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| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 2 | 1 |
CITIZENSHIP
Listening and Speaking |
Polite Language - Euphemism
|
By the end of the
lesson, the learner
should be able to:
- Outline words and phrases used to express euphemism - Identify euphemism in oral and written texts - Acknowledge the importance of politeness in communication |
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 |
Why should we use polite language when communicating with others?
|
- KLB Top Scholar pg. 1
- Dictionary - Digital devices - Audio recordings - Poems/stories - Teacher's Guide |
- Observation
- Oral questions
- Oral presentation
- Checklists
|
|
| 2 | 2 |
Listening and Speaking
Reading I |
Polite Language - Conducting Debates
Independent Reading - Selecting and Reading Texts |
By the end of the
lesson, the learner
should be able to:
- Conduct a debate while adhering to conventions of polite language - Use verbal and non-verbal cues appropriately during debates - Acknowledge the importance of politeness in communication |
The learner is guided to:
- Make rules for a debating session in groups and discuss why polite language is important - Conduct a debate in small groups on titles such as 'passengers can avert road crashes' - Watch or listen to a recorded clip of a debating session in parliament |
How can we show good citizenship through debating with respect and politeness?
|
- KLB Top Scholar pg. 3
- Class rules chart - Digital devices - Video clips of debates - Posters - Chart paper - KLB Top Scholar pg. 4 - Library books - Online texts - Fiction and non-fiction materials - Internet access |
- Oral presentation
- Observation
- Debates assessment
- Checklists
- Peer assessment
|
|
| 2 | 3 |
Reading I
Grammar in Use |
Independent Reading - Creating and Maintaining a Reading Log
Gender Neutral Language - Recognizing Biased Terms |
By the end of the
lesson, the learner
should be able to:
- Create a reading log for monitoring reading activities - Recommend to peers suitable fiction and non-fiction materials to read - Value the role of keeping records of reading activities |
The learner is guided to:
- Maintain a reading log showing reading activities including title, author, dates, themes, characters, and plot - Engage in follow-up activities such as creating chain stories, forming a book club, and keeping vocabulary journals - Share reading experiences and recommendations with peers |
How does a reading log help us track and improve our reading habits?
|
- KLB Top Scholar pg. 6
- Reading log templates - Sample reading logs - Notebooks - Digital devices - Various texts - KLB Top Scholar pg. 9 - Charts - Video clips - English songs - Poems and stories - Teacher's Guide |
- Reading logs assessment
- Peer assessment
- Self-assessment
- Book club discussions
- Observation
|
|
| 2 | 4 |
Grammar in Use
Reading II Reading II |
Gender Neutral Language - Application in Communication
Play: Structure and Setting - Elements of Drama Play: Structure and Setting - Dramatic Interpretation |
By the end of the
lesson, the learner
should be able to:
- Use gender neutral words and phrases in sentences - Replace gender-biased terms with neutral alternatives - Appreciate the importance of gender sensitivity in communication |
The learner is guided to:
- Replace words with gender bias in poems or stories with gender neutral words and phrases and use them to make sentences - Collaborate with peers to create posters showing gender neutral words and phrases and share them on the school notice board - Fill in a crossword puzzle featuring gender neutral words/phrases |
Which words demonstrate gender sensitivity and inclusivity in communication?
|
- KLB Top Scholar pg. 10
- Charts - Digital devices - Crossword puzzles - Poster materials - Social media platforms - KLB Top Scholar pg. 12 - Class readers (Play) - Sample plays - Lesson notes - Teacher's Guide - KLB Top Scholar pg. 16 - Props (optional) - Recording devices - Performance space |
- Observation
- Oral questions
- Peer assessment
- Checklists
- Sentence construction tests
- Crossword completion
|
|
| 2 | 5 |
Writing
|
Legibility and Neatness - Handwriting Fundamentals
|
By the end of the
lesson, the learner
should be able to:
- Identify sections of a piece of writing that require breaking of words and indentation - Distinguish between tidy and untidy pieces of writing - Appreciate the importance of legibility and neatness in written communication |
The learner is guided to:
- Distinguish between tidy and untidy pieces of writing and 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 and assess their own handwriting |
Why is it important to write legibly and neatly?
|
- KLB Top Scholar pg. 19
- Digital devices - Sample handwriting (tidy and untidy) - Internet resources - Lesson notes - Teacher's Guide |
- Observation
- Question and answer
- Self-assessment
- Writing samples analysis
- Checklists
- Assessment rubrics
|
|
| 2 | 6 |
Writing
Listening and Speaking |
Legibility and Neatness - Creating Neat Texts
Oral Literature - Short Forms Characteristics |
By the end of the
lesson, the learner
should be able to:
- Create a neat and legible text - Apply techniques of improving legibility in writing - Value the importance of neat presentation in communication |
The learner is guided to:
- Take notes during an oral presentation or while listening to an audio/watching a video recording - Rewrite portions of a dictated text neatly and legibly - Work jointly to review a text written by a peer and discuss techniques of improving legibility in writing |
How can one improve their legibility in written communication?
|
- KLB Top Scholar pg. 21
- Digital texts - Audio/video recordings - Dictation passages - Peer work samples - Lesson notes - KLB Top Scholar pg. 23 - Digital devices - Internet access - Books with riddles and proverbs - Chart paper - Crossword puzzles |
- Written exercises
- Peer assessment
- Self-assessment
- Checklists
- Assessment rubrics
- Dictation tests
- Portfolio evaluation
|
|
| 2 | 7 |
SCIENCE FICTION
Listening and Speaking |
Oral Literature - Tongue Twisters Performance
|
By the end of the
lesson, the learner
should be able to:
- Identify the characteristics of tongue twisters - Perform tongue twisters appropriately - Value the importance of short forms in fostering fluency in communication |
The learner is guided to:
- Collect tongue twisters from the internet and the community - Say tongue twisters aloud as fast as possible and discuss their functions - Create a collection of riddles, proverbs and tongue twisters and display them on charts |
How do tongue twisters help improve our pronunciation and fluency?
|
- KLB Top Scholar pg. 30
- Digital devices - Internet access - Chart paper - Markers - Tongue twister cards |
- Observation
- Oral performance
- Pronunciation assessment
- Checklists
- Peer assessment
|
|
| 2 | 8 |
Reading I
|
Intensive Reading - Simple Poems with Rhyme and Repetition
|
By the end of the
lesson, the learner
should be able to:
- Identify basic aspects of style such as repetition and rhyme in a poem - Describe the functions of rhyme and repetition in a poem - Appreciate the role of repetition and rhyme in poetry |
The learner is guided to:
- Read provided simple poems individually and in groups and respond to questions based on the poems - Recite simple poems and identify the parts where repetition and rhyme are used - Search the internet or other sources for more examples of poems that use repetition and rhyme |
Why do we repeat some sounds, words and lines in a poem?
|
- KLB Top Scholar pg. 33
- Poetry books - Digital devices - Internet access - Chart paper - Sample poems |
- Observation
- Oral reading
- Recitation assessment
- Written questions
- Checklists
|
|
| 2 | 9 |
Reading I
|
Intensive Reading - Composing Simple Poems
|
By the end of the
lesson, the learner
should be able to:
- Create a poem based on a topic of interest - Relate the ideas in a poem to real life - Value poetry as a creative form of expression |
The learner is guided to:
- Compose a simple poem with rhyme and repetition based on a topic of interest - Present their poems in groups and recite them with appropriate expression - Relate the ideas in poems to real life situations |
How can we create our own poems using rhyme and repetition?
|
- KLB Top Scholar pg. 36
- Writing materials - Digital devices - Chart paper - Markers - Sample poems |
- Creative writing assessment
- Oral presentation
- Peer assessment
- Checklists
- Observation
|
|
| 3 | 1 |
Grammar in Use
|
Nouns and Quantifiers - Categorizing Nouns
|
By the end of the
lesson, the learner
should be able to:
- Use quantifiers in sentences - Categorize count and non-count nouns in oral and written texts - Acknowledge the importance of quantifiers in oral and written communication |
The learner is guided to:
- Read a short passage in which quantifiers are used to describe count and non-count nouns - Listen to a text that uses quantifiers with count and non-count nouns and identify examples - Work in small groups to identify count and non-count nouns from a passage |
How do count nouns differ from the non-count nouns?
|
- KLB Top Scholar pg. 37
- Textbooks - Digital devices - Audio recordings - Worksheets - Chart paper |
- Written questions
- Oral questions
- Observation
- Group work assessment
- Checklists
|
|
| 3 | 2 |
Grammar in Use
Reading II |
Nouns and Quantifiers - Using Quantifiers Correctly
Intensive Reading - Plot Development |
By the end of the
lesson, the learner
should be able to:
- Use quantifiers with count and non-count nouns correctly - Match quantifiers with appropriate nouns - Value the importance of quantifiers in precise communication |
The learner is guided to:
- Identify quantifiers that are used with count, non-count or both categories of nouns - Search for more examples of quantifiers from books, newspapers, magazines, and the Internet - Form sentences using different quantifiers with count and non-count nouns and read them aloud in groups |
Why is it important to express the quantity of something correctly?
