NATURAL RESOURCES: WILDLIFE

Listening and Speaking

Listening for Detail

By the end of the lesson, the learner should be able to:

-Identify main ideas in a listening text.
-Respond appropriately to questions based on the listening text.
-Acknowledge the importance of listening for details in life.

The learner is guided to:
-Listen to a recorded text on wildlife and answer questions from the text, and discuss the main ideas.
-Listen to a passage read by peers or the teacher and outline the main ideas from the text individually.
-Discuss with peers answers based on a given text.

1. How should one listen for detail?

KLB Top Scholar pg. 101
-Digital devices
-Audio recordings
-Lesson notes
-Teacher's Guide

Observation -Oral questions -Written exercise -Peer assessment

Listening and Speaking
Reading

Listening for Detail
Intensive Reading: Visuals

By the end of the lesson, the learner should be able to:

-Identify main ideas in a listening text.
-Respond appropriately to questions based on the listening text.
-Acknowledge the importance of listening for details in life.

The learner is guided to:
-Listen to a recorded text on wildlife and answer questions from the text, and discuss the main ideas.
-Listen to a passage read by peers or the teacher and outline the main ideas from the text individually.
-Discuss with peers answers based on a given text.

1. How should one listen for detail?

KLB Top Scholar pg. 101
-Digital devices
-Audio recordings
-Lesson notes
-Teacher's Guide
KLB Top Scholar pg. 104
-Charts
-Graphs
-Pictures

Observation -Oral questions -Written exercise -Peer assessment

Reading

Intensive Reading: Visuals

By the end of the lesson, the learner should be able to:

-Identify different visuals in given contexts correctly.
-Make a connection between visuals and the written text.
-Interpret visuals correctly for meaning.
-Appreciate the role of visuals in simplifying representation.

The learner is guided to:
-Study information presented in optical illusions in print/electronic devices and discuss findings.
-Make inference of implied meaning from the visuals.
-Work with peers to make connections of the visuals such as pictures, graphs, illustrations, charts and videos provided with written texts.
-Write a summary of what has been viewed in the visuals which may depict human-wildlife conflict.
-Present a piece of written information on wildlife in form of a visual and share in class.

1. What information do we obtain from visuals? -2. How can one interpret a visual correctly?

KLB Top Scholar pg. 104
-Digital devices
-Charts
-Graphs
-Pictures
-Lesson notes

Observation -Oral questions -Written exercise -Peer assessment

Grammar in Use

Word Classes: Pronouns

By the end of the lesson, the learner should be able to:

-Identify indefinite and reflexive pronouns correctly.
-Use indefinite and reflexive pronouns in sentences correctly.
-Appreciate the role of indefinite and reflexive pronouns in communication.

The learner is guided to:
-Study a chart displaying the indefinite and reflexive pronouns to distinguish between them.
-Listen to an audio on wildlife from a digital device and write down the indefinite and reflexive pronouns from the audio text.
-Collaborate to construct sentences using indefinite and reflexive pronouns.
-Choose an appropriate indefinite and reflexive pronoun to fill in gaps in given sentences.
-Construct correct sentences using reflexive and indefinite pronouns from a substitution table.

1. What are indefinite and reflexive pronouns? -2. Why do we use indefinite pronouns?

KLB Top Scholar pg. 106
-Digital devices
-Charts
-Lesson notes
-Teacher's Guide

Observation -Oral questions -Written exercise -Peer assessment

Grammar in Use
Reading

Word Classes: Pronouns
Intensive Reading: Short Story

By the end of the lesson, the learner should be able to:

-Identify indefinite and reflexive pronouns correctly.
-Use indefinite and reflexive pronouns in sentences correctly.
-Appreciate the role of indefinite and reflexive pronouns in communication.

The learner is guided to:
-Study a chart displaying the indefinite and reflexive pronouns to distinguish between them.
-Listen to an audio on wildlife from a digital device and write down the indefinite and reflexive pronouns from the audio text.
-Collaborate to construct sentences using indefinite and reflexive pronouns.
-Choose an appropriate indefinite and reflexive pronoun to fill in gaps in given sentences.
-Construct correct sentences using reflexive and indefinite pronouns from a substitution table.

1. What are indefinite and reflexive pronouns? -2. Why do we use indefinite pronouns?

KLB Top Scholar pg. 106
-Digital devices
-Charts
-Lesson notes
-Teacher's Guide
KLB Top Scholar pg. 112
-Short story
-Manila paper

Observation -Oral questions -Written exercise -Peer assessment

Reading

Intensive Reading: Short Story

By the end of the lesson, the learner should be able to:

-Identify the characters in a given short story.
-Explain the relationship between the characters in the short story.
-Appreciate the role of the characters in the short story in depicting real-life experiences.

The learner is guided to:
-Read the short story and pick out the characters.
-Discuss the things done by the characters in the short story.
-Dramatise different characters in a short story in order to bring out their traits.
-Distinguish between the main characters and the minor characters.
-Work with peers to use relationship trees diagrams, character map or any other diagrammatic tool to show how the characters relate to each other.
-Display the tree diagram via power point or manila paper in class.

