • How can we write a good imaginative dialogue?

5 / 5.1.1

Cultural Diversity

Conversational skills – tongue twisters and riddles

Specific Learning Outcomes

  • Identify commonly used tongue twisters and riddles in the community
  • Take part in the performance of riddles and tongue twisters
  • Recognise the importance of riddles and tongue twisters in enhancing communication skills.
  • Take turns to perform common riddles,
  • Discuss the process of riddling,
  • Practise turn-taking, negotiation and interjection as part of riddling,
  • Brainstorm the features of a riddle,
  • Compete with peers to say tongue twisters and record,
  • Listen to recorded audio clips of tongue twisters and peer review how they have been articulated,
  • Compose tongue twisters and take turns to perform them, in groups.

Key Inquiry Question(s)

  • Why are tongue twisters important in language development?

5 / 5.2.1

Cultural Diversity

Reading for Information

Specific Learning Outcomes

  • Answer direct questions from a written text,
  • Infer meaning from a text for comprehension,
  • Use the vocabulary from texts to make sentences for communication,
  • Promote the reading culture in the community for lifelong learning.
  • Read a passage on the theme of cultural diversity and answer direct questions,
  • Outline main ideas from the passage,
  • Respond to inferential questions on the theme of the passage,
  • Identify vocabulary related to the theme and read aloud, in class,
  • Make sentences using the vocabulary and review each other’s sentences, in pairs.

Key Inquiry Question(s)

  • Why is it important to read texts?

5 / 5.3.1

Cultural Diversity

Creative writing- Narrative

Specific Learning Outcomes

  • Identify the features of a narrative as a composition
  • Write a narrative for self-expression
  • Realize the importance of narrative as a channel of communication.
  • Narrate accounts of events that they attended, in turns,
  • Identify key features of a narrative from a sample,
  • Outline features of a narrative on a chart, in groups,
  • Discuss features of a narrative,
  • Watch audio-visual clips or read on the theme and discuss the main issues raised,
  • Compose a simple narrative about the theme of cultural diversity and read to peers for review,
  • Keep the narrative created in the portfolio.

Key Inquiry Question(s)

  • How do we narrate events?

6 / 6.1.1

The Farm

Listening for information

Specific Learning Outcomes

  • Identify vocabulary from an oral text for effective communication,
  • Respond to questions from an oral text for comprehension,
  • Desire to promote active listening for information
  • Listen to an audio recording and pick out vocabulary items based on the theme: The Farm,
  • Create a vocabulary bank on the words picked out from the texts,
  • Listen to an aural passage and answer comprehension questions,
  • Work jointly to read adverbs aloud from flash cards,
  • Collaboratively role play various adverbs from a chart,
  • Conduct a simple debate on the theme.

Key Inquiry Question(s)

  • Why should we be keen when listening to a text?
  • How do we listen for specific information?

6 / 6.2.1

The Farm

Reading comprehension

Specific Learning Outcomes

  • Read a passage on the theme for comprehension,
  • Use vocabulary related to the theme in sentences construction,
  • appreciate the importance of reading for information.
  • Study pictures in a passage and make predictions about the story,
  • Skim through the passage to identify the main idea,
  • Scan for specific information from the passage (e.g names of characters and vocabulary items)
  • Conduct a readers’ theatre to read a passage related to the theme aloud,
  • Work with peers to answer questions based on the passage,
  • Select vocabulary from the passage and list them on flash cards,
  • Make sentence using the vocabulary from a substitution table,
  • Work collaboratively to play language games involving vocabulary from digital devices.

Key Inquiry Question(s)

  • How is reading important in acquiring information?

6 / 6.3.1

The Farm

Essay writing- expository composition

Specific Learning Outcomes

  • Identify features of expository texts for self- expression,
  • Create an expository composition creatively and coherently,
  • promote expository writing for effective communication.
  • Work jointly with peers to mention features of expository texts,
  • Collect sample expository compositions from print and non- print sources,
  • Organize the collection of composition in a class portfolio,
  • Read sample expository compositions,
  • Write simple expository compositions based on the theme,
  • Read their compositions aloud for peer review,
  • Display compositions on the class language corner for a class gallery walk.

Key Inquiry Question(s)

  • Why is writing a key aspect in communication?

7 / 7.1.1

Talents And Gifts

Intensive listening

Specific Learning Outcomes

  • Respond to questions from an oral text based on the theme for comprehension,
  • Transcribe a short listening paragraph from a digital device for effective communication,
  • Appreciate importance of intensive listening in communication.
  • Work jointly to conduct a story telling session on a story based on the theme,
  • Discuss and answer oral questions from the stories shared,
  • Write a paragraph by transcribing an audio recorded story based on the theme and share with peers,
  • Peer review each other’s transcription,
  • Organize the transcribed work in a portfolio,
  • Work with peers to discuss talents and gifts they have seen or they possess.

Key Inquiry Question(s)

  • How can we transcribe oral texts accurately?
  • Why do we transcribe texts for indigenous languages?

7 / 7.2.1

Talents And Gifts

Reading for information

Specific Learning Outcomes

  • Identify main ideas in a reading text based on theme for comprehension,
  • Use vocabulary based on the theme to construct sentences for communication,
  • Recognise the value of reading texts for information in lifelong learning.
  • Study pictures of talents and gifts and discuss with peers,
  • Take turns to read a text on talents,
  • Work jointly with peers to pick out the main ideas in each paragraph,
  • Work with others to answer comprehension questions,
  • Partner with peers to create a list of vocabulary from the reading text,
  • Construct sentences using the vocabulary identified,
  • Collaboratively peer review the sentences constructed,
  • Conduct a reader’s theatre on a level reader.

