1
Strand 1.0
Writing
17 Sub-strands32 Lessons in Term 3
1.1 Legibility and Neatness
2 Suggested LessonsTerm 3
Specific Learning Outcomes (SLOs)
By the end of this sub-strand, the learner should be able to:
- identify sections of a piece of writing that require breaking of words and indentation
- indent paragraphs when writing a composition
- create a neat and legible text
- appreciate the importance of legibility and neatness in written communication
Key Inquiry Questions (KIQs)
- Why is it important to write legibly?
- Why do we indent paragraphs?
Learning Experiences
- distinguish between tidy and untidy pieces of writing
- indent paragraphs appropriately
- find out the advantages of a neat and legible handwriting from the internet or non-digital sources
- break words correctly at the end of a line
- assess their own handwriting
- work jointly to review a text written by a peer
- take notes during an oral presentation
- take notes while listening to an audio or watching a video recording
- rewrite portions of a dictated text
- work in partnership with peers to discuss techniques of improving legibility in writing
Teaching Resources
Approved textbooks, realia, counters, flashcards, charts & digital devices.
1.2 Mechanics of Writing: Punctuation
2 Suggested LessonsTerm 3
Specific Learning Outcomes (SLOs)
By the end of this sub-strand, the learner should be able to:
- identify the double quotation marks and the bracket in a text
- use the double quotation marks and the bracket in written texts
- appreciate the role of the double quotation marks and the bracket in written texts
Key Inquiry Questions (KIQs)
- Why is it important to use punctuation marks correctly?
- How do we use the double quotation marks and the bracket in writing?
Learning Experiences
- identify the double quotation marks and the bracket in digital texts, newspapers, books or magazines
- make sentences using the double quotation marks and the bracket
- assess the work of peers
- make posters displaying the correct use of the double quotation marks and the bracket
Teaching Resources
Approved textbooks, realia, counters, flashcards, charts & digital devices.
1.3 Structure of a paragraph
2 Suggested LessonsTerm 3
Specific Learning Outcomes (SLOs)
By the end of this sub-strand, the learner should be able to:
- outline the four characteristics of a well formed paragraph
- create a paragraph that is well developed, coherent and unified
- acknowledge the need for concise paragraphs in written communication
Key Inquiry Questions (KIQs)
- Why is it important to organise the ideas in your paragraphs coherently?
- How can you ensure that your paragraphs are well formed?
Learning Experiences
- read excerpts from newspaper articles, magazines, textbooks or online articles
- identify the
- topic sentence
- supporting sentences
- clincher sentence
- discuss the steps for paragraph writing, namely
- Step 1 —write an outline of the paragraph that includes the topic and supporting information
- Step 2 — write the topic sentence
- Step 3 – write a supporting sentence for each point. Use facts or examples to support your points
- Step 4 — write a concluding sentence to sum up
- Step 5 — write the final paragraph
- write a paragraph on a topic of interest that is
- contains well-developed thoughts
- assess the paragraphs in groups
Teaching Resources
Approved textbooks, realia, counters, flashcards, charts & digital devices.
1.4 Narrative and Descriptive Paragraphs
2 Suggested LessonsTerm 3
Specific Learning Outcomes (SLOs)
By the end of this sub-strand, the learner should be able to:
- highlight the qualities of a well formed paragraph
- write narrative and descriptive paragraphs
- use the first person and second person in narrative and descriptive paragraphs
- value the need for well formed paragraphs in written communication
Key Inquiry Questions (KIQs)
- How can we make a narrative composition interesting?
- How can we ensure unity in a paragraph?
Learning Experiences
- distinguish between narrative and descriptive paragraphs
- search for examples of narrative and descriptive paragraphs from the internet or print sources
- discuss the qualities of a well formed paragraph in groups
- outline the characteristics of a narrative paragraph
- discuss the features of a descriptive paragraph in groups
- create a descriptive paragraph that appeals to the sense of sight, smell, hearing, taste and touch
- create a narrative paragraph
- recognise the first and second person in various paragraphs
- review a paragraph written by peers
- make corrections to the paragraph as per comments given by peers
Teaching Resources
Approved textbooks, realia, counters, flashcards, charts & digital devices.
1.5 Letter of Application
2 Suggested LessonsTerm 3
Specific Learning Outcomes (SLOs)
By the end of this sub-strand, the learner should be able to:
- identify the components of a letter of application
- write a letter of application for placement at Senior Secondary School using all the components
- advocate the need to adhere to the format of formal letter writing
Key Inquiry Questions (KIQs)
- Why do we write letters of application?
- How can one ensure a letter of application meets the expected standards?
Learning Experiences
- identify the components of a letter of application from a sample letter
- work in groups to brainstorm on the purpose of writing a letter of application
- look for more samples of letters of application from books, magazines, newspapers and the internet
- outline a letter of application
- write a letter of application for placement at Senior Secondary School using the taught components
- exchange the letter with other learners for peer assessment
- edit the letters of application in small groups for correctness
- revise the letter and input corrections suggested by peers
- share the letters of application on the class noticeboard, school noticeboard or online
Teaching Resources
Approved textbooks, realia, counters, flashcards, charts & digital devices.