|
- KLB Top Scholar pg. 39
- Textbooks - Digital devices - Newspapers - Magazines - Internet access - Worksheets - KLB Top Scholar pg. 41 - Class readers (Play) - Plot diagrams - Chart paper - Markers |
- Sentence construction tests
- Oral assessment
- Written exercises
- Peer assessment
- Checklists
|
|
| 3 | 3 |
Reading II
|
Intensive Reading - Relating Plot to Real Life
|
By the end of the
lesson, the learner
should be able to:
- Relate the events in a play to real life experiences - Role-play sections of a play - Value the lessons learned from analyzing plot |
The learner is guided to:
- Role-play a section of a play in groups focusing on key events - Assess summaries of plot events in pairs or small groups - Make connections between events in a play and real life situations |
How do the events in a play connect to our own life experiences?
|
- KLB Top Scholar pg. 42
- Class readers (Play) - Digital devices - Props (optional) - Recording devices - Performance space |
- Role play assessment
- Peer assessment
- Written responses
- Observation
- Checklists
|
|
| 3 | 4 |
Writing
|
Mechanics of Writing - Using Brackets
|
By the end of the
lesson, the learner
should be able to:
- Identify the bracket in a text - Use the bracket in written texts - Appreciate the role of the bracket in written texts |
The learner is guided to:
- Identify brackets in digital texts, newspapers, books or magazines and note their usage - Make sentences using brackets to enclose extra information, translations, or explanations - Assess the work of peers for correct use of brackets |
Why is it important to use punctuation marks correctly?
|
- KLB Top Scholar pg. 43
- Digital devices - Newspapers - Books - Magazines - Worksheets - Chart paper |
- Written exercises
- Peer assessment
- Observation
- Sentence construction tests
- Checklists
|
|
| 3 | 5 |
Writing
Listening and Speaking |
Mechanics of Writing - Using Double Quotation Marks
Listening Comprehension - Main Idea and Specific Details |
By the end of the
lesson, the learner
should be able to:
- Identify double quotation marks in a text - Use double quotation marks in written texts - Value the role of double quotation marks in written texts |
The learner is guided to:
- Identify double quotation marks in digital texts, newspapers, books or magazines - Make sentences using double quotation marks to show the exact words spoken by someone - Make posters displaying the correct use of double quotation marks and share them |
How do we use the double quotation marks and the bracket in writing?
|
- KLB Top Scholar pg. 45
- Digital devices - Newspapers - Books - Poster materials - Chart paper - KLB Top Scholar pg. 47 - Digital devices - Audio recordings - Teacher's Guide |
- Written questions
- Oral presentation
- Peer assessment
- Poster evaluation
- Checklists
|
|
| 3 | 6 |
ENVIRONMENTAL CONSERVATION
Listening and Speaking Reading I |
Listening Comprehension - Inferring Meaning and Video Analysis
Reading for Information and Meaning - Context Clues and Connections |
By the end of the
lesson, the learner
should be able to:
- Infer meaning of unfamiliar words in a listening passage - Pick out information from video presentations - Appreciate the importance of active listening |
The learner is guided to:
- Listen to a news bulletin and identify main idea and specific details - Watch a video presentation on environmental issues and identify specific details - Infer the meaning of unfamiliar words in groups and answer questions |
Why is it important to understand new words in a listening text?
|
- KLB Top Scholar pg. 47
- Video clips - Digital devices - Audio-visual resources - KLB Top Scholar pg. 50 - Dictionary - Course books |
- Oral questions
- Observation
- Group discussions
|
|
| 3 | 7 |
Reading I
Grammar in Use |
Reading for Information and Meaning - Note Making and Summary
Modal Auxiliaries - Identification and Usage |
By the end of the
lesson, the learner
should be able to:
- Make notes while reading a text - Summarise events in a text - Use new words in sentences |
The learner is guided to:
- Read a passage and make notes as they read - Summarise events in the text - Form sentences using new words and fill in crossword puzzles |
How does note making help in comprehension?
|
- KLB Top Scholar pg. 50
- Newspapers - Magazines - Crossword puzzles - KLB Top Scholar pg. 53 - Digital devices - Charts - Course books |
- Written questions
- Crossword completion
- Peer assessment
|
|
| 3 | 8 |
Grammar in Use
Reading II Reading II |
Modal Auxiliaries - Application and Functions
Poems: Structure - Elements and Personification Poems: Structure - Composition and Sharing |
By the end of the
lesson, the learner
should be able to:
- Use modal auxiliaries correctly in various contexts - Discuss functions of modal auxiliaries - Appreciate their role in communication |
The learner is guided to:
- Listen to songs/poems and identify modal auxiliaries - Use modal auxiliaries to express permission, requests, ability and obligation - Discuss in groups the functions of modal auxiliaries |
How do modal auxiliaries help us communicate better?
|
- KLB Top Scholar pg. 53
- Audio recordings - Video clips - Poems/stories - KLB Top Scholar pg. 58 - Poetry books - Digital devices - Charts - Writing materials - Social media platforms |
- Peer assessment
- Oral presentation
- Checklists
|
|
| 3 | 9 |
Writing
|
Structure of a Paragraph - Components
|
By the end of the
lesson, the learner
should be able to:
- Outline the four characteristics of a well-formed paragraph - Identify topic, supporting and clincher sentences - Acknowledge the need for concise paragraphs |
The learner is guided to:
- Read excerpts from newspapers, magazines and textbooks - Identify topic sentence, supporting sentences and clincher sentence - Discuss steps for paragraph writing |
1. Why is it important to organise ideas coherently?
- How can you ensure paragraphs are well-formed?
|
- KLB Top Scholar pg. 62
- Course books - Newspapers - Magazines |
- Written exercises
- Peer assessment
- Checklists
|
|
| 4 | 1 |
Writing
Listening and Speaking |
Structure of a Paragraph - Application
Selective Listening - Relevant Details |
By the end of the
lesson, the learner
should be able to:
- Create a well-developed, coherent and unified paragraph - Match topic sentences with clincher sentences - Value coherent writing |
The learner is guided to:
- Write a paragraph on environmental conservation ensuring coherence and unity - Assess paragraphs in groups - Match topic sentences with appropriate clincher sentences |
How does proper structure improve paragraph quality?
|
- KLB Top Scholar pg. 62
- Writing materials - Manila papers - Peer work samples - KLB Top Scholar pg. 66 - Digital devices - Audio recordings - Video clips |
- Written exercises
- Peer assessment
- Assessment rubrics
|
|
| 4 | 2 |
CONSUMER PROTECTION
Listening and Speaking |
Selective Listening - Better Listening
|
By the end of the
lesson, the learner
should be able to:
- Give opinions on listening texts - Discuss how to become better listeners - Appreciate selective listening in various contexts |
The learner is guided to:
- Discuss in groups how to become a better listener - Give opinions on what they like or do not like about a text - Watch a video presentation and pick out required information |
How can we ensure we pick out relevant details from a text?
|
- KLB Top Scholar pg. 66
- Video clips - Audio-visual resources - Teacher's Guide |
- Oral presentation
- Group discussions
- Listening assessment
|
|
| 4 | 3 |
Reading I
|
Intensive Reading - Predictions and Connections
|
By the end of the
lesson, the learner
should be able to:
- Predict events in a reading text - Outline key events in a text - Appreciate intensive reading for lifelong learning |
The learner is guided to:
- Make predictions about story outcome from title and illustrations - Deduce meaning of words using contextual clues - Make connections between events in the story and real life |
How are characters and events in a text related to real life?
|
- KLB Top Scholar pg. 68
- Course books - Digital devices - Dictionary |
- Written questions
- Oral questions
- Peer assessment
|
|
| 4 | 4 |
Reading I
|
Intensive Reading - Questions and Summaries
|
By the end of the
lesson, the learner
should be able to:
- Answer direct and inferential questions - Make notes from a passage - Write summaries using notes |
The learner is guided to:
- Answer direct and inferential questions from a passage on consumer laws - Make notes from the passage on consumer laws and policies - Write a summary using the notes |
Why is note taking an important reading skill?
|
- KLB Top Scholar pg. 68
- Newspapers - Magazines - Internet resources |
- Summary assessment
- Written questions
- Checklists
|
|
| 4 | 5 |
Grammar in Use
|
Present and Past Perfect Aspect - Forms
|
By the end of the
lesson, the learner
should be able to:
- Distinguish present and past perfect aspect - Recognize has/have and had with past participles - Appreciate importance of using tense correctly |
The learner is guided to:
- Recognise present and past perfect aspects in sentences - Engage in sentence completion guessing games - Compare present and past perfect aspect forms |
How do we show that an action is complete?
|
- KLB Top Scholar pg. 71
- Charts - Course books - Lesson notes |
- Written exercises
- Oral questions
- Sentence construction
|
|
| 4 | 6 |
Grammar in Use
Reading II |
Present and Past Perfect Aspect - Application
Play: Identification of Characters - Roles and Description |
By the end of the
lesson, the learner
should be able to:
- Use present and past perfect aspect in sentences - Construct sentences on consumer topics - Value correct tense usage in communication |
The learner is guided to:
- Use has/have + past participle to form present perfect aspect - Use had + past participle to form past perfect aspect - Construct sentences on consumer laws and policies using perfect aspects |
Why should we use tense correctly in sentences?
|
- KLB Top Scholar pg. 71
- Digital devices - Newspapers - Internet resources - KLB Top Scholar pg. 74 - Class readers (Play) - Sample plays |
- Peer assessment
- Written exercises
- Oral presentation
|
|
| 4 | 7 |
Reading II
|
Play: Identification of Characters - Performance and Analysis
|
By the end of the
lesson, the learner
should be able to:
- Role play various characters - Relate characters to real life - Appreciate characterisation in plays |
The learner is guided to:
- Assume (hot seat) the personality of certain characters - Role play various characters and participate in reader's theatre - Relate characters to people in real life and discuss their behaviour |
Why is characterisation important in a play?
