CITIZENSHIP

Listening and Speaking

Pronunciation and Vocabulary: Listening Comprehension (2 Lessons)

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

-Select words with the target sound from an oral narrative.
-Use vocabulary related to the theme in sentences correctly.
-Value the importance of listening attentively.

The learner is guided to:
-Listen to an oral narrative from a digital device or a text read by the teacher.
-Listen for specific information such as sounds: /ɪə/ as in tears, appear, rear, clear and severe from a text.
-Listen for the main idea from a text.
-Practice saying words with the sound /ɪə/.
-Infer the meaning of vocabulary and phrases using contextual clues.
-Answer oral questions based on listening comprehension.

Why should you listen keenly?

KLB English Grade 6 Learner's Book pg. 1
-Audio recordings
-Digital devices
-Charts

Observation -Oral questions -Peer assessment

Listening and Speaking

Pronunciation and Vocabulary: Listening Comprehension (2 Lessons)

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

-Use proverbs, fixed phrases, idioms, and metaphors with straightforward meanings in oral communication.
-Listen for the main idea and specific details from an oral text.
-Value the importance of listening attentively.

The learner is guided to:
-Use digital and print resources to look up the meaning and spelling of words.
-Retell the story and record the narration on a digital device.
-Use expressions such as fixed phrases: play games, far away, believe it or not, do your best, burst into tears; similes: as hungry as a wolf, as greedy as a hyena; metaphors: The thief was a hyena, he was so greedy!; idioms: work like a dog, dog tired, work for peanuts, donkey work; proverbs: all work and no play makes Jack a dull boy.

Why should you pronounce words accurately?

KLB English Grade 6 Learner's Book pg. 2
-Audio recordings
-Digital devices
-Charts

Observation -Oral questions -Oral presentation

Reading

Extensive Reading (2 lessons)

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

-Select appropriate reading materials in collaboration with peers.
-Read a variety of materials independently for information and pleasure.
-Judge the suitability of sample extensive reading materials.

The learner is guided to:
-Select age-appropriate reference materials from print and non-print sources.
-Read selected reference materials independently.
-Search for information on child labour from reference materials.
-Compile a list of new words and their meaning.

How do you select the books you read?

KLB English Grade 6 Learner's Book pg. 5
-Dictionary
-Digital devices
-Reference materials

Observation -Oral questions -Reading logs

Reading

Extensive Reading (2 lessons)

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

-Select appropriate reading materials in collaboration with peers.
-Read a variety of materials independently for information and pleasure.
-Judge the suitability of sample extensive reading materials.

The learner is guided to:
-Select age-appropriate reference materials from print and non-print sources.
-Read selected reference materials independently.
-Search for information on child labour from reference materials.
-Compile a list of new words and their meaning.

How do you select the books you read?

KLB English Grade 6 Learner's Book pg. 5
-Dictionary
-Digital devices
-Reference materials

Observation -Oral questions -Reading logs

Reading

Extensive Reading (2 lessons)

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

-Use reference materials to find the required information.
-Judge the suitability of sample extensive reading materials.
-Appreciate the importance of reading widely for lifelong learning.

The learner is guided to:
-Create a crossword puzzle from the list of new words.
-Make notes on the information they have obtained.
-Share the information with peers through presentations.

Why do you read books?

KLB English Grade 6 Learner's Book pg. 7
-Dictionary
-Digital devices
-Reference materials

Assessment rubric -Written questions -Peer assessment

Grammar in Use

Word Classes: Determiners (2 lessons)

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

-Identify determiners in sentences correctly.
-Use determiners in sentences correctly.
-Appreciate the role of determiners in communication.

The learner is guided to:
-Identify the determiners some, enough, each and a lot of in sentences.
-Complete online quizzes and exercises involving the use of some, enough, each, and a lot of.
-Construct sentences using determiners.

How do we express the quantity or amount of something?

KLB English Grade 6 Learner's Book pg. 8
-Charts
-Digital devices
-Online quizzes

Observation -Oral questions -Written exercises

Grammar in Use

Word Classes: Determiners (2 lessons)

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

-Use determiners in sentences correctly.
-Collaborate with peers to judge the correct use of determiners in sentences.
-Value the correct use of determiners in communication.

The learner is guided to:
-Make sentences using determiners from substitution tables.
-Correct the sentences constructed by a peer.
-Work in groups and determine the correctness of a sample of sentences.

Why should we give the exact amount of something?

