1
Strand 1.0
Writing
15 Sub-strands26 Lessons in Term 3
1.1 Mechanics of Writing: Punctuation Marks
2 Suggested LessonsTerm 3
Specific Learning Outcomes (SLOs)
By the end of this sub-strand, the learner should be able to:
- recognise the full stop, exclamation mark, and question mark in texts
- use the full stop, exclamation mark, and question mark in sentences
- acknowledge the importance of punctuating sentences accurately
Key Inquiry Questions (KIQs)
- Why is it important to punctuate a text?
Learning Experiences
- read print or non-print text and identify the full stop, exclamation mark, and question mark
- punctuate a text using the target punctuation marks
- write a short story or dialogue on the theme of science and health education using the full stop, exclamation mark, and question mark, where necessary
- engage in online or offline punctuation games with peers
- create and display posters or charts with punctuated sentences for peer review and revision
- role-play well-punctuated dialogues and record
- discuss the effectiveness of punctuation marks in expressing meaning
Teaching Resources
Approved textbooks, realia, counters, flashcards, charts & digital devices.
1.2 Writing Narrative Paragraphs
1 Suggested LessonsTerm 3
Specific Learning Outcomes (SLOs)
By the end of this sub-strand, the learner should be able to:
- identify the parts of a narrative paragraph
- compose a narrative paragraph with the appropriate structure
- acknowledge the significance of paragraphing in written communication
Key Inquiry Questions (KIQs)
- Why do we write paragraphs?
Learning Experiences
- identify parts of a well-written paragraph specifically, an introduction, necessary details, and a conclusion
- read samples of narrative paragraphs provided by the teacher and discuss the flow of ideas
- write a paragraph using a digital device about issues such as hygiene, safety, and security
- present the paragraphs in class for peer review
Teaching Resources
Approved textbooks, realia, counters, flashcards, charts & digital devices.
1.3 Paragraphing: Using examples and incidents
2 Suggested LessonsTerm 3
Specific Learning Outcomes (SLOs)
By the end of this sub-strand, the learner should be able to:
- outline examples and incidents to include in a paragraph
- create a well-developed paragraph using examples and incidents
- appreciate the importance of well-written paragraphs in writing. Specific Learning Outcomes
Key Inquiry Questions (KIQs)
- How can you organise your ideas logically?
- Key Inquiry Question(s)?
Learning Experiences
- share ideas on examples and incidents that can be included in a paragraph
- collaborate with peers to develop a paragraph on leadership using the ideas generated in their earlier discussion
- present their paragraphs in class for peer review
- use mind maps to generate examples and incidents for sample paragraphs
- compose a paragraph based on suggested examples and incidents. Suggested Learning Experiences
Teaching Resources
Approved textbooks, realia, counters, flashcards, charts & digital devices.
1.4 Functional Writing: Friendly Letters
1 Suggested LessonsTerm 3
Specific Learning Outcomes (SLOs)
By the end of this sub-strand, the learner should be able to:
- identify the parts of a friendly letter
- compose a friendly letter using the correct format
- Appreciate the role of friendly letters in communication
Key Inquiry Questions (KIQs)
- Why do we write friendly letters?
Learning Experiences
- read sample friendly letters
- identify and underline parts of a friendly letter
- create a friendly letter individually
- exchange the friendly letter with a peer for feedback
- incorporate the feedback obtained from a peer
- type the friendly letter on a digital device or display the letter on a chart
- display friendly letters for other learners to give feedback
Teaching Resources
Approved textbooks, realia, counters, flashcards, charts & digital devices.
1.5 Commonly Misspelt Words
2 Suggested LessonsTerm 3
Specific Learning Outcomes (SLOs)
By the end of this sub-strand, the learner should be able to:
- recognise commonly misspelt words in texts
- use commonly misspelt words correctly in written texts
- value the relationship between accurate spelling and effective written communication
Key Inquiry Questions (KIQs)
- How can we improve our spelling?
- write a story or dialogue on contemporary issues, for example, keeping my neighbourhood safe, using the commonly misspelt words and share it with peers for feedback?
