HUMAN RIGHTS

Listening and Speaking
Listening and Speaking

Polite Language: Telephone Etiquette

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

-Identify polite words and phrases in telephone conversations.
-Conduct a telephone conversation using polite words and expressions.
-Acknowledge the significance of etiquette in telephone conversations.

The learner is guided to:
-Listen and identify words and phrases that indicate polite language in a telephone conversation from a digital device.
-Role-play a telephone dialogue on human rights using polite language.
-Match polite telephone conversation expressions with appropriate responses from the cards provided.
-Practise leaving and taking telephone messages over the phone using polite language on a caller card.

1. Why should one be polite when speaking over telephone? -2. How do we ensure politeness in a telephone conversion?

KLB Top Scholar pg. 1
-Digital devices
-Telephone
-Lesson notes
-Teacher's Guide

Observation -Oral questions -Role play -Peer assessment

Reading

Extensive Reading: Independent Reading

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

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

The learner is guided to:
-Skim through grade-appropriate print and electronic reading materials.
-Scan grade-appropriate print and electronic reading materials.
-Read materials on human rights at their pace within a specified period.
-Discuss what they have read.
-Write down the main ideas in the texts they have read.
-Use a dictionary to look up the meaning of vocabulary acquired from independent reading.
-Infer the meaning of words as used in the texts.

1. Why should one read widely? -2. What should one consider when selecting a reading text?

KLB Top Scholar pg. 5
-Library
-Digital devices
-Online fiction and non-fiction texts
-Dictionary
-Lesson notes

Observation -Oral questions -Reading logs -Assessment rubric

Reading
Grammar in Use

Extensive Reading: Independent Reading
Word Classes: Compound Nouns

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

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

The learner is guided to:
-Skim through grade-appropriate print and electronic reading materials.
-Scan grade-appropriate print and electronic reading materials.
-Read materials on human rights at their pace within a specified period.
-Discuss what they have read.
-Write down the main ideas in the texts they have read.
-Use a dictionary to look up the meaning of vocabulary acquired from independent reading.
-Infer the meaning of words as used in the texts.

1. Why should one read widely? -2. What should one consider when selecting a reading text?

KLB Top Scholar pg. 5
-Library
-Digital devices
-Online fiction and non-fiction texts
-Dictionary
-Lesson notes
KLB Top Scholar pg. 7
-Charts
-Crossword puzzles
-Teacher's Guide

Observation -Oral questions -Reading logs -Assessment rubric

Grammar in Use

Word Classes: Compound Nouns

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

-Identify compound nouns in a text.
-Use compound nouns in their singular and plural forms.
-Appreciate the importance of compound nouns in communication.

The learner is guided to:
-Listen to an audio recording on human rights.
-Identify the compound nouns used in the text.
-Categorise compound nouns into two-word or three-word nouns from a given list.
-Form separate and hyphenated compound nouns by combining two or more words.
-Form plurals of compound nouns from a completion table.
-Write sentences using compound nouns in their singular and plural forms.
-Search online and offline for more examples of compound nouns.
-Use compound nouns to form sentences from a substitution table.
-Assess the correctness of the sentences with peers.

1. Why should we use compound nouns when communicating?

KLB Top Scholar pg. 7
-Charts
-Digital devices
-Crossword puzzles
-Lesson notes
-Teacher's Guide

Observation -Oral questions -Written exercise -Peer assessment

Reading

Intensive Reading: Short Stories

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

-Outline the sequence of events in a short story that they have read.
-Use contextual clues to infer the meanings of words.
-Answer direct and inferential questions from a short story.
-Acknowledge the role of reading in communication.

The learner is guided to:
-Predict events by focusing on the title and illustrations in a text.
-Silently read the short story.
-Infer contextual meanings of words based on the events in the story.
-Retell the story while citing issues on human rights.
-Role-play selected events and characters in the story.
-Work with peers to discuss the relationships between their own lives and those of characters in the text.

1. How can you predict the outcome of a story even before you read it? -2. How do you tell the meaning of unfamiliar words in a story?

