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| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 |
HUMAN RIGHTS
Listening and Speaking |
Polite Language: Telephone Etiquette
|
By the end of the
lesson, the learner
should be able to:
- Identify polite words and phrases in telephone conversations. - Use polite expressions in telephone conversations. - Acknowledge the importance of telephone etiquette. |
The learner is guided to:
- Listen and identify words and phrases that indicate polite language in a telephone conversation from a digital device. - Role-play a telephone dialogue on human rights using polite language. - Match polite telephone conversation expressions with appropriate responses from the cards provided. - Discuss how to take a message and leave a message during a telephone conversation. |
How do we ensure politeness in a telephone conversation?
|
Moran Skills in English pg. 1
Dictionary Digital devices Lesson notes |
Observation
Oral questions
Role play
Peer assessment
|
|
| 1 | 2 |
Reading
Grammar in Use Reading |
Extensive Reading: Independent Reading
Word Classes: Compound Nouns Intensive Reading: Short Stories |
By the end of the
lesson, the learner
should be able to:
- Identify print and non-print texts that are interesting to read. - Select reading materials from digital or non-digital sources. - Appreciate the importance of reading for enjoyment. |
The learner is guided to:
- Identify three different texts on the subject of human rights from books, newspapers, and the internet. - Skim through the texts to find out if they are interesting and write down the main idea in each text. - Scan through each text and write down four unfamiliar words. - Find the meaning of each of the unfamiliar words and construct sentences using them. |
What should you consider when selecting a reading material?
|
Moran Skills in English pg. 3
Library Digital devices Online fiction and non-fiction texts Moran Skills in English pg. 7 Charts Lesson notes Moran Skills in English pg. 10 Short story text Digital devices |
Observation
Oral questions
Reading logs
Assessment rubric
Checklists
|
|
| 1 | 3 |
Writing
Listening and Speaking |
Writing Legibly and Neatly
Oral Presentations: Songs |
By the end of the
lesson, the learner
should be able to:
- Classify letters according to height differentials. - Shape letters appropriately in writing. - Value the importance of legibility in written communication. |
The learner is guided to:
- Copy a sentence in their exercise book using neat handwriting and identify difficult letters to shape. - Write the letters of the alphabet in capital and small letters. - Group letters according to height differentials. - Copy texts, ensuring appropriate letter shapes. - Write dictated sentences legibly and neatly. - Review what they have written by filling in an assessment table. |
Why should one write legibly and neatly?
|
Moran Skills in English pg. 13
Lined paper Sample handwriting Digital devices Moran Skills in English pg. 16 Digital devices Song recordings Lesson notes |
Written exercises
Dictation
Peer assessment
Self-assessment
Observation
|
|
| 1 | 4 |
SCIENTIFIC INNOVATIONS
Reading Grammar in Use |
Intensive Reading: Simple Poems
Word Classes: Collective Nouns |
By the end of the
lesson, the learner
should be able to:
- Explain what the poem is about. - Derive the deeper meaning from specific lines in the poem. - Appreciate the role of poems in communication. |
The learner is guided to:
- Identify the words or phrases that are repeated in the poem "Challenges are opportunities". - Discuss why these words and phrases are repeated. - Explain how the message in the poem is related to people and events in real life. - Read specific lines like "I'll swim against the wave of doubt" and explain what they mean. - Complete a table showing surface meaning and deeper meaning of phrases from the poem. - Compose a poem about the innovation of a digital device. |
How can you say what is in the poem in your own words?
|
Moran Skills in English pg. 21
Poetry books Digital devices Charts for display Moran Skills in English pg. 23 Teacher's Guide Charts Digital devices |
Written questions
Creative writing assessment
Group discussion evaluation
Peer assessment
|
|
| 1 | 5 |
Reading
|
Intensive Reading: Short Story
|
By the end of the
lesson, the learner
should be able to:
- Describe the culture of the people in the short story. - Compare the setting in the short story to real-life settings. - Appreciate the differences in culture and setting. |
The learner is guided to:
- Study a text or watch a video and identify times of the day/night and places portrayed. - Discuss which places they have seen or read about that they would like to visit. - Discuss which times in history they would like to have lived in. - Note words and phrases that refer to time and culture in the story. - Compare the places in the short story to their own real-life setting. - Discuss the culture of the people involved in the story and compare it to their own. |
Which times in history would you desire to live?