Learning Experiences
- mention words that are difficult to spell correctly
- work with peers to search for commonly misspelt words from textbooks and online sources
- discuss ways of correcting commonly misspelt words
- correct texts with wrong spellings of irregular plural nouns, for example, knife-knives; ox-oxen; fox-foxes; child-children; thief-thieves; lady- ladies; monkey-monkeys, and –ing verbs formed from verbs with final –e for example love – loving, dine – dining
- explain to peers the effects of correct spelling on written communication
- engage in spelling games such as crossword puzzles
Teaching Resources
Approved textbooks, realia, counters, flashcards, charts & digital devices.
1.6 Composition: The Writing Process
2 Suggested LessonsTerm 3
Specific Learning Outcomes (SLOs)
By the end of this sub-strand, the learner should be able to:
- outline the steps in the writing process
- write a narrative composition following the writing process
- acknowledge the role of writing fluency in communication
Key Inquiry Questions (KIQs)
- How does one write a good composition?
Learning Experiences
- watch a video of learners going through the writing process
- read samples of well-written texts and highlight features that make them outstanding
- discuss the writing process giving details of what each entails on a mind map
- suggest the most suitable topics on issues like natural resources or saving forests for practising the writing process
- work with peers to practise the writing process, for example by
- write a narrative composition following the writing process and share using a digital device for peer review
- review the effectiveness of the writing process in writing compositions
Teaching Resources
Approved textbooks, realia, counters, flashcards, charts & digital devices.
1.7 Composition Writing: Self-Assessment
2 Suggested LessonsTerm 3
Specific Learning Outcomes (SLOs)
By the end of this sub-strand, the learner should be able to:
- identify steps involved in the assessment of narrative compositions
- write narrative compositions and assess the introduction, body, and conclusion
- appreciate the importance of assessment in improving narrative composition writing
Key Inquiry Questions (KIQs)
- Why is it important to assess writing?
- How can one improve their composition writing skills?
Learning Experiences
- search online and offline for information on the aspects of self-assessment when writing a narrative composition
- practise assessing own narrative composition
- watch a video or listen to a recording on how to peer- assess a composition
- plan, organise, and write a composition on travel, and share it with peers for review
- identify and correct spelling, punctuation, and grammatical errors using a given checklist
Teaching Resources
Approved textbooks, realia, counters, flashcards, charts & digital devices.
1.8 Creative writing: Narrative compositions
1 Suggested LessonsTerm 3
Specific Learning Outcomes (SLOs)
By the end of this sub-strand, the learner should be able to:
- identify features of narrative composition in creative writing
- create well-written narrative compositions on a variety of topics
- appreciate the importance of writing in day-to-day life
Key Inquiry Questions (KIQs)
- Which things make a narrative composition memorable?
Learning Experiences
- Search for features of a well- written narrative from print and non-print sources. (200-240 words) such features include
- a narrow and clearly defined focus (title)
- a strong introduction
- character descriptions
- setting description
- interesting details
- a logical sequence
- purposeful and precise word choice
- varied sentence structure and
- a strong conclusion
- read well-written samples of narrative compositions noting the most outstanding parts
- plan a narrative composition in groups, and tell it as a chain story
- write a narrative composition on issues like historical and current heroes and share it with peers for discussion and revision
- create displays of narrative writing skills learned and publish them in the classroom
Teaching Resources
Approved textbooks, realia, counters, flashcards, charts & digital devices.
1.9 Functional Writing
1 Suggested LessonsTerm 3
Specific Learning Outcomes (SLOs)
By the end of this sub-strand, the learner should be able to:
Demonstrate understanding, values and foundational skills in Functional Writing.
Key Inquiry Questions (KIQs)
- What should one consider when grouping items in a packing list?
Learning Experiences
- The earner is guided to
- search online and offline for samples of packing and shopping lists
Teaching Resources
Approved textbooks, realia, counters, flashcards, charts & digital devices.
1.10 Packing and Shopping lists
2 Suggested LessonsTerm 3
Specific Learning Outcomes (SLOs)
By the end of this sub-strand, the learner should be able to:
- identify ways of grouping items in packing and shopping lists
- write a packing list for a specified event
- prepare a shopping list for use in a given context
- recognise the importance of preparing a shopping and packing list in their everyday lives
Key Inquiry Questions (KIQs)
- Why should a shopping list be prepared?
- What is the importance of a packing list?
Learning Experiences
- discuss the parts of a shopping list
- create and fill a packing list template, and share with peers
- discuss different ways of grouping items in packing and shopping lists
- give in pairs the prices of different items in the shopping list to match a given budget
Teaching Resources
Approved textbooks, realia, counters, flashcards, charts & digital devices.
