Grade 7 — Junior School

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?

Core Competencies

•  Communication is developed as the learner listens to readings of texts or recorded audio clips actively in a group and responds to questions
•  Digital literacy is enhanced as the learner accesses content when listening to recorded audio clips in a group and responds to questions.

Values

•  Res pect is achieved as the learner accepts contributions of peers when they share notes in class for peer review

Pertinent and Contemporary Issues

•  Nationalism is enhanced as the learner interacts with texts on promotion of peaceful coexistence.

Link to Other Subjects

•  Learner is able to employ listening for information skills to other language learning areas such as Kiswahili and English

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?

Core Competencies

•  Digital literacy is developed as the learner accesses information on the theme of peaceful coexistence from digital sources and shares with peers.
•  Learning to learn is achieved as the learner works with peers and develops relationships as they make out the meaning of vocabulary from contexts of passages.

Values

•  Unity is achieved as the learner works together with peers to infer the meanings of the vocabulary from context
•  Responsibility is nurtured as the learner works diligently to search for information on the theme from digital sources and shares the findings with peers.

Pertinent and Contemporary Issues

•  Social cohesion is promoted as the learner interacts with comprehension texts on peace and coexistence.

Link to Other Subjects

•  The learner is able to compare the concept of peace coexistence to notions in other learning areas including social studies and religious education

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?

Core Competencies

•  Digital literacy is developed as the learner writes an SMS using a digital device for effective communication.
•  Communication is improved as the learner discusses and observes social media etiquette when writing an SMS.

Values

•  Responsibility is enhanced as the learner peer reviews another learners’ SMS texts and gives feedback for improvement.
•  Unity is displayed as the learner works jointly with peers to talk about the features of an ideal SMS.

Pertinent and Contemporary Issues

•  Global citizenship is achieved as the learner is able to apply etiquette in digital communication.

Link to Other Subjects

•  The learner is able to relate the concept of Short Message Service (SMS) to the concept of modern forms of communication in social studies.

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?

Core Competencies

•  Communication and collaboration are developed as the learner listens to oral stories and discusses with peers the importance of internet in communication.

Values

•  Responsibility is enhanced as the learner uses internet and digital devices with discipline when listening to stories on internet access and use.
•  Respect is developed as the learner expresses and listens to different views on the theme with peers.

Pertinent and Contemporary Issues

•  Social cohesion is achieved as the learner is able to demonstrate an understanding of different viewpoints as they interact with texts

Link to Other Subjects

•  The learner is able to apply the skill of internet access and use to other learning areas, generally, when sourcing for learning materials.

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?

Core Competencies

•  Learning to learn takes place as the learner searches the library and internet for reference material for extended readin g.
•  Critical thinking and problem solving is enhanced as the learner encounters new information in texts from the library.

Values

•  Responsibility is nurtured as the learner observes rules and regulations of library use.  Respect is enhanced as the learner searches the internet for reading material on given topics.

Pertinent and Contemporary Issues

•  Digital literacy is enhanced as the learner is able to search, read and acquire more information from online sources.

Link to Other Subjects

•  The learner is able to transfer extensive readin g skills any other learning areas.

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?

Core Competencies

• Digital Literacy is developed as the learner searches for information on essay writing from digital sources.
• Communication skills are developed as the learner writes essays on selected topics.

Values

• Responsibility is exercised as the learner identifies an idea and selects a topic for essay writing.
• Respect is observed as the learner reads sample essays with other learners in class. [[PAGE:20]] 12

Pertinent and Contemporary Issues

• Social cohesion is enhanced as the learner participates in reading and identifying ideas from sample essays in class.

Link to Other Subjects

• The learner can apply the skill of essay writing to other subjects like English and Kiswahili languages.

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?

Core Competencies

•  Communication and collaboration are developed as the learner keenly and actively listens to oral or watches audio- visual stories or passages and discusses with fellow learners the various ideas.
•  Creativity and imagination is nurtured as the learner practises singing the song on the theme of safety at home with other learners.