1. How does one identify qualities of characters in a short story?

KLB Top Scholar pg. 112
-Short story
-Digital devices
-Manila paper
-Lesson notes

Observation -Oral questions -Role play -Character maps

Writing

Composition Writing

By the end of the lesson, the learner should be able to:

-Identify the steps in the writing process.
-Write a dialogue on a given topic.
-Appreciate the importance of the writing process in enhancing clear communication.

The learner is guided to:
-Discuss the steps in the writing process.
-Use a digital device to search for information and ideas on the topic-wildlife, from the internet.
-Brainstorm with peers and outline the ideas to include in a dialogue.
-Write a rough draft of the dialogue on a topic based on the theme-wildlife.
-Revise the dialogue by adding, rearranging, removing and replacing ideas, words, phrases and sentences.
-Edit the dialogue to check for repetition, clarity, grammar, spelling and punctuation.
-Evaluate each other's dialogue.
-Share the final dialogues with others by posting them on the talking walls.

1. How would you ensure that you make your composition clear and interesting?

KLB Top Scholar pg. 113
-Digital devices
-Reference materials
-Lesson notes
-Teacher's Guide

Observation -Oral questions -Written exercise -Peer assessment

Writing

Composition Writing

By the end of the lesson, the learner should be able to:

-Identify the steps in the writing process.
-Write a dialogue on a given topic.
-Appreciate the importance of the writing process in enhancing clear communication.

The learner is guided to:
-Discuss the steps in the writing process.
-Use a digital device to search for information and ideas on the topic-wildlife, from the internet.
-Brainstorm with peers and outline the ideas to include in a dialogue.
-Write a rough draft of the dialogue on a topic based on the theme-wildlife.
-Revise the dialogue by adding, rearranging, removing and replacing ideas, words, phrases and sentences.
-Edit the dialogue to check for repetition, clarity, grammar, spelling and punctuation.
-Evaluate each other's dialogue.
-Share the final dialogues with others by posting them on the talking walls.

1. How would you ensure that you make your composition clear and interesting?

KLB Top Scholar pg. 113
-Digital devices
-Reference materials
-Lesson notes
-Teacher's Guide

Observation -Oral questions -Written exercise -Peer assessment

TOURISM: DOMESTIC

Listening and Speaking
Listening and Speaking

Oral Narratives: Listening and Responding-Myths

By the end of the lesson, the learner should be able to:

-Identify the characters in a given myth.
-Narrate the key events in a given myth.
-Explain the moral lesson in a set myth.
-Relate the characters in a myth to real life.
-Acknowledge the role/importance of oral literature in lifelong learning.

The learner is guided to:
-Predict events in a myth from the title or pictures in the story.
-Listen to a narration of a myth from your community then retell the myth to their peers.
-Watch a video recording of a myth.
-Identify the characters in the myth.
-Collaborate to answer questions from the story.
-Discuss the lessons learnt from a myth.
-Discuss the relevance of the story to real life.

1. How can you tell what is going to happen in a story? -2. How are the characters or events in the story related to the people or happenings around us?

KLB Top Scholar pg. 117
-Digital devices
-Video recordings
-Myths
-Lesson notes

Observation -Oral questions -Retelling -Peer assessment

Reading

Intensive Reading: Poem

By the end of the lesson, the learner should be able to:

-Select required information from a text.
-Use nonverbal cues to bring out the message in a poem.
-Make judgement on the information in a text.
-Infer the meaning of unfamiliar words using contextual clues.
-Acknowledge the importance comprehension in life.

The learner is guided to:
-Identify the characters, themes and aspects of style such as repetition from a poem.
-Infer the meaning of words from the context.
-Use visuals, synonyms, antonyms among others to infer the meaning of words.
-Rap/recite the poem in turns using relevant non-verbal cues.
-Answer direct and inferential questions based on the poem.
-Retell events depicted in the poem in own words.
-Make evidence supported judgements about the events and the message in a poem.
-Conduct debates based on the poem elaborating on what you like or do not like about the poem.
-Use prior experience and previous knowledge when giving an opinion.

1. How can one tell the meaning of unfamiliar words used in a text? -2. Why should one support an opinion about a story or person with evidence?

KLB Top Scholar pg. 120
-Poems
-Digital devices
-Lesson notes
-Teacher's Guide

Observation -Oral questions -Recitation -Debates

Reading

Intensive Reading: Poem

By the end of the lesson, the learner should be able to:

-Select required information from a text.
-Use nonverbal cues to bring out the message in a poem.
-Make judgement on the information in a text.
-Infer the meaning of unfamiliar words using contextual clues.
-Acknowledge the importance comprehension in life.

The learner is guided to:
-Identify the characters, themes and aspects of style such as repetition from a poem.
-Infer the meaning of words from the context.
-Use visuals, synonyms, antonyms among others to infer the meaning of words.
-Rap/recite the poem in turns using relevant non-verbal cues.
-Answer direct and inferential questions based on the poem.
-Retell events depicted in the poem in own words.
-Make evidence supported judgements about the events and the message in a poem.
-Conduct debates based on the poem elaborating on what you like or do not like about the poem.
-Use prior experience and previous knowledge when giving an opinion.