1.11 Spelling antonyms, synonyms, and numbers
2 Suggested LessonsTerm 3
Specific Learning Outcomes (SLOs)
By the end of this sub-strand, the learner should be able to:
- By the end of the
- sub strand, the
- learner should be
- able to
- recognise
- antonyms
- synonyms, and
- numbers in
- words from a
- selected text
- use antonyms
- synonyms, and
- numbers in
- words correctly
- in writing
- appreciate the
- usage of
- antonyms
- synonyms, and
- numbers in
- words in
- effective
- writing
- Specific Learning
- Outcomes
Key Inquiry Questions (KIQs)
- Why is it important to tell the synonyms and antonyms of words?
- Why is it important to write numbers in words?
- Key Inquiry Question(s)?
Learning Experiences
- read a text with antonyms, synonyms, and numbers in words from print and non- print sources
- identify the antonyms, synonyms, and numbers in words from a selected text
- listen to a dictation of a text with antonyms and synonmys, and write them down
- collaborate with peers to search for antonyms and synonyms from books, newspapers and the internet, and compile a list
- write a list of antonyms and synonyms and, with peers, exchange for assessment. Suggested Learning Experiences
Teaching Resources
Approved textbooks, realia, counters, flashcards, charts & digital devices.
1.12 The writing Process: Dialogues
2 Suggested LessonsTerm 3
Specific Learning Outcomes (SLOs)
By the end of this sub-strand, the learner should be able to:
- outline the format of a dialogue
- apply the writing process in writing a dialogue
- acknowledge the importance of the writing process in acquiring good writing skills
Key Inquiry Questions (KIQs)
- What should we consider before writing a dialogue?
Learning Experiences
- search online and offline for an example of a dialogue
- dramatise the identified dialogue
- discuss the format of the dialogue they have identified
- fill in missing words in a set dialogue on traditional fashion,individually
- discuss the correctness of the words they have used
- create a rough draft of a short dialogue using the format they have identified individually
- edit each other’s dialogue to check for repetition, clarity, grammar, spelling and punctuation errors, in pairs
- revise the dialogue individually
- publish the final product for assessment,share the samples of well written dialogues with others in class
Teaching Resources
Approved textbooks, realia, counters, flashcards, charts & digital devices.
1.13 Creative Writing: Narrative Composition
2 Suggested LessonsTerm 3
Specific Learning Outcomes (SLOs)
By the end of this sub-strand, the learner should be able to:
- explain the meaning of specified idioms in context
- create well-written narrative compositions using the specified idioms
- appreciate the role of idioms in creative writing
Key Inquiry Questions (KIQs)
- What makes a story memorable?
- What is the importance of using idioms in communication?
Learning Experiences
- brainstorm on the reason creative writers use idiomatic expressions in writing
- explain situations that call for the use of the following idiomatic expressions: o biting off more than you can chew o own up to something o having a lot on your plate o call it a day o piece of cake o hold your tongue
- confirm the meaning of the idiomatic expressions from print and online dictionaries
Teaching Resources
Approved textbooks, realia, counters, flashcards, charts & digital devices.
1.14 Descriptive Writing
2 Suggested LessonsTerm 3
Specific Learning Outcomes (SLOs)
By the end of this sub-strand, the learner should be able to:
- identify features of a person, a thing, or a place that can be described
- write a descriptive composition on a given subject
- underscore the importance of creative writing in communication
Key Inquiry Questions (KIQs)
- What do you consider when describing something?
Learning Experiences
- collaborate with peers to view videos or pictures of people, things or places and list the features of each that can be described in an essay
- search online and offline for words and expressions that can be used to describe different features like weather emotions, events, and characters
- explain the difference between descriptive writing and other forms of writing
- read samples of descriptive essays and classify the features that are described and the expressions used in a graphic form for sharing
- create a descriptive composition of between 200 to 240 words on an interesting topic like outdoor sports and display it in a gallery for peer review and revision
Teaching Resources
Approved textbooks, realia, counters, flashcards, charts & digital devices.