KLB Top Scholar pg. 10
-Short story
-Lesson notes
-Teacher's Guide

Observation -Oral questions -Written questions -Role play

Reading
Writing

Intensive Reading: Short Stories
Writing Legibly and Neatly

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

-Outline the sequence of events in a short story that they have read.
-Use contextual clues to infer the meanings of words.
-Answer direct and inferential questions from a short story.
-Acknowledge the role of reading in communication.

The learner is guided to:
-Predict events by focusing on the title and illustrations in a text.
-Silently read the short story.
-Infer contextual meanings of words based on the events in the story.
-Retell the story while citing issues on human rights.
-Role-play selected events and characters in the story.
-Work with peers to discuss the relationships between their own lives and those of characters in the text.

1. How can you predict the outcome of a story even before you read it? -2. How do you tell the meaning of unfamiliar words in a story?

KLB Top Scholar pg. 10
-Short story
-Lesson notes
-Teacher's Guide
KLB Top Scholar pg. 14
-Writing materials
-Digital texts

Observation -Oral questions -Written questions -Role play

Writing

Writing Legibly and Neatly

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

-Classify letters according to height differentials.
-Write a text, legibly and neatly.
-Advocate the need for legibility and neatness in writing.

The learner is guided to:
-Copy a provided passage and shape upper and lower case letters appropriately.
-Copy a provided passage and space letters, words and sentences correctly.
-Rewrite a provided text legibly and neatly.
-Cancel words or sentences neatly when composing a text.
-Split words that are joined appropriately.
-Write dictated sentences legibly and neatly.
-Write a narrative composition on human rights legibly and neatly.
-Cancel neatly upon making mistakes as they listen to the excerpt that is dictated.

1. Why should one write legibly and neatly? -2. What are the qualities of a good handwriting?

KLB Top Scholar pg. 14
-Lesson notes
-Writing materials
-Digital texts

Written exercise -Peer assessment -Self-assessment -Assessment rubrics

SCIENTIFIC INNOVATIONS

Listening and Speaking
Listening and Speaking

Oral Presentations: Songs

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

-Identify features of songs.
-Use performance techniques when singing.
-Write songs on a scientific innovation.
-Appreciate the role of songs in the society.

The learner is guided to:
-Watch recordings of songs from the Kenya drama and music festivals.
-Discuss the performance techniques that make the presentations appealing and make notes.
-Identify songs of their choice and present them to the rest of the class.
-Write songs on scientific innovations.
-Collaborate to recite and record the songs or poems.
-Watch the recordings and discuss the non-verbal aspects of the performance.

1. How can one improve the presentation of a song to make it interesting?

KLB Top Scholar pg. 17
-Video clips
-Digital devices
-English songs
-Lesson notes

Observation -Oral questions -Peer assessment -Checklists

Reading

Intensive Reading: Simple Poems

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

-Identify the persona in a given poem.
-Identify instances of repetition in a given poem.
-Explain what the poem is about.
-Appreciate the role of poems in communication.

The learner is guided to:
-Read a given poem for enjoyment.
-Recite/rap and dramatise the given poem.
-Discuss the voice that speaks in the poem (the persona).
-Explain the words, phrases and sentences that help them to decipher the surface and deeper meaning of a poem.
-Relate the message in the poem with real life experiences.
-Work with peers to compose, type and share poems related to scientific innovations.
-Display their poems on a chart, a poster in class or on the school notice board.

1. How is a poem different from a passage? -2. How can you say what is in the poem in your own words?

KLB Top Scholar pg. 21
-Digital texts
-Charts
-Lesson notes

Observation -Oral questions -Written questions -Peer assessment

Reading
Grammar in Use

Intensive Reading: Simple Poems
Word Classes: Collective Nouns

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

-Identify the persona in a given poem.
-Identify instances of repetition in a given poem.
-Explain what the poem is about.
-Appreciate the role of poems in communication.

The learner is guided to:
-Read a given poem for enjoyment.
-Recite/rap and dramatise the given poem.
-Discuss the voice that speaks in the poem (the persona).
-Explain the words, phrases and sentences that help them to decipher the surface and deeper meaning of a poem.
-Relate the message in the poem with real life experiences.
-Work with peers to compose, type and share poems related to scientific innovations.
-Display their poems on a chart, a poster in class or on the school notice board.