|
- KLB Top Scholar pg. 74
- Props (optional) - Recording devices - Performance space |
- Role play assessment
- Oral questions
- Written essays
|
|
| 4 | 8 |
Writing
|
Narrative and Descriptive Paragraphs - Distinction and Features
|
By the end of the
lesson, the learner
should be able to:
- Distinguish between narrative and descriptive paragraphs - Highlight qualities of well-formed paragraphs - Value need for well-formed paragraphs |
The learner is guided to:
- Distinguish between narrative and descriptive paragraphs - Search for examples from internet or print sources - Discuss qualities of well-formed paragraphs and characteristics of each type |
How can we make a narrative composition interesting?
|
- KLB Top Scholar pg. 75
- Course books - Digital devices - Internet resources |
- Written exercises
- Peer assessment
- Group discussions
|
|
| 4 | 9 |
Writing
|
Narrative and Descriptive Paragraphs - Creation and Review
|
By the end of the
lesson, the learner
should be able to:
- Write narrative and descriptive paragraphs - Use first person and second person appropriately - Value coherent written communication |
The learner is guided to:
- Create a descriptive paragraph appealing to the five senses - Create a narrative paragraph using appropriate point of view - Review peer's paragraphs and make corrections |
How can we ensure unity in a paragraph?
|
- KLB Top Scholar pg. 75
- Writing materials - Peer work samples - Charts |
- Written exercises
- Peer assessment
- Self-assessment
|
|
| 5 | 1 |
RELATIONSHIPS: COMMUNITY
Listening and Speaking |
Pronunciation - /j/ /w/ /aɪ/ /eɪ/
|
By the end of the
lesson, the learner
should be able to:
- Pronounce semi-vowels /j/ /w/ and diphthongs /aɪ/ /eɪ/ with clarity - Distinguish between similar sounding words - Appreciate importance of correct pronunciation |
The learner is guided to:
- Identify semi-vowels /j/ and /w/ (as in you, yes; woo, way) - Pick out diphthongs /aɪ/ and /eɪ/ (as in buy; pain) from audio texts - Practise pronunciation in pairs and work with videos on correct pronunciation |
1. Why should we pronounce sounds accurately?
- How can the same word express different meanings?
|
- KLB Top Scholar pg. 80
- Digital devices - Audio recordings - Flashcards |
- Observation
- Oral questions
- Pronunciation drills
- Peer assessment
|
|
| 5 | 2 |
Listening and Speaking
|
Pronunciation - Stress Patterns
|
By the end of the
lesson, the learner
should be able to:
- Apply stress on content and function words appropriately - Bring out varied meanings through stress - Advocate for accurate pronunciation in communication |
The learner is guided to:
- Identify stressed and unstressed words in sentences - Apply stress appropriately when reading poems - Read same sentence placing stress on different words to convey varied meanings |
How does stress help us convey different meanings?
|
- KLB Top Scholar pg. 80
- Poems - Audio clips - Internet resources |
- Oral presentation
- Peer assessment
- Self-assessment
|
|
| 5 | 3 |
Reading I
|
Reference Materials - Types and Uses
Reference Materials - Practical Use |
By the end of the
lesson, the learner
should be able to:
- Outline various types of reference materials and their uses - Compare print and digital reference materials - Acknowledge value of reference materials in research |
The learner is guided to:
- Search internet for information about dictionary, thesaurus and encyclopaedia - Compare print and digital reference materials in terms of accessibility and features - Read a passage and identify unfamiliar words |
Why do we use reference materials?
|
- KLB Top Scholar pg. 84
- Dictionary - Thesaurus - Encyclopaedia - Digital devices - Newspapers - Magazines - Subject specific encyclopaedias |
- Observation
- Research tasks
- Oral questions
|
|
| 5 | 4 |
Grammar in Use
|
Order of Adjectives - Categories
|
By the end of the
lesson, the learner
should be able to:
- Identify various types of adjectives in texts - Categorize adjectives (opinion, size, shape, age, colour, origin, material, purpose) - Appreciate role of adjectives in creating vivid descriptions |
The learner is guided to:
- Identify opinion, size, shape, age, colour, origin, material, purpose adjectives - Search for examples of various types of adjectives from internet - Use mind maps to generate different adjectives |
1. How can we use words to create vivid pictures?
- Why is it important to order adjectives correctly?
|
- KLB Top Scholar pg. 88
- Charts - Digital devices - Lesson notes |
- Written exercises
- Oral questions
- Peer assessment
|
|
| 5 | 5 |
Grammar in Use
|
Order of Adjectives - Application
|
By the end of the
lesson, the learner
should be able to:
- Use correct order of adjectives in sentences - Construct sentences using multiple adjectives - Value correct adjective ordering for clarity |
The learner is guided to:
- Form sentences using adjectives in correct order - Listen to audio/video and pick out different adjectives - Fill in crossword puzzles featuring different types of adjectives |
How do adjectives help describe people, places and things?
|
- KLB Top Scholar pg. 88
- Crossword puzzles - Audio-visual resources - Pictures |
- Sentence construction
- Crossword completion
- Group work assessment
|
|
| 5 | 6 |
Reading II
|
Play: Style - Oral Literature Features and Figurative Language
|
By the end of the
lesson, the learner
should be able to:
- Identify features of style used in a play - Identify similes, metaphors and personification - Value role of varied styles in plays |
The learner is guided to:
- Identify oral literature features (narration, riddles, songs, proverbs) in a play - Pick out similes and metaphors used in a play - Read excerpts of a play and pick out stylistic features used |
1. What makes a play interesting to read?
- How do stylistic features enhance the message?
|
- KLB Top Scholar pg. 93
- Class readers (Play) - Digital devices - Internet resources |
- Observations
- Oral questions
- Written exercises
|
|
| 5 | 7 |
Reading II
|
Play: Style - Performance and Analysis
|
By the end of the
lesson, the learner
should be able to:
- Relate features of style to message in a play - Role-play and dramatise sections of a play - Appreciate literary appreciation in critical thinking |
The learner is guided to:
- Participate in readers' theatre reading sections of a play - Role-play actions and use hot seating to bring aspects of play to life - Write a summary of features of style used in a play |
How do stylistic features make plays more interesting?
|
- KLB Top Scholar pg. 93
- Props (optional) - Recording devices - Performance space |
- Role play assessment
- Written summaries
- Peer assessment
|
|
| 5 | 8 |
Writing
|
Letter of Application - Parts and Format
Letter of Application - Composition and Editing |
By the end of the
lesson, the learner
should be able to:
- Identify components of a letter of application - Outline letter using correct format - Advocate need to adhere to formal letter format |
The learner is guided to:
- Identify components from sample letters (sender's address, date, recipient's address, salutation, heading, body, complimentary close, signature, name) - Brainstorm in groups on purpose of writing letters of application - Look for more samples from books, magazines, newspapers and internet |
Why do we write letters of application?
|
- KLB Top Scholar pg. 98
- Sample letters - Digital devices - Internet resources - Writing materials - Social media platforms |
- Observation
- Oral questions
- Group discussions
|
|
| 5 | 9 |
LEISURE TIME
Listening and Speaking Listening and Speaking |
Conversational Skills - Negotiation Skills
Conversational Skills - Negotiation Practice |
By the end of the
lesson, the learner
should be able to:
- Identify words and phrases used during negotiations - Use verbal and non-verbal cues during negotiations - Acknowledge the importance of negotiation skills in communication |
The learner is guided to:
- Watch a video clip in which people are engaged in a negotiation - Pick out words and phrases that facilitate a negotiation - Simulate a negotiation scene using verbal and non-verbal cues |
- Which words or expressions would one use when negotiating?
- How can one enhance their negotiation skills?
|
- KLB Top Scholar pg. 104
- Digital devices - Video clips - Chart paper - Lesson notes - Teacher's Guide - KLB Top Scholar pg. 106 - Recording devices - Digital platforms - Sample dialogues |
- Observation
- Oral questions
- Role play assessment
- Checklists
- Peer assessment
|
|
| 6 | 1 |
Reading I
Grammar in Use |
Reading Fluency - Reading Speed and Accuracy
Reading Fluency - Expression and Comprehension Comparison of Adverbs - Degrees of Comparison |
By the end of the
lesson, the learner
should be able to:
- Outline ways of enhancing fluency in reading - Read a text at the right speed and accurately - Acknowledge the role of reading fluently in extensive reading |
The learner is guided to:
- Skim through a text to obtain the gist - Engage in timed, repeated reading of a portion of a text on safe passenger practices - Read portions of a narrative in turns and correct each other |
- Why is reading a text fluently important?
- How can one read a text fluently?
|
- KLB Top Scholar pg. 107
- Grade appropriate texts - Timer/stopwatch - Flash cards - Digital texts - Lesson notes - KLB Top Scholar pg. 109 - Conversational poems - Audio recordings - Reader's theatre scripts - KLB Top Scholar pg. 111 - Audio clips - Substitution tables - Chart paper - Digital devices |
- Oral reading assessment
- Timed reading tests
- Peer assessment
- Self-assessment
- Checklists
|
|
| 6 | 2 |
Grammar in Use
Reading II |
Comparison of Adverbs - Using Adverbs in Context
Intensive Reading: Play - Themes |
By the end of the
lesson, the learner
should be able to:
- Use positive, comparative and superlative degrees of adverbs in sentences - Correct mistakes in sentences with comparison of adverbs - Value the importance of using adverbs correctly |
The learner is guided to:
- Use various degrees of adverbs during a role play - Use adverbs of various degrees in a dialogue and record it - Fill in crossword puzzles featuring comparison of adverbs |
- Why is it important to use the correct degree of adverbs?
