JOBS AND OCCUPATIONS - WORK ETHICS

Listening and Speaking

Pronunciation and Vocabulary (3 lessons)

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

-Identify words and phrases with the sounds /f/, /v/ and /əʊ/.
-Use vocabulary related to the theme in sentences correctly.
-Apply stress and intonation in questions, statements, and exclamatory sentences.

The learner is guided to:
-Say sounds, words, phrases, and sentences with the sounds /f/, /v/ and /əʊ/.
-Say tongue twisters with the sounds /f/ and /v/ and /əʊ/.
-Watch a video of a dialogue on work ethics and imitate the use of stress and intonation by the speakers.
-Recite a choral verse, with peers.

Why should we pronounce sounds and words correctly? - -Why do we raise our voices when asking questions? - -How can you vary your voice to convey different meanings?

KLB Top Scholar pg. 69
-Audio-visual recordings
-Digital devices
-Dictionary
-Charts

Observation -Oral questions -Peer Assessment -Checklists

Listening and Speaking

Pronunciation and Vocabulary (3 lessons)

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

-Use vocabulary related to the theme in sentences correctly.
-Apply stress and intonation in questions, statements, and exclamatory sentences.
-Value the importance of stress and intonation in sentences.

The learner is guided to:
-Sing songs featuring stress and intonation.
-Form sentences using expressions such as fixed phrases: Take care of, have no idea, you never know; similes: As happy as king, as busy as a bee, work like a horse; metaphors: Wambui is a bee. She is so busy; idioms: Lay off, hand in, take over, deal with, strike while the iron is hot, go the extra mile; proverbs: Make hay while the sun shines, The sun does not wait for a king, Honesty is the best policy, Slow but sure wins the race, Jack of all trades, master of none; phrasal verbs: Grow up, take over, deal with, give up, go on.

Why should we pronounce sounds and words correctly? - -Why do we raise our voices when asking questions? - -How can you vary your voice to convey different meanings?

KLB Top Scholar pg. 69
-Audio-visual recordings
-Digital devices
-Dictionary
-Charts

Observation -Oral questions -Peer Assessment -Checklists

Listening and Speaking

Pronunciation and Vocabulary (3 lessons)

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

-Use vocabulary related to the theme in sentences correctly.
-Apply stress and intonation in questions, statements, and exclamatory sentences.
-Value the importance of stress and intonation in sentences.

The learner is guided to:
-Sing songs featuring stress and intonation.
-Form sentences using expressions such as fixed phrases: Take care of, have no idea, you never know; similes: As happy as king, as busy as a bee, work like a horse; metaphors: Wambui is a bee. She is so busy; idioms: Lay off, hand in, take over, deal with, strike while the iron is hot, go the extra mile; proverbs: Make hay while the sun shines, The sun does not wait for a king, Honesty is the best policy, Slow but sure wins the race, Jack of all trades, master of none; phrasal verbs: Grow up, take over, deal with, give up, go on.

Why should we pronounce sounds and words correctly? - -Why do we raise our voices when asking questions? - -How can you vary your voice to convey different meanings?

KLB Top Scholar pg. 69
-Audio-visual recordings
-Digital devices
-Dictionary
-Charts

Observation -Oral questions -Peer Assessment -Checklists

Reading

Intensive Reading: Dialogue (2 lessons)

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

-Make connections between events in the text and prior experiences.
-Use contextual clues to infer the meaning of vocabulary such as words, proverbs, fixed phrases, similes, and phrasal verbs.

The learner is guided to:
-Relate the title and illustrations/pictures with their personal experiences.
-Skim a text to obtain a general idea (dialogue of about 500 words).
-Scan a text on work ethics for specific details.
-Observe the cover, pictures, and read the title to make predictions.
-Infer the meaning of unknown words, similes, metaphors and fixed phrases from context.
-Create mental images (visualise) from read, viewed, or heard text.
-Retell events in a story/dialogue in their own words.
-Work with peers to make posters featuring the new words learned.

Why is it important to relate events in a story to our own experience? - -How can you predict what will happen in a story or passage?

KLB Top Scholar pg. 73
-Storybooks
-Digital materials
-Dictionary
-Flash cards
-Charts

Observation -Oral questions -Reading logs -Assessment rubrics -Checklists

Reading

Intensive Reading: Dialogue (2 lessons)

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

-Make connections between events in the text and prior experiences.
-Use contextual clues to infer the meaning of vocabulary such as words, proverbs, fixed phrases, similes, and phrasal verbs.

The learner is guided to:
-Relate the title and illustrations/pictures with their personal experiences.
-Skim a text to obtain a general idea (dialogue of about 500 words).
-Scan a text on work ethics for specific details.
-Observe the cover, pictures, and read the title to make predictions.
-Infer the meaning of unknown words, similes, metaphors and fixed phrases from context.
-Create mental images (visualise) from read, viewed, or heard text.
-Retell events in a story/dialogue in their own words.
-Work with peers to make posters featuring the new words learned.

Why is it important to relate events in a story to our own experience? - -How can you predict what will happen in a story or passage?

KLB Top Scholar pg. 73
-Storybooks
-Digital materials
-Dictionary
-Flash cards
-Charts

Observation -Oral questions -Reading logs -Assessment rubrics -Checklists

Reading

Intensive Reading: Dialogue (2 lessons)

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

-Respond to a reading text for comprehension.
-Acknowledge the role of reading comprehension in lifelong learning.

The learner is guided to:
-Answer literal and inferential questions.
-Relate the title and illustrations/pictures with their personal experiences.
-Skim a text to obtain a general idea (dialogue of about 500 words).
-Scan a text on work ethics for specific details.
-Observe the cover, pictures, and read the title to make predictions.
-Infer the meaning of unknown words, similes, metaphors and fixed phrases from context.
-Create mental images (visualise) from read, viewed, or heard text.
-Retell events in a story/dialogue in their own words.

Why is it important to relate events in a story to our own experience? - -How can you predict what will happen in a story or passage?

KLB Top Scholar pg. 73
-Storybooks
-Digital materials
-Dictionary
-Flash cards
-Charts

Observation -Oral questions -Reading logs -Assessment rubrics -Checklists

Grammar in Use

Phrasal Quantifiers 

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

-Recognise phrasal quantifiers in oral and written contexts.
-Use phrasal quantifiers with countable and uncountable nouns correctly.
-Judge the correctness of phrasal quantifiers in sentences.

The learner is guided to:
-Work with peers to view a video or listen to an audio text on work ethics featuring phrasal quantifiers and identify them.
-Make sentences using phrasal quantifiers such as a lot of…, a pinch of… plenty of…, a number of, a crate of…
-Create charts and posters using phrasal quantifiers and share them on the school notice board or social media.
-Form sentences from a substitution table.

How do we tell countable nouns from uncountable ones? - -Which words are used to show the amount of something?

KLB Top Scholar pg. 77
-Print materials
-Digital devices
-Charts
-Flash cards
-Dictionaries

Written exercises -Oral questions -Peer Assessment -Checklists -Assessment rubrics

Grammar in Use

Phrasal Quantifiers

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

-Recognise phrasal quantifiers in oral and written contexts.
-Use phrasal quantifiers with countable and uncountable nouns correctly.
-Judge the correctness of phrasal quantifiers in sentences.