Values

•  Responsibility is exercised when the learner observes safety precautions after watching clips and debating the theme of safety at home with

Pertinent and Contemporary Issues

•  Safety and security education is acquired as the learner gains knowledge about safety at home through participating in group activities in class on the theme.

Link to Other Subjects

•  The learner is able to transfer the knowledge of safety at home acquired through the learning experiences to other contexts such as school laboratories during Integrated Science lessons, theatres and playgrounds during Creative Arts learning.

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?

Core Competencies

•  Communication and collaboration is realised when the learner recognizes the value of other people’s ideas as they peer review each other’s sentences.
•  Learning to learn is enhanced as the learner independently identifies vocabulary from texts and uses the dictionary to find meaning.

Values

•  Responsibility is realised as the learner diligently selects relevant material for reading on the given theme.
•  Unity is nurtured as the learner cooperates with peers as they discuss ways of accessing reading materials from a library.

Pertinent and Contemporary Issues

•  C yber security awareness is enhanced as the learner use digital devices responsibly to access reading material.

Link to Other Subjects

•  The learner is able to employ the knowledge on library skills to all the other learning areas.

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?

Core Competencies

•  Self-efficacy is achieved as the learner brainstorms ideas on the theme safety at home with other learners.
•  Digital literacy is developed as the learner harnesses the power of digital or electronic technology devices to read on the theme safety at home.

Values

•  Unity is enhanced as the learner works with peers in groups to write and review short notes and summaries on the theme.
•  Responsibility is nurtured as the learner is able to safely surf the internet for information on the theme and write short notes and summaries.

Pertinent and Contemporary Issues

•  Self-awareness is enhanced as the learner acquires and sharees information on the theme of safety
•  Social cohesion is achieved as the learner collaborates with peers to write and review short notes on the theme

Link to Other Subjects

•  The learner is able to apply the skills of note-making and summary writing to other language areas like Social studies, English and Kiswahili.

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?

Core Competencies

•  Communication and Collaboration is achieved as the learner listens attentively while role playing dialogue in a conservation with fellow learners.
•  Citizenship is enhanced as the learner takes the initiative by supporting and contributing to community development when starting or joining an environmental club to conserve the school and community environments.

Values

•  Respect is developed as the learner listens and accommodates other learner’s opinions during role playing dialogue with etiquette.
•  Responsibility is cultivated as the learner watches clips on conservation of the environment and joins an environmental club.
•  Unity is enhanced as the learner is able to discuss environmental conservation harmoniously with the others.

Pertinent and Contemporary Issues

•  Environmental education is enhanced as the learner acquires knowledge on conservation from viewing presentations on environmental conservation and discusses the main issues.

Link to Other Subjects

• The learner is able to relate the skills of environmental conversation to other learnin g areas like Agriculture and Nutrition.

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?

Core Competencies

•  Citizenship is developed as the learner consolidates information when reading texts and studying pictures and making observations about environmental conservation.
•  Learning to learn is cultivated as the learner builds on the reading on environmental conservation to create a glossary.

Values

•  Respect is promoted as the learner listens to peer’s interpretation of vocabulary items.
•  Unity is developed as the learner works with peers to discuss environmental issues in groups

Pertinent and Contemporary Issues

•  Environmental education is promoted as the learner reads texts with information on environmental conservation.

Link to Other Subjects

•  The learner is able to relate the vocabulary derived from texts on environmental conservation to similar concepts in Social Studies.

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?

Core Competencies

• Communication and collaboration is nurtured as the learner works jointly with peers to develop an outline of the structure of a good dialogue.
• Digital literacy is acquired as the learner searches online or uses electronic devices to find sample imaginative dialogues.

Values

•  Respect is enhanced as the learner accommodates ideas from peers as they discuss features of a good dialogue.
•  Responsibility is cultivated as the learner engages in sharing and peer reviewing imaginative dialogues from other groups.