KLB English Grade 6 Learner's Book pg. 9
-Charts
-Digital devices
-Worksheets

Peer assessment -Written exercises -Checklists

Writing

Guided Writing: Filling in Forms (2 lessons)

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

-Record specific details on forms to convey information.
-Design a form to provide the required information.
-Value the importance of filling forms correctly.

The learner is guided to:
-Discuss different types of forms they have filled in groups.
-Search for relevant sample forms from the internet, individually.
-Download relevant forms and fill them.
-Fill in the basic details, personal information, and the why details in a form.

Why do we fill forms?

KLB English Grade 6 Learner's Book pg. 10
-Sample forms
-Digital devices
-Internet

Observation -Written exercises -Checklists

Writing

Guided Writing: Filling in Forms (2 lessons)

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

-Record specific details on forms to convey information.
-Design a form to provide the required information.
-Value the importance of filling forms correctly.

The learner is guided to:
-Discuss different types of forms they have filled in groups.
-Search for relevant sample forms from the internet, individually.
-Download relevant forms and fill them.
-Fill in the basic details, personal information, and the why details in a form.

Why do we fill forms?

KLB English Grade 6 Learner's Book pg. 10
-Sample forms
-Digital devices
-Internet

Observation -Written exercises -Checklists

Writing

Guided Writing: Filling in Forms (2 lessons)

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

-Design a form to provide the required information.
-Advocate the importance of filling forms correctly.
-Demonstrate accuracy in filling forms.

The learner is guided to:
-Design a form with basic, personal, and why details in small groups.
-Exchange forms with other groups and fill them in.
-Review the completed forms for accuracy and completeness.

Why is it important to fill forms accurately and correctly?

KLB English Grade 6 Learner's Book pg. 11
-Sample forms
-Digital devices
-Internet

Peer assessment -Self-assessment -Assessment rubrics

Listening and Speaking

Pronunciation and Listening Comprehension (2 lessons)

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

-Identify proverbs from a text for effective communication.
-Listen for the main idea and specific details from a text.
-Use words and expressions such as similes, metaphors and proverbs correctly.

The learner is guided to:
-Listen to a comprehension passage of about 150 words.
-Use proverbs to create a paragraph.
-Pronounce words containing the sounds /l/ and /r/.
-Say tongue twisters after the teacher.

Why should you pronounce words correctly?

KLB English Grade 6 Learner's Book pg. 13
-Audio recordings
-Digital devices
-Tongue twisters

Observation -Oral questions -Oral presentation

Listening and Speaking

Pronunciation and Listening Comprehension (2 lessons)

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

-Use words and expressions such as similes, metaphors and proverbs containing selected sounds correctly.
-Value the importance of attentive listening in communication.
-Demonstrate clear pronunciation of words.

The learner is guided to:
-Create tongue twisters containing words with the selected sounds.
-Give the meaning of new words and use them in sentences.
-Use expressions correctly, for example, metaphor: Peter is a giraffe, he is so tall; idiom: a red letter day, kill two birds with one stone, feel at home; proverbs: charity begins at home.

Why do we use proverbs?

KLB English Grade 6 Learner's Book pg. 15
-Audio recordings
-Digital devices
-Charts with proverbs

Observation -Oral questions -Peer assessment

Reading

Intensive Reading (2 lessons)

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

-Identify characters and events in a text for comprehension.
-Predict events in a text accurately.
-Answer factual and inferential questions correctly for comprehension.

The learner is guided to:
-Read a poem or story and identify the characters and events.
-Read a story of about 500 words and predict the events then answer factual and inferential questions.
-Read a poem of not more than six stanzas in small groups.

Why do we enjoy reading stories and poems?

KLB English Grade 6 Learner's Book pg. 17
-Story books
-Poetry books
-Digital devices

Observation -Oral questions -Written questions

Reading

Intensive Reading (2 lessons)

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

-Create mental images from the events in poems and stories.
-Judge the characters or events in a story in collaboration with peers.
-Appreciate the role of reading in lifelong learning.

The learner is guided to:
-Collaborate with peers to recite a poem.
-Summarize events in a story by retelling it in small groups.
-Create crossword puzzles using learnt vocabulary.
-Collaborate with peers to describe characters or places in poems or stories.

Which stories and poems have you read?

KLB English Grade 6 Learner's Book pg. 19
-Story books
-Poetry books
-Digital devices

Reading logs -Assessment rubric -Checklists

Reading

Intensive Reading (2 lessons)

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

-Create mental images from the events in poems and stories.
-Judge the characters or events in a story in collaboration with peers.
-Appreciate the role of reading in lifelong learning.