The learner is guided to:
-Work with peers to view a video or listen to an audio text on work ethics featuring phrasal quantifiers and identify them.
-Make sentences using phrasal quantifiers such as a lot of…, a pinch of… plenty of…, a number of, a crate of…
-Create charts and posters using phrasal quantifiers and share them on the school notice board or social media.
-Form sentences from a substitution table.

How do we tell countable nouns from uncountable ones? - -Which words are used to show the amount of something?

KLB Top Scholar pg. 77
-Print materials
-Digital devices
-Charts
-Flash cards
-Dictionaries

Written exercises -Oral questions -Peer Assessment -Checklists -Assessment rubrics

Writing

Pictorial Compositions

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

-Plan a composition in preparation for writing.
-Use appropriate words and expressions such as similes, metaphors, fixed phrases, phrasal verbs and idioms in written communication.
-Create a pictorial composition from visuals.

The learner is guided to:
-Collaborate to view a variety of pictures, illustrations, and other visuals in print and digital texts and discuss what is happening.
-View comic strips from newspapers and magazine columns.
-Use relevant fixed phrases: have no idea, similes: as happy as a king, metaphors: Wambui is a bee. She is so busy, idioms: go the extra mile, proverbs: the sun does not wait for a king and phrasal verbs: grow up in a composition.
-Collaborate to use visuals to compose a story of about (160-200 words).

How can you make others want to read your composition? - -What information do we obtain from pictures or visuals?

KLB Top Scholar pg. 80
-Sample compositions
-Pictures
-Illustrations
-Digital devices
-Dictionary

Written exercises -Peer Assessment -Self-Assessment -Assessment rubrics

Writing

Pictorial Compositions 

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

-Organize ideas logically, coherently, and clearly.
-Judge a pictorial composition for relevance of topic, correctness of language, and creativity.

The learner is guided to:
-Organize ideas logically, coherently, and clearly.
-Revise their composition by incorporating suggestions given by peers.
-Publish the composition by displaying it on the wall, charts, online, posters, and social media platforms, among others.

How can you make others want to read your composition? - -What information do we obtain from pictures or visuals?

KLB Top Scholar pg. 80
-Sample compositions
-Pictures
-Illustrations
-Digital devices
-Dictionary

Written exercises -Peer Assessment -Self-Assessment -Assessment rubrics

TECHNOLOGY: SCIENTIFIC INNOVATIONS

Listening and Speaking

Pronunciation and Interactive Listening (3 lessons)

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

-Articulate sounds correctly for communication clarity.
-Seek clarification during a two-way conversation to express different moods in oral contexts.

The learner is guided to:
-Practice saying the sounds: /ɒ/ as in, of, on, from, lot; hot, /ɔː/ as in door, sort, short, ball, call, or among others.
-Show moods such as happiness, surprise, sadness, regret, and pain, among others, when seeking clarification.
-Take turns and interrupt appropriately during conversations.
-Role-play short interviews.

How do you interrupt a speaker politely during a conversation? - -What emotions or feelings do we show on our faces when talking?

KLB Top Scholar pg. 83
-Audio-visual recordings
-Digital devices
-Dictionary
-Charts

Observation -Oral questions -Peer Assessment -Checklists

Listening and Speaking

Pronunciation and Interactive Listening (3 lessons)

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

-Articulate sounds correctly for communication clarity.
-Seek clarification during a two-way conversation to express different moods in oral contexts.

The learner is guided to:
-Practice saying the sounds: /ɒ/ as in, of, on, from, lot; hot, /ɔː/ as in door, sort, short, ball, call, or among others.
-Show moods such as happiness, surprise, sadness, regret, and pain, among others, when seeking clarification.
-Take turns and interrupt appropriately during conversations.
-Role-play short interviews.

How do you interrupt a speaker politely during a conversation? - -What emotions or feelings do we show on our faces when talking?

KLB Top Scholar pg. 83
-Audio-visual recordings
-Digital devices
-Dictionary
-Charts

Observation -Oral questions -Peer Assessment -Checklists

Listening and Speaking

Pronunciation and Interactive Listening (3 lessons)

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

-Interrupt appropriately during a conversation.
-Use appropriate words and expressions such as similes, metaphors, proverbs among others.

The learner is guided to:
-Watch partial dialogues on video, the computer, tablets, and other devices and respond to questions appropriately.
-Practice using expressions such as: fixed phrases: such as good at, be familiar with, little by little, long ago, a long time ago; similes: work like magic, as easy as ABC, like a sea of knowledge, as slow as a snail, as quick as silver; metaphors: The internet is a sea of knowledge. It has a lot of information; idioms: To make headway, apple of my eye; proverbs: Practice makes perfect, Necessity is the mother of invention, Live and learn, Little learning is a dangerous thing; phrasal Verbs: Start over, key in, leave behind, look for, come up with.

How do you interrupt a speaker politely during a conversation? - -What emotions or feelings do we show on our faces when talking?

KLB Top Scholar pg. 83
-Audio-visual recordings
-Digital devices
-Dictionary
-Charts

Observation -Oral questions -Peer Assessment -Checklists

Listening and Speaking

Pronunciation and Interactive Listening (3 lessons)

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

-Advocate the importance of interactive listening.

The learner is guided to:
-Practice using expressions such as: fixed phrases: such as good at, be familiar with, little by little, long ago, a long time ago; similes: work like magic, as easy as ABC, like a sea of knowledge, as slow as a snail, as quick as silver; metaphors: The internet is a sea of knowledge. It has a lot of information; idioms: To make headway, apple of my eye; proverbs: Practice makes perfect, Necessity is the mother of invention, Live and learn, Little learning is a dangerous thing; phrasal Verbs: Start over, key in, leave behind, look for, come up with.

How do you interrupt a speaker politely during a conversation? - -What emotions or feelings do we show on our faces when talking?

KLB Top Scholar pg. 83
-Audio-visual recordings
-Digital devices
-Dictionary
-Charts

Observation -Oral questions -Peer Assessment -Checklists

Reading

Extensive Reading: Fictional and Non-Fictional (2 lessons)

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

-Select appropriate reading texts from a library.
-Read a variety of texts for general information and enjoyment.
-Acknowledge the importance of reading widely for lifelong learning.

The learner is guided to:
-Select a reading text from a varied collection of materials or library.
-Preview the table of contents from a book, find the required information, and answer oral questions.
-Skim a text to obtain the gist or general idea.
-Scan a text to obtain specific information.
-Select a reading text (1251-1500 words).
-Use a dictionary to look up the meaning of unfamiliar words.

How can you obtain the general idea of what a text is about? - -Why is it important to read many books?

KLB Top Scholar pg. 88
-Storybooks
-Digital materials
-Newspapers
-Magazines
-Dictionary

Observation -Oral questions -Reading logs -Assessment rubrics -Checklists

Reading

Extensive Reading: Fictional and Non-Fictional (2 lessons)

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

-Select appropriate reading texts from a library.
-Read a variety of texts for general information and enjoyment.
-Acknowledge the importance of reading widely for lifelong learning.