Pertinent and Contemporary Issues

•  Peace education and career development is enhanced as the learner interacts with peers in harmony

Link to Other Subjects

•  The learner is able to transfer the skill imaginative dialogue writing to other learning areas including foreign languages, Kiswahili and English

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?

Core Competencies

•  Critical thinking and problem solving is developed as the learner participates performing riddles and tongue twisters.
•  Learning to learn is realised as the learner works collaboratively with other learners to compose and perform tongue twisters.

Values

•  Unity is promoted as the learner cooperates with peers to take turns to perform riddles and tongues twisters.
•  Respect is developed as the learner accommodates peers’ opinions as they compose tongue twisters.

Pertinent and Contemporary Issues

•  Ethnic and racial relations awareness is enhanced as the learner is exposed to riddles and tongues twisters from different cultural backgrounds during performance and discussion.

Link to Other Subjects

•  The learner is able to relate creative skills of performing riddle and tongue twisters to the other learning in English and Kiswahili.

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?

Core Competencies

•  Communication is enhanced when the learner is able to make sentences using new vocabulary.
•  Citizenship is enhanced as the learner gains knowledge on cultural diversity from reading the theme in the passage.

Values

•  Unity is enhanced as the learner teams with others in the group during peer review of sentences written using new vocabulary.
•  Respect will be cultivated as the learner is able to develop positive regard for self and others on gaining new information on cultural diversity. [[PAGE:35]] 27

Pertinent and Contemporary Issues

•  Social cohesion is promoted as the learner is able to respect other people on account of new knowledge on cultural diversity gained from reading the passage on the theme.

Link to Other Subjects

•  The learner is able to relate the content on cultural diversity to other learning areas like Social Studies.

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?

Core Competencies

•  Creativity and imagination is developed as the learner narrates an account of an event attended
•  Self-efficacy is developed as the learner composes a simple narrative on the theme of cultural diversity.

Values

•  Respect is enhanced as the learner is able give positive comments during the review each other’s narratives
•  Res ponsibility is cultivated as the learner participates in outlining features of a narrative and puts them on a chart.

Pertinent and Contemporary Issues

•  Cultural awareness is developed as the learner becomes informed about cultural diversity.

Link to Other Subjects

•  The learner can deploy the skill of narrative writing to other languages like English and Kiswahili

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?

Core Competencies

• Digital literacy is enhanced as the learner interacts with digital content when listening to an audio recording and picks out vocabulary items.
• Communication and collaboration is enhanced as the learner speaks engagingly using facts and examples when conducting a simple debate on the theme.

Values

• Unity is developed as the learner collaborates with others to role play various adverbs from a chart.
• Social justice is enhanced as the learner participates in sharing of roles fairly when working jointly to read adverbs aloud from flash cards.

Pertinent and Contemporary Issues

• Environmental education is promoted as the learner is exposed to content and concepts on the farm for their day to day experiences.

Link to Other Subjects

• The learner is able to relate the concept of the farm to their knowledge in agriculture and nutrition. [[PAGE:40]] 32 Strand Sub Strand Specific Learning Outcomes Suggested Learning Experiences Key Inquiry Question(s) 6.2 Reading 6.2.1 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?

Core Competencies

• Critical thinking and problem solving is developed as the learner explores different options when make sentence using the vocabulary from a substitution table.
• Creativity and imagination is developed as the learner makes connections between concepts when to working collaboratively to play language games involving vocabulary from digital devices.

Values

• Responsibility is acquired as the learner takes up their assigned role when conducting a readers’ theatre to read a passage related to the theme aloud.
• Peace is developed as the learner is able to team up with others in harmoniously to answer questions based on the passage.

Pertinent and Contemporary Issues

• Climate change is addressed as learners interact with concepts on the farm and how climate affects farm practices.

Link to Other Subjects

• The learner is able to relate vocabulary acquired from the theme to their learning of the farm in Agriculture and nutrition.

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?