|
Moran Skills in English pg. 27
Class readers - Short stories Digital devices |
Checklists
Oral questions
Oral presentation
Role play
Written questions
|
|
| 2 | 1 |
Writing
Listening and Speaking |
Mechanics of Writing: Punctuation
Listening Comprehension |
By the end of the
lesson, the learner
should be able to:
- Use the apostrophe, comma, and capital letters appropriately in composition writing. - Identify and use brackets correctly in writing. - Advocate the use of correct punctuation in writing. |
The learner is guided to:
- Write a short composition on scientific innovations using capital letters, commas, and apostrophes correctly. - Assess each other's writing and discuss how the punctuation marks have been used. - Discuss why a text should be well punctuated. - Search for more uses of apostrophes and brackets. - Present news during a school assembly or other functions, reading confidently and using appropriate verbal and non-verbal cues. |
How does wrong punctuation affect writing?
|
Moran Skills in English pg. 31
Digital devices Reference materials Sample texts Moran Skills in English pg. 32 Audio recordings Lesson notes |
Written exercises
Sentence construction
Editing tasks
Peer assessment
Observation
|
|
| 2 | 2 |
POLLUTION
Reading |
Intensive Reading
|
By the end of the
lesson, the learner
should be able to:
- Infer meanings of words in a given text correctly. - Relate the text to real-life experiences. - Acknowledge the importance of good reading skills in life. |
The learner is guided to:
- Answer direct and inferential questions based on the passage "Saving River Kabuku." - Retell events in the story in the order in which they occurred. - Role-play the learners' discussion about River Kabuku. - Tell a classmate the meaning of words based on the first picture in the passage. - Explain the meaning of given words as used in the passage. - Find synonyms for words in the same sentence in which they are used. |
Which skills should one use in order to read effectively?
|
Moran Skills in English pg. 35
Dictionary Digital devices Reference materials |
Written questions
Oral presentations
Role play
Peer assessment
|
|
| 2 | 3 |
Grammar in Use
Reading |
Word Classes: Primary Auxiliaries
Intensive Reading: Poetry |
By the end of the
lesson, the learner
should be able to:
- Use primary auxiliary verbs in sentences correctly. - Distinguish between auxiliary verbs used as helping verbs and main verbs. - Appreciate the importance of primary auxiliary verbs in communication. |
The learner is guided to:
- Write sentences using each of the primary auxiliary verbs identified in the text. - Copy and fill in a table by writing sentences using primary auxiliary verbs for different functions. - Imagine being Furaha in the passage "Saving River Kabuku" and construct sentences about plans to save the river using primary auxiliary verbs. - Fill in blank spaces in sentences using the appropriate forms of the verbs do, be, and have. - Write a paragraph on environmental conservation using primary auxiliary verbs. |
What are the different uses of primary auxiliary verbs?
|
Moran Skills in English pg. 39
Digital devices Charts Reference materials Moran Skills in English pg. 41 Poetry books Class noticeboard Digital devices |
Written exercises
Sentence construction
Paragraph writing
Gap-filling exercises
Peer assessment
|
|
| 2 | 4 |
Writing
Listening and Speaking Reading |
Paragraphing: Sequencing of Ideas
Listening Comprehension: Selective Listening Intensive Reading |
By the end of the
lesson, the learner
should be able to:
- Use conjunctions to sequence and connect ideas correctly in a paragraph. - Rearrange sentences to form a coherent paragraph. - Appreciate the role of conjunctions in communication. |
The learner is guided to:
- Find paragraphs from the Internet or books in which conjunctions are used to connect ideas. - Use conjunctions like "and," "because," "then," "later," "after that," "finally," "but," "so," and "first" to sequence ideas correctly in the text "Creating crafts." - Use appropriate conjunctions to combine and sequence sentences. - Rearrange sentences in the text "Where do the bottles go?" to make a logical paragraph using conjunctions. - Write a short composition on pollution using different conjunctions to sequence ideas. |
How can a good paragraph be developed?