1.6 Mechanics of Writing: Spelling
2 Suggested LessonsTerm 3
Specific Learning Outcomes (SLOs)
By the end of this sub-strand, the learner should be able to:
- recognise homonyms, homophones, double consonants and double vowels in written texts
- spell commonly misspelt words for writing fluency
- value the importance of correct spelling in written communication
Key Inquiry Questions (KIQs)
- Why are some words commonly misspelt?
- Why is it important to spell words correctly?
Learning Experiences
- identify words with double consonants and those with double vowels
- search for the commonly misspelt words such as homonyms and homophones from the internet or print sources
- practise spelling homonyms and homophones in pairs or small groups
- listen to a dictation of words with double consonants and those with double vowels and write them
- engage in spelling games such as spelling bee, scramble, crosswords and word search
- use the target words in sentences of their own
- fill in crossword puzzles and other word games and share them through the internet, magazines or the school noticeboard
Teaching Resources
Approved textbooks, realia, counters, flashcards, charts & digital devices.
1.7 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 stages of the writing process
- create a composition, story or poem following the steps of the writing process
- advocate the need for creativity in life
Key Inquiry Questions (KIQs)
- How does the writing help us improve the quality of our writing?
Learning Experiences
- in pairs, outline the steps of the writing process
- brainstorm, in groups, on different topics such as natural resources- marine life, respect and life skills for writing a factual composition
- select one topic, in each group, and write a factual composition by following the writing process
- share factual composition pieces among the groups for peer assessment and correction
Teaching Resources
Approved textbooks, realia, counters, flashcards, charts & digital devices.
1.8 Assessing Writing
2 Suggested LessonsTerm 3
Specific Learning Outcomes (SLOs)
By the end of this sub-strand, the learner should be able to:
- identify the qualities of a well written composition
- write a composition related to the theme
- assess a composition against a predesigned criteria
- value the need for for claity and cohesion in writing communication
Key Inquiry Questions (KIQs)
- What are the qualities of a good composition?
- How can one make a composition interesting?
Learning Experiences
- read a passage about the qualities of a good composition
- write down a criterion or checklist for assessing compositions. the criterion should have parameters such as : variety of sentences, relevance and creativity, cohesion, grammar and editorials
- read samples of well written compositions from the coursebook
- write a composition related to the theme
- assess a peer’s composition and give comments as guided by the checklist
- make corrections to the composition
- display the compositions on the school noticeboard
Teaching Resources
Approved textbooks, realia, counters, flashcards, charts & digital devices.
1.9 Narrative compositions
2 Suggested LessonsTerm 3
Specific Learning Outcomes (SLOs)
By the end of this sub-strand, the learner should be able to:
- identify the elements of a narrative composition
- Uses the elements of a narrative composition in a story
- appreciate the role of background information in the creation of credible stories
Key Inquiry Questions (KIQs)
- How should we organise our compositions?
Learning Experiences
- read samples of narrative compositions from text books
- identify the introduction, body and conclusion of a sample composition
- brainstorm possible topics for narrative compositions
- tell a story from their own experiences
- plan a narrative composition
- write a narrative composition
- edit the composition
- revise the narrative composition
- read one another’s composition and obtain feedback from peers
- make corrections to the narrative
- display the compositions in a gallery walk, class noticeboard or through social media
Teaching Resources
Approved textbooks, realia, counters, flashcards, charts & digital devices.
1.10 Filling Forms: Application Forms
2 Suggested LessonsTerm 3
Specific Learning Outcomes (SLOs)
By the end of this sub-strand, the learner should be able to:
- recognize bursary and scholarship application forms from a list of forms
- fill in bursary and scholarship application forms while adhering to conventions
- value the importance of giving accurate and sufficient information in forms
Key Inquiry Questions (KIQs)
- Why is it important to fill in all parts of a form?
Learning Experiences
- in groups, collect bursary and scholarship application forms from digital and print sources
- note down the common features of each type of the form
- analyse, in groups, the type of data sought by different forms
- fill in different forms that require data on issues such as social and mass media
- share different filled in forms for peer observation and feedback
- discuss as a plenary the importance of providing accurate data in forms
- create a form in small groups
Teaching Resources
Approved textbooks, realia, counters, flashcards, charts & digital devices.
1.11 Mechanics of Writing – Spelling
2 Suggested LessonsTerm 3
Specific Learning Outcomes (SLOs)
By the end of this sub-strand, the learner should be able to:
- spell words for effective communication
- write common abreviations in full
- appreciate the importance of abbreviations in writing
Key Inquiry Questions (KIQs)
- What should you consider when splitting words at the end of a line?
- Which words do we normally abbreviate?
Learning Experiences
- watch demonstration clips and note the rules of abbreviation especially for the following
- titles, for example, Mrs Juma
- time references, for example, 7 a.m
- organisations, technical words and company names, for example, IEBC, ICU, KBC
- discuss the rules of abbreviation and present them in charts in groups
- copy the lists of abbreviations from electronic or print sources respectively in pairs
- write a paragraph on how to make savings from income generating activities containing words to be abbreviated
- assess the correctness of the paragraph in groups
Teaching Resources
Approved textbooks, realia, counters, flashcards, charts & digital devices.
