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English — Grade 9

Official curriculum design covering 3 published strand/sub-strand section(s), sourced from the Kenya Institute of Curriculum Development (KICD).

Download official design (English Grade 9 KICD Curriculum Design.pdf)

1.0 / 1.1.1

Citizenship

Polite Language

Specific Learning Outcomes

  • Outline words and phrases used to express euphemism,
  • Use euphemism to show politeness in communication,
  • Conduct a debate while adhering to conventions of polite language,
  • Acknowledge the importance of politeness in communication.
  • Define the term euphemism,
  • Identify examples of polite words and expressions used in a poem or story,
  • Listen to an audio interview and identify euphemism,
  • Simulate an interview from a text and identify euphemism,
  • Use euphemism in a conversation,
  • Make rules for a debating session in groups,
  • Conduct a debate related to the theme, in small groups,
  • Watch or listen to a recorded clip of a debating session in parliament,
  • Create posters with euphemistic words and phrases,
  • Share the posters through social media or the school notice board.

Suggested Learning Experiences

  • The learner is guided to:
  • - Define the term euphemism and identify examples of polite words and expressions used in a poem or story
  • - Listen to an audio interview and identify euphemism used by the speakers
  • - Use euphemism in a conversation with peers

Key Inquiry Question(s)

  • Why should we use polite language?
  • Why is it embarrassing to say some words in public?
  • How can we show good citizenship through debating with respect and politeness?

1.0 / 1.2.1

Citizenship

Independent Reading - Grade Appropriate Text

Specific Learning Outcomes

  • Select reading materials from digital or non-digital sources,
  • Read grade appropriate materials for lifelong learning,
  • Create a reading log for monitoring reading activities,
  • Identify reading materials in a variety of subjects
  • Search for online fiction and non- fiction texts
  • Skim through a text to obtain the gist (main ide
  • Scan a text to obtain specific details
  • Read the text
  • Maintain a reading log showing their reading activities and thoughts about what they read.
  • Recommend to peers suitable fiction and non- fiction materials to read. The items to include in the log are:
  • - the title and author of the text
  • - the dates you read - the amount of time you spend reading each day
  • - the key themes in the text
  • - the major characters
  • - the plot development
  • - the questions you have as you read
  • Engage in follow-up activities such as:
  • - creating chain stories
  • - forming a book club
  • - keeping vocabulary journals
  • - preparing a reading log for the titles of the fiction and non
  • -fiction texts.

Key Inquiry Question(s)

  • Why is it important to read different types of materials?

1.0 / 1.3.1

Citizenship

Gender Neutral Language

Specific Learning Outcomes

  • Identify gender biased words and phrases in oral and written texts,
  • Use gender neutral words and phrases in sentences,
  • Acknowledge the importance of gender sensitivity in communication.
  • Listen to common English songs and pick out gender biased words and phrases
  • Read sections of a poem or story and pick out words with gender bias
  • Watch a video and identify gender biased and gender neutral terms used by the speakers
  • Replace the words with gender bias in the poem or story with gender neutral words and phrases
  • Use the gender neutral words and phrases to make sentences
  • Rewrite/paraphrase short texts to eliminate gender bias
  • Collaborate with peers to create posters showing gender neutral words and phrases and share them on the school notice board or through social media
  • Fill in a crossword puzzle featuring gender neutral words/phrases.

Key Inquiry Question(s)

  • How can one avoid gender bias in communication?
  • Which words demonstrate gender sensitivity in communication?