RELATIONSHIPS: PEERS

Writing

Functional Writing: Apology Letters

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

-List the parts of a letter of apology.
-Write a letter of apology based on a given context.
-Acknowledge the role of letter writing in communication.

The learner is guided to:
-Search online and offline for parts of a letter of apology.
-Listen to two conversations: one that constitutes an apology and another that doesn't, from a digital device.
-Discuss what makes the two conversations different.
-Read through a letter of apology and identify the different parts.
-Discuss the language and content of a letter of apology.
-Search for sample letters of apology from the internet, newspapers, magazines or books.
-Use the elements and layout of a formal letter plan and individually write a letter of apology.
-Collaborate to assess the correctness of the letters written by each learner.

1. Why do people write letters?

KLB Top Scholar pg. 78
-Digital devices
-Sample letters
-Lesson notes
-Teacher's Guide

Observation -Oral questions -Written exercise -Peer assessment

REHABILITATION

Listening and Speaking
Listening and Speaking

Conversational Skills: Disagreeing Politely

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

-List ways of disagreeing politely.
-Use conversational strategies to disagree appropriately.
-Apply non-verbal cues to express varied moods and feelings.
-Advocate for the need to speak politely during communication.

The learner is guided to:
-Watch a short video or read an excerpt in which speakers disagree appropriately and identify polite expressions used.
-Role play the events depicted in the video or excerpt.
-Practise disagreeing politely while incorporating non-verbal cues.
-Listen to a dialogue where characters agree or disagree politely.
-Work with peers to write a short dialogue depicting disagreeing politely and present it to the rest of the class.

1. Which words or phrases are used to show politeness? -2. How do you use non-verbal cues to express different moods and feelings?

KLB Top Scholar pg. 83
-Digital devices
-Video clips
-Lesson notes
-Teacher's Guide

Observation -Oral questions -Role play -Peer assessment

Reading

Reading Fluency: Poem

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

-Identify techniques of reading fast.
-Read a text accurately, with expression and at the right speed.
-Apply fluency strategies when reading a text.
-Appreciate the value of fluency in reading to enhance understanding.

The learner is guided to:
-Preview a text before reading.
-Skim a text to obtain the main idea.
-Scan a text to obtain specific details.
-Ignore unknown words when reading a text.
-Practice reading a text at the right speed while displaying the right feelings.
-Pronounce the words and sounds accurately.
-Work with peers to engage in a reader's theatre.
-Recite the poems aloud in class.
-Work with peers to download sample texts from the internet and read them.

1. Why should we display appropriate expressions when reading a text?

KLB Top Scholar pg. 85
-Digital devices
-Poems
-Lesson notes
-Teacher's Guide

Observation -Oral questions -Recitation -Peer assessment

Grammar in Use
Reading

Word Classes: Adverbs
Intensive Reading: Short Story

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

-Identify adverbs of frequency and degree correctly from a text.
-Use adverbs of frequency and degree correctly in sentences.
-Appreciate the importance of using adverbs correctly in communication.

The learner is guided to:
-Watch a short video and pick out the adverbs of frequency and degree used by the speakers.
-Identify the adverbs of frequency and degree from a text.
-Construct sentences using adverbs of frequency and degree.
-Hold conversations using the adverbs of frequency and degree.
-Fill in crossword puzzles.
-Search online for more examples of adverbs of frequency and degree.

1. Why should one use adverbs correctly?

KLB Top Scholar pg. 87
-Digital devices
-Crossword puzzles
-Lesson notes
-Teacher's Guide
KLB Top Scholar pg. 90
-Short story

Observation -Oral questions -Written exercise -Peer assessment

Reading
Writing

Intensive Reading: Short Story
Mechanics of Writing

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

-Identify the main ideas in the short story.
-Summarise the key events in the short story.
-Relate the main ideas in the short story to real life situations.
-Appreciate the relevance of the short story in addressing real life issues.

The learner is guided to:
-Read a prescribed section of the short story.
-Discuss the storyline.
-Present findings in a talking tree.
-Summarise the main idea in the short story.
-Act out a section of the short story, with peers.