The learner is guided to:
-Write a summary of a text he or she has read and share it with peers.
-Select a reading text from a varied collection of materials or library.
-Preview the table of contents from a book, find the required information, and answer oral questions.
-Skim a text to obtain the gist or general idea.
-Scan a text to obtain specific information.
-Select a reading text (1251-1500 words).
-Use a dictionary to look up the meaning of unfamiliar words.

How can you obtain the general idea of what a text is about? - -Why is it important to read many books?

KLB Top Scholar pg. 88
-Storybooks
-Digital materials
-Newspapers
-Magazines
-Dictionary

Observation -Oral questions -Reading logs -Assessment rubrics -Checklists

Grammar in Use

Tense: Future Continuous Tense (2 lessons)

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

-Identify sentences featuring future continuous tense in print and digital texts.
-Use future continuous tense in oral and written contexts correctly.
-Assess sentences for correctness and appropriateness of tense.

The learner is guided to:
-Ask the following questions to peers: What are you doing? What were you doing yesterday? What will you be doing tomorrow?
-View a map, globe, list of time zones, video or pictures of animals, plants, or people and describe what will probably happen next day starting with the words, they, he, and she, among others.
-Talk about activities in the past, present, and future time.
-Search the internet for examples of sentences expressing continuous tense.

What will you be doing next week? - -How do you show an action will take place tomorrow?

KLB Top Scholar pg. 92
-Print materials
-Digital devices
-Charts
-Flash cards
-Dictionaries

Written exercises -Oral questions -Peer Assessment -Checklists -Assessment rubrics

Grammar in Use

Tense: Future Continuous Tense (2 lessons)

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

-Identify sentences featuring future continuous tense in print and digital texts.
-Use future continuous tense in oral and written contexts correctly.
-Assess sentences for correctness and appropriateness of tense.

The learner is guided to:
-Ask the following questions to peers: What are you doing? What were you doing yesterday? What will you be doing tomorrow?
-View a map, globe, list of time zones, video or pictures of animals, plants, or people and describe what will probably happen next day starting with the words, they, he, and she, among others.
-Talk about activities in the past, present, and future time.
-Search the internet for examples of sentences expressing continuous tense.
-Collaborate with peers to determine the correctness of tense in sample sentences.

What will you be doing next week? - -How do you show an action will take place tomorrow?

KLB Top Scholar pg. 92
-Print materials
-Digital devices
-Charts
-Flash cards
-Dictionaries

Written exercises -Oral questions -Peer Assessment -Checklists -Assessment rubrics

Grammar in Use

Tense: Future Continuous Tense (2 lessons)

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

-Identify sentences featuring future continuous tense in print and digital texts.
-Use future continuous tense in oral and written contexts correctly.
-Assess sentences for correctness and appropriateness of tense.

The learner is guided to:
-Ask the following questions to peers: What are you doing? What were you doing yesterday? What will you be doing tomorrow?
-View a map, globe, list of time zones, video or pictures of animals, plants, or people and describe what will probably happen next day starting with the words, they, he, and she, among others.
-Talk about activities in the past, present, and future time.
-Search the internet for examples of sentences expressing continuous tense.
-Collaborate with peers to determine the correctness of tense in sample sentences.

What will you be doing next week? - -How do you show an action will take place tomorrow?

KLB Top Scholar pg. 92
-Print materials
-Digital devices
-Charts
-Flash cards
-Dictionaries

Written exercises -Oral questions -Peer Assessment -Checklists -Assessment rubrics

Writing

Punctuation Marks (The Comma and Double Quotation Marks) (2 lessons)

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

-Identify the comma and double quotation marks in a text.
-Use the comma and the double quotation marks correctly in oral and written texts.
-Collaborate with peers to determine the correct use of the comma and the double quotation marks.

The learner is guided to:
-Collaborate to identify sentences in which the comma and the double quotation marks have been used.
-Recite a poem on scientific innovations paying attention to the use of the comma and the double quotation marks.
-Listen to an oral presentation and answer questions.
-Form sentences from a substitution table.
-Work with peers to construct and punctuate sentences correctly.
-Create a poster or power point presentation and display the work to another group.

Why should we punctuate our speech or writing correctly? - -Which punctuation marks do you use frequently?

KLB Top Scholar pg. 94
-Print materials
-Digital devices
-Charts
-Flash cards
-Dictionaries

Written exercises -Oral questions -Peer Assessment -Checklists -Assessment rubrics

Writing

Punctuation Marks (The Comma and Double Quotation Marks) (2 lessons)

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

-Identify the comma and double quotation marks in a text.
-Use the comma and the double quotation marks correctly in oral and written texts.
-Collaborate with peers to determine the correct use of the comma and the double quotation marks.

The learner is guided to:
-Listen to a dictation of sentences, write the sentences and punctuate them appropriately.
-Collaborate to identify sentences in which the comma and the double quotation marks have been used.
-Recite a poem on scientific innovations paying attention to the use of the comma and the double quotation marks.
-Listen to an oral presentation and answer questions.
-Form sentences from a substitution table.
-Work with peers to construct and punctuate sentences correctly.
-Create a poster or power point presentation and display the work to another group.

Why should we punctuate our speech or writing correctly? - -Which punctuation marks do you use frequently?

KLB Top Scholar pg. 94
-Print materials
-Digital devices
-Charts
-Flash cards
-Dictionaries

Written exercises -Oral questions -Peer Assessment -Checklists -Assessment rubrics

THE FARM - ANIMAL SAFETY AND CARE

Listening and Speaking

Pronunciation and Vocabulary (2 lessons)

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

-Explain the difference between riddles and proverbs.
-Pronounce sounds, words, and phrases related to the theme accurately.
-Use words and expressions such as idioms, fixed phrases, phrasal verbs and proverbs in varied contexts.

The learner is guided to:
-Search from online sources for information on the differences between riddles and proverbs and share with peers.
-Participate in a riddling session.
-Say sounds, words, idioms, and proverbs with the sounds /ʃ/ and /ʧ/ accurately.
-Create own riddles and share them with their peers.

Why do we tell riddles and proverbs? - -Which are some of the proverbs you know?

KLB Top Scholar pg. 97
-Audio-visual recordings
-Digital devices
-Dictionary
-Charts

Observation -Oral questions -Peer Assessment -Checklists

Listening and Speaking

Pronunciation and Vocabulary (2 lessons)

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

-Use words and expressions such as idioms, fixed phrases, phrasal verbs and proverbs in varied contexts.
-Acknowledge the importance of proverbs, riddles, and idioms in communication.

The learner is guided to:
-Find and use words and expressions such as: fixed phrases: in good shape, at the moment, make money, one by one, simile: as mischievous as a monkey, as helpless as a baby, as gentle as lamb, as white as wool, metaphor: the girl is a lamb. she is so gentle. idioms: would not hurt a fly, curiosity killed the cat, let the cat out of the bag, kill two birds with one stone, proverbs: a bad workman quarrels with his tools, put all your eggs in one basket, it is no use crying over spilt milk, a barking dog never bites, a dog is a man's best friend, phrasal verbs: die out, care for, care about, look after, rely on.
-Use words, phrases, and proverbs in a conversation.