1. How is a poem different from a passage? -2. How can you say what is in the poem in your own words?

KLB Top Scholar pg. 21
-Digital texts
-Charts
-Lesson notes
KLB Top Scholar pg. 24
-Teacher's Guide
-Digital devices
-Crossword puzzles

Observation -Oral questions -Written questions -Peer assessment

Grammar in Use

Word Classes: Collective Nouns

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

-Identify collective nouns from a text.
-Use singular and plural forms of collective nouns correctly in sentences.
-Appreciate the importance of collective nouns in communication.

The learner is guided to:
-List the collective nouns as they listen to an audio text.
-Identify collective nouns in a print text.
-Classify collective nouns according to people, animals or things.
-Discuss the plural forms of these nouns.
-Write correct sentences using collective nouns from substitution tables.
-Fill in blank spaces using the correct collective nouns.
-Fill in crossword puzzles using collective nouns.
-Search for more examples of collective nouns from print or non-print text.
-Collaborate to construct sentences using the collective nouns they have identified.

1. How do collective nouns form their plurals?

KLB Top Scholar pg. 24
-Lesson notes
-Teacher's Guide
-Digital devices
-Crossword puzzles

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 setting - time and place-of a short story.
-Highlight the episodes in the short story chronologically.
-Appreciate the differences in culture and setting.

The learner is guided to:
-Watch different places and times of the day and night from a digital device or written text.
-Read a short story and retell what they have read.
-Tease out the geographical setting, the historical period and the culture from which the story is based by looking at the words and elements used in the story.
-Work with peers to compare the setting and places in the short story to their own real life setting.
-Use their surroundings to describe the setting and place.
-Draw or take pictures of different settings at different times.

1. Which places would you like to visit? -2. Which time in history would you desire to live?

KLB Top Scholar pg. 28
-Digital devices
-Short story
-Lesson notes

Observation -Oral questions -Written questions -Drama

Reading
Writing

Intensive Reading: Short Story
Mechanics of Writing: Punctuation

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

-Identify the setting - time and place-of a short story.
-Highlight the episodes in the short story chronologically.
-Appreciate the differences in culture and setting.

The learner is guided to:
-Watch different places and times of the day and night from a digital device or written text.
-Read a short story and retell what they have read.
-Tease out the geographical setting, the historical period and the culture from which the story is based by looking at the words and elements used in the story.
-Work with peers to compare the setting and places in the short story to their own real life setting.
-Use their surroundings to describe the setting and place.
-Draw or take pictures of different settings at different times.

1. Which places would you like to visit? -2. Which time in history would you desire to live?

KLB Top Scholar pg. 28
-Digital devices
-Short story
-Lesson notes
KLB Top Scholar pg. 30
-Digital texts
-Reference materials

Observation -Oral questions -Written questions -Drama

Writing

Mechanics of Writing: Punctuation

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

-Punctuate a given text using commas, apostrophes, and capital letters correctly.
-Use the apostrophe, comma and capital letters appropriately in composition writing.
-Advocate the use of correct punctuation in writing.

The learner is guided to:
-Search online and offline on uses of the comma, apostrophe and capital letter.
-Read a given text and take note of the commas, apostrophes and capital letters used.
-Explain how the commas and the apostrophes are used in the text.
-Discuss the role of capital letters as used in various words or sentences in the passage.
-Punctuate a passage correctly using commas, apostrophes, or capital letters where necessary.
-Write a short composition on scientific innovations using capital letters, commas and apostrophes correctly.
-Assess each other's composition and discuss how the punctuation marks and capital letters have been used.
-Search for more uses of the apostrophe and brackets from books or the internet.

1. Why should a text be well punctuated? -2. How does wrong punctation affect writing?

KLB Top Scholar pg. 30
-Digital texts
-Lesson notes
-Reference materials

Observation -Oral questions -Written exercise -Peer assessment

POLLUTION

Listening and Speaking
Listening and Speaking

Listening Comprehension

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

-Identify the main idea from a cause and effect text.
-Pinpoint specific information from a cause and effect text.
-Infer the meanings of unfamiliar words using context clues.
-Acknowledge the importance of listening for detail.