1. How can one tell the meaning of unfamiliar words used in a text? -2. Why should one support an opinion about a story or person with evidence?

KLB Top Scholar pg. 120
-Poems
-Digital devices
-Lesson notes
-Teacher's Guide

Observation -Oral questions -Recitation -Debates

Grammar in Use

Word Classes: Simple Prepositions

By the end of the lesson, the learner should be able to:

-Identify prepositions of position, time and place correctly.
-Use prepositions of position, time and place in sentences correctly.
-Appreciate the role of prepositions of position, place and time in communication.

The learner is guided to:
-Identify the prepositions of position, place and time from print or digital texts.
-Construct sentences using prepositions of position, place and time and display on charts.
-Fill in gaps in given sentences using of prepositions of position, time and place.
-Search for sentences featuring simple prepositions from newspapers, magazines and the internet.
-Create crossword puzzles using simple prepositions, with peers.

1. How do we show where a person or thing is? -2. How do you show the position of a thing or the time something happens?

KLB Top Scholar pg. 122
-Digital devices
-Newspapers
-Magazines
-Charts
-Lesson notes

Observation -Oral questions -Written exercise -Peer assessment

Grammar in Use
Reading

Word Classes: Simple Prepositions
Intensive Reading: Poetry

By the end of the lesson, the learner should be able to:

-Identify prepositions of position, time and place correctly.
-Use prepositions of position, time and place in sentences correctly.
-Appreciate the role of prepositions of position, place and time in communication.

The learner is guided to:
-Identify the prepositions of position, place and time from print or digital texts.
-Construct sentences using prepositions of position, place and time and display on charts.
-Fill in gaps in given sentences using of prepositions of position, time and place.
-Search for sentences featuring simple prepositions from newspapers, magazines and the internet.
-Create crossword puzzles using simple prepositions, with peers.

1. How do we show where a person or thing is? -2. How do you show the position of a thing or the time something happens?

KLB Top Scholar pg. 122
-Digital devices
-Newspapers
-Magazines
-Charts
-Lesson notes
KLB Top Scholar pg. 124
-Poems
-Teacher's Guide

Observation -Oral questions -Written exercise -Peer assessment

Reading

Intensive Reading: Poetry

By the end of the lesson, the learner should be able to:

-Identify inanimate characters in a given poem.
-Describe traits of inanimate characters present in a given poem.
-Appreciate the role of inanimate characters in poetry.

The learner is guided to:
-Find out the meaning of inanimate characters from print and digital texts.
-Identify inanimate characters in a poem.
-Discuss the likely inanimate characters in a poem and their traits.
-Recite a poem related to the theme using appropriate non-verbal cues.
-Role play an inanimate character in a given poem.
-Relate inanimate characters with individuals in real life.

1. How do you describe the characters in a poem? -2. Why are the characters in a poem important?

KLB Top Scholar pg. 124
-Digital devices
-Poems
-Lesson notes
-Teacher's Guide

Observation -Oral questions -Recitation -Role play

Writing

Assessment of Writing

By the end of the lesson, the learner should be able to:

-Identify errors in an essay written by self or peers.
-Assess a composition written by self or peers and suggest corrections for errors.
-Appreciate the importance feedback to improve a composition.

The learner is guided to:
-Read sample compositions.
-Identify the errors in the compositions and list them down.
-Write a composition related to the theme and peer review to correct errors.
-Work with peers to create a narrative composition.
-Exchange the composition with peers for review.
-Suggest corrections to be made to the composition.
-Display the edited work on the class notice board.
-Take part in a gallery walk and view what the others have done.

1. How does a text with errors make you feel? -2. What are some of the common mistakes we make in our writing?

KLB Top Scholar pg. 126
-Sample compositions
-Writing materials
-Lesson notes
-Teacher's Guide

Observation -Oral questions -Written exercise -Peer assessment

Writing
Listening and Speaking

Assessment of Writing
Pronunciation: Sounds

By the end of the lesson, the learner should be able to:

-Identify errors in an essay written by self or peers.
-Assess a composition written by self or peers and suggest corrections for errors.
-Appreciate the importance feedback to improve a composition.

The learner is guided to:
-Read sample compositions.
-Identify the errors in the compositions and list them down.
-Write a composition related to the theme and peer review to correct errors.
-Work with peers to create a narrative composition.
-Exchange the composition with peers for review.
-Suggest corrections to be made to the composition.
-Display the edited work on the class notice board.
-Take part in a gallery walk and view what the others have done.

1. How does a text with errors make you feel? -2. What are some of the common mistakes we make in our writing?

KLB Top Scholar pg. 126
-Sample compositions
-Writing materials
-Lesson notes
-Teacher's Guide
KLB Top Scholar pg. 129
-Audio recordings
-Digital devices
-Word lists with target sounds
-Charts

Observation -Oral questions -Written exercise -Peer assessment

HEROES AND HEROINES: AFRICA

Listening and Speaking

Pronunciation: Stressed and unstressed words (content and function words)

By the end of the lesson, the learner should be able to:

-
-Apply stress on content words while leaving the function words unstressed.
-Identify words that are stressed and those that are not stressed in a text.
-Acknowledge the importance of emphatic stress in communication.