|
Moran Skills in English pg. 45
Digital devices Crossword puzzles Lesson notes Moran - Skills in English pg. 47 Digital devices Audio recordings Teacher's Guide Moran - Skills in English pg. 49 Video clips Lesson notes |
Written assignments
Paragraph construction
Peer assessment
Composition writing
Editing tasks
|
|
| 2 | 5 |
CONSUMER ROLES AND RESPONSIBILITIES
Grammar in Use Reading |
Verbs and Tense
Intensive Reading: Short story |
By the end of the
lesson, the learner
should be able to:
- Identify verbs in the simple present and simple past tense in a text. - Write sentences using the simple present tense. - Value appropriate use of tense in communication. |
The learner is guided to:
- Read a given text and identify words that indicate activities happening at the present time. - Read the story "Get that blue dress" and identify verbs that refer to actions that happened in the past. - Study verb forms in a table showing simple present and simple past tense. - Discuss how simple present and simple past tense verbs are formed. - Search for texts about consumer roles and responsibilities and identify verbs used in simple present and past forms. |
Why is correct use of tense important?
|
Moran - Skills in English pg. 52
Digital devices Charts Lesson notes Moran - Skills in English pg. 56 Character trait charts Lesson notes Digital devices |
Observation
Written exercises
Oral questions
Group work
|
|
| 3 | 1 |
Writing
Listening and Speaking Reading |
Paragraphing: Connectors of sequence
Pronunciation Study Skills: Reference materials |
By the end of the
lesson, the learner
should be able to:
- Sequence ideas in a given paragraph. - Write paragraphs using connectors of sequence. - Appreciate the use of idea connectors for clarity in communication. |
The learner is guided to:
- Write paragraphs on consumer roles and responsibilities using connectors of sequence. - Take turns reading paragraphs aloud and discussing the use of connectors. - Edit paragraphs in pairs and correct any errors. - Sequence given ideas to create a sensible paragraph using appropriate connectors. - Write a paragraph about buying a school bag using connectors of sequence. - Explain how the use of connectors has helped to communicate clearly. |
What is the importance of a well-developed paragraph?
|
Moran - Skills in English pg. 60
Manila paper Charts Digital devices Moran - Skills in English pg. 62 Audio recordings Digital devices Lesson notes Moran - Skills in English pg. 66 Dictionary Thesaurus Encyclopedia Reference books |
Written compositions
Peer assessment
Observation
Presentation
|
|
| 3 | 2 |
RELATIONSHIPS: PEERS
Grammar in Use Reading Writing |
Word Classes: Adjectives
Intensive Reading: Short story Functional Writing: Apology Letters |
By the end of the
lesson, the learner
should be able to:
- Identify gradable and non-gradable adjectives from a text. - Distinguish between gradable and non-gradable adjectives. - Appreciate the need for adjectives in communication. |
The learner is guided to:
- Read the passage "Relating with our peers" and identify the words in red (adjectives). - Identify the nouns that the adjectives describe in the text. - Study the explanation about gradable and non-gradable adjectives. - Copy a table and use it to identify and group gradable and non-gradable adjectives from the passage. - Read the poem "Best friend in the world" and identify the adjectives used. |
When is it necessary to describe a noun?
|
Moran - Skills in English pg. 69
Charts Digital devices Lesson notes Teacher's Guide Moran - Skills in English pg. 71 Reference books Moran - Skills in English pg. 74 Sample letters Audio recordings Lesson notes |
Written exercises
Group work
Observation
Oral questions
|
|
| 3 | 3 |
REHABILITATION
Listening and Speaking Reading Grammar in Use |
Conversational Skills: Disagreeing Politely
Reading Fluency: Poem Word Classes: Adverbs |
By the end of the
lesson, the learner
should be able to:
- List ways of disagreeing politely. - Use conversational strategies to disagree appropriately. - Value the need to speak politely during communication. |
The learner is guided to:
- Study pictures depicting people in conversation and discuss what might be happening. - Role-play the events in the pictures. - Identify words and phrases used to show politeness in their role-play. - Watch a short video in which speakers disagree politely. - Identify polite expressions used in the video. - Role-play the events in the video in pairs. - Read the conversation "Too much of something" and identify polite expressions used. |
Which words or phrases are used to show politeness?
|
Moran - Skills in English pg. 78
Digital devices Video recordings Pictures Lesson notes Moran - Skills in English pg. 80 Reference books Lesson notes Dictionary Moran - Skills in English pg. 84 |
Role play
Observation
Oral presentation
Group discussions
|
|
| 3 | 4 |
Reading
Writing Listening and Speaking Listening and Speaking |
Intensive Reading: Short story
Mechanics of Writing Listening for Detail Listening for Detail |
By the end of the
lesson, the learner
should be able to:
- Identify the main idea in the short story. - Answer questions based on the short story. - Value the importance of literature in addressing social issues. |
The learner is guided to:
- Take turns to retell a short story they recently read. - Discuss why people read short stories. - Read the short story "I think it is time." - Answer questions based on the passage. - Discuss what they could have done if they were the following people in the short story: Caren, Caren's father, or Uncle Ken. - Identify the main idea in the story. - Write a summary of the main idea in the story. |
How can one identify problems that need intervention?