Why do we tell riddles and proverbs? - -Which are some of the proverbs you know?

KLB Top Scholar pg. 97
-Audio-visual recordings
-Digital devices
-Dictionary
-Charts

Observation -Oral questions -Peer Assessment -Checklists

Reading

Fluency (3 lessons)

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

-Select a reading text from a collection of materials or the library.
-Read a text at a reasonable speed for fluency.
-Read a text accurately and with expression.

The learner is guided to:
-Obtain specific information from a text.
-Practice reading at the right speed, with peers.
-Read a text on animal safety, while observing punctuation marks correctly.
-Watch a video on reading fluency and practice the various aspects of fluency.
-Collaborate in reading a choral verse.

Why do we at times hesitate as we read? - -How can you improve your reading speed? - -What are some of the feelings you show when reading a story or poem?

KLB Top Scholar pg. 102
-Storybooks
-Digital materials
-Charts
-Video clips
-Dictionary

Observation -Oral questions -Reading logs -Assessment rubrics -Checklists

Reading

Fluency (3 lessons)

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

-Read a text accurately and with expression.
-Acknowledge the importance of reading fluency in lifelong learning.

The learner is guided to:
-Read a paragraph, a passage, or story in turns.
-Obtain specific information from a text.
-Practice reading at the right speed, with peers.
-Read a text on animal safety, while observing punctuation marks correctly.
-Watch a video on reading fluency and practice the various aspects of fluency.
-Collaborate in reading a choral verse.

Why do we at times hesitate as we read? - -How can you improve your reading speed? - -What are some of the feelings you show when reading a story or poem?

KLB Top Scholar pg. 102
-Storybooks
-Digital materials
-Charts
-Video clips
-Dictionary

Observation -Oral questions -Reading logs -Assessment rubrics -Checklists

Reading

Fluency (3 lessons)

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

-Read a text accurately and with expression.
-Acknowledge the importance of reading fluency in lifelong learning.

The learner is guided to:
-Read a paragraph, a passage, or story in turns.
-Obtain specific information from a text.
-Practice reading at the right speed, with peers.
-Read a text on animal safety, while observing punctuation marks correctly.
-Watch a video on reading fluency and practice the various aspects of fluency.
-Collaborate in reading a choral verse.

Why do we at times hesitate as we read? - -How can you improve your reading speed? - -What are some of the feelings you show when reading a story or poem?

KLB Top Scholar pg. 102
-Storybooks
-Digital materials
-Charts
-Video clips
-Dictionary

Observation -Oral questions -Reading logs -Assessment rubrics -Checklists

Reading

Fluency (3 lessons)

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

-Read a text accurately and with expression.
-Acknowledge the importance of reading fluency in lifelong learning.

The learner is guided to:
-Read a paragraph, a passage, or story in turns.
-Obtain specific information from a text.
-Practice reading at the right speed, with peers.
-Read a text on animal safety, while observing punctuation marks correctly.
-Watch a video on reading fluency and practice the various aspects of fluency.
-Collaborate in reading a choral verse.

Why do we at times hesitate as we read? - -How can you improve your reading speed? - -What are some of the feelings you show when reading a story or poem?

KLB Top Scholar pg. 102
-Storybooks
-Digital materials
-Charts
-Video clips
-Dictionary

Observation -Oral questions -Reading logs -Assessment rubrics -Checklists

Grammar in Use

Sentence Patterns: Active and Passive Voice (3 lessons)

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

-Distinguish the active and passive voice in a sample text correctly.
-Contrast the use of some given words in sentences.
-Use active and passive voice correctly.

The learner is guided to:
-Identify sentences in the active and passive voice from a text.
-Change sentences from active to passive voice and vice-versa.
-Sort pairs of sentences and classify them into either active or passive voice categories.
-Construct sentences, related to animal safety, in the active and passive voice, type them on a computer, laptop, tablet, or mobile phone and share them through email or other web platforms.

Why do we say some sentences are in active or passive voice? - -How do we change a sentence from active to passive form?

KLB Top Scholar pg. 106
-Print materials
-Digital devices
-Charts
-Flash cards
-Dictionaries

Written exercises -Oral questions -Peer Assessment -Checklists -Assessment rubrics

Grammar in Use

Sentence Patterns: Active and Passive Voice (3 lessons)

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

-Use active and passive voice correctly.
-Assess sentences for correctness on the use of active and passive voice.

The learner is guided to:
-Search for more examples of sentences in the active and passive voice from the internet.
-Collaborate with peers to determine the correctness of sentences.
-Identify sentences in the active and passive voice from a text.
-Change sentences from active to passive voice and vice-versa.
-Sort pairs of sentences and classify them into either active or passive voice categories.
-Construct sentences, related to animal safety, in the active and passive voice, type them on a computer, laptop, tablet, or mobile phone and share them through email or other web platforms.

Why do we say some sentences are in active or passive voice? - -How do we change a sentence from active to passive form?

KLB Top Scholar pg. 106
-Print materials
-Digital devices
-Charts
-Flash cards
-Dictionaries

Written exercises -Oral questions -Peer Assessment -Checklists -Assessment rubrics

Grammar in Use

Sentence Patterns: Active and Passive Voice (3 lessons)

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

-Use active and passive voice correctly.
-Assess sentences for correctness on the use of active and passive voice.

The learner is guided to:
-Search for more examples of sentences in the active and passive voice from the internet.
-Collaborate with peers to determine the correctness of sentences.
-Identify sentences in the active and passive voice from a text.
-Change sentences from active to passive voice and vice-versa.
-Sort pairs of sentences and classify them into either active or passive voice categories.
-Construct sentences, related to animal safety, in the active and passive voice, type them on a computer, laptop, tablet, or mobile phone and share them through email or other web platforms.

Why do we say some sentences are in active or passive voice? - -How do we change a sentence from active to passive form?

KLB Top Scholar pg. 106
-Print materials
-Digital devices
-Charts
-Flash cards
-Dictionaries

Written exercises -Oral questions -Peer Assessment -Checklists -Assessment rubrics

Writing

Creative Writing: Narrative Compositions (3 lessons)

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

-Plan a narrative composition in preparation for writing.
-Use proverbs, phrasal verbs and idiomatic expressions in writing.
-Create a narrative composition based on a given theme for self-expression.

The learner is guided to:
-Collaborate to use the writing process (planning, drafting, editing, revising, and publishing) and create a narrative composition of about (160-200 words).
-Identify idioms, proverbs, and similes from an oral or written text.
-Use appropriate words and expressions such as fixed phrases, similes, idioms, phrasal verbs and metaphors in their writing.

Why is it important to plan your composition? - -What makes a composition interesting? - -Why do we use idioms and proverbs in compositions?