The learner is guided to:
-Collaborate with peers to recite a poem.
-Summarize events in a story by retelling it in small groups.
-Create crossword puzzles using learnt vocabulary.
-Collaborate with peers to describe characters or places in poems or stories.

Which stories and poems have you read?

KLB English Grade 6 Learner's Book pg. 19
-Story books
-Poetry books
-Digital devices

Reading logs -Assessment rubric -Checklists

Grammar in Use

Word Classes: Nouns (2 lessons)

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

-Identify concrete and abstract nouns from a text.
-Use concrete and abstract nouns correctly in a variety of contexts.
-Appreciate the role of concrete and abstract nouns in communication.

The learner is guided to:
-Listen to a story, conversation or poem containing abstract nouns and concrete nouns.
-Collaborate to pick out concrete and abstract nouns from a story, conversation or poem.
-Work with peers to construct sentences using concrete and abstract nouns.

Which things can you see and touch in the classroom?

KLB English Grade 6 Learner's Book pg. 21
-Charts
-Digital devices
-Story books

Observation -Oral questions -Written exercises

Grammar in Use

Word Classes: Nouns (2 lessons)

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

-Use concrete and abstract nouns correctly in a variety of contexts.
-Appreciate the role of concrete and abstract nouns in communication.
-Demonstrate correct use of nouns in sentences.

The learner is guided to:
-Make sentences from a substitution table featuring concrete and abstract nouns.
-Use a laptop, tablet, computer, manila paper, notebook, among others and create a crossword puzzle or a word search, with peers.
-Share the puzzle or word search through, email, other social media platforms, posters or the school notice board.

Which things cannot be seen or touched?

KLB English Grade 6 Learner's Book pg. 22
-Charts
-Digital devices
-Manila paper

Peer assessment -Written exercises -Checklists

Writing

Creative Writing: Narrative Compositions (2 lessons)

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

-Identify topics and possible ideas for open ended compositions.
-Organize ideas in a paragraph logically.
-Create an open-ended composition on a variety of themes.

The learner is guided to:
-List topics and possible ideas for open-ended compositions.
-Discuss in groups ideas and experiences on a given topic.
-Write down points to guide them in the writing of an open-ended composition on cultural and religious celebrations of about (160-200 words).
-Collaborate to create the first paragraph.

How can you make your composition interesting to read?

KLB English Grade 6 Learner's Book pg. 24
-Sample compositions
-Digital texts
-Writing guidelines

Observation -Written exercises -Peer assessment

Writing

Creative Writing: Narrative Compositions (2 lessons)

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

-Create an open-ended composition on a variety of themes.
-Judge a narrative composition for correctness of language and relevance of topic.
-Value the importance of writing logically and coherently.

The learner is guided to:
-Use expressions, proverbs, idioms fixed phrases, similes and metaphors appropriately in a composition.
-Complete the composition individually.
-Proofread the composition and make necessary corrections.
-Work with peers to critique an open-ended composition while focusing on: organization of ideas (coherence), creativity, relevance of topic, accuracy of language (grammar, choice of words, spelling).
-Grade a composition written by peers.

Why is it important to proofread your composition?

KLB English Grade 6 Learner's Book pg. 26
-Sample compositions
-Digital texts
-Writing guidelines

Assessment rubric -Written exercises -Peer assessment

Writing

Creative Writing: Narrative Compositions (2 lessons)

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

-Create an open-ended composition on a variety of themes.
-Judge a narrative composition for correctness of language and relevance of topic.
-Value the importance of writing logically and coherently.

The learner is guided to:
-Use expressions, proverbs, idioms fixed phrases, similes and metaphors appropriately in a composition.
-Complete the composition individually.
-Proofread the composition and make necessary corrections.
-Work with peers to critique an open-ended composition while focusing on: organization of ideas (coherence), creativity, relevance of topic, accuracy of language (grammar, choice of words, spelling).
-Grade a composition written by peers.

Why is it important to proofread your composition?

KLB English Grade 6 Learner's Book pg. 26
-Sample compositions
-Digital texts
-Writing guidelines

Assessment rubric -Written exercises -Peer assessment

Listening and Speaking

Pronunciation and Vocabulary (2 lessons)

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

-Pronounce words with target sounds correctly.
-Use polite words and phrases in a variety of contexts.
-Value the importance of politeness in communication.

The learner is guided to:
-Say words containing the sounds /æ/ and /ɜː/.
-Assess peers as they pronounce words with the target sound.
-Identify polite words and phrases used in a telephone conversation.