|
Moran - Skills in English pg. 87
Reference books Digital devices Lesson notes Teacher's Guide Moran - Skills in English pg. 90 Dictionary Word lists Lesson notes Moran - Skills in English pg. 95 Audio recording on wildlife Digital devices Teacher's guide Audio recording Teacher's guide Passage "A happy song" |
Written responses
Oral discussions
Observation
Peer assessment
|
|
| 3 | 5 |
NATURAL RESOURCES: WILDLIFE
Reading Reading Grammar in Use |
Intensive Reading: Visuals
Word Classes: Pronouns |
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 - Appreciate the role of visuals in simplifying representation |
The learner is guided to:
- Describe signposts or posters in their school or community - Study pictures and discuss what they see - Identify where such pictures can be found - Determine what information they get from the pictures - Identify different visuals from the Internet, books or community - Present findings in class |
What information do we obtain from visuals?
|
Moran - Skills in English pg. 95
Pictures of wildlife Digital devices Reference materials Posters Charts Moran - Skills in English pg. 97 Visuals on wildlife Charts Teacher's guide Moran - Skills in English pg. 101 Audio recording Poem "When there is no one to help" |
Observation
Oral presentations
Written exercises
Group discussions
Project work
|
|
| 4 | 1 |
Grammar in Use
Reading Reading |
Word Classes: Pronouns
Intensive Reading: Short story Intensive Reading: Short story |
By the end of the
lesson, the learner
should be able to:
- Identify reflexive pronouns correctly - Use reflexive pronouns in sentences correctly - Show respect for correct usage of pronouns in communication |
The learner is guided to:
- Study a chart displaying indefinite and reflexive pronouns - Complete sentences using appropriate indefinite pronouns - Construct sentences using indefinite pronouns from a substitution table - Fill in gaps using correct reflexive pronouns - Construct sentences using reflexive pronouns from a substitution table - Use charts to explain differences between indefinite and reflexive pronouns |
How do we use reflexive pronouns correctly?
|
Moran - Skills in English pg. 102
Charts on pronouns Digital devices Substitution tables Teacher's guide Moran - Skills in English pg. 104 Short story "Touring the wild" Reference materials Moran - Skills in English pg. 106 Charts PowerPoint presentation |
Sentence construction
Gap filling exercises
Group discussions
Peer assessment
Oral questions
|
|
| 4 | 2 |
Writing
|
Composition Writing
|
By the end of the
lesson, the learner
should be able to:
- Identify the steps in the writing process - Plan a dialogue on a given topic - Appreciate the importance of the writing process in enhancing clear communication |
The learner is guided to:
- Read the dialogue "At the museum" - Identify the features of the dialogue - Suggest topics related to wildlife for writing - Search for information on the topic from the Internet or books - Discuss the importance of planning before writing - Explain how to make writing clear and interesting |
How can a good dialogue be written?
|
Moran - Skills in English pg. 107
Sample dialogues Digital devices Reference materials Teacher's guide Moran - Skills in English pg. 108 Assessment checklist Reference materials |
Written dialogues
Peer assessment
Oral presentations
Group discussions
Writing process evaluation
|
|
| 4 | 3 |
TOURISM: DOMESTIC
Listening and Speaking Listening and Speaking Reading |
Listening and Responding: Oral Narratives - Myths
Intensive Reading: Poem |
By the end of the
lesson, the learner
should be able to:
- Identify the characters in a given myth - Narrate the key events in a given myth - Explain the moral lesson in a set myth - Acknowledge the role 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 the community then retell the myth to 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 |
How can you tell what is going to happen in a story? How are the characters or events in the story related to the people or happenings around us?