KLB Top Scholar pg. 109
-Sample compositions
-Digital devices
-Dictionary
-Charts

Written exercises -Peer Assessment -Self-Assessment -Assessment rubrics

Writing

Creative Writing: Narrative Compositions (3 lessons)

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

-Create a narrative composition based on a given theme for self-expression.
-Judge a narrative composition for creativity, organisation of ideas, relevance of topic, and correctness.

The learner is guided to:
-Display their compositions in class, on charts, school magazine, noticeboard and blogs, among others.
-Complete a gap-filling exercise involving similes, proverbs, and idioms.
-Collaborate to use the writing process (planning, drafting, editing, revising, and publishing) and create a narrative composition of about (160-200 words).
-Identify idioms, proverbs, and similes from an oral or written text.
-Use appropriate words and expressions such as fixed phrases, similes, idioms phrasal verbs and metaphors in their writing.

Why is it important to plan your composition? - -What makes a composition interesting? - -Why do we use idioms and proverbs in compositions?

KLB Top Scholar pg. 109
-Sample compositions
-Digital devices
-Dictionary
-Charts

Written exercises -Peer Assessment -Self-Assessment -Assessment rubrics

Writing

Creative Writing: Narrative Compositions (3 lessons)

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

-Create a narrative composition based on a given theme for self-expression.
-Judge a narrative composition for creativity, organisation of ideas, relevance of topic, and correctness.

The learner is guided to:
-Display their compositions in class, on charts, school magazine, noticeboard and blogs, among others.
-Complete a gap-filling exercise involving similes, proverbs, and idioms.
-Collaborate to use the writing process (planning, drafting, editing, revising, and publishing) and create a narrative composition of about (160-200 words).
-Identify idioms, proverbs, and similes from an oral or written text.
-Use appropriate words and expressions such as fixed phrases, similes, idioms phrasal verbs and metaphors in their writing.

Why is it important to plan your composition? - -What makes a composition interesting? - -Why do we use idioms and proverbs in compositions?

KLB Top Scholar pg. 109
-Sample compositions
-Digital devices
-Dictionary
-Charts

Written exercises -Peer Assessment -Self-Assessment -Assessment rubrics

Writing

Creative Writing: Narrative Compositions (3 lessons)

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

-Create a narrative composition based on a given theme for self-expression.
-Judge a narrative composition for creativity, organisation of ideas, relevance of topic, and correctness.

The learner is guided to:
-Display their compositions in class, on charts, school magazine, noticeboard and blogs, among others.
-Complete a gap-filling exercise involving similes, proverbs, and idioms.
-Collaborate to use the writing process (planning, drafting, editing, revising, and publishing) and create a narrative composition of about (160-200 words).
-Identify idioms, proverbs, and similes from an oral or written text.
-Use appropriate words and expressions such as fixed phrases, similes, idioms phrasal verbs and metaphors in their writing.

Why is it important to plan your composition? - -What makes a composition interesting? - -Why do we use idioms and proverbs in compositions?

KLB Top Scholar pg. 109
-Sample compositions
-Digital devices
-Dictionary
-Charts

Written exercises -Peer Assessment -Self-Assessment -Assessment rubrics

Writing

Creative Writing: Narrative Compositions (3 lessons)

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

-Create a narrative composition based on a given theme for self-expression.
-Judge a narrative composition for creativity, organisation of ideas, relevance of topic, and correctness.

The learner is guided to:
-Display their compositions in class, on charts, school magazine, noticeboard and blogs, among others.
-Complete a gap-filling exercise involving similes, proverbs, and idioms.
-Collaborate to use the writing process (planning, drafting, editing, revising, and publishing) and create a narrative composition of about (160-200 words).
-Identify idioms, proverbs, and similes from an oral or written text.
-Use appropriate words and expressions such as fixed phrases, similes, idioms phrasal verbs and metaphors in their writing.

Why is it important to plan your composition? - -What makes a composition interesting? - -Why do we use idioms and proverbs in compositions?

KLB Top Scholar pg. 109
-Sample compositions
-Digital devices
-Dictionary
-Charts

Written exercises -Peer Assessment -Self-Assessment -Assessment rubrics

LIFESTYLE DISEASES

Listening and Speaking

Pronunciation and Speaking Fluency (3 lessons)

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

-Identify words, phrases and sentences with the target sounds.
-Use words and expressions such as idioms, proverbs and similes related to the theme in sentences correctly.
-Make an oral presentation related to the theme fluently.

The learner is guided to:
-Say words and phrases with the sounds /eə/, /aʊ/ and /h/ correctly.
-Practice saying tongue twisters with the selected sounds.
-Recite poems on lifestyle diseases with words which have the sounds /eə/ /aʊ/ and /h/.
-Speak at the right speed.
-Make short speeches on lifestyle diseases expressively, accurately and without hesitations.

Why should you speak accurately and without hesitations? - -Why should you show the right feelings when reciting a poem or telling a story?

KLB Top Scholar pg. 113
-Audio-visual recordings
-Digital devices
-Dictionary
-Charts

Observation -Oral questions -Peer Assessment -Checklists

Listening and Speaking

Pronunciation and Speaking Fluency (3 lessons)

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

-Identify words, phrases and sentences with the target sounds.
-Use words and expressions such as idioms, proverbs and similes related to the theme in sentences correctly.
-Make an oral presentation related to the theme fluently.

The learner is guided to:
-Say words and phrases with the sounds /eə/, /aʊ/ and /h/ correctly.
-Practice saying tongue twisters with the selected sounds.
-Recite poems on lifestyle diseases with words which have the sounds /eə/ /aʊ/ and /h/.
-Speak at the right speed.
-Make short speeches on lifestyle diseases expressively, accurately and without hesitations.

Why should you speak accurately and without hesitations? - -Why should you show the right feelings when reciting a poem or telling a story?

KLB Top Scholar pg. 113
-Audio-visual recordings
-Digital devices
-Dictionary
-Charts

Observation -Oral questions -Peer Assessment -Checklists

Listening and Speaking

Pronunciation and Speaking Fluency (3 lessons)

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

-Make an oral presentation related to the theme fluently.
-Acknowledge the importance of fluency in oral communication.

The learner is guided to:
-Recite choral and oral verses poems and show the right facial expressions through readers' theatres.
-Use fixed phrases such as "fall sick"; similes such as "as right as rain"; metaphors, for example, "Kadzo is a lark. She is always happy"; idioms such as "fit as a fiddle", "sick like a dog"; proverbs such as "an apple a day keeps the doctor away", "prevention is better than cure"; phrasal verbs such as "pass out".
-Make short videos of the poetry recitation or narrations and share them with friends or peers.

Why should you speak accurately and without hesitations? - -Why should you show the right feelings when reciting a poem or telling a story?

KLB Top Scholar pg. 113
-Audio-visual recordings
-Digital devices
-Dictionary
-Charts

Observation -Oral questions -Peer Assessment -Checklists

Listening and Speaking

Pronunciation and Speaking Fluency (3 lessons)

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

-Make an oral presentation related to the theme fluently.
-Acknowledge the importance of fluency in oral communication.