Why should we use polite words and phrases in a conversation?

KLB English Grade 6 Learner's Book pg. 27
-Audio recordings
-Digital devices
-Charts

Observation -Oral questions -Peer assessment

Listening and Speaking

Pronunciation and Vocabulary (2 lessons)

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

-Use polite words and phrases in a variety of contexts.
-Use a variety of similes, proverbs, idioms and fixed phrases in oral communication.
-Collaborate with peers to judge whether words or phrases have been used politely in a text.

The learner is guided to:
-Role-play a telephone conversation, with peers.
-Work with peers to use polite language to interrupt politely in sentences.
-Practice using expressions such as: fixed phrase: make friends, simile: as proud as a peacock, metaphor: Peter is a giraffe. He is so tall, idiom: feel at home, proverbs: charity begins at home, phrasal verb: pass by, look for, look at.

Why should we use polite words and phrases in a conversation?

KLB English Grade 6 Learner's Book pg. 29
-Audio recordings
-Digital devices
-Role-play scripts

Observation -Oral presentation -Checklists

Reading

Intensive Reading (2 lessons)

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

-Identify new words in a text for comprehension.
-Answer direct and inferential questions for comprehension.
-Infer the meaning of words, similes, proverbs, metaphors and idioms with straight forward meanings using contextual clues.

The learner is guided to:
-Skim and scan a text for specific information.
-Read a text of up to 500 words on etiquette.
-Answer direct and inferential questions.
-Use contextual clues such as: synonyms and antonyms as well as neighboring words to infer the meaning of fixed phrases, similes, metaphors, idioms, proverbs and phrasal verbs.

How do you obtain information from a text?

KLB English Grade 6 Learner's Book pg. 31
-Story books
-Dictionary
-Digital devices

Observation -Oral questions -Written questions

Reading

Intensive Reading (2 lessons)

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

-Infer the meaning of words, similes, proverbs, metaphors and idioms with straight forward meanings using contextual clues.
-Advocate the need to read intensively for lifelong learning.
-Demonstrate understanding of texts read.

The learner is guided to:
-Use a dictionary to check the meaning of unfamiliar words.
-Collaborate to create a crossword puzzle using vocabulary from the text in groups.
-Display the crossword puzzle on the classroom wall or school notice board.

How do you tell the meaning of unfamiliar words?

KLB English Grade 6 Learner's Book pg. 33
-Story books
-Dictionary
-Digital devices

Peer assessment -Written questions -Assessment rubric

Grammar in Use

Use of Correlative Conjunctions (2 lessons)

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

-Identify correlative conjunctions in an oral or written text.
-Use correlative conjunctions correctly in oral and written communication.
-Appreciate the role of correlative conjunctions in communication.

The learner is guided to:
-Identify the pattern: use of show… nominal… how/where/who in a text.
-Use correlative conjunctions either…or/neither…nor in sentences.
-Construct sentences using show… nominal… how/where/who.

Which words do we use when asking questions?

KLB English Grade 6 Learner's Book pg. 34
-Charts
-Digital devices
-Worksheets

Observation -Oral questions -Written exercises

Grammar in Use

Use of Correlative Conjunctions (2 lessons)

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

-Use correlative conjunctions correctly in oral and written communication.
-Use the pattern show… nominal… how/where/who in sentences.
-Acknowledge the importance of using well-formed sentences in communication.

The learner is guided to:
-Fill in blanks in provided sentences to practice the use of the pattern how/where/who.
-Search for instances in which correlative conjunctions either…or/neither are used in newspapers or magazines or the internet.
-Create a dialogue using correlative conjunctions.

Which words do we use to show making a choice between two things?

KLB English Grade 6 Learner's Book pg. 35
-Newspapers
-Magazines
-Digital devices

Peer assessment -Written exercises -Checklists

Grammar in Use

Use of Correlative Conjunctions (2 lessons)

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

-Use correlative conjunctions correctly in oral and written communication.
-Use the pattern show… nominal… how/where/who in sentences.
-Acknowledge the importance of using well-formed sentences in communication.

The learner is guided to:
-Fill in blanks in provided sentences to practice the use of the pattern how/where/who.
-Search for instances in which correlative conjunctions either…or/neither are used in newspapers or magazines or the internet.
-Create a dialogue using correlative conjunctions.

Which words do we use to show making a choice between two things?