1. Why do people read short stories?

KLB Top Scholar pg. 90
-Short story
-Lesson notes
-Teacher's Guide
KLB Top Scholar pg. 95
-Digital devices
-Reference materials
-Charts

Observation -Oral questions -Written exercise -Role play

Writing
Listening and Speaking

Mechanics of Writing
Listening for Detail

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

-Spell commonly misspelt words correctly.
-Use prefixes and suffixes correctly in writing.
-Write words with silent vowels (-ie and -ei) correctly.
-Make connections between spelling and meaning in suffixed and prefixed words.
-Acknowledge the importance of correct spellings in writing.

The learner is guided to:
-Read a digital or print passage on drug abuse and pick out the misspelt words.
-Make a list of words with prefixes and suffixes used in a passage.
-Write the correct spellings of words with prefixes and suffixes from a dictation.
-Pick out words with silent vowels from a list.
-Rewrite correctly a piece of writing in which words with prefixes, suffixes, or silent letters are misspelt.
-Construct sentences using words with silent vowels.
-Work with peers to search for more examples of words with prefixes, suffixes and silent vowels from the internet, newspapers, or magazines.
-Select the correct form of prefix or suffix for given words from a table.
-Create and display charts showing different words with prefixes and suffixes.
-Write short compositions based on the theme using words with prefixes, suffixes, and silent (-ie -ei) vowels.
-Collaborate to assess each other's writing for correct spelling of prefixed and suffixed words as well as words with silent vowels.

1. Why should words be spelt correctly?

KLB Top Scholar pg. 95
-Digital devices
-Reference materials
-Charts
-Lesson notes
-Teacher's Guide
KLB Top Scholar pg. 101
-Audio recordings

Observation -Oral questions -Written exercise -Peer assessment

NATURAL RESOURCES: WILDLIFE

Listening and Speaking
Reading
Reading

Listening for Detail
Intensive Reading: Visuals
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

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

Reading
Writing

Intensive Reading: Short Story
Composition Writing

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
KLB Top Scholar pg. 113
-Reference materials
-Teacher's Guide

Observation -Oral questions -Role play -Character maps

Writing
Listening and Speaking

Composition Writing
Oral Narratives: Listening and Responding-Myths

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
KLB Top Scholar pg. 117
-Video recordings
-Myths

Observation -Oral questions -Written exercise -Peer assessment

TOURISM: DOMESTIC

Listening and Speaking
Reading

Oral Narratives: Listening and Responding-Myths
Intensive Reading: Poem

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
KLB Top Scholar pg. 120
-Poems
-Teacher's Guide

Observation -Oral questions -Retelling -Peer assessment

Reading
Grammar in Use
Grammar in Use

Intensive Reading: Poem
Word Classes: Simple Prepositions
Word Classes: Simple Prepositions

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
KLB Top Scholar pg. 122
-Newspapers
-Magazines
-Charts

Observation -Oral questions -Recitation -Debates

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

HEROES AND HEROINES: AFRICA

Listening and Speaking
Listening and Speaking
Reading

Pronunciation: Sounds
Pronunciation: Stressed and unstressed words (content and function words)
Extensive Reading: Grade-appropriate Fiction Materials - Characters

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

-
-Identify words with vowels /ɑː/ /зː/ and the consonant /tʃ/ /dʒ/ from a sample text.
-Pronounce the vowels /ɑː/ /зː/ and the consonants /tʃ/ /dʒ/ correctly.
-Acknowledge the importance of correct pronunciation in communication.

The learner is guided to:
-Listen to a recording of and identify the sounds /ɑː/ /зː/ /tʃ/ and/dʒ/.
-Practise saying the sounds /ɑː/ /зː/ /tʃ/ and/dʒ/.
-Identify the stressed and unstressed words in a sample text.
-Work with peers to practise saying words with the sounds /ɑː/ /зː/ /tʃ/ and/dʒ/ and make a recording.

Why are some words said with greater force than others?

KLB Top Scholar pg. 129
-Audio recordings
-Digital devices
-Word lists with target sounds
-Charts
-Teacher's Guide
KLB Top Scholar pg. 132
-Charts with examples of stressed words
KLB Top Scholar pg. 133
-Fiction books on African heroes/heroines
-Flash cards

Observation -Oral questions -Peer assessment -Pronunciation drills

Reading
Grammar in Use

Extensive Reading: Grade-appropriate Fiction Materials - Characters
Word Classes: Conjunctions - because, that, when, if, unless, and since

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
KLB Top Scholar pg. 135
-Charts with conjunctions
-Digital devices
-Workbooks

Observation -Written questions -Video assessment -Peer assessment

Grammar in Use
Reading

Word Classes: Conjunctions - because, that, when, if, unless, and since
Intensive Reading: Similes and Metaphors

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

-
-Create dialogues using the listed conjunctions.
-Identify conjunctions in a poem or song.
-Appreciate the correct use of conjunctions in communication.