The learner is guided to:
-Listen to sentences as they are read out.
-Pick out words that are either stressed or unstressed.
-Collaborate to recite a poem and identify the stressed words.
-Practise using emphatic stress in sentences.

Why do we pronounce some words differently from others in a sentence?

KLB Top Scholar pg. 132
-Audio recordings
-Digital devices
-Charts with examples of stressed words
-Teacher's Guide

Observation -Oral questions -Group performance -Reading aloud assessment

Reading

Extensive Reading: Grade-appropriate Fiction Materials - Characters

By the end of the lesson, the learner should be able to:

-
-Identify the characters in a given fiction text.
-Describe the traits of a given character in a fictional text.
-Appreciate the role of characters in fiction.

The learner is guided to:
-Search online and offline for words that can be used to describe character traits.
-Read a given fiction material on African heroes/heroines and list the characters in the text.
-Role play the different characters identified.
-Choose a character and discuss what the character does or says.

What makes reading enjoyable?

KLB Top Scholar pg. 133
-Fiction books on African heroes/heroines
-Digital devices
-Flash cards
-Teacher's Guide

Observation -Oral questions -Character analysis worksheets -Role play assessment

Reading

Extensive Reading: Grade-appropriate Fiction Materials - Characters

By the end of the lesson, the learner should be able to:

-
-Describe the traits of the given character using appropriate vocabulary.
-Relate the characters in the fiction text to real life.
-Appreciate the role of characters in fiction.

The learner is guided to:
-Dramatise the text and video record the performance.
-Use flash cards to describe the traits of the given character.
-Work with peers to relate the characters in the fiction text to real life.
-Identify the character that they like most and explain why.

How can the characters in a story be described?

KLB Top Scholar pg. 134
-Fiction books
-Digital devices for recording
-Flash cards
-Teacher's Guide

Observation -Written questions -Video assessment -Peer assessment

Grammar in Use

Word Classes: Conjunctions - because, that, when, if, unless, and since

By the end of the lesson, the learner should be able to:

-
-Identify the listed conjunctions from a group of words.
-Use the listed conjunctions correctly in sentences.
-Appreciate the correct use of conjunctions in communication.

The learner is guided to:
-Work with peers to read a text.
-Identify conjunctions such as because, that, when, if, unless, and since from the text individually.
-Fill in blanks in sentences using the listed conjunctions individually.
-Make sentences using the listed conjunctions.

Why should we join sentences correctly?

KLB Top Scholar pg. 135
-Charts with conjunctions
-Digital devices
-Workbooks
-Teacher's Guide
KLB Top Scholar pg. 137
-Posters
-Audio recordings

Observation -Written exercises -Gap-filling activities -Sentence construction

Reading

Intensive Reading: Similes and Metaphors

By the end of the lesson, the learner should be able to:

-
-List the similes and metaphors in a given short story.
-Explain the similes and metaphors used in the short story.
-Acknowledge the importance of similes and metaphors in communication.

The learner is guided to:
-Search online and offline for meanings of simile and metaphor.
-Read a given short story and identify the similes and metaphors present.
-Discuss the meanings of the similes and metaphors identified.
-Discuss the relevance of the similes and metaphors in the short story.

What makes short stories interesting?

KLB Top Scholar pg. 140
-Short stories with similes and metaphors
-Digital devices
-Dictionary
-Teacher's Guide

Observation -Oral questions -Written exercises -Group presentations

Reading

Intensive Reading: Similes and Metaphors

By the end of the lesson, the learner should be able to:

-
-Use similes and metaphors in their own sentences.
-Explain the meaning of similes and metaphors in context.
-Acknowledge the importance of similes and metaphors in communication.

The learner is guided to:
-List the similes and metaphors they know.
-Construct sentences using the similes and metaphors in the context of African heroes and heroines.
-Create a chart of common similes and metaphors with their meanings.

Why should short stories be read?

KLB Top Scholar pg. 143
-Short stories
-Charts
-Digital devices
-Teacher's Guide

Observation -Written exercises -Creative writing -Chart assessment

Writing

Creative Writing: Narrative Compositions

By the end of the lesson, the learner should be able to:

-
-Recall a specific event, emotion or experience that affected them greatly.
-Plan a narrative composition using prewriting techniques.
-Acknowledge the value of quality narrative compositions.

The learner is guided to:
-Identify the parts of narrative composition.
-Work with peers to narrate events, feelings or experiences that impacted them.
-Work with peers to plan a narrative composition.
-Brainstorm ideas for their composition.

Why do we enjoy reading stories?

KLB Top Scholar pg. 144
-Sample narrative compositions
-Planning templates
-Digital devices
-Teacher's Guide

Observation -Oral presentations -Planning sheets -Peer assessment

Writing

Creative Writing: Narrative Compositions

By the end of the lesson, the learner should be able to:

-
-Create a narrative composition using revealing details.
-Edit and revise the narrative composition for clarity and correctness.
-Acknowledge the value of quality narrative compositions.

