CITIZENSHIP

Listening and Speaking
Listening and Speaking

Polite Language - Euphemism
Polite Language - Conducting Debates

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

- Outline words and phrases used to express euphemism
- Identify euphemism in oral and written texts
- Acknowledge the importance of politeness in communication

The learner is guided to:
- Define the term euphemism and identify examples of polite words and expressions used in a poem or story
- Listen to an audio interview and identify euphemism used by the speakers
- Use euphemism in a conversation with peers

Why should we use polite language when communicating with others?

- KLB Top Scholar pg. 1
- Dictionary
- Digital devices
- Audio recordings
- Poems/stories
- Teacher's Guide
- KLB Top Scholar pg. 3
- Class rules chart
- Video clips of debates
- Posters
- Chart paper

- Observation - Oral questions - Oral presentation - Checklists

Reading I

Independent Reading - Selecting and Reading Texts
Independent Reading - Creating and Maintaining a Reading Log

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

- Select reading materials from digital or non-digital sources
- Read grade appropriate materials for lifelong learning
- Skim and scan texts effectively

The learner is guided to:
- Identify reading materials in a variety of subjects and search for online fiction and non-fiction texts
- Skim through a text to obtain the gist and scan a text on 'safe road infrastructure' to obtain specific details
- Read the selected texts silently and independently

Why is it important to read different types of materials on various subjects?

- KLB Top Scholar pg. 4
- Library books
- Digital devices
- Online texts
- Fiction and non-fiction materials
- Internet access
- KLB Top Scholar pg. 6
- Reading log templates
- Sample reading logs
- Notebooks
- Various texts

- Observation - Oral questions - Text selection assessment - Reading comprehension tests - Checklists

Grammar in Use

Gender Neutral Language - Recognizing Biased Terms
Gender Neutral Language - Application in Communication

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

- Identify gender biased words and phrases in oral and written texts
- Distinguish between gender-biased and gender-neutral language
- Acknowledge the importance of gender sensitivity in communication

The learner is guided to:
- Listen to common English songs and read sections of a poem or story to pick out gender biased words and phrases
- Watch a video and identify gender biased and gender neutral terms used by the speakers
- Discuss in groups the impact of gender-biased language on communication

How can one avoid gender bias when communicating with others?

- KLB Top Scholar pg. 9
- Charts
- Digital devices
- Video clips
- English songs
- Poems and stories
- Teacher's Guide
- KLB Top Scholar pg. 10
- Crossword puzzles
- Poster materials
- Social media platforms

- Written questions - Assessment rubrics - Checklists - Peer assessment - Oral questions - Group discussions

Reading II

Play: Structure and Setting - Elements of Drama
Play: Structure and Setting - Dramatic Interpretation

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

- Describe the structure and setting of a play
- Identify the acts and scenes in a play
- Recognize the basic elements of a play including character lists, dialogue, and stage directions

The learner is guided to:
- Outline the order of events in a play and analyse the acts and scenes
- Discuss the action in a play in groups and describe the time and place where the events occur
- Identify character lists, dialogue, and stage directions in the play

What are the main features that make up the structure of a play?

- KLB Top Scholar pg. 12
- Class readers (Play)
- Digital devices
- Sample plays
- Lesson notes
- Teacher's Guide
- KLB Top Scholar pg. 16
- Props (optional)
- Recording devices
- Performance space

- Observations - Peer assessment - Oral discussion - Oral questions - Written questions - Checklists

Writing

Legibility and Neatness - Handwriting Fundamentals

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

- Identify sections of a piece of writing that require breaking of words and indentation
- Distinguish between tidy and untidy pieces of writing
- Appreciate the importance of legibility and neatness in written communication

The learner is guided to:
- Distinguish between tidy and untidy pieces of writing and indent paragraphs appropriately
- Find out the advantages of a neat and legible handwriting from the internet or non-digital sources
- Break words correctly at the end of a line and assess their own handwriting

Why is it important to write legibly and neatly?

- KLB Top Scholar pg. 19
- Digital devices
- Sample handwriting (tidy and untidy)
- Internet resources
- Lesson notes
- Teacher's Guide

- Observation - Question and answer - Self-assessment - Writing samples analysis - Checklists - Assessment rubrics

Writing

Legibility and Neatness - Creating Neat Texts

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

- Create a neat and legible text
- Apply techniques of improving legibility in writing
- Value the importance of neat presentation in communication

The learner is guided to:
- Take notes during an oral presentation or while listening to an audio/watching a video recording
- Rewrite portions of a dictated text neatly and legibly
- Work jointly to review a text written by a peer and discuss techniques of improving legibility in writing

How can one improve their legibility in written communication?