|
Moran - Skills in English pg. 111
Audio recordings Digital devices Video recordings Myth "How Wechakhulia Hill was formed" Moran - Skills in English pg. 112 Teacher's guide Poem "Local tourists" Reference materials Charts |
Oral presentations
Retelling of myths
Question and answer
Group discussions
Role play
|
|
| 4 | 4 |
Reading
Grammar in Use Grammar in Use Reading |
Intensive Reading: Poem
Word Classes: Simple prepositions Word Classes: Simple prepositions Intensive Reading: Poetry |
By the end of the
lesson, the learner
should be able to:
- Make judgement on the information in a text - Infer the meaning of unfamiliar words using contextual clues - Value the role of poems in conveying messages |
The learner is guided to:
- Retell the main events in the poem "Local tourists" using gestures and facial expressions - Recite the poem using non-verbal cues to bring out the message - Discuss meaning of statements used in the poem - Conduct a class debate explaining what they like or do not like about the poem - Scan through the poem for new words and discuss how to determine their meaning - Find the meaning of each new word based on how they are used |
Why do we repeat some sounds, words and lines in a poem?
|
Moran - Skills in English pg. 115
Poem "Local tourists" Digital devices Dictionary Visual aids Teacher's guide Moran - Skills in English pg. 116 Pictures showing positions Charts Reference materials Moran - Skills in English pg. 117 Newspapers Magazines Crossword puzzles Moran - Skills in English pg. 118 Poem "We won't let you!" |
Debates
Poem recitation
Oral presentations
Written exercises
Vocabulary assessment
|
|
| 4 | 5 |
Reading
Writing |
Intensive Reading: Poetry
Assessment of writing |
By the end of the
lesson, the learner
should be able to:
- Identify the traits of inanimate characters in poems - Relate inanimate characters with individuals in real life - Appreciate the creative use of inanimate characters in poetry |
The learner is guided to:
- Discuss the inanimate characters that are likely to be used in poems - Describe the traits of the inanimate characters - Read the poems "You lied to me" and "Trembling in magic" - Identify and describe the traits of the inanimate characters in the poems - Recite the poems using appropriate non-verbal cues - Role-play the inanimate characters in the poems - Relate the characters to people they know in real life |
Which qualities of a person can animals or objects be given?
|
Moran - Skills in English pg. 119
Poems "You lied to me" and "Trembling in magic" Charts Digital devices Teacher's guide Moran - Skills in English pg. 121 Sample composition "The visit of my life" Assessment guidelines |
Character analysis
Poem recitation
Role play
Written exercises
Oral presentations
|
|
| 5 | 1 |
Writing
Listening and Speaking Listening and Speaking |
Assessment of writing
Pronunciation: Sounds Vowels Stressed and unstressed words |
By the end of the
lesson, the learner
should be able to:
- Assess a composition written by self or peers and suggest corrections for errors - Write a composition free of errors - Appreciate the importance of feedback to improve a composition |
The learner is guided to:
- Write a composition on the subject of domestic tourism - Exchange compositions with other groups - Read through the other group's composition and identify errors - Suggest corrections to be made - Assess the composition written in the previous activity - Correct the errors identified - Write the final draft after making necessary corrections - Type the composition on a digital device and display it on the classroom gallery wall or noticeboard - Conduct a gallery walk to view compositions by other groups |
How can one improve their writing skills?
|
Moran - Skills in English pg. 122
Digital devices Sample compositions Assessment guidelines Teacher's guide Moran - Skills in English pg. 124 Audio recordings Charts Word lists Moran - Skills in English pg. 125 Poem "If I knew" Charts with stressed and unstressed words |
Composition writing
Error identification
Peer assessment
Self-assessment
Editing exercises
|
|
| 5 | 2 |
HEROES AND HEROINES: AFRICA
Reading Reading Grammar in Use |
Extensive Reading: Grade appropriate fiction Materials - Characters
Word Classes: Conjunctions |
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 - Value the role of characters in fiction |
The learner is guided to:
- Discuss what makes reading enjoyable - Read the passage "African heroes and heroines" - Identify and list the characters in the story - Take up roles of different characters in the story - Role-play the different characters identified - Dramatize the text using appropriate voice, gestures, facial expressions and movement - Discuss why some people are considered heroes and heroines in communities |
What makes reading enjoyable? How can the characters in a story be described?