The learner is guided to:
-Write a narrative composition individually.
-Collaborate with peers to check each other's work for correctness of language, relevance to the topic, punctuation, and spelling.
-Review their work individually and make corrections where necessary.
-Publish their work by sharing it through email, social media, posters, or class display.

How can you make your composition interesting?

KLB Top Scholar pg. 145
-Sample compositions
-Digital devices
-Publishing platforms
-Teacher's Guide

Written composition -Peer assessment -Self-assessment -Final composition assessment

ART

Listening and Speaking

Oral Presentations

By the end of the lesson, the learner should be able to:

-
-Identify the items in the format of a speech.
-Present a written speech using effective speaking skills.
-Acknowledge the importance of good speaking skills for effective communication.

The learner is guided to:
-Search online and offline for the format of a speech.
-Listen to or watch a recorded speech from a digital device.
-Identify the introduction, body and conclusion of the speech they have listened to or watched.
-Work with peers to write down points on how they can appreciate their heritage through art.

How can you make a speech presentation interesting?

KLB Top Scholar pg. 147
-Digital devices
-Recorded speeches
-Speech formats
-Teacher's Guide

Observation -Oral questions -Speech format identification -Group work assessment

Listening and Speaking

Oral Presentations

By the end of the lesson, the learner should be able to:

-
-Prepare a short speech on a given topic.
-Present a speech using effective speaking skills.
-Acknowledge the importance of good speaking skills for effective communication.

The learner is guided to:
-Collaborate to prepare a speech using the points generated on appreciating heritage through art.
-Present the speech to the whole class as other learners provide feedback on the non-verbal cues used.
-Identify the speaking strategies that made each speech interesting.

What are some of the techniques for introducing or concluding a speech?

KLB Top Scholar pg. 149
-Speech templates
-Digital devices
-Feedback forms
-Teacher's Guide

Observation -Oral presentations -Peer feedback -Speaking assessment rubrics

Reading

Study Skills: Note Making

By the end of the lesson, the learner should be able to:

-
-Identify key points in a text.
-Make notes from a written text.
-Appreciate the importance of note making in learning.

The learner is guided to:
-Work with peers to search online and offline on how to make notes.
-Read a given text on art and identify the key points.
-Identify verbal sign posts and share with peers.
-Make notes on the margin and peer review.

How do we determine what to include in our notes during note making?

KLB Top Scholar pg. 150
-Texts on art
-Note-making templates
-Digital devices
-Teacher's Guide
KLB Top Scholar pg. 151
-Sample notes
-Texts
-Charts

Observation -Note-making assessment -Peer review -Written questions

Grammar in Use

Word Classes: Determiners and Quantifiers

By the end of the lesson, the learner should be able to:

-
-Identify demonstratives (this, these, that, those) and quantifiers (few, a few, little, a little) in a given text.
-Use demonstratives in sentences for clarity of communication.
-Appreciate the importance of demonstratives and quantifiers in communication.

The learner is guided to:
-Identify quantifiers (few and many) and demonstratives (this, these and that and those).
-Point out various items that are at different distances.
-Determine the correct demonstratives to use in different circumstances.
-Generate the plural forms of the demonstrative pronouns, with peers.

Why do we use demonstratives and quantifiers?

KLB Top Scholar pg. 152
-Charts with demonstratives and quantifiers
-Objects at different distances
-Digital devices
-Teacher's Guide

Observation -Oral questions -Written exercises -Gap-filling activities

Grammar in Use

Word Classes: Determiners and Quantifiers

By the end of the lesson, the learner should be able to:

-
-Use quantifiers (few, a few, little, a little) in sentences correctly.
-Distinguish between the meanings of related quantifiers.
-Appreciate the importance of demonstratives and quantifiers in communication.

The learner is guided to:
-Demonstrate practically the differences in meaning in quantifiers such as little and a little amount of water.
-Generate sentences using various demonstratives and quantifiers.
-Construct sentences using demonstratives and quantifiers from a substitution table.

When do we use demonstratives and quantifiers?

KLB Top Scholar pg. 154
-Substitution tables
-Charts
-Digital devices
-Teacher's Guide

Observation -Sentence construction -Written exercises -Pair work assessment

Reading

Intensive Reading: Short story

By the end of the lesson, the learner should be able to:

-
-Highlight the main events in the story.
-Identify the setting in the short story.
-Appreciate the importance of literature in life.

The learner is guided to:
-Read a given short story.
-Discuss with peers the main events.
-Use a graphic organizer to highlight the events in the story.
-Research the meaning of setting from online and offline sources and make notes.
-Discuss the setting of the short story they have read.

How do events flow logically in a story?

KLB Top Scholar pg. 155
-Short story
-Graphic organizers
-Digital devices
-Teacher's Guide
-Discussion prompts
-Art materials

Observation -Oral questions -Written exercises -Graphic organizer assessment

Writing

Functional Writing: Thank you notes and Congratulatory notes

By the end of the lesson, the learner should be able to:

-
-Recognize the key elements and layout of a thank you note and a congratulatory note.
-Use the correct format to write a thank you note.
-Critique thank you notes for correctness and relevance.