The learner is guided to:
-Collaborate to create dialogues using the listed conjunctions.
-Search online and offline for examples of the listed conjunctions.
-Create posters on heroes/heroines using sentences with conjunctions and display them on the walls.
-Recite poems featuring conjunctions/listen to songs and identify the conjunctions used.

How can one join two or more sentences?

KLB Top Scholar pg. 137
-Digital devices
-Posters
-Audio recordings
-Teacher's Guide
KLB Top Scholar pg. 140
-Short stories with similes and metaphors
-Dictionary

Observation -Oral presentations -Written dialogues -Poster assessment

Reading
Writing

Intensive Reading: Similes and Metaphors
Creative Writing: Narrative Compositions

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
KLB Top Scholar pg. 144
-Sample narrative compositions
-Planning templates

Observation -Written exercises -Creative writing -Chart assessment

Writing
Listening and Speaking

Creative Writing: Narrative Compositions
Oral Presentations

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
KLB Top Scholar pg. 147
-Recorded speeches
-Speech formats

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

ART

Listening and Speaking
Reading
Reading

Oral Presentations
Study Skills: Note Making
Study Skills: Note Making

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
KLB Top Scholar pg. 150
-Texts on art
-Note-making templates
KLB Top Scholar pg. 151
-Sample notes
-Texts
-Charts

Observation -Oral presentations -Peer feedback -Speaking assessment rubrics

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
KLB Top Scholar pg. 154
-Substitution tables
-Charts

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

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
KLB Top Scholar pg. 157
-Sample congratulatory notes
-Display materials

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

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
KLB Top Scholar pg. 162
-Reading journals

Observation -Oral questions -Reading logs -Vocabulary lists

Grammar in Use
Reading

Word Classes: Adverbs
Intensive Reading: Lessons Learnt

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
KLB Top Scholar pg. 166
-Newspapers
-Magazines
-Charts
KLB Top Scholar pg. 167
-Short story
-Video recordings

Observation -Written exercises -Sentence construction -Gap-filling

Reading
Writing

Intensive Reading: Lessons Learnt
Mechanics of Writing: Prefixes and Suffixes

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
KLB Top Scholar pg. 171
-Texts with prefixed and suffixed words
-Dictionaries

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:

-
-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 and Speaking
Reading

Listening to Respond: Attitude
Intensive Reading: Comprehension Strategies

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
KLB Top Scholar pg. 177
-Expression cards
KLB Top Scholar pg. 178
-Passage on modern fashion
-Dictionaries

Observation -Oral presentations -Group discussions -Song analysis

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
Reading

Phrasal Verbs
Short Story: Characters

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
KLB Top Scholar pg. 183
-"The Three Questions" story
-Character analysis charts

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

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
Listening and Speaking

The Writing Process
Extensive Listening: Poems

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
KLB Top Scholar pg. 187
-Digital devices
-Video recordings
-Poems on consumer protection

Observation -Written dialogues -Peer assessment -Final dialogue assessment

CONSUMER PROTECTION

Listening and Speaking
Reading
Reading

Extensive Listening: Poems
Intensive Reading: Comprehension Strategies
Intensive Reading: Comprehension Strategies

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

-
-Identify messages in poems.
-Analyze poetry performances.
-Acknowledge the role of poems in society.

The learner is guided to:
-Discuss, in pairs, what stands out in each group presentation.
-Discuss the purpose of poems in society and share their findings with other groups.
-Search for other poems on consumer protection and perform them.
-In the reader's club, talk about how the poems performed are related to consumer protection.

What messages are conveyed in poems?

KLB Top Scholar pg. 189
-Poems on consumer protection
-Digital devices
-Teacher's Guide
KLB Top Scholar pg. 190
-Passage on consumer protection
-Dictionaries
KLB Top Scholar pg. 192
-Charts

Observation -Oral presentations -Performance assessment -Discussion assessment

Grammar in Use

Word Classes: Compound Sentences

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

-
-Identify compound sentences from texts.
-Explain how compound sentences are formed.
-Appreciate the usage of compound sentences in communication.