Core Competencies

• Self-efficacy is acquired as the learner mobilises for peer support to collect sample expository compositions from print and non- print sources.
• Citizenship is enhanced as the learner shares commitment to growth by working collaboratively with peers to review their compositions.

Values

• Integrity is developed as the learner displays fairness when peer reviewing other learner’s compositions for honest feedback.
• Respect is achieved as the learner appreciates varied opinions when working jointly with peers to mention features of expository texts.

Pertinent and Contemporary Issues

• Environmental awareness is enhanced as the learner searches and reads topics related to the theme of the farm for writing expository compositions.

Link to Other Subjects

• The learner is able to relate the skills used in expository writing to functional writing in English and Kiswahili

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?

Core Competencies

• Creativity and imagination is enhanced as the learner embraces originality when working jointly with peers to conduct a story telling session on stories based on the theme.
• Learning to learn is developed as the learner reflects on their own and other’s work when peer reviewing each other’s transcription.

Values

• Responsibility is developed as the learner commits to organizing the transcribed work in a portfolio.
• Social Justice is enhanced as the learner accords peers equal opportunities to contribute when discussing and answering oral questions from the stories shared.

Pertinent and Contemporary Issues

• Cyber security and safe online behaviour is promoted as the learner writes a paragraph by transcribing an audio recorded story based on the theme and shares with peers.

Link to Other Subjects

• The learner is able to relate the concept of intensive listening in transcription to their learning of intensive listening in Foreign languages.

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?

Core Competencies

• Critical thinking and problem solving is acquired as the learner analyses texts to pick out the main ideas in each paragraph.
• Learning to learn is developed as the learner reflects on their own work and other’s work when peer reviewing the sentences constructed.

Values

•  Unity is developed as the learner cooperates with peers to create a list of vocabulary from the reading text.
•  Respect is enhanced as the learner exercises patience when taking turns to read a text on talents.

Pertinent and Contemporary Issues

•  Civic responsibility is cultivated as the learner gets information from texts about gifts and talents and appreciates their role in the society.

Link to Other Subjects

•  The learner is able to relate the vocabulary derived from the theme of gifts and talents to concepts of talents in Creative Arts. [[PAGE:48]] 40 Strand Sub Strand Specific Learning Outcomes Suggested Learning Experiences Key Inquiry Question(s) 7.3 Writing 7.3.1 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?

Core Competencies

• Creativity and imagination is developed as the learner explores new ideas when using topic sentences to begin paragraphs and complete the story.
• Citizenship is promoted as the learner shows tolerance and express different viewpoints when peer reviewing each other’s topical paragraphs.

Values

• Love is promoted as the learner selflessly works with peers to reorganize the jumbled up sentence strips to form a coherent paragraph. [[PAGE:49]] 41  Respect is cultivated as the learner appreciates diverse opinions when working with peers to discuss the parts of a paragraph.

Pertinent and Contemporary Issues

• Career education is promoted as the learner interacts with texts on the theme of gifts and talents and relates them with various career opportunities.

Link to Other Subjects

• The learner is able to link the concept of composition writing to their learning of creative writing in English and Kiswahili.

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?

Core Competencies

• Digital Literacy is achieved as the learner interacts with digital content when watching fables from a digital device and talk about the character traits of animals.
• Creativity and imagination is achieved as the learner explores new and unique ways of conducting a story telling session to narrate animal stories.

Values

• Respect is enhanced as the learner embraces open- mindedness when discussing moral lessons from fables.
• Patriotism is promoted as the learner cultivates a sense of loyalty to the community when working with peers to collect fables (animal stories) from the community.

Pertinent and Contemporary Issues

• Environmental indigenous knowledge is enhanced as the learner watches fables from a digital device and talks about the character traits of animals.

Link to Other Subjects

• The learner is able to relate the concept of fables to their learnin g of narratives in English.

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?