The learner is guided to:
-List some of the occasions when we write a thank you note and a congratulatory note.
-Write a thank you note in pairs.
-Search for samples of a thank you note from the internet, newspapers, magazines and textbooks and read through them in pairs.
-Identify the key aspects (components) of a thank you note.

How are strong emotions expressed in writing?

KLB Top Scholar pg. 156
-Sample thank you notes
-Digital devices
-Newspapers and magazines
-Teacher's Guide

Observation -Written thank you notes -Peer review -Format identification

Writing

Functional Writing: Thank you notes and Congratulatory notes

By the end of the lesson, the learner should be able to:

-
-Write a congratulatory note correctly.
-Critique congratulatory notes for correctness and relevance.
-Acknowledge the importance of expressing gratitude and congratulations in writing.

The learner is guided to:
-Download a congratulatory note from the internet and read through it in pairs.
-Identify the key aspects (components) of a congratulatory note.
-Collaborate to write a congratulatory note individually.
-Paste the completed work on the wall.
-Conduct a gallery walk and give feedback for each other's work.
-Share the congratulatory note online, through email, or posters.

Why should one write how they feel about something?

KLB Top Scholar pg. 157
-Sample congratulatory notes
-Digital devices
-Display materials
-Teacher's Guide

Observation -Written congratulatory notes -Gallery walk feedback -Final note assessment

Writing

Functional Writing: Thank you notes and Congratulatory notes

By the end of the lesson, the learner should be able to:

-
-Write a congratulatory note correctly.
-Critique congratulatory notes for correctness and relevance.
-Acknowledge the importance of expressing gratitude and congratulations in writing.

The learner is guided to:
-Download a congratulatory note from the internet and read through it in pairs.
-Identify the key aspects (components) of a congratulatory note.
-Collaborate to write a congratulatory note individually.
-Paste the completed work on the wall.
-Conduct a gallery walk and give feedback for each other's work.
-Share the congratulatory note online, through email, or posters.

Why should one write how they feel about something?

KLB Top Scholar pg. 157
-Sample congratulatory notes
-Digital devices
-Display materials
-Teacher's Guide

Observation -Written congratulatory notes -Gallery walk feedback -Final note assessment

CHOOSING A CAREER

Listening and Speaking
Listening and Speaking

Conversational Skills: Interviews

By the end of the lesson, the learner should be able to:

-
-Identify polite words and expressions in a radio or television interview.
-Use polite words and expressions when conducting an interview.
-Acknowledge the role of interviews in presenting reality.

The learner is guided to:
-Listen to a recorded or a role-played interview and identify polite expressions used.
-Watch a video in which the speakers are engaged in a radio or television interview.
-Make a list of the verbal and non-verbal cues used by the speakers to express politeness.
-In pairs, conduct an interview on choosing a career using polite expressions.

Why is it important to use polite language during an interview?

KLB Top Scholar pg. 159
-Recorded interviews
-Digital devices
-Teacher's Guide
-Television/radio interviews
KLB Top Scholar pg. 160
-Charts with polite expressions
-Interview templates

Observation -Oral questions -Role play -Peer assessment

Reading

Extensive Reading: Non-fiction

By the end of the lesson, the learner should be able to:

-
-Identify print and non-print non-fiction materials that are interesting to read.
-Read a range of non-fiction materials for general information.
-Appreciate the importance of reading for information.

The learner is guided to:
-Skim through print and electronic reading materials on careers.
-Discuss the general ideas with peers.
-Scan print and electronic reading materials and identify key words and phrases.
-Use a dictionary to look up the meaning of vocabulary acquired during independent reading.

What is the importance of reading widely?

KLB Top Scholar pg. 161
-Non-fiction books
-Digital devices
-Newspapers
-Magazines
-Dictionaries
-Teacher's Guide

Observation -Oral questions -Reading logs -Vocabulary lists

Reading

Extensive Reading: Non-fiction

By the end of the lesson, the learner should be able to:

-
-Extract specific information from non-fiction texts.
-Share information gained from extensive reading with peers.
-Appreciate the importance of reading for information.

The learner is guided to:
-Read various texts on careers and note the key points.
-Share with peers what he or she has read about.
-Respond to questions about specific details in the texts they have read.
-Create a presentation on information gained from extensive reading.

What do you consider when selecting a reading text?

KLB Top Scholar pg. 162
-Non-fiction books
-Digital devices
-Reading journals
-Teacher's Guide

Reading logs -Written exercises -Oral presentations -Peer assessment

Grammar in Use

Word Classes: Adverbs

By the end of the lesson, the learner should be able to:

-
-Identify adverbs formed from adjectives in sentences or a group of words.
-Form adverbs from adjectives.
-Appreciate the value of adverbs in communication.

The learner is guided to:
-Select adverbs formed from adjectives from a print and non-print text.
-Read a text on careers and identify the adverbs use.
-Construct sentences on different careers using adverbs formed from adjectives.
-Select the correct forms of adverbs from a substitution table.

Why do we form words from other words?