The learner is guided to:
-Recite choral and oral verses poems and show the right facial expressions through readers' theatres.
-Use fixed phrases such as "fall sick"; similes such as "as right as rain"; metaphors, for example, "Kadzo is a lark. She is always happy"; idioms such as "fit as a fiddle", "sick like a dog"; proverbs such as "an apple a day keeps the doctor away", "prevention is better than cure"; phrasal verbs such as "pass out".
-Make short videos of the poetry recitation or narrations and share them with friends or peers.

Why should you speak accurately and without hesitations? - -Why should you show the right feelings when reciting a poem or telling a story?

KLB Top Scholar pg. 113
-Audio-visual recordings
-Digital devices
-Dictionary
-Charts

Observation -Oral questions -Peer Assessment -Checklists

Reading

Intensive Reading - fictional or non-fictional (3 lessons)

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

-Make connections between events in the text and real life experiences.
-Create mental images from viewed, heard or read text for comprehension.
-Respond to texts correctly for comprehension.

The learner is guided to:
-Predict events by studying the title, cover or pictures in a text on lifestyle diseases.
-Picture events, characters or places in their minds.
-Read texts of up to 500 words related to the selected theme.
-Connect events in a text with an occurrence in their own life or real world events.
-Use the image on the front cover to predict events in the text.

Why should we relate events in a text with real life, people or places? - -How can we predict what will happen in a text or story?

KLB Top Scholar pg. 117
-Storybooks
-Digital materials
-Charts
-Flash cards
-Dictionary

Observation -Oral questions -Reading logs -Assessment rubrics -Checklists

Reading

Intensive Reading - fictional or non-fictional (3 lessons)

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

-Make connections between events in the text and real life experiences.
-Create mental images from viewed, heard or read text for comprehension.
-Respond to texts correctly for comprehension.

The learner is guided to:
-Predict events by studying the title, cover or pictures in a text on lifestyle diseases.
-Picture events, characters or places in their minds.
-Read texts of up to 500 words related to the selected theme.
-Connect events in a text with an occurrence in their own life or real world events.
-Use the image on the front cover to predict events in the text.

Why should we relate events in a text with real life, people or places? - -How can we predict what will happen in a text or story?

KLB Top Scholar pg. 117
-Storybooks
-Digital materials
-Charts
-Flash cards
-Dictionary

Observation -Oral questions -Reading logs -Assessment rubrics -Checklists

Reading

Intensive Reading - fictional or non-fictional (3 lessons)

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

-Respond to texts correctly for comprehension.
-Acknowledge the importance of reading comprehension in lifelong learning.

The learner is guided to:
-Infer the meaning of unfamiliar words and expressions such as fixed phrases, idioms, proverbs and phrasal verbs.
-Retell the events depicted in a text in their own words.
-Answer direct and inferential questions from a variety of texts.
-Create a mind map using words in a text.

Why should we relate events in a text with real life, people or places? - -How can we predict what will happen in a text or story?

KLB Top Scholar pg. 117
-Storybooks
-Digital materials
-Charts
-Flash cards
-Dictionary

Observation -Oral questions -Reading logs -Assessment rubrics -Checklists

Reading

Intensive Reading - fictional or non-fictional (3 lessons)

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

-Respond to texts correctly for comprehension.
-Acknowledge the importance of reading comprehension in lifelong learning.

The learner is guided to:
-Infer the meaning of unfamiliar words and expressions such as fixed phrases, idioms, proverbs and phrasal verbs.
-Retell the events depicted in a text in their own words.
-Answer direct and inferential questions from a variety of texts.
-Create a mind map using words in a text.

Why should we relate events in a text with real life, people or places? - -How can we predict what will happen in a text or story?

KLB Top Scholar pg. 117
-Storybooks
-Digital materials
-Charts
-Flash cards
-Dictionary

Observation -Oral questions -Reading logs -Assessment rubrics -Checklists

Grammar in Use

Adverbs (3 lessons)

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

-Identify adverbs in oral and written texts.
-Use adverbs to express different meanings correctly.
-Judge the appropriateness of adverbs used in oral and written texts.

The learner is guided to:
-Identify the adverbs of manner, time place and frequency in a text on lifestyle diseases.
-Underline the adverbs in a passage.
-Pick out different adverbs from print texts or the internet in small groups.
-Collaborate with peers to judge the correctness of sentences featuring adverbs.
-Form sentences using adverbs.

How do we show where, how, when and how many times an action occurs? - -What are some of the words you could use to talk more about an action?

KLB Top Scholar pg. 120
-Print materials
-Digital devices
-Charts
-Flash cards
-Dictionaries

Written exercises -Oral questions -Peer Assessment -Checklists -Assessment rubrics

Grammar in Use

Adverbs (3 lessons)

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

-Use adverbs to express different meanings correctly.
-Judge the appropriateness of adverbs used in oral and written texts.

The learner is guided to:
-Create a poem or story using different types of adverbs.
-Create and solve crossword puzzles using adverbs.
-Identify the adverbs of manner, time place and frequency in a text on lifestyle diseases.
-Underline the adverbs in a passage.
-Pick out different adverbs from print texts or the internet in small groups.
-Collaborate with peers to judge the correctness of sentences featuring adverbs.
-Form sentences using adverbs.

How do we show where, how, when and how many times an action occurs? - -What are some of the words you could use to talk more about an action?

KLB Top Scholar pg. 120
-Print materials
-Digital devices
-Charts
-Flash cards
-Dictionaries

Written exercises -Oral questions -Peer Assessment -Checklists -Assessment rubrics

Grammar in Use

Adverbs (3 lessons)

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

-Use adverbs to express different meanings correctly.
-Judge the appropriateness of adverbs used in oral and written texts.

The learner is guided to:
-Create a poem or story using different types of adverbs.
-Create and solve crossword puzzles using adverbs.
-Identify the adverbs of manner, time place and frequency in a text on lifestyle diseases.
-Underline the adverbs in a passage.
-Pick out different adverbs from print texts or the internet in small groups.
-Collaborate with peers to judge the correctness of sentences featuring adverbs.
-Form sentences using adverbs.

How do we show where, how, when and how many times an action occurs? - -What are some of the words you could use to talk more about an action?

KLB Top Scholar pg. 120
-Print materials
-Digital devices
-Charts
-Flash cards
-Dictionaries

Written exercises -Oral questions -Peer Assessment -Checklists -Assessment rubrics

Grammar in Use

Adverbs (3 lessons)

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

-Use adverbs to express different meanings correctly.
-Judge the appropriateness of adverbs used in oral and written texts.

The learner is guided to:
-Create a poem or story using different types of adverbs.
-Create and solve crossword puzzles using adverbs.
-Identify the adverbs of manner, time place and frequency in a text on lifestyle diseases.
-Underline the adverbs in a passage.
-Pick out different adverbs from print texts or the internet in small groups.
-Collaborate with peers to judge the correctness of sentences featuring adverbs.
-Form sentences using adverbs.

How do we show where, how, when and how many times an action occurs? - -What are some of the words you could use to talk more about an action?