The learner is guided to:
-Study pairs of sentences and identify how they form compound sentences.
-Make compound sentences using coordinating conjunctions learned.
-Share sentences with other groups and correct one another where necessary.
-Read a passage and write down all the compound sentences.

Why should we join sentences correctly?

KLB Top Scholar pg. 193
-Charts with compound sentences
-Passages with compound sentences
-Teacher's Guide
KLB Top Scholar pg. 194
-Charts
-Digital devices
-Video on coordinating conjunctions

Observation -Sentence construction -Sentence identification -Peer assessment

Reading

Short Story: Style

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

-
-Identify the narrator in a short story.
-Answer comprehension questions based on a short story.
-Appreciate the creative use of language in short stories.

The learner is guided to:
-Take turns to read the short story "Door Curtains."
-Answer questions about the narrator and setting of the story.
-List the key events in the story.
-Work in pairs to narrate the story in turns, using their own words.

What makes a short story interesting to read?

KLB Top Scholar pg. 195
-"Door Curtains" story
-Digital devices
-Teacher's Guide
KLB Top Scholar pg. 199
-Notes on literary devices

Observation -Oral questions -Written answers -Story narration -Event sequencing

Writing

Creative Narrative Composition: Idioms

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

-
-Explain the meaning of the specified idioms in context.
-Identify idioms in sentences.
-Appreciate the value of idioms in spoken and written communication.

The learner is guided to:
-Study expressions like "have the guts," "burn the midnight oil," etc., and discuss what they think each expression means.
-Use an online or print dictionary to confirm whether the meaning they guessed is correct.
-Read through sentences and take note of how the highlighted idioms have been used.
-Play the game "Where do I fit in?" using task cards with idioms and sentences with blanks.

What makes a story outstanding?

KLB Top Scholar pg. 200
-Idiom cards
-Dictionaries
-Digital devices
-Teacher's Guide
KLB Top Scholar pg. 202
-Sample compositions
-Writing materials
-Feedback forms

Observation -Idiom meaning explanations -Game participation -Peer assessment

SPORTS: OLYMPICS

Listening and Speaking
Listening and Speaking

Pronunciation and Intonation

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

-
-Identify silent consonant letters in words.
-Pronounce words with silent consonant letters in sentences.
-Acknowledge the importance of correct pronunciation in communication.

The learner is guided to:
-Say words in pairs and notice the pronunciation of the letter "r" in the words.
-Use words with silent "r" to make sentences.
-Read their sentences aloud in groups.
-Search online or in books for more words that have a silent letter "r".
-Read out the words to the class.

Why should we use the right intonation when speaking?

KLB Top Scholar pg. 203
-Word lists
-Digital devices
-Teacher's Guide
KLB Top Scholar pg. 204
-Recording equipment

Observation -Pronunciation assessment -Sentence construction -Word list creation

Listening and Speaking
Reading

Pronunciation and Intonation
Study Skills

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

-
-Use the correct intonation in declarative and exclamatory sentences.
-Distinguish between declarative and exclamatory sentences.
-Acknowledge the importance of correct intonation in communication.

The learner is guided to:
-Listen to a recording of pairs of sentences and notice how they are said.
-Practice saying pairs of sentences with the right intonation.
-Read aloud dialogues using the right intonation.
-Search online for recordings that guide on how to pronounce words with silent letters.

Why should we use the right intonation when speaking?

KLB Top Scholar pg. 205
-Sentence pairs
-Dialogue scripts
-Digital devices
-Teacher's Guide
KLB Top Scholar pg. 206
-Passages on Olympics
-Sample notes and summaries

Observation -Intonation assessment -Dialogue reading -Peer assessment

Reading
Grammar in Use

Study Skills
Sentences: Active and Passive Voice

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

-
-Make notes from a descriptive text.
-Summarize a descriptive text in a paragraph of stated number of words.
-Acknowledge the role of note making and summarizing texts.

The learner is guided to:
-Assess whether notes capture main ideas and if summaries reflect all points in notes.
-Search online or in books for sample summaries and assess them.
-Read a passage on "Safety at the Olympics in a Pandemic" and identify its main message.
-Work in pairs to make notes on "COVID-19 Safety Measures during the 2021 Tokyo Olympics".

How can key points be identified in a text?