Core Competencies

• Citizenship is promoted as the learner displays respect and acceptance of heterogeneity when working collaboratively with peers to collect varied trickster narratives from the community.
• Critical thinking and problem solving is developed as the learner brainstorms the moral lessons portrayed from trickster narratives.

Values

• Integrity is developed as learner exhibits commitment to duty when working collaboratively with peers to stage a creative skit on a trickster narrative.
• Peace is enhanced as the learner displays tolerance with peers as they brainstorm characters often portrayed as tricksters in oral narratives.

Pertinent and Contemporary Issues

• Social cohesion is developed as the learner collaboratively engages in reading, analysing, and presenting tricksters stories to the class.

Link to Other Subjects

• The learner is able to relate the concepts of trickster stories to their learning of narratives in English and Kiswahili.

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?

Core Competencies

• Communication and collaboration is enhanced as the learner recognises the value of other’s views when organising ideas from picture stories in a logical and sequenced order.
• Self-efficacy is realised as the learner sets targets and plans efficiently to publish their best stories in the school or public journal or magazine.

Values

• Unity is developed as the learner displays team spirit when working with peers to publish their best stories in the school or public journal or magazine.
• Respect is enhanced as the learner shows acceptance of diverse and constructive feedback from review of stories by peers.

Pertinent and Contemporary Issues

• Animal Welfare is promoted as the learner is exposed to a wider understanding of animals through short stories with animal characters.

Link to Other Subjects

• The learner is able to relate the concept of writing short stories with animal characters with the concept of living things in Integrated Science. [[PAGE:56]] 48

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?

Core Competencies

• Learning to learn is enhanced as the learner develops relationships with peers when working jointly to select a topic on the theme and prepare a presentation on it.
• Digital literacy is acquired as the learner interacts with technology and digital devices when collaborating with peers to record themselves when making the presentations.

Values

• Patriotism is promoted as the learner exhibits honesty and dedication when making a short talk on the topic selected during a public speaking contest.
• Respect is achieved as the learner appreciates diverse opinions when engaging the presenter in a question and answer session on the topic presented.

Pertinent and Contemporary Issues

• Nationalism is promoted as the learner interacts with peers to come up with a topic on the theme and make a presentation on it.

Link to Other Subjects

• The learner relates the concept of presentation skills to similar concepts of performin g arts in Creative Arts.

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?

Core Competencies

• Critical thinking and problem solving is developed as the learner contributes to group decision-making when reading articles from newspapers and pick out emerging issues related to the theme.
• Learning to learn is enhanced as the learner exhibits self-discipline when working jointly with peers to use thesaurus and the dictionary to find synonyms and opposites of the words as a strategy for continuous learning.

Values

• Social justice is enhanced as the learner shares resources equitably when working jointly with peers to use thesaurus and the dictionary to find synonyms and opposites of the words.
• Responsibility is developed as the learner observes safety precautions when using digital devices as they read digital texts and identify vocabulary related to the theme.

Pertinent and Contemporary Issues

• Civic responsibility is promoted as the learner interacts with articles and picks out emerging issues related to the theme.

Link to Other Subjects

• The learner is able to relate vocabulary derived from the theme of nationalism to similar concepts in social studies. [[PAGE:60]] 52 Strand Sub strand Specific Learning Outcomes Suggested Learning Experiences Key Inquiry Question(s) 9.3 Writing 9.3.1 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?

Core Competencies

• Learning to learn is enhanced as the learner builds on their own learning experiences when peer reviewing the composed letters for feedback.
• Digital literacy is promoted as the learner creates content digitally when typing the letter composed in a digital device and organizing the typed letters in the class digital portfolio.
• Unity is enhanced as the learner cooperates with peers to identify the features of a letter of request.
• Integrity is promoted as learners display honesty when peer reviewing the composed letters to give constructive feedback.

Pertinent and Contemporary Issues

• Healthy Interpersonal Relationships is enhanced as the learner gains insight on how to write letters of request for better formal relations.

Link to Other Subjects

• The learner relates the concept on letter writing to the concept of functional writing in English.