KLB English Grade 6 Learner's Book pg. 35
-Newspapers
-Magazines
-Digital devices

Peer assessment -Written exercises -Checklists

Writing

Mechanics of Writing (2 lessons)

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

-Identify numerals, common abbreviations and acronyms from a text.
-Compose a story incorporating acronyms, abbreviations and numerals.
-Value the correct use of abbreviations and acronyms in writing.

The learner is guided to:
-Search for numerals, common abbreviations and acronyms from the internet.
-Create a crossword puzzle featuring numerals, common abbreviations and acronyms in groups.
-Display the crossword puzzles in class for peer review.

Why do we use abbreviations and acronyms?

KLB English Grade 6 Learner's Book pg. 36
-Newspapers
-Magazines
-Digital devices

Observation -Written exercises -Peer assessment

Writing

Mechanics of Writing (2 lessons)

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

-Compose a story incorporating acronyms, abbreviations and numerals.
-Use similes, proverbs, metaphors and idioms with straight forward meanings in a composition.
-Judge correctness of abbreviations, numerals and acronyms used in a text.

The learner is guided to:
-Use expressions such as idioms, similes and metaphors correctly.
-Compose a story of about (150-200 words) incorporating common acronyms, abbreviations, numerals.
-Proofread the story with peers.

How do we write numerals?

KLB English Grade 6 Learner's Book pg. 37
-Sample compositions
-Digital devices
-Writing guidelines

Assessment rubric -Written exercises -Peer assessment

Listening and Speaking

Pronunciation and Vocabulary: Sounds (2 lessons)

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

-Select words with the target sound from a text.
-Use appropriate words, similes and proverbs with straight forward meanings in day-to-day communication.
-Value the importance of pronunciation in communication.

The learner is guided to:
-Pronounce words containing the sound /ʊə/.
-Pronounce words with same spelling but different meanings.
-Work with peers to distinguish verbs, nouns and adjectives on the basis of stress, for example, extract/extract, perfect/perfect.

Which words have the same spelling but different meaning?

KLB English Grade 6 Learner's Book pg. 39
-Audio recordings
-Digital devices
-Charts

Observation -Oral questions -Oral presentation

Listening and Speaking

Pronunciation and Vocabulary: Sounds (2 lessons)

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

-Distinguish nouns, verbs and adjectives by stressing syllables correctly.
-Apply stress on content words and helping verbs for speech clarity.
-Advocate the correct use of stress in oral communication.

The learner is guided to:
-Work with peers to make a recording of the poetry recitation.
-Sing a song on emergency rescue services and lay emphasis on content words.
-View a video of a recitation of a poem and identify the stressed words.
-Make recordings as they pronounce words and read sentences while applying the stress correctly.

Why is it important to say words accurately? Why do we enjoy listening to songs and poems?

KLB English Grade 6 Learner's Book pg. 40
-Audio recordings
-Video recordings
-Digital devices

Observation -Oral presentation -Peer assessment

Listening and Speaking

Pronunciation and Vocabulary: Sounds (2 lessons)

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

-Distinguish nouns, verbs and adjectives by stressing syllables correctly.
-Apply stress on content words and helping verbs for speech clarity.
-Advocate the correct use of stress in oral communication.

The learner is guided to:
-Work with peers to make a recording of the poetry recitation.
-Sing a song on emergency rescue services and lay emphasis on content words.
-View a video of a recitation of a poem and identify the stressed words.
-Make recordings as they pronounce words and read sentences while applying the stress correctly.

Why is it important to say words accurately? Why do we enjoy listening to songs and poems?

KLB English Grade 6 Learner's Book pg. 40
-Audio recordings
-Video recordings
-Digital devices

Observation -Oral presentation -Peer assessment

Reading

Intensive Reading: Visuals (2 lessons)

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

-Predict events from visuals.
-Create images from viewed, read or heard texts.
-Answer direct and inferential questions correctly for comprehension.

The learner is guided to:
-Read a variety of visuals related to the emergency rescue services.
-Make predictions about a story based on the visuals.
-Create a story from visuals and retell it.

How can we communicate without using words?

KLB English Grade 6 Learner's Book pg. 42
-Pictures
-Photographs
-Digital devices

Observation -Oral questions -Written questions

Reading

Intensive Reading: Visuals (2 lessons)

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

-Answer direct and inferential questions correctly for comprehension.
-Assess the relevance of visuals in a text.
-Value the role of visuals in enhancing understanding of texts.

The learner is guided to:
-Collaborate with peers to judge the relevance of visuals.
-Watch videos, mimes or cartoons and answer questions based on the texts.
-Create a visual representation of a story read.