- How do comparative adverbs differ from superlative adverbs?
|
- KLB Top Scholar pg. 113
- Crossword puzzles - Recording devices - Role play scripts - Digital platforms - KLB Top Scholar pg. 115 - Class reader (Play) - Chart paper - Digital devices - Lesson notes - Teacher's Guide |
- Role play assessment
- Written exercises
- Dialogue evaluation
- Checklists
- Self-assessment
|
|
| 6 | 3 |
Reading II
Writing |
Intensive Reading: Play - Themes and Real Life
Mechanics of Writing: Spelling - Homonyms and Homophones |
By the end of the
lesson, the learner
should be able to:
- Analyse the themes in a play - Relate the themes in a play to real life - Value the importance of themes in understanding society |
The learner is guided to:
- Relate themes to real life experiences - Role play some of the scenes in a play - Record video clips as they dramatise sections of a play and share online |
- How do themes in plays reflect real-life situations?
- Why is it important to relate literature to our lives?
|
- KLB Top Scholar pg. 117
- Class reader (Play) - Recording devices - Props (optional) - Digital platforms - KLB Top Scholar pg. 121 - Dictionaries - Digital devices - Word lists - Lesson notes - Internet access |
- Written analysis
- Role play assessment
- Video presentations
- Peer assessment
- Oral questions
|
|
| 6 | 4 |
Writing
Listening and Speaking |
Mechanics of Writing: Spelling - Double Consonants and Vowels
Listening Comprehension - Listening for Details |
By the end of the
lesson, the learner
should be able to:
- Spell commonly misspelt words for writing fluency - Identify words with double consonants and double vowels - Appreciate the importance of correct spelling in communication |
The learner is guided to:
- Listen to a dictation of words with double consonants and vowels - Engage in spelling games such as spelling bee and crosswords - Fill in crossword puzzles and word games and share them online |
- Why is it important to spell words correctly?
- How can spelling games improve our writing skills?
|
- KLB Top Scholar pg. 123
- Crossword puzzles - Word games - Digital platforms - Spelling lists - Recording devices - KLB Top Scholar pg. 126 - Audio recordings - Digital devices - Listening passages - Lesson notes - Teacher's Guide |
- Spelling bee results
- Game completion
- Written tests
- Peer assessment
- Checklists
|
|
| 6 | 5 |
NATURAL RESOURCES: MARINE LIFE
Listening and Speaking Reading I |
Listening Comprehension - Recalling Specific Information
Intensive Reading - Summarizing and Note Making |
By the end of the
lesson, the learner
should be able to:
- Respond to questions based on a listening passage - Recall specific details from a listening passage - Appreciate attentive listening skills |
The learner is guided to:
- Watch a video and pick out specific details in groups - Use a digital device to search for more information on marine life - Discuss new information learnt from the passage in pairs |
- How can we improve our ability to recall information?
- Why is recall an important listening skill?
|
- KLB Top Scholar pg. 128
- Video clips - Digital devices - Internet access - Question sheets - Lesson notes - KLB Top Scholar pg. 129 - Digital texts - Print texts - Note-making templates - Chart paper |
- Question and answer
- Group discussions
- Oral presentations
- Peer assessment
- Self-assessment
|
|
| 6 | 6 |
Grammar in Use
|
Relative Pronouns and Interrogative Pronouns - Identification
Relative Pronouns and Interrogative Pronouns - Application |
By the end of the
lesson, the learner
should be able to:
- Recognize relative and interrogative pronouns in a text - Differentiate between relative and interrogative pronouns - Acknowledge the value of pronouns in communication |
The learner is guided to:
- Identify relative and interrogative pronouns from a passage - Differentiate between relative and interrogative pronouns - Work in small groups to identify pronouns from texts |
- How do you obtain information from people?
- Which words do you use to join simple sentences?
|
- KLB Top Scholar pg. 130
- Text passages - Chart paper - Digital devices - Lesson notes - Sample sentences - KLB Top Scholar pg. 132 - Crossword puzzles - Recording devices - Role play scripts - Digital platforms |
- Written exercises
- Oral identification
- Group activities
- Checklists
- Peer assessment
|
|
| 6 | 7 |
Reading II
Writing |
Intensive Reading: Play - Characters
Intensive Reading: Play - Character Performance The Writing Process - Pre-writing and Planning |
By the end of the
lesson, the learner
should be able to:
- Identify the characters in a play - Analyze the characters and their relationships - Value literary appreciation in developing critical thinking |
The learner is guided to:
- Watch muted video clips and discuss what characters are saying - Read excerpts of a play and identify characters - Identify conflicts between characters in a play |
- Why should we establish relationships between characters?
- How does understanding character relationships help us understand the play?
|
- KLB Top Scholar pg. 135
- Class reader (Play) - Video clips - Digital devices - Character maps - Lesson notes - KLB Top Scholar pg. 137 - Recording devices - Props and costumes - Performance space - Digital platforms - KLB Top Scholar pg. 140 - Chart paper - Brainstorming templates - Sample outlines |
- Character analysis
- Oral discussions
- Written responses
- Observation
- Checklists
|
|
| 6 | 8 |
Writing
|
The Writing Process - Drafting, Revising and Publishing
|
By the end of the
lesson, the learner
should be able to:
- Create a composition following the writing process - Revise and edit written work - Value the importance of systematic writing |
The learner is guided to:
- Write a factual composition by following the writing process - Share compositions among groups for peer assessment - Make corrections based on feedback received |
- How does revision improve the quality of writing?
- Why is peer assessment helpful in writing?
|
- KLB Top Scholar pg. 142
- Composition paper - Peer assessment checklists - Editing guides - Digital devices - Noticeboard |
- Composition assessment
- Revision evaluation
- Peer assessment
- Self-assessment
- Rubrics
|
|
| 6 | 9 |
TOURISM: INTERNATIONAL
Listening and Speaking Listening and Speaking Reading I |
Oral Poetry - Performance Techniques
Oral Poetry - Collaborative Performance Reading for Interpretation - Point of View |
By the end of the
lesson, the learner
should be able to:
- Interpret oral poems on varied issues - Perform an oral poem using performance techniques - Acknowledge the role of oral poetry in preserving cultural heritage |
The learner is guided to:
- Listen and respond to audio recordings of oral poetry - Retell a poem using own words - Use appropriate performance techniques to perform oral poems |
- Why should you interpret an oral poem correctly?
- How can you make the performance of an oral poem interesting?
|
- KLB Top Scholar pg. 144
- Audio recordings - Oral poems - Digital devices - Performance space - Lesson notes - KLB Top Scholar pg. 146 - Recording devices - Chart paper - Digital platforms - KLB Top Scholar pg. 147 - Poetry anthologies - Internet access - Sample poems |
- Performance assessment
- Oral interpretation
- Peer evaluation
- Self-assessment
- Checklists
|
|
| 7 | 1 |
Reading I
Grammar in Use |
Reading for Interpretation - Analyzing Point of View
Complex Prepositions - Recognition |
By the end of the
lesson, the learner
should be able to:
- Analyze the point of view in a poem - Compose a short poem individually - Value different perspectives in poetry |
The learner is guided to:
- Discuss the various points of view in poems in small groups - Compose a short poem individually - Listen to poems read by the teacher and identify perspectives |
- How do different points of view create different meanings?
- Why should poets consider their choice of perspective?
|
- KLB Top Scholar pg. 149
- Sample poems - Writing materials - Digital devices - Audio recordings - Chart paper - KLB Top Scholar pg. 150 - Text passages - Lesson notes |
- Poem composition assessment
- Analysis evaluation
- Peer review
- Self-assessment
- Rubrics
|
|
| 7 | 2 |
Grammar in Use
Reading II |
Complex Prepositions - Application
Poetry: Characters - Identifying the Persona |
By the end of the
lesson, the learner
should be able to:
- Use complex prepositions in sentences - Form sentences using complex prepositions correctly - Value the importance of prepositions in written communication |
The learner is guided to:
- Form sentences using complex prepositions - Collaboratively correct mistakes in sentences formed by peers - Search for more examples from the internet and other sources |
- Why are complex prepositions important in descriptive writing?
- How do prepositions improve clarity in sentences?
|
- KLB Top Scholar pg. 152
- Sentence construction exercises - Digital devices - Internet access - Chart paper - Peer work samples - KLB Top Scholar pg. 153 - Poetry anthologies - Adjective lists - Character trait charts - Lesson notes |
- Sentence construction tests
- Error correction assessment
- Peer assessment
- Written exercises
- Checklists
|
|
| 7 | 3 |
Reading II
Writing |
Poetry: Characters - Analysis and Performance
Assessing Writing - Understanding Quality |
By the end of the
lesson, the learner
should be able to:
- Analyze the character of the speaker and other participants - Role play different characters in a poem - Value the role of character analysis in understanding poetry |
The learner is guided to:
- Role play different characters in a poem in small groups - Create a poem, recite it, and make a recording - Fill and share a table showing character traits with illustrations |
- How do character traits reveal the message of a poem?