KLB Top Scholar pg. 163
-Charts with adverbs
-Digital devices
-Texts on careers
-Substitution tables
-Teacher's Guide

Observation -Written exercises -Sentence construction -Gap-filling

Grammar in Use
Reading

Word Classes: Adverbs
Intensive Reading: Lessons Learnt

By the end of the lesson, the learner should be able to:

-
-Use adverbs formed from adjectives in sentences.
-Create texts using adverbs formed from adjectives.
-Appreciate the value of adverbs in communication.

The learner is guided to:
-Search the internet, newspapers or magazine for examples of adverbs formed from adjectives, with peers.
-Fill in blanks using adverbs formed from adjectives.
-Compile a list of instructions using adverbs formed from adjectives.
-Make a list of adverbs formed from adjectives and display them on charts and posters.
-Compose short poems using adverbs formed from adjectives.

What are the functions of adverbs?

KLB Top Scholar pg. 166
-Newspapers
-Magazines
-Digital devices
-Charts
-Teacher's Guide
KLB Top Scholar pg. 167
-Short story
-Video recordings

Observation -Written exercises -Creative compositions -Poem assessment

Reading

Intensive Reading: Lessons Learnt

By the end of the lesson, the learner should be able to:

-
-Relate the lessons learnt in the short story to real life.
-Apply the lessons learnt to personal situations.
-Appreciate the role of stories in addressing societal issues.

The learner is guided to:
-Role play the episodes that carry the main lessons in the short story.
-Make connections between situations in their own lives and the episodes in the text.
-Use the lessons learnt to write a composition and share it with peers.

How can one derive lessons from a short story?

KLB Top Scholar pg. 170
-Short story
-Digital devices
-Writing materials
-Teacher's Guide

Observation -Role play assessment -Written composition -Peer assessment

Writing

Mechanics of Writing: Prefixes and Suffixes

By the end of the lesson, the learner should be able to:

-
-Identify words with prefixes and suffixes from a text.
-Distinguish between prefixes and suffixes in words.
-Acknowledge the influence of prefixes and suffixes on meaning and formation of words.

The learner is guided to:
-Read a text on careers which features words with prefixes and suffixes from print and non-print sources.
-Write down words with suffixes and prefixes from the text.
-Formulate a table separating words with similar prefixes, roots and suffixes, with peers.
-Infer the meaning of a word from prefixes.

How can you tell the meaning of a word using a prefix?

KLB Top Scholar pg. 171
-Texts with prefixed and suffixed words
-Digital devices
-Dictionaries
-Teacher's Guide

Observation -Written exercises -Word analysis -Group work assessment

Writing

Mechanics of Writing: Prefixes and Suffixes

By the end of the lesson, the learner should be able to:

-
-Use prefixes and suffixes correctly in sentences.
-Break down words into prefixes and suffixes.
-Acknowledge the influence of prefixes and suffixes on meaning and formation of words.

The learner is guided to:
-Break down words into prefixes and suffixes.
-Listen to a dictated list of words with prefixes and suffixes and write them down.
-Formulate sentences using words with prefixes and suffixes.
-Fill in blanks in a writing with the correct form of words with prefixes and suffixes.
-Search for more examples of words with prefixes and suffixes from books, newspapers, internet among others, with peers.

Which words with suffixes and prefixes are confusing?

KLB Top Scholar pg. 174
-Word lists
-Digital devices
-Newspapers
-Dictionaries
-Teacher's Guide

Observation -Dictation -Written exercises -Sentence construction

MODERN FASHION

Listening and Speaking

Listening to Respond: Attitude

By the end of the lesson, the learner should be able to:

-
-Explain the message in a given song.
-Describe their feelings about a song.
-Acknowledge how choice of words affects the reader.

The learner is guided to:
-Sing their favourite English song to their group members and tell them why they like it.
-As a group, listen to at least two songs from a digital device or any other source.
-Describe the message in each of the songs.
-Compare the messages in the songs they chose with the messages in the songs chosen by another group.

What messages are found in songs?

KLB Top Scholar pg. 175
-Digital devices
-Song recordings
-Song lyrics
-Teacher's Guide

Observation -Oral presentations -Group discussions -Song analysis

Listening and Speaking

Listening to Respond: Attitude

By the end of the lesson, the learner should be able to:

-
-Use appropriate words and expressions to express their attitude towards a given song.
-Perform a song showing relevant emotions.
-Acknowledge how choice of words affects the reader.

The learner is guided to:
-Perform one of the songs they have listened to, showing the appropriate feelings.
-Use various expressions to describe their feelings about songs.
-Categorize expressions based on whether they show positive, neutral, or negative attitudes.
-Listen to selected songs and express their feelings about them using appropriate language.

What makes one like or dislike a song?

KLB Top Scholar pg. 177
-Digital devices
-Song recordings
-Expression cards
-Teacher's Guide

Observation -Oral presentations -Performance assessment -Expression categorization

Reading

Intensive Reading: Comprehension Strategies

By the end of the lesson, the learner should be able to:

-
-Identify mental images in a text correctly.
-Answer direct and inferential questions based on a text.
-Acknowledge the role of comprehension in effective communication.