Key Inquiry Question(s)

  • How can we pick ideas from a text?
  • How can we identify talents and gifts among people?

7 / 7.3.1

Talents And Gifts

Writing to give information

Specific Learning Outcomes

  • Identify parts of a paragraph for information,
  • Write a short coherent paragraph on the theme for self-expression,
  • Acknowledge the importance of paragraphing in written communication.
  • Read varied paragraphs related to the theme with peers,
  • Work with peers to discuss the parts of a paragraph,
  • Prepare sentence strips to form a coherent paragraph,
  • Work with peers to reorganize the jumbled up sentence strips to form a coherent paragraph,
  • Use topic sentences to begin paragraphs and complete the story,
  • Peer review each other’s topical paragraphs.

Key Inquiry Question(s)

  • How do we write a paragraph?

8 / 8.1.1

Indigenous Knowledge: Art

Storytelling - Fables

Specific Learning Outcomes

  • Identify features of fables from their community for comprehension,
  • Narrate a fable from their community for enjoyment,
  • Advocate for audience awareness skills in storytelling for self- expression.
  • Observe pictures stories of animals,
  • Work with peers to collect fables (animal stories) from the community,
  • Organize the collection of fables in a portfolio,
  • Work collaboratively to discuss the features of animal stories (fables),
  • Conduct a story telling session to narrate animal stories,
  • Watch fables from a digital device and talk about the character traits of animals,
  • Discuss moral lessons from fables,
  • Work collaboratively with peers to stage a narrative on fables.

Key Inquiry Question(s)

  • How does storytelling enhance communication?
  • Why are fables important to the community?

8 / 8.2.1

Indigenous Knowledge: Art

Intensive Reading- Trickster stories

Specific Learning Outcomes

  • Paraphrase trickster stories from their community for information,
  • Analyse trickster stories from their community for understanding,
  • value reading oral narratives for enjoyment.
  • Work collaboratively to collect varied trickster narratives from the community,
  • Organize the collection of trickster narratives in a class portfolio,
  • Brainstorm characters often portrayed as tricksters in oral narratives,
  • Conduct a reader’s theatre to read the trickster narrative in the class portfolio,
  • Listen to a resource person recite a trickster narrative,
  • Compose a short summary of the trickster narrative listen to,
  • Outline the characters and plot in a trickster narrative,
  • Work collaboratively to stage a creative skit on a trickster narrative,
  • Brainstorm the moral lessons portrayed from trickster narratives.

Key Inquiry Question(s)

  • Why are trickster narratives shared in the community?

8 / 8.3.1

Indigenous Knowledge: Art

Writing to give information

Specific Learning Outcomes

  • Outline key ideas and events for an animal story based on the theme,
  • Compose an animal story featuring animal characters for self-expression.
  • Appreciate writing short stories for enjoyment.
  • Work collaboratively to observe pictures on cards and describe the events,
  • Work collaboratively to organise ideas from picture stories in a logical and sequenced order,
  • Compose a creative story with animal characters with coherent ideas,
  • Read the story to peers for review,
  • Organize their revised stories in a portfolio,
  • Work with peers to publish their best stories in the school or public journal or magazine.

Key Inquiry Question(s)

  • How can we write interesting animal stories?
  • Why are animal stories important?

9 / 9.1.1

Nationalism

Presentation skills

Specific Learning Outcomes

  • Outline issues to consider when preparing a short talk on the theme for self-expression,
  • Present a short talk on the theme for effective communication,
  • Appreciate the importance of good presentation skills in communication.
  • Watch a recorded presentation and list key points discussed,
  • Brainstorm with peers the issues to consider before and during a presentation,
  • Work jointly with peers to select a topic on the theme and prepare a presentation on it,
  • Conduct a public speaking contest to present a short talk on the topic selected,
  • Collaborate with peers to record themselves when making the presentations,
  • Organize the collection of recorded presentations in a digital portfolio,
  • Engage the presenter in a question and answer session on the topic presented,
  • Peer review each other’s presentation for improvement.

Key Inquiry Question(s)

  • How can we make a compelling presentation?

9 / 9.2.1

Nationalism

Reading for information

Specific Learning Outcomes

  • Identify vocabulary from a passage for information,
  • Use vocabulary related to the theme to create a personal collection for information,
  • Acknowledge reading as a source for information.
  • Read digital and print texts and identify vocabulary related to the theme,
  • Create a personal vocabulary bank of the new words picked,
  • Work collaboratively to infer the meaning of words from context and share with peers,
  • Use the dictionary to find out the meaning of the words,
  • Work jointly with peers to use thesaurus and the dictionary to find synonyms and opposites of the words,
  • Construct sentences using vocabulary,
  • Work jointly with peers to read articles from newspapers and pick out emerging issues related to the theme.

Key Inquiry Question(s)

  • How can we identify meaning of new words found in texts?
  • How are our indigenous communities similar to each other?

9 / 9.3.1

Nationalism

Functional writing

Specific Learning Outcomes

  • Outline the components of a letter of request for comprehension,
  • Compose a letter of request (for library membership for effective communication,
  • Appreciate the importance of letter writing for communication.
  • Read sample formal letters of request,
  • Work jointly with peers to identify the features of a letter of request,
  • Make short notes on their findings,
  • Write a letter of request for library membership,
  • Peer review the composed letters for feedback,
  • Type the letter composed in a digital device,
  • Organize the typed letters in the class digital portfolio.

Key Inquiry Question(s)

  • Why do we need to make formal requests for membership to groups and institutions?