|
Moran - Skills in English pg. 127
Passage "African heroes and heroines" Digital devices Reference materials Character trait charts Teacher's guide Moran - Skills in English pg. 129 Dictionaries Moran - Skills in English pg. 130 Passage about African heroes Poem "If you knew" Songs Charts |
Character analysis
Role play
Oral presentations
Written exercises
Drama performance
|
|
| 5 | 3 |
Grammar in Use
Reading Reading |
Word Classes: Conjunctions
Intensive Reading: Similes and metaphors Intensive Reading: Similes and metaphors |
By the end of the
lesson, the learner
should be able to:
- Construct sentences using the listed conjunctions - Join sentences using appropriate conjunctions - Acknowledge the importance of conjunctions in communication |
The learner is guided to:
- Search from the Internet or in texts for examples of conjunctions - Search from the Internet for sentences in which conjunctions are used - Present findings to classmates - Complete a passage by filling blanks with appropriate conjunctions - Make sentences about African heroes and heroines using the conjunctions - Complete sentences by filling in blank spaces using appropriate conjunctions - Create dialogues using the conjunctions - Create a crossword puzzle using conjunctions |
How can one join two or more sentences?
|
Moran - Skills in English pg. 132
Digital devices Reference materials Crossword puzzles Charts Teacher's guide Moran - Skills in English pg. 133 Short story "Finding a hero" Dictionaries Moran - Skills in English pg. 134 Charts with similes and metaphors |
Sentence construction
Gap filling exercises
Crossword puzzles
Written exercises
Poster creation
|
|
| 5 | 4 |
Writing
Listening and Speaking |
Creative Writing: Narrative Compositions
Oral Presentations |
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 - Value quality narrative compositions in communication |
The learner is guided to:
- Read the story "Beyond achievements" - Answer questions based on the story - Identify what makes the story interesting - Explain how to make compositions interesting - Identify and discuss the parts of a narrative composition - Recall and narrate to classmates a specific feeling, event or experience that stands out as memorable - Explain how it greatly affected them - Complete a table about their narration |
Why do we enjoy reading stories? How can you make your composition interesting?
|
Moran - Skills in English pg. 136
Story "Beyond achievements" Digital devices Reference materials Planning templates Teacher's guide Moran - Skills in English pg. 138 Posters Assessment checklists Moran - Skills in English pg. 140 Audio recordings Sample speeches |
Narrative composition planning
Oral narratives
Written exercises
Group discussions
Story analysis
|
|
| 5 | 5 |
ART
Listening and Speaking Reading Reading |
Oral Presentations
Study Skills: Note Making Study Skills: Note Making |
By the end of the
lesson, the learner
should be able to:
- Prepare a short speech on a given topic - Deliver a speech using appropriate verbal and non-verbal cues - Value effective oral presentation skills in communication |
The learner is guided to:
- Take turns to give the introduction and conclusion of a speech - Try different ways to make the speech interesting - Present a speech that the teacher will provide using non-verbal cues - Use gestures and facial expressions during presentation - Discuss various aspects of heritage - Write down points from the discussion - Plan and prepare a speech based on the points - Present the speech to the class - Assess non-verbal skills used during presentations |
What are some of the techniques for introducing or concluding a speech?
|
Moran - Skills in English pg. 141
Sample speeches Digital devices Assessment checklists Reference materials Teacher's guide Moran - Skills in English pg. 142 Text "Creative careers" Note making templates Moran - Skills in English pg. 144 Note taking templates |
Speech delivery
Non-verbal cues assessment
Peer assessment
Observation
Group discussions
|
|
| 6 | 1 |
Grammar in Use
Reading |
Word Classes: Determiners
Word Classes: Quantifiers Intensive Reading: Short story |
By the end of the
lesson, the learner
should be able to:
- Identify demonstratives in a given text - Use demonstratives in sentences for clarity of communication - Value the role of demonstratives in communication |
The learner is guided to:
- Study pictures showing learners identifying items - Identify the use of words in red (demonstratives) - Discuss when such words are used - Study a table showing demonstratives for singular and plural, near and far - Use demonstratives to identify items correctly - Read text "Talented Brothers" and fill in blank spaces with correct answers from the passage |
Why do we use demonstratives? When do we use demonstratives?