KLB Top Scholar pg. 209
-Passage on Olympics safety
-Digital devices
-Note-making materials
-Teacher's Guide
KLB Top Scholar pg. 210
-Notes from previous lesson
-Connectors list
-Writing materials
KLB Top Scholar pg. 211
-Sentence pairs
-Charts with active/passive sentences

Observation -Note-making assessment -Summary assessment -Main idea identification

Grammar in Use
Reading

Sentences: Active and Passive Voice
Extensive Reading: Short Story

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

-
-Transform sentences from active to passive voice and vice versa.
-Construct sentences in the active and passive voice.
-Appreciate the use of active and passive voice in effective communication.

The learner is guided to:
-Read a text on sports injuries and identify which of the highlighted sentences are active and which are passive.
-Change active sentences to passive form and passive sentences to active form.
-Share sentences with another pair and give each other feedback.
-Correct sentences if necessary.
-Work in groups to construct active and passive sentences and exchange with other groups for transformation.

How can one tell the doer and the receiver of an action in a sentence?

KLB Top Scholar pg. 212
-Text on sports injuries
-Sentence transformation exercises
-Teacher's Guide
KLB Top Scholar pg. 213
-"Door Curtains" story
-Discussion questions

Observation -Voice identification -Sentence transformation -Peer assessment -Group work

Reading

Extensive Reading: Short Story

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

-
-Compare and contrast characters in the short story.
-Dramatize sections of the short story.
-Appreciate the value of short stories in reflecting social issues.

The learner is guided to:
-Talk about how they relate with neighbors at home and whether it is good for neighbors to know so much about each other.
-Discuss why Belinda is not liked in the story and if Cucu is liked by her neighbors.
-Describe people they know who are like Belinda and Cucu.
-Pick a section of the story, assign character roles, and dramatize it for the class.
-Identify the main idea the author communicates in the story.

How are stories related to what happens in real life?

KLB Top Scholar pg. 214
-"Door Curtains" story
-Drama props
-Character analysis charts
-Teacher's Guide

Observation -Character comparison -Drama performance -Main idea identification -Peer assessment

Writing

Creative Writing: Descriptive Writing

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

-
-Identify words and expressions for describing people, places and events.
-Categorize descriptive words according to the five senses.
-Value the place of description in written and spoken communication.

The learner is guided to:
-Study descriptive words and sort them into categories according to the sense they describe.
-Read a sample descriptive composition.
-Write down the descriptive words used in the composition.
-Group the words into those that describe people, places, and events.
-Further group the words into those that describe touch, smell, sight, taste, and hearing.

Which words or expressions do we use to describe things, events or people?

KLB Top Scholar pg. 215
-Descriptive word lists
-Sample compositions
-Categorization charts
-Teacher's Guide

Observation -Word categorization -Descriptive word identification -Paragraph writing -Peer assessment

Writing
Listening and Speaking

Creative Writing: Descriptive Writing
Oral Reports: Events

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

-
-Write a descriptive composition on people, places and events.
-Edit and revise descriptive compositions.
-Value the place of description in written and spoken communication.

The learner is guided to:
-Study pictures or watch a video and write a paragraph to describe the event shown.
-Talk about favorite Olympic sports in groups.
-Imagine taking part in a favorite sport at the Olympics and write a composition to describe what happens.
-Share compositions with group members and give each other feedback.
-Correct compositions if necessary and share with other learners.

How can description make our writing better?

KLB Top Scholar pg. 218
-Pictures of Olympic events
-Videos of Olympic events
-Writing materials
-Teacher's Guide
KLB Top Scholar pg. 219
-Pictures of tourism activities
-Digital devices
-Videos on tourism activities

Observation -Descriptive paragraph -Full composition -Peer feedback -Final composition

TOURIST ATTRACTION SITES: AFRICA

Listening and Speaking
Listening and Speaking
Reading

Oral Reports: Events
Reading Fluency

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

-
-Recount events that take place outside the classroom.
-Order the sequence of events in a visit.
-Acknowledge the role of oral reports in communication.

The learner is guided to:
-Imagine the class has recently visited a national park and take turns to describe the visit.
-Order the sequence of events regarding this visit and share what they have done with the rest of the group.
-Include where they visited, how they traveled, what they saw, and what they learned in their report.
-Read a report about a visit to the Mountain Gorillas in Rwanda and discuss it.

Why do we give oral reports?