- Why is role play helpful in understanding characters?
|
- KLB Top Scholar pg. 155
- Poems for analysis - Recording devices - Character trait tables - Performance space - Digital platforms - KLB Top Scholar pg. 156 - Sample compositions - Assessment checklists - Coursebooks - Chart paper - Lesson notes |
- Role play assessment
- Recording evaluation
- Character analysis
- Peer assessment
- Rubrics
|
|
| 7 | 4 |
Writing
Listening and Speaking |
Assessing Writing - Evaluating Compositions
Diphthongs and Sentence Stress - Pronunciation |
By the end of the
lesson, the learner
should be able to:
- Write a composition related to the theme - Assess a composition against a predesigned criteria - Value constructive criticism in improving writing |
The learner is guided to:
- Write a composition related to international tourism - Assess a peer's composition using the checklist - Make corrections to the composition and display on noticeboard |
- Why is peer assessment helpful in improving writing?
- How can we provide constructive feedback?
|
- KLB Top Scholar pg. 158
- Assessment checklists - Composition paper - Peer work samples - Noticeboard - Digital devices - KLB Top Scholar pg. 163 - Flash cards - Audio recordings - Dictionaries - Lesson notes |
- Composition assessment
- Peer evaluation
- Self-assessment
- Written corrections
- Rubrics
|
|
| 7 | 5 |
HEROES AND HEROINES: WORLD
Listening and Speaking Reading I |
Diphthongs and Sentence Stress - Applying Stress
Extensive Reading - Selecting Fiction Texts |
By the end of the
lesson, the learner
should be able to:
- Use emphatic stress in words to convey meanings - Apply stress appropriately when reading - Appreciate the role of stress in effective communication |
The learner is guided to:
- Identify stressed and unstressed words in sentences - Apply stress appropriately when reading a poem - Recite a poem distinguishing stressed and unstressed words |
- How does stress help us convey different meanings?
- Why is sentence stress important in speech?
|
- KLB Top Scholar pg. 165
- Poems - Recording devices - Digital platforms - Stress pattern charts - Audio files - KLB Top Scholar pg. 166 - Library books - Digital texts - Video clips - Selection criteria - Internet access |
- Recitation assessment
- Stress application evaluation
- Recording analysis
- Peer assessment
- Rubrics
|
|
| 7 | 6 |
Reading I
Grammar in Use Grammar in Use |
Extensive Reading - Reading for Enjoyment
Conjunctions - Correlative Conjunctions Conjunctions - Application |
By the end of the
lesson, the learner
should be able to:
- Read a text for information and enjoyment - Make notes on what has been read - Value extensive reading as a lifelong skill |
The learner is guided to:
- Read independently and silently - Infer meanings of unfamiliar vocabulary from context - Make notes and discuss topics with peers |
- How does independent reading improve our skills?
- Why is reading for enjoyment important?
|
- KLB Top Scholar pg. 168
- Fiction texts - Note-taking materials - Dictionaries - Reading logs - Lesson notes - KLB Top Scholar pg. 169 - Text passages - Chart paper - Digital devices - Internet access - KLB Top Scholar pg. 171 - Sentence exercises - Role play scripts - Matching charts - Peer work samples |
- Reading comprehension
- Note-taking assessment
- Peer discussions
- Self-assessment
- Reading logs
|
|
| 7 | 7 |
Reading II
|
Play: Style - Identifying Features
Play: Style - Relating Style to Meaning |
By the end of the
lesson, the learner
should be able to:
- Identify features of style used in a play - Highlight aspects such as flashback and personification - Appreciate the importance of stylistic features |
The learner is guided to:
- Read excerpts of a play and pick out stylistic features - Highlight aspects of style such as flashback and personification - Discuss the role of memories and dreams as flashback |
- Why do authors use flashback and personification in plays?
- How do stylistic features enhance the message?
|
- KLB Top Scholar pg. 172
- Class reader (Play) - Style identification charts - Digital devices - Lesson notes - Teacher's Guide - KLB Top Scholar pg. 174 - Recording devices - Props and costumes - Performance space - Digital platforms |
- Style identification
- Oral discussions
- Written analysis
- Group presentations
- Checklists
|
|
| 7 | 8 |
Writing
|
Narrative Compositions - Structure
Narrative Compositions - Creating Stories |
By the end of the
lesson, the learner
should be able to:
- Identify the elements of a narrative composition - Distinguish between introduction, body and conclusion - Appreciate the role of structure in story writing |
The learner is guided to:
- Read samples of narrative compositions from textbooks - Identify the introduction, body and conclusion - Brainstorm possible topics for narrative compositions |
- How should we organize our compositions?
- What makes a narrative composition effective?
|
- KLB Top Scholar pg. 175
- Sample compositions - Textbooks - Chart paper - Brainstorming templates - Lesson notes - KLB Top Scholar pg. 177 - Composition paper - Peer assessment checklists - Editing guides - Gallery walk space - Digital platforms |
- Structure identification
- Oral discussions
- Written analysis
- Peer assessment
- Checklists
|
|
| 7 | 9 |
SOCIAL AND MASS MEDIA
Listening and Speaking Listening and Speaking |
Impromptu Speeches - Preparation
Impromptu Speeches - Delivery Techniques |
By the end of the
lesson, the learner
should be able to:
- Outline the procedure for preparing for an impromptu speech - Apply the five Ws method in organizing thoughts - Acknowledge the importance of excellent presentation skills |
The learner is guided to:
- Search for the meaning of 'impromptu' from the dictionary - Listen to an impromptu speech made by the teacher - Brainstorm on the procedure for preparing an impromptu speech using the five Ws |
- In what instances could one be called upon to make a speech without prior notice?
- How can the five Ws help in organizing thoughts quickly?
|
- KLB Top Scholar pg. 179
- Dictionaries - Digital devices - Audio recordings - Lesson notes - Teacher's Guide - KLB Top Scholar pg. 181 - Recording devices - Digital platforms - Speech topics list - Feedback forms - Performance space |
- Observation
- Oral questions
- Group discussions
- Planning assessment
- Checklists
|
|
| 8 | 1 |
Reading I
|
Note Making - SQ4R Reading Method
Note Making - Graphical Representation |
By the end of the
lesson, the learner
should be able to:
- Identify main points or ideas in an argumentative passage - Apply the SQ4R reading method - Appreciate the importance of note making while reading |
The learner is guided to:
- Read about the SQ4R method (Survey, Question, Read, Reflect, Review, React) - Read argumentative passages based on social and mass media - Practice the SQ4R method on grade-appropriate texts |
- In what situations could notes be made?
- Why is it important to make notes?
- How does the SQ4R method improve comprehension?
|
- KLB Top Scholar pg. 182
- Argumentative passages - SQ4R method charts - Digital texts - Note-taking templates - Lesson notes - KLB Top Scholar pg. 185 - Chart paper - Markers - Sample notes - Peer assessment checklists - Digital devices |
- Note-making assessment
- SQ4R application tests
- Oral questions
- Written summaries
- Checklists
|
|
| 8 | 2 |
Grammar in Use
Reading II |
Determiners: Numerals and Ordinals - Recognition
Determiners: Numerals and Ordinals - Usage Play: Project - Elements of Performance |
By the end of the
lesson, the learner
should be able to:
- Identify numerals and ordinals used as determiners - Distinguish between cardinal and ordinal numbers - Acknowledge the need for well-formed sentences |
The learner is guided to:
- Search for ordinals and numerals from digital or non-digital sources - Recite poems with numerals and ordinals - Read short passages and underline numerals and ordinals used as determiners |
- How are quantities of nouns expressed?
- Why is it important to quantify nouns?
- What is the difference between cardinal and ordinal numbers?
|
- KLB Top Scholar pg. 185
- Poems - Text passages - Number charts - Digital devices - Lesson notes - KLB Top Scholar pg. 187 - Sentence construction exercises - Fill-in worksheets - School objects - Chart paper - KLB Top Scholar pg. 188 - Class reader (Play) - Video clips - Sample scripts - Drama festival recordings |
- Written identification
- Oral recitation
- Text analysis
- Peer assessment
- Checklists
|
|
| 8 | 3 |
Reading II
Writing |
Play: Project - Performance
Filling Forms: Application Forms - Understanding Forms |
By the end of the
lesson, the learner
should be able to:
- Identify simple props and costumes that create mood - Present dramatized parts of a play to an audience - Value the effectiveness of performance in delivering the play's message |
The learner is guided to:
- Select simple props and costumes for performance - Write story charts and rehearse with props - Dramatize simple scenes and record the performance |
- How does an acted play differ from a written one?
- What makes a performance successful?
- Why is rehearsal important?
|
- KLB Top Scholar pg. 190
- Class reader (Play) - Props and costumes - Recording devices - Performance space - Story charts - KLB Top Scholar pg. 192 - Sample application forms - Digital devices - Internet access - Form comparison charts - Lesson notes |
- Performance assessment
- Video recording evaluation
- Peer feedback
- Self-assessment
- Rubrics
|
|
| 8 | 4 |
Writing
|
Filling Forms: Application Forms - Practical Application
|
By the end of the
lesson, the learner
should be able to:
- Fill in bursary and scholarship application forms following conventions - Provide accurate and sufficient information - Appreciate the importance of accuracy in form filling |
The learner is guided to:
- Fill in different forms requiring data on various issues - Share filled forms for peer observation and feedback - Discuss the importance of providing accurate data in forms |
- Why is it important to fill in all parts of a form?
- How can we ensure information provided is accurate?
