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

Conversational Skills: Disagreeing Politely

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

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

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

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

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

Observation -Oral questions -Role play -Peer assessment

Reading

Reading Fluency: Poem

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

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

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

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

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

Observation -Oral questions -Recitation -Peer assessment

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

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

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

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

Writing
Listening and Speaking

Mechanics of Writing
Listening for Detail

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

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

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

1. Why should words be spelt correctly?

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

Observation -Oral questions -Written exercise -Peer assessment

NATURAL RESOURCES: WILDLIFE

Listening and Speaking

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

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

Intensive Reading: Short Story

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

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

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

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

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

Observation -Oral questions -Role play -Character maps

Writing

Composition Writing

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

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

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

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

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

Observation -Oral questions -Written exercise -Peer assessment

Writing

Composition Writing

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

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

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

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

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

Observation -Oral questions -Written exercise -Peer assessment

TOURISM: DOMESTIC

Listening and Speaking

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

Listening and Speaking

Oral Narratives: Listening and Responding-Myths

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

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

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

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

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

Observation -Oral questions -Retelling -Peer assessment

Reading

Intensive Reading: Poem

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

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

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

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

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

Observation -Oral questions -Recitation -Debates

Reading

Intensive Reading: Poem

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

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

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

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

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

Observation -Oral questions -Recitation -Debates

Grammar in Use

Word Classes: Simple Prepositions

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

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

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

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

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

Observation -Oral questions -Written exercise -Peer assessment

Grammar in Use

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

Intensive Reading: Poetry

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

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

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

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

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

Observation -Oral questions -Recitation -Role play

Writing

Assessment of Writing

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

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

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

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

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

Observation -Oral questions -Written exercise -Peer assessment

Writing

Assessment of Writing

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

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

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

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

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

Observation -Oral questions -Written exercise -Peer assessment

HEROES AND HEROINES: AFRICA

Listening and Speaking
Listening and Speaking

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

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

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

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

Why are some words said with greater force than others?

KLB Top Scholar pg. 129
-Audio recordings
-Digital devices
-Word lists with target sounds
-Charts
-Teacher's Guide
KLB Top Scholar pg. 132
-Charts with examples of stressed words

Observation -Oral questions -Peer assessment -Pronunciation drills

Reading

Extensive Reading: Grade-appropriate Fiction Materials - Characters

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

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

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

What makes reading enjoyable?

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

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

Reading

Extensive Reading: Grade-appropriate Fiction Materials - Characters

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

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

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

How can the characters in a story be described?

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

Observation -Written questions -Video assessment -Peer assessment

Grammar in Use

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

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

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

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

Why should we join sentences correctly?

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

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

Grammar in Use

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

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

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

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

How can one join two or more sentences?

KLB Top Scholar pg. 137
-Digital devices
-Posters
-Audio recordings
-Teacher's Guide

Observation -Oral presentations -Written dialogues -Poster assessment

Reading

Intensive Reading: Similes and Metaphors

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

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

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

What makes short stories interesting?

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

Observation -Oral questions -Written exercises -Group presentations

Reading

Intensive Reading: Similes and Metaphors

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

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

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

Why should short stories be read?

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

Observation -Written exercises -Creative writing -Chart assessment

Writing

Creative Writing: Narrative Compositions

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

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

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

Why do we enjoy reading stories?

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

Observation -Oral presentations -Planning sheets -Peer assessment

Writing

Creative Writing: Narrative Compositions

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

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

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

How can you make your composition interesting?

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

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

Writing

Creative Writing: Narrative Compositions

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

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

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

How can you make your composition interesting?

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

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

ART

Listening and Speaking

Oral Presentations

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

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

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

How can you make a speech presentation interesting?

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

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

Listening and Speaking

Oral Presentations

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

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

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

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

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

Observation -Oral presentations -Peer feedback -Speaking assessment rubrics

Reading

Study Skills: Note Making

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

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

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

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

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

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

Reading

Study Skills: Note Making

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

-
-Paraphrase the writer's words.
-Create abbreviations for note making.
-Appreciate the importance of note making in learning.

The learner is guided to:
-Paraphrase the writer's words.
-Create own abbreviations and display on a chart.
-Jot down any ideas that a writer repeats.
-Discuss some of the words that are used to introduce key points in a piece of writing.
-Rewrite or re-read their notes and reorganize into categories.

What is the importance of note making?