KLB Top Scholar pg. 220
-Sample oral reports
-Digital devices
-Teacher's Guide
KLB Top Scholar pg. 221
-Charts with presentation tips
KLB Top Scholar pg. 222
-Charts with reading qualities
-Sample texts

Observation -Oral presentations -Sequence organization -Group discussions

Reading

Reading Fluency

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

-
-Read a text accurately, with expression and at the right speed.
-Apply fluency strategies when reading a text.
-Acknowledge the value of fluency in reading to enhance understanding.

The learner is guided to:
-Look at the title, picture, and last paragraph of a passage to predict what it's about.
-Look for specific details such as when Egyptian civilization began, their god, writing system, who the pharaohs were, and why pyramids were built.
-Take turns to read the passage at a moderate speed, ensuring appropriate emotions come through face and voice.
-Search online or in books for comparable stories about pyramid building in Sudan and take turns to read these aloud.

Why should we display appropriate expressions when reading a text?

KLB Top Scholar pg. 223
-Passages on Egyptian civilization
-Digital devices
-Books on pyramids
-Teacher's Guide
KLB Top Scholar pg. 224
-"The African Elephant" poem
-Vocabulary lists

Observation -Reading assessments -Detail identification -Oral presentations

Grammar in Use

Types of Sentences: Interrogative Sentences

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

-
-Identify interrogative sentences from a text.
-Explain the different types of interrogative sentences.
-Appreciate the role of correctly framed questions in communication.

The learner is guided to:
-Ask each other questions about a visit to a national park.
-Study sentences and identify different types of interrogative sentences.
-Read a passage about African tourist attractions and list different types of interrogative sentences found in the passage.
-Categorize questions into Yes-No Interrogative sentences, Wh-Interrogative sentences, and Alternative Interrogative sentences.

How do we ask questions?

KLB Top Scholar pg. 225
-Passage about African attractions
-Charts with question types
-Teacher's Guide
KLB Top Scholar pg. 226
-Sentences with question tags
-Exercises on question tags

Observation -Sentence identification -Categorization exercise -Written exercises

Grammar in Use
Reading

Types of Sentences: Interrogative Sentences
Poems

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

-
-Use interrogative sentences and question tags in varied contexts.
-Dramatize dialogues containing different question types.
-Appreciate the role of correctly framed questions in communication.

The learner is guided to:
-Read a dialogue and identify different types of questions and sentences with question tags.
-Dramatize the dialogue, paying attention to intonation patterns.
-Search online for more examples of question tags and other types of questions.
-Construct sentences with different types of questions and question tags.
-Display different question types on a chart with examples for each type.

What are the functions of questions?

KLB Top Scholar pg. 228
-Dialogues with various question types
-Digital devices
-Charts for display
-Teacher's Guide
KLB Top Scholar pg. 229
-"In the Shadow of Our Parents" poem
-Drama props

Observation -Dialogue dramatization -Question construction -Chart presentations

Reading

Poems

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

-
-Read the poem "COVID-19 and Our Humanity" with expression.
-Dramatize the poem effectively.
-Derive the lesson learnt from the poem.

The learner is guided to:
-Read the poem "COVID-19 and Our Humanity" in groups.
-Discuss how to dramatize the poem and decide who will act which part.
-Dramatize the poem and ask for feedback from other groups.
-Talk about the message of the poem.
-In groups, talk about Mama Silvia in the first poem and the grandfather in the second poem.
-Present lessons learnt from each poem on posters and display them for peer review.

How can poetry address social issues?

KLB Top Scholar pg. 231
-"COVID-19 and Our Humanity" poem
-Drama props
-Poster materials
-Teacher's Guide

Observation -Poem recitation -Drama performance -Poster presentations -Peer feedback

Writing

Functional Writing: Personal Journals

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

-
-Outline the components of a personal journal.
-Explain the purpose of keeping a journal.
-Acknowledge the importance of journaling in life.

The learner is guided to:
-Take turns to talk about personal experience in keeping a journal.
-Discuss why keeping a journal is important and what they have done with journals kept so far.
-Look at a sample journal and talk about what they have learned from it.
-Study the sample journal and identify features like heading, time, date of entry, and the entry itself.

Why do we write journals?

KLB Top Scholar pg. 232
-Sample journals
-Digital devices
-Teacher's Guide
KLB Top Scholar pg. 233
-Journal templates
-Writing materials
-Posters

Observation -Group discussions -Journal analysis -Feature identification