1.12 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 different stages of the writing process
- apply the writing process in creating a dialogue on a relevant theme
- emphasise the importance of each of the stages in the writing process in crafting flawless dialogues
Key Inquiry Questions (KIQs)
- Why should you plan your writing?
- Why is it important to learn dialogue writing?
Learning Experiences
- Learner should be guided to
- read on the following steps of the writing process: pre-writing, drafting, editing, revising and publishing
- in groups, discuss the different tasks involved in each stage of the writing process
- brainstorm on different topics related to personal grooming, respect and life skills
- individually, select one topic and write a dialogue adhering to the writing process
- share the dialogues and assess and correct each other’s work
- in pairs, dramatise selected dialogues as the others watch and record or note the strengths and weaknesses
- suggest ways of improving dialogues written by peers
Teaching Resources
Approved textbooks, realia, counters, flashcards, charts & digital devices.
1.13 Creative Writing: Idioms
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 given idioms in different contexts
- use a variety of idioms in writing narrative compositions
- encourage peers to use idioms appropriately in speech and writing
Key Inquiry Questions (KIQs)
- What are idioms?
- Which idioms are you familiar with?
Learning Experiences
- use the print and digital dictionaries to find the meaning of the following idioms and present them in a graphic organizer
- peace of mind
- bury the hatchet
- sit on the fence
- with open arms
- burning bridges
- follow in someone’s footsteps, monkey business
- adding insult to injury
- in groups, fill sentence gaps with the most appropriate idioms
- play language games where one shows an idiom on a flash card and the other makes a sentence with it
- read short narrative essays on sea travel containing most of the given idioms
- write a narrative composition using the given idioms
- in groups scan through compositions of each member and create a checklist of idioms used tallying them to find out the most popular
- discuss the importance of using idioms in written and spoken language
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:
- use the correct writing process to write a composition
- spell words correctly in composition writing
- apply the five senses in writing descriptive compositions
- display creativity and imagination in composition writing
- recognise the importance of creativity in writing
Key Inquiry Questions (KIQs)
- What makes a story creative?
- Which words do we use to describe our different senses?
Learning Experiences
- write sentences that describe things in the classroom using the five senses
- write a composition on a topic related to the world cup
- in small groups, engage in relay writing and share the final product with the rest of the class
- read a short excerpt of writing on the world cup from a selected writer or a writer they admire and try to write a composition, in their own words, but using the style or words learnt from the writer
- look at a set of pictures or items on the world cup provided by the teacher and write a descriptive composition based on these items
- rewrite a famous story in their own words
- in pairs, write short paragraghs describing an item and have the other person guess what the item is
- share the best creative compositions on the school notice board or the school website
Teaching Resources
Approved textbooks, realia, counters, flashcards, charts & digital devices.
1.15 Emails
2 Suggested LessonsTerm 3
Specific Learning Outcomes (SLOs)
By the end of this sub-strand, the learner should be able to:
- identify the key elements of an email
- apply the elements in writing an email
- appreciate the importance of writing emails
Key Inquiry Questions (KIQs)
- Why do we write emails?
- What is the difference between emails and letters?
- MEETING EXPECTATION?
Learning Experiences
- write emails based on tourist attraction sites to peers
- in pairs, exchange emails written to their friends
- identify the parts of an email in their partner’s work by underlining the elements
- learners to rework their emails to include any elements that were missing
- display some of the emails on the talking walls EXCEEDING EXPECTATION
Teaching Resources
Approved textbooks, realia, counters, flashcards, charts & digital devices.
1.16 Mechanics of writing
1 Suggested LessonsTerm 3
Specific Learning Outcomes (SLOs)
By the end of this sub-strand, the learner should be able to:
- Ability to apply
- mechanics of
- writing
- (capitalization
- commas, full
- paragraphing)
Key Inquiry Questions (KIQs)
- Applies mechanics of writing for information?
Learning Experiences
- Applies mechanics of writing with precision in varied contexts
Teaching Resources
Approved textbooks, realia, counters, flashcards, charts & digital devices.
1.17 Types of writing
1 Suggested LessonsTerm 3
Specific Learning Outcomes (SLOs)
By the end of this sub-strand, the learner should be able to:
- Ability to
- compose
- narrative
- descriptive
- friendly letters
- posters and
- notices
- information
- Grammar in Use
- Multiple choice tasks
- Discrimination
- Gap-filling
- Short-answer
- Dialogue-complétion
- 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
- Language drills
- Announcement
- posters and
- advertising of school
- activities as a practice
Key Inquiry Questions (KIQs)
- composes narrative, descriptive, friendly letters, posters and notices information?
Learning Experiences
- composes narrative, descriptive, friendly letters, posters and notices information creatively Writing Skills
- Learner journals
- Peer assessment
- Self-assessment
- Standardized 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.