The learner is guided to:
-Listen to a cause and effect text on pollution being read by the teacher or from a digital device.
-Pick out the main idea from that cause and effect text.
-Respond to oral questions based on the text correctly.
-Identify and write down the ideas presented in the text.
-Orally answer questions based on the text.
-Make a list of unfamiliar words and practise pronouncing them.
-Give the meaning of specific words using context clues.
-Look up the meanings of unfamiliar words from an online or offline dictionary.
-Use given words to construct sentences.

1. What should one look for when listening to a text?

KLB Top Scholar pg. 35
-Digital devices
-Dictionary
-Lesson notes
-Teacher's Guide

Observation -Oral questions -Written questions -Peer assessment

Reading

Intensive Reading

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

-Answer questions based on a given text correctly.
-Infer meanings of words in a given text correctly.
-Acknowledge the importance of good reading skills reading in life.

The learner is guided to:
-Predict events by focusing on the title and illustrations in a text.
-Individually, silently read a passage on pollution so as to internalize the information.
-Read the passage aloud in turns as they answer the oral questions that are asked.
-Infer the meaning of given words using synonyms, contexts among others.
-Work with peers to recapture events in the text as they role play.
-Write answers to the questions given after the passage correctly.

1. How can one improve the way they read? -2. Which skills should one use in order to read effectively?

KLB Top Scholar pg. 37
-Dictionary
-Digital devices
-Lesson notes
-Teacher's Guide

Observation -Oral questions -Written questions -Peer assessment

Reading
Grammar in Use

Intensive Reading
Word Classes: Primary Auxiliaries

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

-Answer questions based on a given text correctly.
-Infer meanings of words in a given text correctly.
-Acknowledge the importance of good reading skills reading in life.

The learner is guided to:
-Predict events by focusing on the title and illustrations in a text.
-Individually, silently read a passage on pollution so as to internalize the information.
-Read the passage aloud in turns as they answer the oral questions that are asked.
-Infer the meaning of given words using synonyms, contexts among others.
-Work with peers to recapture events in the text as they role play.
-Write answers to the questions given after the passage correctly.

1. How can one improve the way they read? -2. Which skills should one use in order to read effectively?

KLB Top Scholar pg. 37
-Dictionary
-Digital devices
-Lesson notes
-Teacher's Guide
KLB Top Scholar pg. 39
-Charts

Observation -Oral questions -Written questions -Peer assessment

Grammar in Use

Word Classes: Primary Auxiliaries

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

-Identify primary auxiliary verbs in a text.
-Use primary auxiliary verbs in sentences correctly.
-Appreciate the importance of primary auxiliary verbs in communication.

The learner is guided to:
-Identify primary auxiliary verbs from a text.
-Search for the functions of primary auxiliary verbs from the internet or text books.
-Individually write down sentences using each of the primary auxiliary verbs identified.
-Collaborate to write a short paragraph on environmental conservation using primary auxiliary verbs.
-Read out the paragraphs to the rest of the class.
-Fill in blank spaces in sentences given using the correct form of the primary auxiliary verbs.
-Engage in a question and answer session using primary auxiliary verbs.

1. What are the functions of verbs in sentences?

KLB Top Scholar pg. 39
-Digital devices
-Charts
-Lesson notes
-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 the aspects of structure in a given poem.
-Recognize the main ideas in a given poem.
-Recognize the role of poems in communicating values.

The learner is guided to:
-Search online and offline for the components of the structure of a poem; poet, number of stanzas, number of lines in a stanza.
-Read a given poem and identify the structure.
-Recite and dramatize the given poem.
-Explain the words, phrases and sentences in a poem that help them to decipher the surface and deeper meaning.
-Relate the message of the poem to real life.
-Identify topics of poems such as pollution, list the topics down and display them in charts.
-Compose, type and share a poem related to pollution, with peers.
-Display their poems in a portfolio/chart/class noticeboard.

1. What messages do poems convey?

KLB Top Scholar pg. 42
-Digital devices
-Charts
-Lesson notes
-Teacher's Guide

Observation -Oral questions -Written exercise -Recitation -Peer assessment

Writing

Paragraphing: Sequencing of Ideas

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

-Identify conjunctions used in a well formed paragraph.
-Use conjunctions to sequence and connect ideas correctly in a paragraph.
-Appreciate the role of conjunctions in communication.