|
Moran - Skills in English pg. 146
Pictures showing demonstrative use Text "Talented Brothers" Charts with demonstratives Digital devices Teacher's guide Moran - Skills in English pg. 148 Text "Art in my life" Charts with quantifiers Real objects for demonstration Moran - Skills in English pg. 151 Story "Loiyangalani Art Exhibition" Event sequence charts Reference materials |
Demonstrative identification
Sentence construction
Gap filling exercises
Written exercises
Group discussions
|
|
| 6 | 2 |
Reading
Writing |
Intensive Reading: Short story
Functional Writing: Thank you notes and Congratulatory notes |
By the end of the
lesson, the learner
should be able to:
- Identify the setting in the short story - Analyze how setting contributes to story development - Appreciate the importance of setting in fiction |
The learner is guided to:
- Make a diagram highlighting main events of a story read - Discuss types of art to include in a school exhibition - Plan time at an exhibition with many things to view but limited time - Relate events in the story to own life or lives of people known - Search for the meaning of "setting" - Reread the story and discuss the setting using guiding questions - Talk about why the setting of the story is important to readers |
Why is the setting of a story important to the reader?
|
Moran - Skills in English pg. 152
Story "Loiyangalani Art Exhibition" Digital devices Setting analysis charts Reference materials Teacher's guide Moran - Skills in English pg. 154 Sample thank you notes Note templates |
Setting analysis
Written exercises
Oral presentations
Group discussions
Story analysis
|
|
| 6 | 3 |
Writing
Listening and Speaking Listening and Speaking |
Functional Writing: Thank you notes and Congratulatory notes
Conversational Skills: interviews Conversational Skills: interviews |
By the end of the
lesson, the learner
should be able to:
- Write a congratulatory note correctly - Critique thank you notes and congratulatory notes for correctness and relevance - Value the importance of expressing appreciation in writing |
The learner is guided to:
- Discuss situations in which a thank you note is written - Write a thank you note using the correct format - Discuss the importance of appreciating someone or something done for you - Discuss situations in which a congratulatory note is used - Write a congratulatory note to a peer who has achieved something good - Display notes on classroom wall - Conduct a gallery walk to read displayed notes - Give feedback on notes using provided criteria |
Why should one write how they feel about something?
|
Moran - Skills in English pg. 155
Note writing templates Assessment criteria Posters for display Digital devices Teacher's guide Moran - Skills in English pg. 157 Recorded interviews Reference materials Radio/television interviews Moran - Skills in English pg. 158 Sample interviews Interview question lists |
Note writing
Peer assessment
Gallery walk
Written exercises
Group discussions
|
|
| 6 | 4 |
CHOOSING A CAREER
Reading Reading Grammar in Use Grammar in Use |
Extensive Reading: Non-fiction
Word Classes: Adverbs Word Classes: Adverbs |
By the end of the
lesson, the learner
should be able to:
- Select reading materials from digital or non-digital sources - Skim through texts to obtain general ideas - Value the importance of reading for information |
The learner is guided to:
- Discuss the benefits of reading widely and considerations when selecting reading texts - Skim through the text "Choosing a career" by reading the title and first sentence of every paragraph - Discuss the general idea in the text - Scan through the text and answer specific questions - Identify key words and phrases in the text - Search online and from books for non-fiction texts on careers - Identify a variety of texts to read - Skim through the texts to identify main ideas |
Why is it important to read different types of materials? What should one consider when selecting a reading text?
|
Moran - Skills in English pg. 158
Text "Choosing a career" Digital devices Non-fiction texts Reference materials Teacher's guide Moran - Skills in English pg. 159 Dictionaries Moran - Skills in English pg. 161 Newspapers Magazines Moran - Skills in English pg. 162 Posters and charts Gap filling exercises |
Skimming and scanning exercises
Main idea identification
Written exercises
Oral presentations
Group discussions
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| 6 | 5 |
Reading
Writing Writing |
Intensive Reading: Lessons Learnt
Mechanics of Writing: Prefixes and Suffixes Mechanics of Writing: Prefixes and Suffixes |
By the end of the
lesson, the learner
should be able to:
- Identify the lessons learnt in a short story - Explain what the lesson means to learners - Value the importance of lessons in stories |
The learner is guided to:
- Explain what they understand by the term "moral lesson" - Discuss lessons learned from stories read previously - Listen to the teacher read a short story - Discuss and identify lessons learnt from the story by studying actions and words used - Record findings in a provided table - Discuss lessons learned from specific characters in the story |
How can you derive lessons from a short story?
|
Moran - Skills in English pg. 164
Short story "A career talk" Digital devices Reference materials Lesson analysis charts Teacher's guide Moran - Skills in English pg. 165 Recorded stories Moran - Skills in English pg. 167 Texts with prefixes and suffixes Word lists Moran - Skills in English pg. 168 Dictated words list Gap filling exercises |
Lesson identification
Character analysis
Written exercises
Oral presentations
Group discussions
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