What information do we obtain from pictures?

KLB English Grade 6 Learner's Book pg. 44
-Videos
-Cartoons
-Digital devices

Peer assessment -Written questions -Assessment rubric

Grammar in Use

Word Classes: Pronouns (2 lessons)

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

-Identify relative and indefinite pronouns in a text.
-Use relative and indefinite pronouns correctly in oral and written texts.
-Appreciate the role of pronouns in communication.

The learner is guided to:
-Identify relative pronouns such as 'that,' 'which' 'who,' 'whom,' and 'whose' from a text.
-Construct sentences using relative pronouns.
-Complete sentences on emergency rescue services featuring relative pronouns.

Which words do we use to refer to people or things without saying who or what they are exactly?

KLB English Grade 6 Learner's Book pg. 46
-Charts
-Digital devices
-Worksheets

Observation -Oral questions -Written exercises

Grammar in Use

Word Classes: Pronouns (2 lessons)

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

-Use relative and indefinite pronouns correctly in oral and written texts.
-Judge the correctness of sentences featuring relative and definite pronouns from various texts.
-Value the role of pronouns in sentence construction.

The learner is guided to:
-Use indefinite pronouns such as anyone, anything, everybody, everyone, everything, nobody, somebody, and someone and each from a text.
-Collaborate with others to judge the correctness of sentences from a sample text.
-Create posters, crossword puzzles or charts featuring relative and indefinite pronouns and share in class.

Which words do we use to refer to people or things without saying who or what they are exactly?

KLB English Grade 6 Learner's Book pg. 48
-Posters
-Charts
-Digital devices

Peer assessment -Written exercises -Checklists

Grammar in Use

Word Classes: Pronouns (2 lessons)

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

-Use relative and indefinite pronouns correctly in oral and written texts.
-Judge the correctness of sentences featuring relative and definite pronouns from various texts.
-Value the role of pronouns in sentence construction.

The learner is guided to:
-Use indefinite pronouns such as anyone, anything, everybody, everyone, everything, nobody, somebody, and someone and each from a text.
-Collaborate with others to judge the correctness of sentences from a sample text.
-Create posters, crossword puzzles or charts featuring relative and indefinite pronouns and share in class.

Which words do we use to refer to people or things without saying who or what they are exactly?

KLB English Grade 6 Learner's Book pg. 48
-Posters
-Charts
-Digital devices

Peer assessment -Written exercises -Checklists

Writing

Functional Writing: Letter of Invitation (2 lessons)

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

-Identify the key features of a formal letter.
-Create a formal invitation letter using the correct format.
-Value the importance of correct letter format.

The learner is guided to:
-Go through a sample formal letter and identify its components.
-Search and download samples of formal letters online.
-Collaborate to plan a formal invitation letter.

Which kinds of letters do you write?

KLB English Grade 6 Learner's Book pg. 49
-Sample letters
-Digital devices
-Internet

Observation -Written exercises -Peer assessment

Writing

Functional Writing: Letter of Invitation (2 lessons)

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

-Create a formal invitation letter using the correct format.
-Judge a formal letter for correctness of language and relevance.
-Demonstrate accuracy in letter writing.

The learner is guided to:
-Write the formal letter individually.
-Proofread the letter and make corrections.
-Display the letter in the classroom, noticeboard or posters.
-Upload the invitation letter online or send through email, WhatsApp, among others, to peers.

Why do you write letters?

KLB English Grade 6 Learner's Book pg. 50
-Sample letters
-Digital devices
-Internet

Assessment rubric -Written exercises -Peer assessment

OUR TOURIST ATTRACTIONS

Listening and Speaking

Pronunciation and Vocabulary (2 lessons)

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

-Identify words with sounds /ð/ and /θ/ from an oral text.
-Use vocabulary related to the theme in sentences correctly.
-Use adverbial phrases in oral contexts appropriately.

The learner is guided to:
-Listen to correct pronunciation of sounds, words, and phrases from the teacher, audio-visual recordings among others.
-Work with peers to say words and phrases with the sounds /ð/ and /θ/ and assist one another.
-Listen to a poem on tourist attraction sites in Kenya with various adverbial phrases such as proudly, in the park, by the river among others and recite it.
-Respond to questions on the poem.

Why should we pronounce sounds correctly? - -What information do we obtain when we listen keenly?