The learner is guided to:
-Look for conjunctions and their functions in their immediate context from print and non-print text.
-Read paragraphs that use conjunctions to sequence ideas from a book or online source.
-Combine sentences to form paragraphs using appropriate conjunctions.
-Rearrange jumbled sentences to form a cohesive paragraph using conjunctions.
-Use different conjunctions in a composition to show sequence of ideas.

1. Why is it important to use conjunctions in writing?

KLB Top Scholar pg. 44
-Digital devices
-Lesson notes
-Teacher's Guide

Observation -Oral questions -Written exercise -Peer assessment

Writing

Paragraphing: Sequencing of Ideas

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

-Identify conjunctions used in a well formed paragraph.
-Use conjunctions to sequence and connect ideas correctly in a paragraph.
-Appreciate the role of conjunctions in communication.

The learner is guided to:
-Look for conjunctions and their functions in their immediate context from print and non-print text.
-Read paragraphs that use conjunctions to sequence ideas from a book or online source.
-Combine sentences to form paragraphs using appropriate conjunctions.
-Rearrange jumbled sentences to form a cohesive paragraph using conjunctions.
-Use different conjunctions in a composition to show sequence of ideas.

1. Why is it important to use conjunctions in writing?

KLB Top Scholar pg. 44
-Digital devices
-Lesson notes
-Teacher's Guide

Observation -Oral questions -Written exercise -Peer assessment

CONSUMER ROLES AND RESPONSIBILITIES

Listening and Speaking
Listening and Speaking

Listening Comprehension: Selective Listening

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

-Distinguish between specific and general information from a listening text.
-Select specific information from a text.
-Listen and respond to texts appropriately.
-Emphasise the value of listening skills in communication.

The learner is guided to:
-Listen to an audio text on consumer roles and responsibilities and decide whether the information presented is specific or general.
-Search online for audio recordings and attentively listen for specific information.
-Role play a scene on roles and responsibilities of consumers to emphasise listening skills during communication.
-Listen to a passage on consumer roles and responsibilities and answer questions posed by the speaker.

1. Why is it important to get the main points from an oral text? -2. How can you ensure you capture the relevant information from a speaker?

KLB Top Scholar pg. 47
-Digital devices
-Audio recordings
-Lesson notes
-Teacher's Guide

Observation -Oral questions -Role play -Written exercise

Reading

Intensive Reading

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

-Identify reading strategies for use on given texts.
-Select main ideas and details from written texts.
-Acknowledge reading for main ideas and details as a comprehension skill.

The learner is guided to:
-Search online and watch appropriate video clips on the selected reading strategies: reading for main ideas and reading for details.
-Read and underline the main ideas and details in texts on consumer roles and responsibilities and review each other's work.
-Work with peers to share ideas on how one can practically use the selected reading strategies.
-Fill in substitution tables with specific details from texts.
-Complete a mind map with focus on the main idea and details.

1. Why should one read for main ideas? -2. How can you improve your reading?

KLB Top Scholar pg. 49
-Digital devices
-Lesson notes
-Teacher's Guide
-Video clips

Observation -Oral questions -Written exercise -Peer assessment

Reading
Grammar in Use

Intensive Reading
Word Classes: Verbs and Tense

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

-Identify reading strategies for use on given texts.
-Select main ideas and details from written texts.
-Acknowledge reading for main ideas and details as a comprehension skill.

The learner is guided to:
-Search online and watch appropriate video clips on the selected reading strategies: reading for main ideas and reading for details.
-Read and underline the main ideas and details in texts on consumer roles and responsibilities and review each other's work.
-Work with peers to share ideas on how one can practically use the selected reading strategies.
-Fill in substitution tables with specific details from texts.
-Complete a mind map with focus on the main idea and details.

1. Why should one read for main ideas? -2. How can you improve your reading?

KLB Top Scholar pg. 49
-Digital devices
-Lesson notes
-Teacher's Guide
-Video clips
KLB Top Scholar pg. 53
-Charts

Observation -Oral questions -Written exercise -Peer assessment

Grammar in Use

Word Classes: Verbs and Tense

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

-Identify verbs in the simple present and simple past tense in a text.
-Write sentences using the simple present tense.
-Write sentences using the simple past tense.
-Advocate appropriate use of tense in communication.