The learner is guided to:
-Read the passage on modern fashion and underline sentences that create mental images.
-Read the passage on modern fashion in turns as they answer direct and inferential questions.
-Work with peers to infer the meaning of words and expressions using contextual clues.

What do you remember most after reading a text?

KLB Top Scholar pg. 178
-Passage on modern fashion
-Digital devices
-Dictionaries
-Teacher's Guide

Observation -Oral questions -Written exercises -Group discussions

Reading
Grammar in Use

Intensive Reading: Comprehension Strategies
Phrasal Verbs

By the end of the lesson, the learner should be able to:

-
-Use contextual clues to infer information and meanings of words correctly in a text.
-Create visual representations of mental images from a text.
-Acknowledge the role of comprehension in effective communication.

The learner is guided to:
-Present mental pictures from the text on charts and display them.
-Take a side in a debate on "Dress My Choice" and prepare supporting points.
-Share their opinions with the class.
-Create visual representations of the mental images from the text.

How do we get information from a text?

KLB Top Scholar pg. 180
-Passage on modern fashion
-Charts
-Art materials
-Teacher's Guide
KLB Top Scholar pg. 181
-Passages with phrasal verbs
-Digital devices
-Newspapers
-Magazines

Observation -Chart presentations -Debate assessment -Visual representations

Grammar in Use

Phrasal Verbs

By the end of the lesson, the learner should be able to:

-
-Use the phrasal verbs correctly in sentences.
-Look up the meanings of phrasal verbs in dictionaries.
-Acknowledge the role of phrasal verbs in making conversations interesting.

The learner is guided to:
-Look up the meanings of phrasal verbs identified using print or online dictionaries.
-Write down each phrasal verb on a separate flashcard.
-Construct sentences using the phrasal verbs, related to fashion.
-Complete sentences by filling in blanks with appropriate phrasal verbs.
-Play games involving the formation and use of phrasal verbs.

How can one tell the meaning of a phrasal verb?

KLB Top Scholar pg. 182
-Phrasal verb dictionaries
-Flashcards
-Digital devices
-Teacher's Guide

Observation -Sentence construction -Gap-filling exercises -Game participation

Reading

Short Story: Characters

By the end of the lesson, the learner should be able to:

-
-Identify the characters in the short story.
-Describe the character traits based on their actions and words.
-Appreciate the role of characters in stories.

The learner is guided to:
-Read "The Three Questions" story and identify the characters.
-From what the characters say and do, determine which characters they like and which ones they don't, with explanations.
-Contrast the character of the king and that of the old hermit.
-Compare the character of the king and that of the bearded man.

What makes stories interesting to read?

KLB Top Scholar pg. 183
-"The Three Questions" story
-Character analysis charts
-Digital devices
-Teacher's Guide

Observation -Oral questions -Written exercises -Character analysis

Reading
Writing

Short Story: Characters
The Writing Process

By the end of the lesson, the learner should be able to:

-
-Write a paragraph on the character traits of a character from the story.
-Relate the characters in the story to people in real life.
-Appreciate the role of characters in stories.

The learner is guided to:
-Write one paragraph on the character traits of the king.
-Describe people they know who are similar to the characters in the story.
-Discuss what lessons they can learn from the character of the king in the story.
-In groups, act out the parts of the story that have dialogue.

How can character traits be described?

KLB Top Scholar pg. 183
-"The Three Questions" story
-Writing materials
-Role play props
-Teacher's Guide
KLB Top Scholar pg. 184
-Books on writing process
-Digital devices
-Manila paper

Observation -Written paragraphs -Role play -Group discussions

Writing

The Writing Process

By the end of the lesson, the learner should be able to:

-
-Write a dialogue on a given topic correctly.
-Edit and revise a dialogue for improvement.
-Acknowledge the importance of the writing process.

The learner is guided to:
-Individually write a dialogue on modern fashion, ensuring that each speaker begins on a new line.
-Revise the dialogue considering additions, subtractions, rearrangements, and improvements.
-Proofread their draft with attention to punctuation, spelling, capitalization, and grammar.
-Share their final dialogue with their group members.
-Suggest improvements to peers' dialogues.

Why should one write a dialogue?

KLB Top Scholar pg. 186
-Sample dialogues
-Writing materials
-Editing checklists
-Teacher's Guide

Observation -Written dialogues -Peer assessment -Final dialogue assessment

Writing

The Writing Process

By the end of the lesson, the learner should be able to:

-
-Write a dialogue on a given topic correctly.
-Edit and revise a dialogue for improvement.
-Acknowledge the importance of the writing process.

The learner is guided to:
-Individually write a dialogue on modern fashion, ensuring that each speaker begins on a new line.
-Revise the dialogue considering additions, subtractions, rearrangements, and improvements.
-Proofread their draft with attention to punctuation, spelling, capitalization, and grammar.
-Share their final dialogue with their group members.
-Suggest improvements to peers' dialogues.

Why should one write a dialogue?

KLB Top Scholar pg. 186
-Sample dialogues
-Writing materials
-Editing checklists
-Teacher's Guide

Observation -Written dialogues -Peer assessment -Final dialogue assessment