- What are supporting documents?
|
- KLB Top Scholar pg. 194
- Application forms - Sample documents - Peer assessment checklists - Digital devices - Correction materials |
- Form completion assessment
- Accuracy evaluation
- Peer assessment
- Self-assessment
- Checklists
|
|
| 8 | 5 |
INCOME GENERATING ACTIVITIES
Listening and Speaking |
Conversation Skills: Job Interviews - Preparation
|
By the end of the
lesson, the learner
should be able to:
- Outline preparations undertaken by an interviewer and interviewee - Ask appropriate questions in mock job interviews - Recognize excellent interview skills as a positive step towards getting a job |
The learner is guided to:
- Watch an interview on income generating activities - Brainstorm on preparations undertaken before a job interview - Search online and offline for common interview questions and write them down |
1. How can you succeed in a job interview?
- Why is it important to prepare for a job interview?
|
- KLB Top Scholar pg. 197
- Digital devices - Video clips - Internet resources |
- Observation
- Oral questions
- Group discussions
|
|
| 8 | 6 |
Listening and Speaking
|
Conversation Skills: Job Interviews - Practice
|
By the end of the
lesson, the learner
should be able to:
- Answer appropriate questions in mock job interviews - Record interview sessions - Appreciate how success in job interview leads to income generation |
The learner is guided to:
- Role-play asking and answering questions in mock job interviews in pairs - Record the session electronically or as written dialogue - Share recorded interviews for peer review and discuss how job interview success leads to income generation |
How does preparing for interviews help in income generation?
|
- KLB Top Scholar pg. 197
- Recording devices - Sample interview questions - Peer work samples |
- Role play assessment
- Peer assessment
- Oral presentation
|
|
| 8 | 7 |
Reading I
|
Extensive Reading: Fiction - Distinction
Extensive Reading: Fiction - Portfolio |
By the end of the
lesson, the learner
should be able to:
- Distinguish between fiction and non-fiction reading materials - Select and read grade appropriate fiction materials - Appreciate importance of reading fiction for exposure |
The learner is guided to:
- Research differences between fiction and non-fiction materials with examples - Read self-selected fiction materials and use graphic organizer for summaries - Make a readers' gallery by displaying material read with captions |
1. Which story books or plays have you read?
- What makes a book interesting?
|
- KLB Top Scholar pg. 201
- Fiction books - Digital devices - Internet resources - Camera/smartphone - Portfolio folders - Index cards |
- Observation
- Written summaries
- Portfolio assessment
|
|
| 8 | 8 |
Grammar in Use
|
Word Classes: Nouns - Formation
|
By the end of the
lesson, the learner
should be able to:
- Identify nouns formed from verbs and other nouns - Separate root word from suffixes - Acknowledge necessity of forming words from other word classes |
The learner is guided to:
- Read texts and underline nouns formed from verbs and other nouns - Separate root word from suffixes (e.g., employment - employ and -ment) - Search online or offline and compile list of suffixes for forming nouns |
1. Which words can be formed from others?
- What changes when a word is formed from another?
|
- KLB Top Scholar pg. 203
- Charts - Digital devices - Course books |
- Written exercises
- Oral questions
- Word formation tasks
|
|
| 8 | 9 |
Grammar in Use
|
Word Classes: Nouns - Sentence Construction
|
By the end of the
lesson, the learner
should be able to:
- Use nouns formed from verbs and other nouns in sentences - Play language games involving word formation - Value knowledge of word formation in communication |
The learner is guided to:
- Use suffixes to form nouns and present them in print or digital tables - Construct sentences about income generating activities using nouns formed - Play language games showing flash cards with verbs and forming nouns |
How does word formation help in communication?
|
- KLB Top Scholar pg. 203
- Flashcards - Tables/charts - Writing materials |
- Sentence construction
- Language games assessment
- Peer assessment
|
|
| 9 | 1 |
Reading II
|
Grade-Appropriate Play: Lessons Learnt - Identification
|
By the end of the
lesson, the learner
should be able to:
- Identify and illustrate lessons learnt from a play - Search for information on deriving lessons from characters - Perceive plays as sources of life lessons |
The learner is guided to:
- Search online and offline for information on deriving lessons from words and actions of characters - Read different excerpts of a play and discuss lessons learnt with illustrations - Analyse lessons elicited by peers |
1. What lessons can one learn from a play?
- Which issues are addressed in a play?
|
- KLB Top Scholar pg. 205
- Class readers (Play) - Digital devices - Internet resources |
- Observations
- Oral questions
- Group discussions
|
|
| 9 | 2 |
Reading II
|
Grade-Appropriate Play: Lessons Learnt - Real Life Connection
|
By the end of the
lesson, the learner
should be able to:
- Relate lessons learnt to real life experiences - Use graphic organisers to summarise lessons - Appreciate plays as sources of entertainment and lessons |
The learner is guided to:
- Relate lessons learnt to real life experiences - Use graphic organisers to summarise lessons and present in charts for peer review - Discuss sections of play that entertain and bring out lessons |
How do lessons from plays relate to real life?
|
- KLB Top Scholar pg. 205
- Charts - Graphic organisers - Manila papers |
- Peer assessment
- Written summaries
- Checklists
|
|
| 9 | 3 |
Writing
|
Mechanics of Writing: Abbreviations and Acronyms - Rules
Mechanics of Writing: Abbreviations and Acronyms - Practice |
By the end of the
lesson, the learner
should be able to:
- Spell words for effective communication - Write common abbreviations and acronyms in full - Appreciate importance of abbreviations in writing |
The learner is guided to:
- Watch demonstration clips and note rules of abbreviation and acronyms - Distinguish between abbreviations and acronyms - Discuss rules and present them in charts in groups |
Which words do we normally abbreviate?
|
- KLB Top Scholar pg. 206
- Digital devices - Video clips - Charts - Newspapers - Magazines - Writing materials |
- Observation
- Written exercises
- Group presentations
|
|
| 9 | 4 |
PERSONAL GROOMING
Listening and Speaking |
Listening to Respond: Expressing Feelings - Words and Expressions
|
By the end of the
lesson, the learner
should be able to:
- Identify words and expressions used to describe feelings towards a poem - Recite poems with appropriate feelings - Value importance of poem recitation for effective communication |
The learner is guided to:
- Search digital and print sources for words and expressions used to describe feelings - Recite and record a poem emphasising words that reveal feelings - Watch live or recorded poem on personal grooming and describe feelings in groups |
1. How can one express feelings towards a poem?
- Why is it important to recite poems with feeling?
|
- KLB Top Scholar pg. 210
- Digital devices - Audio recordings - Video clips |
- Observation
- Oral questions
- Recording assessment
|
|
| 9 | 5 |
Listening and Speaking
|
Listening to Respond: Expressing Feelings - Performance
|
By the end of the
lesson, the learner
should be able to:
- Express feelings towards subject matter of poems - Recite selected poems with varied feelings - Appreciate poems as vehicles for expressing emotions |
The learner is guided to:
- Recite selected poems in groups and present varied feelings towards each poem's subject matter - Discuss in plenary the importance of reciting poems with feeling - Share recorded recitations through social media or noticeboard |
Why does reciting with feeling enhance understanding?
|
- KLB Top Scholar pg. 210
- Poems - Recording devices - Social media platforms |
- Oral presentation
- Peer assessment
- Self-assessment
|
|
| 9 | 6 |
Reading I
|
Intensive Reading: Comprehension Strategies - Drawing Conclusions
|
By the end of the
lesson, the learner
should be able to:
- Identify clues in passage from which conclusions can be drawn - Infer information and meaning of words from passages - Apply skills of making inferences in independent reading |
The learner is guided to:
- Read passages on personal grooming and underline words/phrases that serve as clues - Use clues to make inferences for information or meaning of vocabulary in groups - Read passage and summarise ideas |
1. Why is it important to summarise information?
- How can one draw conclusions from a text?
|
- KLB Top Scholar pg. 213
- Course books - Digital devices - Dictionary |
- Written questions
- Oral questions
- Summary assessment
|
|
| 9 | 7 |
Reading I
|
Intensive Reading: Comprehension Strategies - Summaries
|
By the end of the
lesson, the learner
should be able to:
- Summarise ideas in a passage - Present summaries on charts - Appreciate role of correct interpretation in learning |
The learner is guided to:
- Present summaries on charts and post on classroom noticeboard - Participate in gallery walk and review peers' summaries - Work in pairs to discuss any new information learnt |
How does summarising aid comprehension?
|
- KLB Top Scholar pg. 213
- Charts - Manila papers - Markers |
- Peer assessment
- Gallery walk assessment
- Checklists
|
|
| 9 | 8 |
Grammar in Use
|
Phrasal Verbs - Identification and Meaning
Phrasal Verbs - Sentence Construction |
By the end of the
lesson, the learner
should be able to:
- Identify phrasal verbs formed from break, hang, run and turn - Search for meanings from dictionaries - Value importance of using phrasal verbs in communication |
The learner is guided to:
- Search from digital and print sources for phrasal verbs formed from break, hang, run and turn - Search meanings of phrasal verbs from print or non-print dictionaries - Form phrasal verbs and use them to fill in tables and broken passages |
1. How are phrasal verbs different from other verbs?
- Why is it important to learn meanings of phrasal verbs?
|
- KLB Top Scholar pg. 215
- Dictionary - Digital devices - Charts - Song lyrics - Writing materials |
- Written exercises
- Oral questions
- Table completion
|
|
| 9 | 9 |
Reading II
|
Play: Characterisation - Identifying Traits
|
By the end of the
lesson, the learner
should be able to:
- Outline clues for identifying traits of different characters - Use clues to describe characters in a play - Appreciate role of characterisation in determining virtues and vices |
The learner is guided to:
- Search for clues in play to identify character traits (what character does/says, what is said about them) - Brainstorm words and phrases to describe characters and make phrase book - Watch video clips or read sections of play and identify clues for character traits |
1. Which words can you use to describe one's character?
- Why is characterisation important?