The learner is guided to:
-Underline verbs in simple present and simple past tense in a text on consumer rights and responsibilities.
-Reflect on the formation of simple present and simple past tense form of verbs.
-Construct and share sentences on a variety of issues including consumer rights and responsibilities.
-Type the constructed sentences using a digital device or write them down in their exercise books.
-Search online or offline for verbs used in simple present and simple past tense from texts on consumer rights and responsibilities.
-Complete sentences using the correct tense of the given verbs.
-Create and display charts showing words in their simple present and past tense forms.
-Play language games using verbs in the present and past tense.

1. Why is correct use of tense important?

KLB Top Scholar pg. 53
-Digital devices
-Charts
-Lesson notes
-Teacher's Guide

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 short story.
-Use contextual clues to infer character traits of the characters in a short story.
-Acknowledge the role of characters in a short story.

The learner is guided to:
-With peers, read the short story and retell what they have read.
-Describe the traits of the characters in the short story using different adjectives.
-Compare and contrast the traits of the characters that appear in the short story.
-Role play the different characters and discuss their importance in the short story.
-Make connections between their own lives and those of characters in the text.

1. What should one look for when reading a story? -2. What qualities do you admire in people?

KLB Top Scholar pg. 58
-Short story
-Lesson notes
-Teacher's Guide

Observation -Oral questions -Written exercise -Role play

Writing

Paragraphing: Connectors of Sequence

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

-Identify connectors of sequence from a given text.
-Sequence ideas in a given paragraph.
-Appreciate the use of idea connectors for clarity in communication.

The learner is guided to:
-Read a given text on consumer rights and responsibilities and identify the connectors of sequence used.
-Search online and offline and list other connectors of sequence.
-With peers, construct sentences using the listed connectors of sequence.
-Write paragraphs on consumer rights and responsibilities using connectors of sequence.
-Read the paragraphs to their peers and discuss the use of the connectors.
-Collaborate to edit the paragraphs and peer review each other's work.

1. How can a good paragraph be developed?

KLB Top Scholar pg. 62
-Digital devices
-Lesson notes
-Teacher's Guide

Observation -Oral questions -Written exercise -Peer assessment

Writing

Paragraphing: Connectors of Sequence

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

-Identify connectors of sequence from a given text.
-Sequence ideas in a given paragraph.
-Appreciate the use of idea connectors for clarity in communication.

The learner is guided to:
-Read a given text on consumer rights and responsibilities and identify the connectors of sequence used.
-Search online and offline and list other connectors of sequence.
-With peers, construct sentences using the listed connectors of sequence.
-Write paragraphs on consumer rights and responsibilities using connectors of sequence.
-Read the paragraphs to their peers and discuss the use of the connectors.
-Collaborate to edit the paragraphs and peer review each other's work.

1. How can a good paragraph be developed?

KLB Top Scholar pg. 62
-Digital devices
-Lesson notes
-Teacher's Guide

Observation -Oral questions -Written exercise -Peer assessment

RELATIONSHIPS: PEERS

Listening and Speaking
Listening and Speaking

Pronunciation

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

-Identify words with sounds /ɒ/, /ͻ:/, /θ/ and /ð/ in a given text.
-Pronounce words that have target sounds correctly.
-Apply emphatic stress correctly in varied contexts.
-Acknowledge the role of correct pronunciation in communication.

The learner is guided to:
-Interact with an audio or video recording featuring vowel sounds /ɒ/ /ͻ:/ and consonant sounds /θ/ /ð/ from a digital device.
-List words that contain the mentioned sounds from print or digital texts.
-Pronounce the identified words correctly, with peers.
-Play word games involving the target sounds.
-With peers, search online and offline for the meaning of emphatic stress.
-Listen to a series of sentences and identify the stressed words.
-Collaborate to recite a poem and emphasise given words to bring out various meanings.
-Read sentences and stress given words appropriately.