KLB Top Scholar pg. 51
-Audio-visual recordings
-Digital devices
-Dictionary
-Charts

Observation -Oral questions -Peer Assessment -Checklists

Listening and Speaking

Pronunciation and Vocabulary (2 lessons)

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

-Listen for specific information and the main idea for self-expression.
-Respond to oral questions based on the theme.
-Use expressions such as similes, metaphors and proverbs in oral communication.
-Advocate the importance of listening comprehension.

The learner is guided to:
-Use the following expressions in sentences: fixed phrases: Make friends, be careful, fall asleep, in future, in a hurry
-Use similes such as: As brave as a lion; as blind as a bat
-Use metaphors such as: She is a lion. She is so brave
-Use proverbs such as: Prevention is better than cure, seeing is believing, The early bird catches the worm
-Use idioms such as: Sick as a dog, you are what you eat, kick the habit, let the cat out of the bag, would not hurt a fly
-Use phrasal verbs such as: Go away, go back, pick up, get away.

Why should we pronounce sounds correctly? - -What information do we obtain when we listen keenly?

KLB Top Scholar pg. 51
-Audio-visual recordings
-Digital devices
-Dictionary
-Charts

Observation -Oral questions -Peer Assessment -Checklists

Listening and Speaking

Pronunciation and Vocabulary (2 lessons)

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

-Listen for specific information and the main idea for self-expression.
-Respond to oral questions based on the theme.
-Use expressions such as similes, metaphors and proverbs in oral communication.
-Advocate the importance of listening comprehension.

The learner is guided to:
-Use the following expressions in sentences: fixed phrases: Make friends, be careful, fall asleep, in future, in a hurry
-Use similes such as: As brave as a lion; as blind as a bat
-Use metaphors such as: She is a lion. She is so brave
-Use proverbs such as: Prevention is better than cure, seeing is believing, The early bird catches the worm
-Use idioms such as: Sick as a dog, you are what you eat, kick the habit, let the cat out of the bag, would not hurt a fly
-Use phrasal verbs such as: Go away, go back, pick up, get away.

Why should we pronounce sounds correctly? - -What information do we obtain when we listen keenly?

KLB Top Scholar pg. 51
-Audio-visual recordings
-Digital devices
-Dictionary
-Charts

Observation -Oral questions -Peer Assessment -Checklists

Reading

Extensive Reading: Fiction/ Non Fiction (2 lessons)

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

-Select appropriate reading materials from varied texts.
-Read a variety of texts for enjoyment and general understanding.
-Assess a text for appropriateness and relevance.

The learner is guided to:
-Preview a text by focusing on the title, author, among others (fiction/ non-fiction) 1251-1500 words).
-Collaborate to determine the appropriateness of a reading text.
-Skim texts on the theme of tourist attraction sites in Kenya to find out the general idea.
-Scan a text to find specific details such as key words.
-Select and read an appropriate reading material based on their interest.

Why should we read a variety of materials? - -How do you identify the book you want to read?

KLB Top Scholar pg. 54
-Storybooks
-Digital materials
-Newspapers
-Magazines
-Dictionary

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

Reading

Extensive Reading: Fiction/ Non Fiction (2 lessons)

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

-Select appropriate reading materials from varied texts.
-Read a variety of texts for enjoyment and general understanding.
-Assess a text for appropriateness and relevance.

The learner is guided to:
-Preview a text by focusing on the title, author, among others (fiction/ non-fiction) 1251-1500 words).
-Collaborate to determine the appropriateness of a reading text.
-Skim texts on the theme of tourist attraction sites in Kenya to find out the general idea.
-Scan a text to find specific details such as key words.
-Select and read an appropriate reading material based on their interest.

Why should we read a variety of materials? - -How do you identify the book you want to read?

KLB Top Scholar pg. 54
-Storybooks
-Digital materials
-Newspapers
-Magazines
-Dictionary

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

Grammar in Use

Adjectives (2 lessons)

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

-Identify simple, comparative and superlative forms of adjectives in print and digital texts correctly.
-Use simple, comparative and superlative forms of adjectives in oral and written texts.
-Acknowledge the importance of using adjectives correctly in communication.

The learner is guided to:
-Identify adjectives in print and digital texts.
-Compare items using simple, comparative and superlative forms of adjectives.
-Collaborate with peers to make a list of regular and irregular adjectives.
-Create a crossword puzzle and a word search, using comparative and superlative adjectives.
-Display the completed crossword puzzle and word search on social media, posters, or charts.

Which words do we use to describe people, things, and places? - -Why do we describe people, things, and events?