|
- KLB Top Scholar pg. 217
- Class readers (Play) - Digital devices - Video clips |
- Observations
- Written exercises
- Peer assessment
|
|
| 10 | 1 |
Reading II
|
Play: Characterisation - Performance
|
By the end of the
lesson, the learner
should be able to:
- Use clues to assign character traits - Dramatise sections of play to highlight traits - Value characterisation in literary appreciation |
The learner is guided to:
- Use clues to assign character traits and display in character maps/webbing tools for peer review - Dramatise section of play to highlight traits of some characters - Role play different characters in hot seating |
How do character traits affect the plot?
|
- KLB Top Scholar pg. 217
- Props (optional) - Performance space - Recording devices |
- Role play assessment
- Hot seating assessment
- Checklists
|
|
| 10 | 2 |
Writing
|
The Writing Process: Dialog - Stages
|
By the end of the
lesson, the learner
should be able to:
- Outline different stages of writing process - Discuss tasks involved in each stage - Emphasize importance of each stage in crafting dialogues |
The learner is guided to:
- Read on stages: pre-writing, drafting, editing, revising and publishing - Discuss in groups different tasks involved in each stage - Brainstorm on different topics related to personal grooming |
1. Why should you plan your writing?
- Why is it important to learn dialogue writing?
|
- KLB Top Scholar pg. 219
- Charts - Writing materials - Lesson notes |
- Observation
- Oral questions
- Group discussions
|
|
| 10 | 3 |
Writing
|
The Writing Process: Dialog - Creation and Performance
|
By the end of the
lesson, the learner
should be able to:
- Apply writing process in creating dialogue - Dramatise selected dialogues - Value importance of writing process in creating flawless dialogues |
The learner is guided to:
- Select topic and write dialogue adhering to writing process - Share dialogues, assess and correct each other's work - Dramatise selected dialogues in pairs as others watch/record and suggest improvements |
How does the writing process improve dialogue quality?
|
- KLB Top Scholar pg. 219
- Peer work samples - Recording devices - Performance space |
- Written dialogues
- Peer assessment
- Drama assessment
|
|
| 10 | 4 |
SEA TRAVEL
Listening and Speaking |
Extensive Listening: Speeches - Main Idea
|
By the end of the
lesson, the learner
should be able to:
- Identify issue addressed by different speeches - Take notes on points made by speakers - Acknowledge importance of getting information from varied sources |
The learner is guided to:
- Search online and offline for varied speeches on sea travel and listen for enjoyment - Listen to selected speeches and identify issue addressed - Share common theme identified to gain consensus in plenary |
How can you ensure you remember what you hear from a speech?
|
- KLB Top Scholar pg. 222
- Digital devices - Audio recordings - Video clips |
- Observation
- Oral questions
- Listening assessment
|
|
| 10 | 5 |
Listening and Speaking
Reading I |
Extensive Listening: Speeches - Note Taking and Speech Making
Intensive Reading: Visualising and Summarising - Mental Images |
By the end of the
lesson, the learner
should be able to:
- Take notes on points from speeches - Use notes to write and make own speech - Appreciate benefits of listening to different speeches |
The learner is guided to:
- Listen to speeches again and take notes on points from each speech in pairs - Compare notes and compile recurrent points - Use points to write and make speech on same theme, record and share on class vlog or social media |
Why is it important to listen to multiple speeches on same topic?
|
- KLB Top Scholar pg. 222
- Note-taking materials - Recording devices - Social media platforms - KLB Top Scholar pg. 225 - Course books - Digital devices - Templates |
- Note-taking assessment
- Speech presentation
- Peer assessment
|
|
| 10 | 6 |
Reading I
|
Intensive Reading: Visualising and Summarising - Summaries
|
By the end of the
lesson, the learner
should be able to:
- Summarise what a passage is about - Identify main ideas in paragraphs - Value role of visualising and summarising in comprehension |
The learner is guided to:
- Read text on responsible sea travel and identify main ideas in paragraph/passage - Summarise ideas in own words in charts and share for peer review - Brainstorm how visualising and summarising aid comprehension |
How do visualising and summarising work together?
|
- KLB Top Scholar pg. 225
- Charts - Manila papers - Peer work samples |
- Summary assessment
- Peer assessment
- Checklists
|
|
| 10 | 7 |
Grammar in Use
|
Sentences: Complex Sentences - Subordinating Conjunctions
|
By the end of the
lesson, the learner
should be able to:
- Identify subordinating conjunctions in sentences - Distinguish between main and subordinate clauses - Appreciate role of conjunctions in sentences |
The learner is guided to:
- Pick out subordinating conjunctions from passage - Use subordinating conjunctions to make sentences and display on chart - Underline and label main and subordinate clauses in sentences in pairs |
1. What is the role of conjunctions?
- How can one differentiate between simple and complex sentences?
|
- KLB Top Scholar pg. 227
- Charts - Course books - Lesson notes |
- Written exercises
- Sentence construction
- Labeling tasks
|
|
| 10 | 8 |
Grammar in Use
|
Sentences: Complex Sentences - Construction and Punctuation
|
By the end of the
lesson, the learner
should be able to:
- Construct complex sentences using subordinating conjunctions - Punctuate complex sentences correctly - Correct disjointed sentences using subordination rules |
The learner is guided to:
- Join pairs of sentences using subordinating conjunctions in completion and substitution tables - Practise punctuating complex sentences on global sea travel - Review each other's sentences by changing them into well-formed complex sentences |
Why is punctuation important in complex sentences?
|
- KLB Top Scholar pg. 227
- Substitution tables - Writing materials - Peer work samples |
- Punctuation exercises
- Peer assessment
- Self-assessment
|
|
| 10 | 9 |
Reading II
|
Grade-Appropriate Play: Style - Humour and Monologue
|
By the end of the
lesson, the learner
should be able to:
- Identify styles of humour and monologue in a play - Search for examples from print and non-print sources - Acknowledge role of humour and monologue in enriching literary work |
The learner is guided to:
- Search for examples of humour and monologue from sources and read aloud or re-enact in pairs - Identify and illustrate humour and monologue in play and display in graphic organiser - Watch or read episodes containing humour and monologue |
1. What is the role of humour in a play?
- Which programmes do you find amusing?
|
- KLB Top Scholar pg. 230
- Class readers (Play) - Digital devices - Graphic organisers |
- Observations
- Oral questions
- Written exercises
|
|
| 11 | 1 |
Reading II
Writing |
Grade-Appropriate Play: Style - Dramatisation
Creative Writing: Idioms - Meaning and Usage |
By the end of the
lesson, the learner
should be able to:
- Dramatise instances of humour and monologue - Use humour and monologue in created contexts - Appreciate how style helps pass message effectively |
The learner is guided to:
- Dramatise episodes in groups and record themselves - Use humour and monologue in created contexts - Discuss how humour and monologue make play interesting and pass message effectively |
How do humour and monologue enhance plays?
|
- KLB Top Scholar pg. 230
- Recording devices - Props (optional) - Performance space - KLB Top Scholar pg. 233 - Dictionary - Flashcards - Graphic organisers |
- Drama assessment
- Video recordings
- Peer assessment
|
|
| 11 | 2 |
Writing
|
Creative Writing: Idioms - Narrative Composition
|
By the end of the
lesson, the learner
should be able to:
- Use variety of idioms in writing narrative compositions - Identify most popular idioms used - Appreciate importance of using idioms in speech and writing |
The learner is guided to:
- Read short narrative essays on sea travel containing given idioms - Write narrative composition using given idioms - Scan through compositions in groups and create checklist of idioms used while tallying most popular ones |
How do idioms make writing more interesting?
|
- KLB Top Scholar pg. 233
- Sample compositions - Writing materials - Checklists |
- Written compositions
- Peer assessment
- Idiom identification
|
|
| 11 | 3 |
SPORTS - WORLD CUP
Listening and Speaking |
Intonation in Sentences: Question Tags - Formation
|
By the end of the
lesson, the learner
should be able to:
- Identify positive and negative question tags - Match statements with correct question tags - Appreciate importance of question tags in communication |
The learner is guided to:
- Label sentences as positive or negative - Choose correct question tags to complete sentences on FIFA World Cup - Fill in blanks using correct question tags from given options |
1. How do we form question tags?
- Why do we use question tags?
|
- KLB Top Scholar pg. 237
- Digital devices - Audio recordings - Charts |
- Observation
- Oral questions
- Written exercises
|
|
| 11 | 4 |
Listening and Speaking
|
Intonation in Sentences: Question Tags - Intonation Patterns
|
By the end of the
lesson, the learner
should be able to:
- Use rising and falling intonation appropriately - Distinguish between real questions and questions seeking agreement - Value correct intonation in effective communication |
The learner is guided to:
- Listen to recordings and indicate rising or falling intonation using arrows - Read dialogues aloud with correct intonation in pairs - Say question tags as real questions and as questions seeking agreement |
How does intonation change the meaning of question tags?
|
- KLB Top Scholar pg. 237
- Audio clips - Recording devices - Lesson notes |
- Oral presentation
- Peer assessment
- Listening assessment
|
|
| 11 | 5 |
Reading I
|
Summarising: Argumentative Texts - Note Making
|
By the end of the
lesson, the learner
should be able to:
- Identify main ideas and supporting details in argumentative texts - Make notes in point form - Acknowledge importance of note making in summarising |
The learner is guided to:
- Read passage on FIFA World Cup and identify main idea - Identify main idea and supporting details in specific paragraphs - Write main points in note form from given passages |
1. Why is summary writing important?
- How do we identify main ideas?