KLB Top Scholar pg. 120
-Print materials
-Digital devices
-Charts
-Flash cards
-Dictionaries

Written exercises -Oral questions -Peer Assessment -Checklists -Assessment rubrics

Writing

Punctuation: The Hyphen (2 lessons)

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

-Identify grade appropriate hyphenated words from a written text.
-Use grade appropriate hyphenated words correctly for clarity of meaning.
-Judge sentences for correctness of language, and use of the hyphen.

The learner is guided to:
-Search for and share with peers hyphenated words such as dark-blue shirt, good-looking, good-hearted, fast-moving, anticlockwise from the internet, magazines, newspapers, textbooks or brochures.
-Listen to a dictation of words like mother-in-law, father-in-law, sister-in-law, brother-in-law and write them down.
-Listen to an audio recording of the words mother-in-law, father-in-law, sister-in-law, brother-in-law and anti-clockwise and create a list.
-Use words such as fast-flowing, slow-moving, open-mouthed, big-eyed, sugar-free among others in sentences.

Why do we punctuate texts?

KLB Top Scholar pg. 123
-Print materials
-Digital devices
-Charts
-Flash cards
-Dictionaries

Written exercises -Oral questions -Peer Assessment -Checklists -Assessment rubrics

Writing

Punctuation: The Hyphen (2 lessons)

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

-Identify grade appropriate hyphenated words from a written text.
-Use grade appropriate hyphenated words correctly for clarity of meaning.
-Judge sentences for correctness of language, and use of the hyphen.

The learner is guided to:
-Search for and share with peers hyphenated words such as dark-blue shirt, good-looking, good-hearted, fast-moving, anticlockwise from the internet, magazines, newspapers, textbooks or brochures.
-Listen to a dictation of words like mother-in-law, father-in-law, sister-in-law, brother-in-law and write them down.
-Listen to an audio recording of the words mother-in-law, father-in-law, sister-in-law, brother-in-law and anti-clockwise and create a list.
-Use words such as fast-flowing, slow-moving, open-mouthed, big-eyed, sugar-free among others in sentences.

Why do we punctuate texts?

KLB Top Scholar pg. 123
-Print materials
-Digital devices
-Charts
-Flash cards
-Dictionaries

Written exercises -Oral questions -Peer Assessment -Checklists -Assessment rubrics

PROPER USE OF LEISURE TIME

Listening and Speaking

Pronunciation and Interactive Listening (3 lessons)

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

-Identify words with the sound /h/ in an oral text.
-Use turn taking and polite interruption during a conversation.
-Express appropriate moods during a conversation.

The learner is guided to:
-Pick out the sound /h/ as in holiday, /j/ as in yam and [eə] as in air, from an audio text.
-Listen to a text on proper use of leisure time and say words and phrases with the sound /h/.
-Take turns during short interviews, debates and discussions on grade appropriate topics.
-Interrupt appropriately during a class discussion, interview or debate.

Why should we take turns in a conversation? - -What are some of the moods/feelings we can show during a conversation?

KLB Top Scholar pg. 125
-Audio-visual recordings
-Digital devices
-Dictionary
-Charts

Observation -Oral questions -Peer Assessment -Checklists

Listening and Speaking

Pronunciation and Interactive Listening (3 lessons)

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

-Use turn taking and polite interruption during a conversation.
-Express appropriate moods during a conversation.
-Advocate the importance of polite interruption and turn taking in oral communication.

The learner is guided to:
-Perform a choral verse (about six stanzas) or conversational poem in a reader's theatre, and display various moods.
-Practice using expressions such as fixed phrase: kill time; simile: sleep like a log; metaphor: My mother is hawk eyed. She sees everything; proverbs: There is no time like the present, idioms: day dream, phrasal verbs: good at.

Why should we take turns in a conversation? - -What are some of the moods/feelings we can show during a conversation?

KLB Top Scholar pg. 125
-Audio-visual recordings
-Digital devices
-Dictionary
-Charts

Observation -Oral questions -Peer Assessment -Checklists

Listening and Speaking

Pronunciation and Interactive Listening (3 lessons)

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

-Express appropriate moods during a conversation.
-Advocate the importance of polite interruption and turn taking in oral communication.

The learner is guided to:
-Perform a choral verse (about six stanzas) or conversational poem in a reader's theatre, and display various moods.
-Practice using expressions such as fixed phrase: kill time; simile: sleep like a log; metaphor: My mother is hawk eyed. She sees everything; proverbs: There is no time like the present, idioms: day dream, phrasal verbs: good at.

Why should we take turns in a conversation? - -What are some of the moods/feelings we can show during a conversation?

KLB Top Scholar pg. 125
-Audio-visual recordings
-Digital devices
-Dictionary
-Charts

Observation -Oral questions -Peer Assessment -Checklists

Reading

Intensive Reading (3 lessons)

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

-Make connections between events in a text and real life experiences.
-Respond to a text correctly for comprehension.
-Use contextual clues to infer the meaning of unfamiliar words and expressions such as proverbs, similes among others.

The learner is guided to:
-Preview a text (of about 500 words) on proper use of leisure time for general understanding.
-Make predictions about events in a text.
-Infer the meaning of unfamiliar words and expressions using prior knowledge and contextual clues.
-Answer direct and inferential questions orally and in writing.

Why should we relate events in a book to our own life experiences? - -How can you predict the information in a book even before you read it?

KLB Top Scholar pg. 129
-Storybooks
-Digital materials
-Dictionary
-Charts

Observation -Oral questions -Reading logs -Assessment rubrics -Checklists

Reading

Intensive Reading (3 lessons)

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

-Make connections between events in a text and real life experiences.
-Respond to a text correctly for comprehension.
-Use contextual clues to infer the meaning of unfamiliar words and expressions such as proverbs, similes among others.

The learner is guided to:
-Preview a text (of about 500 words) on proper use of leisure time for general understanding.
-Make predictions about events in a text.
-Infer the meaning of unfamiliar words and expressions using prior knowledge and contextual clues.
-Answer direct and inferential questions orally and in writing.

Why should we relate events in a book to our own life experiences? - -How can you predict the information in a book even before you read it?

KLB Top Scholar pg. 129
-Storybooks
-Digital materials
-Dictionary
-Charts

Observation -Oral questions -Reading logs -Assessment rubrics -Checklists

Reading

Intensive Reading (3 lessons)

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

-Make connections between events in a text and real life experiences.
-Respond to a text correctly for comprehension.
-Use contextual clues to infer the meaning of unfamiliar words and expressions such as proverbs, similes among others.

The learner is guided to:
-Summarize the events in the text through retelling.
-Create a crossword puzzle using the learnt vocabulary.
-Preview a text (of about 500 words) on proper use of leisure time for general understanding.
-Make predictions about events in a text.
-Infer the meaning of unfamiliar words and expressions using prior knowledge and contextual clues.
-Answer direct and inferential questions orally and in writing.

Why should we relate events in a book to our own life experiences? - -How can you predict the information in a book even before you read it?

KLB Top Scholar pg. 129
-Storybooks
-Digital materials
-Dictionary
-Charts

Observation -Oral questions -Reading logs -Assessment rubrics -Checklists

Reading

Intensive Reading (3 lessons)

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

-Use contextual clues to infer the meaning of unfamiliar words and expressions such as proverbs, similes among others.
-Acknowledge the role of reading comprehension in lifelong learning.