KLB Top Scholar pg. 151
-Sample notes
-Texts
-Charts
-Teacher's Guide

Observation -Note reorganization -Abbreviation charts -Paraphrasing assessment

Grammar in Use

Word Classes: Determiners and Quantifiers

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

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

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

Why do we use demonstratives and quantifiers?

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

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

Grammar in Use

Word Classes: Determiners and Quantifiers

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

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

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

When do we use demonstratives and quantifiers?

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

Observation -Sentence construction -Written exercises -Pair work assessment

Reading

Intensive Reading: Short story

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

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

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

How do events flow logically in a story?

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

Observation -Oral questions -Written exercises -Graphic organizer assessment

Reading

Intensive Reading: Short story

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

-
-Relate the events in the short story to real life.
-Create connections between the story and personal experiences.
-Appreciate the importance of literature in life.

The learner is guided to:
-Work with peers to discuss how the events in the short story relate to real life.
-Share personal experiences that connect to the story.
-Create a visual representation of the story's connection to real life.

Why is the setting of a story important to the reader?

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

Observation -Oral presentations -Visual representation -Written reflections

Writing

Functional Writing: Thank you notes and Congratulatory notes

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

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

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

How are strong emotions expressed in writing?

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

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

Writing

Functional Writing: Thank you notes and Congratulatory notes

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

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

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

Why should one write how they feel about something?

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

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

Listening and Speaking

Conversational Skills: Interviews

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

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

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

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

KLB Top Scholar pg. 159
-Recorded interviews
-Digital devices
-Teacher's Guide
-Television/radio interviews

Observation -Oral questions -Role play -Peer assessment

CHOOSING A CAREER

Listening and Speaking

Conversational Skills: Interviews

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

-
-Use polite words and expressions when conducting an interview.
-Apply appropriate non-verbal cues during interviews.
-Acknowledge the role of interviews in presenting reality.

The learner is guided to:
-Search online and offline for typical questions and answers in a radio or television interview.
-Conduct a hot seating episode that relates to experiences people go through in their various careers.
-Observe and practice appropriate gestures and facial expressions while conducting interviews.
-Evaluate interviews conducted by peers.

How do we show respect for others people's opinion?

KLB Top Scholar pg. 160
-Digital devices
-Charts with polite expressions
-Interview templates
-Teacher's Guide

Observation -Oral presentations -Interview simulations -Self-assessment

Reading

Extensive Reading: Non-fiction

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

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

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

What is the importance of reading widely?

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

Observation -Oral questions -Reading logs -Vocabulary lists

Reading

Extensive Reading: Non-fiction

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

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

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

What do you consider when selecting a reading text?

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

Reading logs -Written exercises -Oral presentations -Peer assessment

Grammar in Use

Word Classes: Adverbs

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

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

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

Why do we form words from other words?

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

Observation -Written exercises -Sentence construction -Gap-filling

Grammar in Use

Word Classes: Adverbs

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

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

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

What are the functions of adverbs?

KLB Top Scholar pg. 166
-Newspapers
-Magazines
-Digital devices
-Charts
-Teacher's Guide

Observation -Written exercises -Creative compositions -Poem assessment

Reading

Intensive Reading: Lessons Learnt

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

-
-Identify the lessons learnt in a short story.
-Explain what a moral lesson is.
-Appreciate the role of stories in addressing societal issues.

The learner is guided to:
-Listen or watch a story and identify moral lessons that are brought out from a digital device.
-Read the short story and retell what they have read.
-Discuss the lessons learnt by looking at the actions and the words used in the story, with peers.
-Discuss how different characters bring out the lessons.

What issues in the society are addressed by stories?

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

Observation -Oral questions -Written exercises -Group discussions

Reading

Intensive Reading: Lessons Learnt

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

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

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

How can one derive lessons from a short story?

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

Observation -Role play assessment -Written composition -Peer assessment

Writing

Mechanics of Writing: Prefixes and Suffixes

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

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

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

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

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

Observation -Written exercises -Word analysis -Group work assessment

Writing

Mechanics of Writing: Prefixes and Suffixes

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

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

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

Which words with suffixes and prefixes are confusing?

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

Observation -Dictation -Written exercises -Sentence construction

Writing

Mechanics of Writing: Prefixes and Suffixes

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

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

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

Which words with suffixes and prefixes are confusing?

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

Observation -Dictation -Written exercises -Sentence construction