1. How can one improve their pronunciation?

KLB Top Scholar pg. 65
-Digital devices
-Audio recordings
-Lesson notes
-Teacher's Guide

Observation -Oral questions -Peer assessment -Checklists

Reading

Study Skills: Reference Materials

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

-Select relevant reference materials for varied tasks.
-Use reference materials to obtain information on varied subjects.
-Acknowledge the role of reference materials in lifelong learning.

The learner is guided to:
-Pick out various words from print and digital texts.
-Check the meanings and spellings of the words in a dictionary.
-Work with peers to look for the synonyms of various words from a thesaurus.
-Construct sentences using the given words.
-Give the antonyms of those words.
-Use an encyclopaedia to search for information on various topics.
-Create crossword puzzles using the antonyms and synonyms learnt and share with peers for review.

1. What is the importance of reference materials? -2. How can one use reference materials appropriately?

KLB Top Scholar pg. 69
-Dictionary
-Thesaurus
-Encyclopaedia
-Digital devices
-Lesson notes

Observation -Oral questions -Written exercise -Peer assessment

Reading
Grammar in Use

Study Skills: Reference Materials
Word Classes: Adjectives

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

-Select relevant reference materials for varied tasks.
-Use reference materials to obtain information on varied subjects.
-Acknowledge the role of reference materials in lifelong learning.

The learner is guided to:
-Pick out various words from print and digital texts.
-Check the meanings and spellings of the words in a dictionary.
-Work with peers to look for the synonyms of various words from a thesaurus.
-Construct sentences using the given words.
-Give the antonyms of those words.
-Use an encyclopaedia to search for information on various topics.
-Create crossword puzzles using the antonyms and synonyms learnt and share with peers for review.

1. What is the importance of reference materials? -2. How can one use reference materials appropriately?

KLB Top Scholar pg. 69
-Dictionary
-Thesaurus
-Encyclopaedia
-Digital devices
-Lesson notes
KLB Top Scholar pg. 72
-Charts
-Crossword puzzles
-Teacher's Guide

Observation -Oral questions -Written exercise -Peer assessment

Grammar in Use

Word Classes: Adjectives

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

-Identify gradable and non-gradable adjectives from a text.
-Use gradable and the non-gradable adjectives in sentences.
-Value the need for correct use of adjectives in communication.

The learner is guided to:
-Search for and identify gradable and non-gradable adjectives from digital and print texts.
-Complete sentences on adjectives from a substitution table.
-Recite a poem featuring gradable and non-gradable adjectives.
-Construct sentences using gradable and non-gradable adjectives, with peers.
-Work with peers to fill crossword puzzles featuring gradable and non-gradable adjectives.

1. When is it necessary to describe a noun?

KLB Top Scholar pg. 72
-Digital devices
-Charts
-Crossword puzzles
-Lesson notes
-Teacher's Guide

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 dialogue and repetition in a short story.
-Explain the importance of repetition and dialogue in a short story.
-Acknowledge the role of dialogue and repetition in fiction writing.

The learner is guided to:
-Watch plays that have characters talking to one another and repeating certain lines or sentences from a digital device.
-Read a short story and work with peers to retell what they have read.
-Search online and offline for the importance of repetition and dialogue in a short story.
-Discuss the message in the dialogue in a short story.
-Role play a dialogue in the short story read.
-Describe how the dialogues bring out the traits of the different speakers.
-Make connections between their own lives and those of the characters in the short story.
-Write a short paragraph on the theme of 'peers' using repetition and dialogue appropriately.

1. What makes stories interesting to read?

KLB Top Scholar pg. 76
-Digital devices
-Short story
-Lesson notes
-Teacher's Guide

Observation -Oral questions -Role play -Written exercise

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

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

Listening and Speaking
Reading

Conversational Skills: Disagreeing Politely
Reading Fluency: Poem

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
KLB Top Scholar pg. 85
-Poems

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

Word Classes: Adverbs

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

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 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

Observation -Oral questions -Written exercise -Role play

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

Mechanics of Writing

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

Observation -Oral questions -Written exercise -Peer assessment

NATURAL RESOURCES: WILDLIFE

Listening and Speaking
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

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

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

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

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

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

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

Reading
Writing

Intensive Reading: Poetry
Assessment of Writing

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
KLB Top Scholar pg. 126
-Sample compositions
-Writing materials

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