KLB Top Scholar pg. 59
-Print materials
-Digital devices
-Charts
-Flash cards
-Dictionaries

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

Grammar in Use

Adjectives (2 lessons)

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

-Identify simple, comparative and superlative forms of adjectives in print and digital texts correctly.
-Use simple, comparative and superlative forms of adjectives in oral and written texts.
-Acknowledge the importance of using adjectives correctly in communication.

The learner is guided to:
-Identify adjectives in print and digital texts.
-Compare items using simple, comparative and superlative forms of adjectives.
-Collaborate with peers to make a list of regular and irregular adjectives.
-Create a crossword puzzle and a word search, using comparative and superlative adjectives.
-Display the completed crossword puzzle and word search on social media, posters, or charts.

Which words do we use to describe people, things, and places? - -Why do we describe people, things, and events?

KLB Top Scholar pg. 59
-Print materials
-Digital devices
-Charts
-Flash cards
-Dictionaries

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

Grammar in Use

Adjectives (2 lessons)

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

-Identify simple, comparative and superlative forms of adjectives in print and digital texts correctly.
-Use simple, comparative and superlative forms of adjectives in oral and written texts.
-Acknowledge the importance of using adjectives correctly in communication.

The learner is guided to:
-Identify adjectives in print and digital texts.
-Compare items using simple, comparative and superlative forms of adjectives.
-Collaborate with peers to make a list of regular and irregular adjectives.
-Create a crossword puzzle and a word search, using comparative and superlative adjectives.
-Display the completed crossword puzzle and word search on social media, posters, or charts.

Which words do we use to describe people, things, and places? - -Why do we describe people, things, and events?

KLB Top Scholar pg. 59
-Print materials
-Digital devices
-Charts
-Flash cards
-Dictionaries

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

Writing

Creative Writing - Narrative Compositions (2 lessons)

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

-Plan a narrative composition collaboratively.
-Organise ideas coherently, clearly, and logically for writing fluency.
-Create a narrative composition on a variety of topics.

The learner is guided to:
-Identify the parts of a narrative composition.
-Work with peers to plan a narrative composition of about (160-200 words).
-Read sample narrative compositions with peers and critique them for:
- - correctness of language
- - flow or organisation of ideas
- - relevance to the topic
- - creativity
-Use the steps of the writing process to create a narrative composition of about (160-200 words), on tourist attraction sites.

Why should we organise ideas in our compositions? - -How can you make your writing interesting?

KLB Top Scholar pg. 64
-Sample compositions
-Charts
-Digital devices
-Dictionary

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

Writing

Creative Writing - Narrative Compositions (2 lessons)

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

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

The learner is guided to:
-Use appropriate fixed phrases such as: catch fire; similes such as: as fast as lightning; metaphors such as: the boy was a fox. He was so cunning; proverbs such as: prevention is better than cure; idioms such as get into hot water and phrasal verbs such as: care for.
-Edit and revise their compositions.
-Share their work with peers for feedback.
-Display finalized compositions on classroom walls or school notice boards.

Why should we organise ideas in our compositions? - -How can you make your writing interesting?

KLB Top Scholar pg. 64
-Sample compositions
-Charts
-Digital devices
-Dictionary

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

JOBS AND OCCUPATIONS - WORK ETHICS

Listening and Speaking

Pronunciation and Vocabulary (3 lessons)

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

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

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

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

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

Observation -Oral questions -Peer Assessment -Checklists

Listening and Speaking

Pronunciation and Vocabulary (3 lessons)

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

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

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

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

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

Observation -Oral questions -Peer Assessment -Checklists

Listening and Speaking

Pronunciation and Vocabulary (3 lessons)

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

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

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

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

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

Observation -Oral questions -Peer Assessment -Checklists

Listening and Speaking

Pronunciation and Vocabulary (3 lessons)

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

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

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

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

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

Observation -Oral questions -Peer Assessment -Checklists

Reading

Intensive Reading: Dialogue (2 lessons)

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

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

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

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

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

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

Reading

Intensive Reading: Dialogue (2 lessons)

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

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

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

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

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

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

Grammar in Use

Phrasal Quantifiers (2 lessons)

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

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

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

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

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

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

Grammar in Use

Phrasal Quantifiers (2 lessons)

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

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

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

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

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

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

Grammar in Use

Phrasal Quantifiers (2 lessons)

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

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

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

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

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

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

Writing

Pictorial Compositions (2 lessons)

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

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

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

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

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

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

Writing

Pictorial Compositions (2 lessons)

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

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

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

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

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

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