GRADE 10 INDIGENOUS LANGUAGE SCHEMES OF WORK FOR TERM 1
TABLE OF CONTENTS
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NAME OF THE TEACHER:………………………………………………………………………………………………………………………………………
SCHOOL:……………………………………………………………………………………………………….. YEAR:………………………………………….
| Week | Lesson | Strand | Sub-strand | Specific Learning Outcomes | Key Inquiry Questions | Learning Experiences | Learning Resources | Assessment | Reflection |
| 1 | 1 | 1.1 Listening and Speaking | 1.1.1 Fluency in Narration | By the end of the lesson, the learner should be able to describe characteristics of fables for language development. | 1. How do you make a story interesting during narration? | The learner is guided to listen to audio recordings of fables and brainstorm their characteristics. | Curriculum Design (2024) pg 1; Audio recordings | Oral Questions | |
| 2 | By the end of the lesson, the learner should be able to describe characteristics of trickster narratives. | The learner is guided to brainstorm the characteristics of trickster narratives. | Curriculum Design (2024) pg 1; Storybooks | Observation | |||||
| 3 | By the end of the lesson, the learner should be able to describe characteristics of ogre narratives. | The learner is guided to brainstorm the characteristics of ogre narratives. | Curriculum Design (2024) pg 1; Charts | Written Quiz | |||||
| 4 | By the end of the lesson, the learner should be able to narrate fables to enhance fluency. | The learner is guided to team up to narrate fables found online and offline. | Curriculum Design (2024) pg 1; Digital devices | Oral Narration | |||||
| 2 | 1 | By the end of the lesson, the learner should be able to narrate trickster stories using storytelling techniques. | 2. Why are narratives important? | The learner is guided to tell trickster stories observing techniques like tonal variation and gestures. | Curriculum Design (2024) pg 1; Props/Costumes | Observation | |||
| 2 | By the end of the lesson, the learner should be able to narrate ogre stories using storytelling techniques. | The learner is guided to tell ogre stories observing voice projection and audience involvement. | Curriculum Design (2024) pg 1; Resource person | Oral Narration | |||||
| 3 | By the end of the lesson, the learner should be able to critique peers’ narrations. | The learner is guided to work jointly to critique peers’ narrations and respectfully offer feedback. | Curriculum Design (2024) pg 1; Peer review forms | Peer Review | |||||
| 4 | 1.2 Reading | 1.2.1 Extensive Reading | By the end of the lesson, the learner should be able to select poems on traditional food and nutrition. | 1. Why is it important to read extensively? | The learner is guided to source for and select poems on traditional food from different sources. | Curriculum Design (2024) pg 3; Newspapers/Books | Observation | ||
| 3 | 1 | By the end of the lesson, the learner should be able to identify nouns from poems read. | The learner is guided to pick out nouns from the texts read and categorise them (proper, common, abstract). | Curriculum Design (2024) pg 3; Poems | Written Exercise | ||||
| 2 | By the end of the lesson, the learner should be able to use identified nouns in sentences. | The learner is guided to use the nouns identified in oral and written texts. | Curriculum Design (2024) pg 3; Chalkboard | Written Sentences | |||||
| 3 | By the end of the lesson, the learner should be able to extract vocabulary related to traditional food. | 2. How can we infer the meaning of vocabulary? | The learner is guided to extract vocabulary related to traditional food and nutrition from materials read. | Curriculum Design (2024) pg 3; Reading materials | Vocabulary List | ||||
| 4 | By the end of the lesson, the learner should be able to infer meaning of words related to nutrition. | The learner is guided to infer meaning of words related to traditional food and nutrition. | Curriculum Design (2024) pg 3; Dictionary | Oral Questions | |||||
| 4 | 1 | By the end of the lesson, the learner should be able to construct sentences using learnt vocabulary. | The learner is guided to write sentences and longer texts using learnt vocabulary. | Curriculum Design (2024) pg 3; Writing materials | Written Composition | ||||
| 2 | 1.3 Writing | 1.3.1 Orthography | By the end of the lesson, the learner should be able to write letters of the alphabet in indigenous language. | Why is it important to spell words correctly? | The learner is guided to look at alphabet flashcards and sound them/write them. | Curriculum Design (2024) pg 5; Flashcards | Dictation | ||
| 3 | By the end of the lesson, the learner should be able to apply spelling rules (silent letters/double consonants). | The learner is guided to team up to talk about common spelling rules. | Curriculum Design (2024) pg 5; Charts | Written Quiz | |||||
| 4 | By the end of the lesson, the learner should be able to identify common spelling mistakes. | The learner is guided to talk about common spelling mistakes in the language. | Curriculum Design (2024) pg 5; Student work samples | Discussion | |||||
| 5 | 1 | By the end of the lesson, the learner should be able to use appropriate capitalisation conventions. | The learner is guided to write lower- and upper-case letters correctly in words. | Curriculum Design (2024) pg 5; Worksheets | Written Exercise | ||||
| 2 | By the end of the lesson, the learner should be able to apply principles of orthography to spell words. | The learner is guided to display flashcards with correctly spelt words on the classroom wall. | Curriculum Design (2024) pg 5; Flashcards/Wall | Project | |||||
| 3 | By the end of the lesson, the learner should be able to recognise the value of correct spelling. | The learner is guided to discuss the importance of orthography in communication. | Curriculum Design (2024) pg 5; Textbooks | Oral Questions | |||||