|
- KLB Top Scholar pg. 241
- Course books - Newspapers - Digital devices |
- Written exercises
- Note-taking assessment
- Oral questions
|
|
| 11 | 6 |
Reading I
Grammar in Use |
Summarising: Argumentative Texts - Writing Summaries
Sentences: Direct and Indirect Speech - Verb Changes |
By the end of the
lesson, the learner
should be able to:
- Write rough drafts from notes - Write fair copies observing word limits - Value concise writing in communication |
The learner is guided to:
- Use notes to write rough drafts ensuring all points are captured - Count words and revise to meet target word count - Write fair copies and indicate number of words used |
How can we write concise summaries?
|
- KLB Top Scholar pg. 241
- Writing materials - Sample summaries - Peer work samples - KLB Top Scholar pg. 244 - Charts - Course books - Lesson notes |
- Summary assessment
- Word count accuracy
- Peer assessment
|
|
| 11 | 7 |
Grammar in Use
|
Sentences: Direct and Indirect Speech - Time and Place Changes
|
By the end of the
lesson, the learner
should be able to:
- Apply changes in time and place expressions - Convert speech observing all conversion rules - Value accurate speech reporting |
The learner is guided to:
- Study changes in pronouns, time and place expressions (here/there, today/that day, etc.) - Change sentences applying all relevant conversion rules - Create sentences in direct and indirect speech and exchange for conversion in pairs |
How do time and place expressions change in reported speech?
|
- KLB Top Scholar pg. 244
- Substitution tables - Writing materials - Peer work samples |
- Peer assessment
- Written exercises
- Self-assessment
|
|
| 11 | 8 |
Reading II
|
Intensive Reading: Play - Relating to Real Life - Themes
|
By the end of the
lesson, the learner
should be able to:
- Identify themes in a play - Relate themes to real life situations - Appreciate plays as mirrors of society |
The learner is guided to:
- Read excerpt from Aminata and identify themes (gender discrimination, change) - Discuss traditions in society that discriminate against or favour one gender - Talk about people in society who resemble characters in terms of being conservative or open-minded |
1. How do plays reflect real life?
- Which issues in plays relate to our society?
|
- KLB Top Scholar pg. 247
- Class readers (Play) - Digital devices - Internet resources |
- Observations
- Group discussions
- Written responses
|
|
| 11 | 9 |
Reading II
|
Intensive Reading: Play - Relating to Real Life - Performance
|
By the end of the
lesson, the learner
should be able to:
- Dramatise excerpts from a play - Use appropriate costumes and props - Value drama as a form of expression |
The learner is guided to:
- Assign roles and read excerpt aloud in circles noting punctuation and stage directions - Search for qualities of good actors and watch video performances - Rehearse, memorise lines and perform excerpt with appropriate costumes/props while recording |
How can we bring a play to life through performance?
|
- KLB Top Scholar pg. 247
- Recording devices - Props and costumes - Performance space |
- Drama assessment
- Video recordings
- Peer assessment
|
|
| 12 | 1 |
Writing
|
Descriptive Writing - Sensory Language
|
By the end of the
lesson, the learner
should be able to:
- Identify words appealing to five senses - Use descriptive words in sentences - Appreciate role of sensory details in writing |
The learner is guided to:
- List words appealing to each of the five senses (sight, sound, smell, taste, touch) - Write sentences describing classroom items using sensory words - Exchange books and give feedback on spelling and application of five senses |
1. Which words appeal to our senses?
- How do sensory details enhance writing?
|
- KLB Top Scholar pg. 249
- Charts - Writing materials - Sample descriptions |
- Written exercises
- Peer assessment
- Sentence construction
|
|
| 12 | 2 |
Writing
Listening and Speaking |
Descriptive Writing - Composition (280-320 words)
Oral Reports: News (Role Play) - Parts of News Report |
By the end of the
lesson, the learner
should be able to:
- Write descriptive composition within word limit - Follow writing process stages - Value descriptive writing for effective communication |
The learner is guided to:
- Study photographs of FIFA World Cup events and write descriptive paragraphs - Write descriptive composition (280-320 words) based on selected picture following writing process - Exchange compositions for peer feedback, revise and display best work on noticeboard |
How can we create vivid descriptions in writing?
|
- KLB Top Scholar pg. 249
- Photographs/drawings - Writing materials - Noticeboard - KLB Top Scholar pg. 253 - Digital devices - Video clips - Internet resources |
- Written compositions
- Peer assessment
- Word count compliance
|
|
| 12 | 3 |
TOURIST ATTRACTION SITES
Listening and Speaking |
Oral Reports: News (Role Play) - Body Language and Presentation
|
By the end of the
lesson, the learner
should be able to:
- Use appropriate body language in presentations - Present news reports with confidence - Value effective presentation skills |
The learner is guided to:
- Discuss importance of body language (gestures, posture, eye contact, facial expressions) - Read news report on Machu Picchu using appropriate body language in pairs - Prepare and present short news report on tourist site with partner (one as studio newscaster, other as reporter) |
How does body language enhance oral presentations?
|
- KLB Top Scholar pg. 253
- Sample news reports - Recording devices - Performance space |
- Oral presentation
- Body language assessment
- Peer feedback
|
|
| 12 | 4 |
Reading I
|
Reading Fluency - Pronunciation and Speed
|
By the end of the
lesson, the learner
should be able to:
- Read with accuracy pronouncing words correctly - Read at appropriate rate (120-150 words per minute) - Appreciate importance of reading fluency |
The learner is guided to:
- Preview texts using titles, blurbs, illustrations, table of contents - Take turns reading selected texts and timing each other - Practice pronouncing unfamiliar words without stopping to check meanings |
1. What makes a fluent reader?
- How can we improve reading speed?
|
- KLB Top Scholar pg. 256
- Library books - Stopwatches/timers - Digital devices |
- Timing records
- Pronunciation assessment
- Peer assessment
|
|
| 12 | 5 |
Reading I
|
Reading Fluency - Intonation and Expression
|
By the end of the
lesson, the learner
should be able to:
- Read with appropriate expression and intonation - Record fluent reading performances - Value expressive reading for comprehension |
The learner is guided to:
- Read passage on world tourist sites (Grand Canyon, Great Wall, Eiffel Tower) with expression - Answer quick comprehension questions using scanning skills - Record themselves reading poem or text fluently and share for peer feedback |
How does reading with expression aid comprehension?
|
- KLB Top Scholar pg. 256
- Poems - Recording devices - Peer work samples |
- Recording assessment
- Peer feedback
- Self-assessment
|
|
| 12 | 6 |
Grammar in Use
|
Sentences: Imperative and Exclamatory - Imperative Sentences
|
By the end of the
lesson, the learner
should be able to:
- Form imperative sentences expressing commands and requests - Distinguish between commands and requests - Appreciate use of imperative sentences in instructions |
The learner is guided to:
- Discuss situations where imperative sentences are used - Come up with school rules stated in imperative sentences - Listen to paragraph with instructions and rewrite in imperative form |
1. How do we give commands politely?
- When do we use imperative sentences?
|
- KLB Top Scholar pg. 259
- Charts - Audio recordings - Lesson notes |
- Written exercises
- Oral questions
- Sentence construction
|
|
| 12 | 7 |
Grammar in Use
Reading II |
Sentences: Imperative and Exclamatory - Exclamatory Sentences
Intensive Reading: Poems - Meaning |
By the end of the
lesson, the learner
should be able to:
- Form exclamatory sentences expressing strong emotions - Convert statements to exclamatory sentences - Value exclamatory sentences in expressing feelings |
The learner is guided to:
- Read text and underline/label imperative and exclamatory sentences - Convert statements about Aminata into exclamatory sentences (How generous Aminata is!) - Create sentences expressing surprise, joy, anger using exclamatory form |
How do exclamatory sentences convey emotions?
|
- KLB Top Scholar pg. 259
- Sample texts - Writing materials - Charts - KLB Top Scholar pg. 261 - Poetry books - Digital devices - Lesson notes |
- Labeling exercises
- Sentence conversion
- Peer assessment
|
|
| 12 | 8 |
Reading II
|
Intensive Reading: Poems - Real Life Connection
|
By the end of the
lesson, the learner
should be able to:
- Relate ideas in poems to real-life experiences - Discuss overall meaning of poems - Value poetry as reflection of human experience |
The learner is guided to:
- Read poem "A Visit to Bangkok" and pick key ideas in each stanza - Discuss overall meaning in groups - Share personal experiences of places visited and liked, relating to poem themes |
Why is it important to relate poems to real life?
|
- KLB Top Scholar pg. 261
- Sample poems - Charts - Internet resources |
- Peer assessment
- Group discussions
- Written responses
|
|
| 12 | 9 |
Writing
|
Emails - Structure and Components
Emails - Composition and Sending |
By the end of the
lesson, the learner
should be able to:
- Identify parts of an email - Label email components correctly - Appreciate email as a communication tool |
The learner is guided to:
- Discuss parts of email: From, To, Subject, Salutation, Body, Complementary close - Study sample email and identify all parts - Underline and label parts in peer's emails |
1. What are the key parts of an email?
- How is email different from a letter?
|
- KLB Top Scholar pg. 263
- Digital devices - Sample emails - Lesson notes - Computers/tablets - Internet access - Email accounts |
- Observation
- Labeling tasks
- Oral questions
|
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