| Competence | Objective | Month | Week | Main Topic | Sub Topic | Periods | Teaching Activities | Learning Activities | Learning Aids | Assessment | References | Remarks |
| The student should have ability to: Analyze novels and short stories | The student should be able to: a) Identify the terms used in the analysis of novels and short stories. b) Explain the meaning of the identified terms. c) Identify the type of the given novel or short story. d) Describe the type of the given novel or short story. e) Identify the features of the novel or short story. f) Distinguish fiction from non fiction. | January | Week 3 | NOVELS AND SHORT STORIES | Conceptu- alising common terms used in novels and short stories | 2 | To guide students to; i) � Identify the terms used in the analysis of novels and short stories. � Explain the meaning of each term identified. � Identify the type of the given novel or short story. � Describe the type of a given novel or short story. | Students to; i) � Identify the terms used in the analysis of novels and short stories. � Explain the meaning of each term identified. � Identify the type of the given novel or short story. | Relevant texts Selected novels Speeches Autobiography Biography Essays | 1. Is the student able to identify the terms used in the analysis of novels and short stories? 2. Is the student able to explain the meaning of the identified terms? 3. Is the student able to identify the type of the given novel or short story? | -- | Remarks Written here |
| The student should have ability to: Explain relevance of novel in real life. | The student should be able to: a) Explain the meaning of the title. b) Relate the title and the content/ message of the novel or short story. c) Explain the relevance of the title to the message of the novel or short story. | February | Week 1 | NOVELS AND SHORT STORIES | 1.2 Title of the novel or short story | 2 | To guide students to; i) students in groups or individually to read the given novel or short story and then use questioning strategies (i.e., what, why and how questions) to guide students to: � Explain the meaning of the title. � Relate the title to the content/message of the given novel or short story. � Explain the relevance of the title to the message of the novel or short story. ii) Students should present their responses for discussion. iii) To give feedback and use students� responses as feedback to support them in performing the tasks given in part (i). | Students to; i) students in groups or individually to read the given novel or short story and then use questioning strategies (i.e., what, why and how questions) to guide students to: � Explain the meaning of the title. � Relate the title to the content/message of the given novel or short story. � Explain the relevance of the title to the message of the novel or short story. ii) Students should present their responses for discussion. iii) To give feedback and use students� responses as feedback to support them in performing the tasks given in part (i). | Relevant texts ? Recorded materials (videos) ? Out- door theatres | 1. Is the student able to explain the meaning of the title of the given novel or short story? 2. Is the student able to relate the title and the message/ content of the given novel or short story? | -- | Remarks Written here |
| The student should have ability to: Write a novel successful | The student should be able to: a) Identify the setting of the novel or short story. b) Describe the time and geographical location within the narrative. c) Describe the culture of people in the given novel or short story. d) Identify the historical period when the text was written. e) Analyse the setting of the selected novel or short story. | February | Week 1 | NOVELS AND SHORT STORIES | Setting of the novel or short story | 2 | To guide students to; i) students in identifying the setting of the novel or short story. ii) � Describe the time and geographical location within the narrative. � Describe the culture of people in the given novel or short story. � Identify the historical period when the text was written. � Analyse the setting of the selected novel or short story. iii) To give feedback and use students� responses as feedback to support them in performing the tasks given in parts (i) and (ii). | Student to; i) students in identifying the setting of the novel or short story. ii) � Describe the time and geographical location within the narrative. � Describe the culture of people in the given novel or short story. � Identify the historical period when the text was written. � Analyse the setting of the selected novel or short story. iii) To give feedback and use students� responses as feedback to support them in performing the tasks given in parts (i) and (ii). | Relevant texts ? Selected novel or short story ? Recorded materials (videos) ? Out- door theatres | 1. Is the student able to identify the setting of the novel or short story? 2. Is the student able to describe the time and geographical location within the narrative? 3. Is the student able to describe the culture of people in the given novel or short story? 4. Is the student able to identify the historical period when the text was written? 5. Is the student able to analyse the setting of the selected novel or short story? | -- | Remarks Written here |
| The student should have ability to: Analyse the content of syllubus | The student should be able to: a) Identify the different parts of the novel or short story. b) Explain the features of the selected novel or short story. | February | Week 2 | NOVELS AND SHORT STORIES | 1.4 Plot | 2 | To guide students to; i) in groups or individually to read the given novel or short story and then use questioning strategies (i.e., what, why and how questions) to guide them in: � Identifying the different parts of the novel or short story. � Explaining the features of the novel or short story. � Identifying the events in the selected novel or short story. | Student to; i) in groups or individually to read the given novel or short story and then use questioning strategies (i.e., what, why and how questions) to guide them in: � Identifying the different parts of the novel or short story. � Explaining the features of the novel or short story. � Identifying the events in the selected novel or short story. | Relevant texts ? Selected novel or short story ? Recorded materials (videos) ? Out- door theatres | 1. Is the student able to identify the different parts of the novel or short story? 2. Is the student able to explain the features of the selected novel or short story? | -- | Remarks Written here |
| The student should have ability to: Analyse themes in novels | The student should be able to: a) Identify themes, ideas and messages from the selected novel or short story. b) Find evidences to support the identified themes, ideas and messages. c) Present the identified themes, ideas/ issues and messages from the given novel or short story. d) Identify the lessons learnt from the given novel or short story. Assess the relevance of the given novel or short story to the contemporary society. Summarise the main themes, messages and issues of the given novel or short story. | February | Week 4 | NOVELS AND SHORT STORIES | 1.7 Themes and messages | 2 | To guide the students to; students in groups or individually to read the given novel or short story and then use questioning strategies (i.e., what, why and how questions) to guide students in: � Identifying themes, ideas and messages from the selected novel or short story. � Finding evidences to support the identified themes, ideas and messages. � Presenting the identified themes, ideas/issues and messages from the selected novel or short story. v) The teacher should arrange students in groups and guide them to: � Identify the lessons learnt from the novel or short story. � Assess the relevance of the given novel or short story to the contemporary society. vi) The teacher should create activities for students to summarise the main themes, messages and issues of the given novel or short story. vii) Students should present their work for discussion viii) The teacher should give feedback and use students� responses as feedback to support them in performing the tasks given in parts (i) -(iii). | students in groups or individually to read the given novel or short story and then use questioning strategies (i.e., what, why and how questions) to guide students in: � Identifying themes, ideas and messages from the selected novel or short story. � Finding evidences to support the identified themes, ideas and messages. � Presenting the identified themes, ideas/issues and messages from the selected novel or short story. v) The teacher should arrange students in groups and guide them to: � Identify the lessons learnt from the novel or short story. � Assess the relevance of the given novel or short story to the contemporary society. vi) The teacher should create activities for students to summarise the main themes, messages and issues of the given novel or short story. vii) Students should present their work for discussion | ? Relevant texts ? Recorded materials (videos) ? Out- door theatres | 1. Is the student able to identify themes, ideas and messages from the selected novel or short story? 2. Is the student able to find evidences to support the identified themes, ideas and messages? 3. Is the student able to present the identified themes, ideas/issues and messages from the selected novel or short story? 4. Is the student able to identify the lessons learnt from the selected novel or short story? 5.Is the student able to assess the relevance of the given novel or short story to the contemporary society? Is the student able to summarise the main themes, messages and issues in the given novel or short story? | -- | Remarks Written here |