| 4 | 2.1 Listening and Speaking | 2.1.1 Conversational Skills | By the end of the lesson, the learner should be able to describe the elements of an effective conversation. | 1. How do we communicate effectively? | The learner is guided to work jointly to identify elements of a conversation. | Curriculum Design (2024) pg 7; Audio clips | Discussion | ||
| 6 | 1 | By the end of the lesson, the learner should be able to conduct conversations politely (turn-taking). | The learner is guided to discuss the significance of turn-taking during debate sessions. | Curriculum Design (2024) pg 7; Video clips | Role Play | ||||
| 2 | By the end of the lesson, the learner should be able to evaluate credibility of information in a debate. | 2. What makes a good conversation? | The learner is guided to team up to evaluate credibility, evidence, and biases in a debate. | Curriculum Design (2024) pg 7; Debate recording | Critique | ||||
| 3 | By the end of the lesson, the learner should be able to engage in debates on traditional vs modern communication. | The learner is guided to engage in debates on a topic on traditional and modern forms of communication. | Curriculum Design (2024) pg 7; Debate set up | Observation | |||||
| 4 | By the end of the lesson, the learner should be able to agree and disagree politely. | The learner is guided to practice agreeing and disagreeing politely during a debating session. | Curriculum Design (2024) pg 7; Phrase cards | Observation | |||||
| 7 | 1 | By the end of the lesson, the learner should be able to analyse points raised during a debate. | The learner is guided to analyse the points raised during the debate and make a conclusion. | Curriculum Design (2024) pg 7; Note-taking pads | Written Summary | ||||
| 2 | 2.2 Reading | 2.2.1 Reading for Information | By the end of the lesson, the learner should be able to explain the reading process (Pre-reading). | 1. How do you access information in a text? | The learner is guided to team up to undertake pre-reading activities (e.g., predicting). | Curriculum Design (2024) pg 9; Texts on communication | Oral Questions | ||
| 3 | By the end of the lesson, the learner should be able to apply the reading process (During/After reading). | The learner is guided to read texts and ask questions/scan for answers. | Curriculum Design (2024) pg 9; Digital devices | Reading comprehension | |||||
| 4 | By the end of the lesson, the learner should be able to make notes from texts read. | The learner is guided to make notes (main points) from texts on traditional/modern communication. | Curriculum Design (2024) pg 9; Notebooks | Note-making | |||||
| 8 | MID-TERM | MID-TERM BREAK | MID-TERM BREAK | MID-TERM BREAK | MID-TERM BREAK | MID-TERM BREAK | MID-TERM BREAK | MID-TERM BREAK | MID-TERM |
| 9 | 1 | By the end of the lesson, the learner should be able to write summaries of texts read. | The learner is guided to use notes made to write summaries and read each other’s for peer review. | Curriculum Design (2024) pg 9; Texts | Summary writing | ||||
| 2 | By the end of the lesson, the learner should be able to identify pronouns in texts. | The learner is guided to work jointly to pick out pronouns from the texts read. | Curriculum Design (2024) pg 9; Reading materials | Identification | |||||
| 3 | By the end of the lesson, the learner should be able to construct sentences using pronouns. | The learner is guided to construct sentences using the pronouns identified. | Curriculum Design (2024) pg 9; Chalkboard | Written Sentences | |||||
| 4 | 2.3 Writing | 2.3.1 Mechanics of Writing | By the end of the lesson, the learner should be able to identify punctuation marks in a text. | Why do you punctuate texts? | The learner is guided to identify punctuation marks (comma, full stop, etc.) in a given text. | Curriculum Design (2024) pg 11; Punctuated texts | Identification | ||
| 10 | 1 | By the end of the lesson, the learner should be able to explain the uses of punctuation marks. | The learner is guided to discuss the uses of selected punctuation marks. | Curriculum Design (2024) pg 11; Grammar charts | Oral Questions | ||||
| 2 | By the end of the lesson, the learner should be able to use punctuation marks in sentences. | The learner is guided to practice using selected punctuation marks in writing sentences. | Curriculum Design (2024) pg 11; Worksheets | Written Exercise | |||||
| 3 | By the end of the lesson, the learner should be able to punctuate essays using digital tools. | The learner is guided to collaborate in punctuating essays using online editing tools. | Curriculum Design (2024) pg 11; Digital devices | Online editing | |||||
| 4 | By the end of the lesson, the learner should be able to write essays on communication using correct punctuation. | The learner is guided to write grade-appropriate essays on communication. | Curriculum Design (2024) pg 11; Writing pads | Essay writing | |||||
| 11 | 1 | By the end of the lesson, the learner should be able to critique peers’ work on punctuation. | The learner is guided to critique peers’ work and respectfully offer positive feedback. | Curriculum Design (2024) pg 11; Peer essays | Peer Review | ||||
| 2 | 3.1 Listening and Speaking | 3.1.1 Listening for Comprehension | By the end of the lesson, the learner should be able to identify main ideas in stories/songs on cultural celebrations. | 1. Why is it important to listen? | The learner is guided to listen to stories/songs on cultural celebrations and identify main ideas. | Curriculum Design (2024) pg 13; Audio recordings | Oral Questions | ||
| 3 | By the end of the lesson, the learner should be able to sequence events in stories. | The learner is guided to collaborate to organize events in stories sequentially. | Curriculum Design (2024) pg 13; Story cards | Sequencing task | |||||
| 4 | By the end of the lesson, the learner should be able to retell stories on cultural celebrations. | The learner is guided to team up to retell the stories listened to. | Curriculum Design (2024) pg 13; Resource person | Oral Retelling | |||||
| 12 | ALL | END TERM | ASSESSMENT | END TERM ONE ASSESSMENT | END TERM ONE ASSESSMENT | EXAMS | ASSESSMENT |
