Grade 9 — Junior School

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.

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?

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

Core Competencies

• Communication and collaboration are enhanced as the learner speaks eloquently and listens critically to compare perspectives when participating in debates
• Citizenship is nurtured as the learner engages in constructive dialogue when practising the use of polite language

Pertinent and Contemporary Issues

• Social cohesion is enhanced as the learner practises the use of euphemism in various contexts Values
• Respect is inculcated as the learner displays patience with others when adhering to debating conventions and using polite language

Link to Other Subjects

• The learner is able to relate the concept of polite words and expressions to their learning of living with others in Religious Studies. Strand Sub strand Specific Learning Outcomes Suggested Learning Experiences Key Inquiry Question(s)
• 1.2 Reading
• 1.2.1 Independent Reading - Grade Appropriate Text (2 Lessons)

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?

Core Competencies

•  Learning to learn takes place as the learner builds on their own learning experience when selecting reading materials  Critical thinking and problem solving is promoted as the learner follows simple instruction to develop a good reading culture  Self-efficac y is nurtured as the learner shows cocerted attention when creating a reading log

Pertinent and Contemporary Issues

• Social cohesion is developed as learner shares reading materials and experiences Values  Res ponsibility is inculcated as the learner engages in assigned roles when searching for reading materials, reads, and keeps a [[PAGE:12]] 11 reading log  Integrity is enhanced as the learner displays transparency in using the internet when searching for online fiction and non- fiction texts

Link to Other Subjects

• The learner is able to relate the concept of intensive and extensive reading to their learning of similar concepts in Kiswahili
• 1.3 Grammar in Use
• 1.3.1 Gender Neutral Language (2 Lessons)

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?

Core Competencies

•  Self-efficacy is enhanced as the learner shows concerted attention when forming different types of sentences using gender sensitive words  Critical thinking and problem solving is enhanced as the learner analyses concepts by logical reasoning to fill in a crossword puzzle featuring gender neutral words/phrases

Pertinent and Contemporary Issues

• Social cohesion is developed as the learner cooperates with peers to practise the use of gender neutral language Values Unity is enhanced as the learner cooperates with peers when participating in group tasks  Respect is enhanced as the learner accomodates diverse opinions when reading sections of a poem or story and pick out words with gender bias

Link to Other Subjects

• The learner is able to relate the concept of gender sensitive language to their learning of equality and fairness in Social studies [[PAGE:15]] 14 Strand Sub Strand Specific Learning Outcomes Suggested Learning Experiences Key Inquiry Question (s) 1.4 Intensive Reading: Play 1.4.1 Play: Structure and Setting (2 Lessons)