1.15 Functional Writing: Notices Posters
2 Suggested LessonsTerm 3
Specific Learning Outcomes (SLOs)
By the end of this sub-strand, the learner should be able to:
- outline the format of presenting notices and posters
- design notices and posters on current issues
- acknowledge the role of notices and posters in disseminating information. EXCEEDING EXPECTATION (4) Selects main ideas, details and general information from listening texts in varied contexts Uses stress, intonation and articulates vowel and consonant sounds extensively to convey meaning correctly Uses polite expressions, turn taking and courteous interruption extensively in conversations Intensively makes oral presentations, exceptionally performs narratives and participates in interviews Reads 100 words per minute in varied texts, accurately and with expressions. Pauses are natural and has a native- speaker like tendencies Reads for meaning, details and makes inferences from varied texts Analyses poems, class reader. Evaluates attitude of the speaker and brings out mood in varied texts Uses nouns, pronouns, verbs, adjectives and conjunctions in a variety of texts and with precision applies the present and past tenses in varied sentences and contexts Writes texts legibly and neatly with a lot of creativity Uses capital letters, commas, full stops and paragraphing techniques exceptionally Exhibits an exceptionally clear and logical sequence, there is a sense of unity and order throughout, there is a clear sense of beginning, middle and ending and makes smooth transition between ideas when writing narrative, descriptive, friendly letters, posters and notices Grammar in Use Tasks such as multiple choice Discrimination Gap-filling Short-answer Dialogue-completion, information gap Role play Simulation Matching tasks Substitution tables Word games Puzzles Grammar in Use Essay writing competitions on different topics Hot seating sessions to enhance their language competence Language symposiums to sharpen their language capacity Word-based sports or games, for example, crossword puzzles or scrabble Shadowing language users Language drills Announcement posters and advertising of school activities as a practise
Key Inquiry Questions (KIQs)
- What kind of messages do posters convey?
- APPROACHING EXPECTATIONS (2) Selects only main ideas but leaves out details from listening text Occasionally uses stress, intonation and articulates some vowel and consonant sounds to convey meaning Occasionally uses polite expressions, turn taking and courteous interruption in conversations Makes oral presentations, performs narratives but does not participate in interviews effectively Reads 50 words per minute, with hesitations and lacks appropriate expressions in some instances Reads for meaning and details but does not make inferences Analyses poems and class reader that have been practised Uses nouns, pronouns, verbs, adjectives and conjunctions in texts but makes a few errors Applies the present and past tenses but at times confuses the two Attempts to write texts legibly and neatly Uses capital letters, commas, full stops and paragraphing techniques but makes a number of errors Attempts to provide a logical sequence, there is some sense of beginning, middle and ending and some smooth transition between ideas when writing narrative, descriptive, friendly letters, posters and notices?
Learning Experiences
- collect posters and notices online or offline tourist attraction sites in Kenya and display them in class
- brainstorm the format for presenting notices and posters
- study samples of notices and posters presented in class and label features of format
- differentiate between a poster and a notice in writing
- discuss and select issue(s) that can be addressed by notices and posters including matters relating to tourist attraction sites in Kenya
- design a notice and a poster on the selected issue using the model format and display for peer review
- keep the revised notice and poster in their portfolio. MEETING EXPECTATIONS (3) Selects main ideas, details and general information from listening texts Uses stress, intonation and articulates vowel and consonant sounds to convey meaning correctly Uses polite expressions, turn taking courteously interrupts in conversations Makes oral presentations, performs narratives and participates in interviews Reads 100 words per minute, accurately and with expressions. Reads for meaning, details and makes inferences. Analyses poems and class reader Uses nouns, pronouns, verbs, adjectives and conjunctions in texts Applies the present and past tenses in sentences Writes texts legibly and neatly Uses capital letters, commas, full stops and paragraphing techniques Exhibits a logical sequence, there is a sense of unity and order, there is a sense of beginning, middle and ending and makes smooth transition between ideas when writing narrative, descriptive, friendly letters, posters and notices Writing Skills
- Learner journals
- Peer assessment
- Self-assessment
- Standardised writing assessment Writing Skills
- Essay writing competitions
- Writing clubs, journalism clubs, and compiling articles for the school magazine to nurture writing talent
- Interclass or school Spelling contests
- Letter writing drills
- Mentorship in writing
- Report writing based on activities such as school sports and games
Teaching Resources
Approved textbooks, realia, counters, flashcards, charts & digital devices.