The learner is guided to:
-Summarize the events in the text through retelling.
-Create a crossword puzzle using the learnt vocabulary.
-Preview a text (of about 500 words) on proper use of leisure time for general understanding.
-Make predictions about events in a text.
-Infer the meaning of unfamiliar words and expressions using prior knowledge and contextual clues.
-Answer direct and inferential questions orally and in writing.

Why should we relate events in a book to our own life experiences? - -How can you predict the information in a book even before you read it?

KLB Top Scholar pg. 129
-Storybooks
-Digital materials
-Dictionary
-Charts

Observation -Oral questions -Reading logs -Assessment rubrics -Checklists

Grammar in Use

Conjunctions (3 lessons)

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

-Identify conjunctions in a text.
-Use conjunctions correctly in varied contexts.
-Judge the appropriateness of conjunctions used in sentences.

The learner is guided to:
-Identify the conjunctions since, so, nor, yet, for, unless, although, though, in a text.
-Construct sentences on proper use of leisure time using conjunctions.
-Fill in blanks in sentences using conjunctions.
-Collaborate with peers to construct sentences using conjunctions.

Why should you write sentences correctly? - -How do you join two or more sentences?

KLB Top Scholar pg. 131
-Print materials
-Digital devices
-Charts
-Flash cards
-Dictionaries

Written exercises -Oral questions -Peer Assessment -Checklists -Assessment rubrics

Grammar in Use

Conjunctions (3 lessons)

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

-Use conjunctions correctly in varied contexts.
-Judge the appropriateness of conjunctions used in sentences.

The learner is guided to:
-Create a crossword puzzle using conjunctions and share it with peers through posters, charts or social media.
-Identify the conjunctions since, so, nor, yet, for, unless, although, though, in a text.
-Construct sentences on proper use of leisure time using conjunctions.
-Fill in blanks in sentences using conjunctions.
-Collaborate with peers to construct sentences using conjunctions.

Why should you write sentences correctly? - -How do you join two or more sentences?

KLB Top Scholar pg. 131
-Print materials
-Digital devices
-Charts
-Flash cards
-Dictionaries

Written exercises -Oral questions -Peer Assessment -Checklists -Assessment rubrics

Grammar in Use

Conjunctions (3 lessons)

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

-Use conjunctions correctly in varied contexts.
-Judge the appropriateness of conjunctions used in sentences.

The learner is guided to:
-Create a crossword puzzle using conjunctions and share it with peers through posters, charts or social media.
-Identify the conjunctions since, so, nor, yet, for, unless, although, though, in a text.
-Construct sentences on proper use of leisure time using conjunctions.
-Fill in blanks in sentences using conjunctions.
-Collaborate with peers to construct sentences using conjunctions.

Why should you write sentences correctly? - -How do you join two or more sentences?

KLB Top Scholar pg. 131
-Print materials
-Digital devices
-Charts
-Flash cards
-Dictionaries

Written exercises -Oral questions -Peer Assessment -Checklists -Assessment rubrics

Writing

Creative Writing: Descriptive Composition (2 lessons)

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

-Use appropriate adjectives to describe a person, object or a place.
-Plan a descriptive composition in preparation for writing.
-Create a descriptive composition on a variety of topics.

The learner is guided to:
-Identify key points about an event such as a wedding ceremony, football match and dance, among others.
-Suggest people, events, places or objects that can be described in pairs.
-Plan a descriptive composition of about (160-200 words).
-Select and use appropriate expressions such as proverbs and idioms in a composition.
-Collaborate to write the introductory paragraph of the descriptive composition.

Why should you plan your composition? - -How do we describe objects, people or events? - -Which words do we use to describe people, objects or events?

KLB Top Scholar pg. 133
-Sample compositions
-Digital devices
-Dictionary
-Charts

Written exercises -Peer Assessment -Self-Assessment -Assessment rubrics

Writing

Creative Writing: Descriptive Composition (2 lessons)

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

-Use appropriate adjectives to describe a person, object or a place.
-Plan a descriptive composition in preparation for writing.
-Create a descriptive composition on a variety of topics.

The learner is guided to:
-Identify key points about an event such as a wedding ceremony, football match and dance, among others.
-Suggest people, events, places or objects that can be described in pairs.
-Plan a descriptive composition of about (160-200 words).
-Select and use appropriate expressions such as proverbs and idioms in a composition.
-Collaborate to write the introductory paragraph of the descriptive composition.

Why should you plan your composition? - -How do we describe objects, people or events? - -Which words do we use to describe people, objects or events?

KLB Top Scholar pg. 133
-Sample compositions
-Digital devices
-Dictionary
-Charts

Written exercises -Peer Assessment -Self-Assessment -Assessment rubrics

Writing

Creative Writing: Descriptive Composition (2 lessons)

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

-Use appropriate adjectives to describe a person, object or a place.
-Plan a descriptive composition in preparation for writing.
-Create a descriptive composition on a variety of topics.

The learner is guided to:
-Identify key points about an event such as a wedding ceremony, football match and dance, among others.
-Suggest people, events, places or objects that can be described in pairs.
-Plan a descriptive composition of about (160-200 words).
-Select and use appropriate expressions such as proverbs and idioms in a composition.
-Collaborate to write the introductory paragraph of the descriptive composition.

Why should you plan your composition? - -How do we describe objects, people or events? - -Which words do we use to describe people, objects or events?

KLB Top Scholar pg. 133
-Sample compositions
-Digital devices
-Dictionary
-Charts

Written exercises -Peer Assessment -Self-Assessment -Assessment rubrics

Writing

Creative Writing: Descriptive Composition (2 lessons)

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

-Create a descriptive composition on a variety of topics.
-Judge a descriptive composition for correctness of language, relevance to the topic, creativity and organisation of ideas.

The learner is guided to:
-Complete the descriptive composition.
-Proofread the composition with peers.
-Display the corrected composition in the classroom or share it over the internet, email or social media.
-Select and use appropriate expressions such as proverbs and idioms in a composition.

Why should you plan your composition? - -How do we describe objects, people or events? - -Which words do we use to describe people, objects or events?

KLB Top Scholar pg. 133
-Sample compositions
-Digital devices
-Dictionary
-Charts

Written exercises -Peer Assessment -Self-Assessment -Assessment rubrics

Writing

Creative Writing: Descriptive Composition (2 lessons)

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

-Create a descriptive composition on a variety of topics.
-Judge a descriptive composition for correctness of language, relevance to the topic, creativity and organisation of ideas.

The learner is guided to:
-Complete the descriptive composition.
-Proofread the composition with peers.
-Display the corrected composition in the classroom or share it over the internet, email or social media.
-Select and use appropriate expressions such as proverbs and idioms in a composition.

Why should you plan your composition? - -How do we describe objects, people or events? - -Which words do we use to describe people, objects or events?

KLB Top Scholar pg. 133
-Sample compositions
-Digital devices
-Dictionary
-Charts

Written exercises -Peer Assessment -Self-Assessment -Assessment rubrics