- KLB Top Scholar pg. 21
- Digital texts
- Audio/video recordings
- Dictation passages
- Peer work samples
- Lesson notes

- Written exercises - Peer assessment - Self-assessment - Checklists - Assessment rubrics - Dictation tests - Portfolio evaluation

SCIENCE FICTION

Listening and Speaking

Oral Literature - Short Forms Characteristics

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

- Identify the characteristics of riddles and proverbs
- Explain the functions of riddles and proverbs
- Appreciate the importance of short forms in fostering fluency in communication

The learner is guided to:
- Collect riddles and proverbs from books, the internet, and the community
- Play riddling games in small groups and discuss the functions of proverbs and riddles
- Respond to riddles correctly and fill in crossword puzzles using riddles and proverbs

Why are riddles and proverbs important in oral communication?

- KLB Top Scholar pg. 23
- Digital devices
- Internet access
- Books with riddles and proverbs
- Chart paper
- Crossword puzzles

- Observation - Oral questions - Participation in riddling games - Checklists - Peer assessment

Listening and Speaking

Oral Literature - Tongue Twisters Performance

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

- Identify the characteristics of tongue twisters
- Perform tongue twisters appropriately
- Value the importance of short forms in fostering fluency in communication

The learner is guided to:
- Collect tongue twisters from the internet and the community
- Say tongue twisters aloud as fast as possible and discuss their functions
- Create a collection of riddles, proverbs and tongue twisters and display them on charts

How do tongue twisters help improve our pronunciation and fluency?

- KLB Top Scholar pg. 30
- Digital devices
- Internet access
- Chart paper
- Markers
- Tongue twister cards

- Observation - Oral performance - Pronunciation assessment - Checklists - Peer assessment

Reading I

Intensive Reading - Simple Poems with Rhyme and Repetition

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

- Identify basic aspects of style such as repetition and rhyme in a poem
- Describe the functions of rhyme and repetition in a poem
- Appreciate the role of repetition and rhyme in poetry

The learner is guided to:
- Read provided simple poems individually and in groups and respond to questions based on the poems
- Recite simple poems and identify the parts where repetition and rhyme are used
- Search the internet or other sources for more examples of poems that use repetition and rhyme

Why do we repeat some sounds, words and lines in a poem?

- KLB Top Scholar pg. 33
- Poetry books
- Digital devices
- Internet access
- Chart paper
- Sample poems

- Observation - Oral reading - Recitation assessment - Written questions - Checklists

Reading I

Intensive Reading - Composing Simple Poems

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

- Create a poem based on a topic of interest
- Relate the ideas in a poem to real life
- Value poetry as a creative form of expression

The learner is guided to:
- Compose a simple poem with rhyme and repetition based on a topic of interest
- Present their poems in groups and recite them with appropriate expression
- Relate the ideas in poems to real life situations

How can we create our own poems using rhyme and repetition?

- KLB Top Scholar pg. 36
- Writing materials
- Digital devices
- Chart paper
- Markers
- Sample poems

- Creative writing assessment - Oral presentation - Peer assessment - Checklists - Observation

Grammar in Use

Nouns and Quantifiers - Categorizing Nouns

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

- Use quantifiers in sentences
- Categorize count and non-count nouns in oral and written texts
- Acknowledge the importance of quantifiers in oral and written communication

The learner is guided to:
- Read a short passage in which quantifiers are used to describe count and non-count nouns
- Listen to a text that uses quantifiers with count and non-count nouns and identify examples
- Work in small groups to identify count and non-count nouns from a passage

How do count nouns differ from the non-count nouns?

- KLB Top Scholar pg. 37
- Textbooks
- Digital devices
- Audio recordings
- Worksheets
- Chart paper

- Written questions - Oral questions - Observation - Group work assessment - Checklists

Grammar in Use

Nouns and Quantifiers - Categorizing Nouns

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

- Use quantifiers in sentences
- Categorize count and non-count nouns in oral and written texts
- Acknowledge the importance of quantifiers in oral and written communication

The learner is guided to:
- Read a short passage in which quantifiers are used to describe count and non-count nouns
- Listen to a text that uses quantifiers with count and non-count nouns and identify examples
- Work in small groups to identify count and non-count nouns from a passage

How do count nouns differ from the non-count nouns?

- KLB Top Scholar pg. 37
- Textbooks
- Digital devices
- Audio recordings
- Worksheets
- Chart paper

- Written questions - Oral questions - Observation - Group work assessment - Checklists

Grammar in Use

Nouns and Quantifiers - Using Quantifiers Correctly

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

- Use quantifiers with count and non-count nouns correctly
- Match quantifiers with appropriate nouns
- Value the importance of quantifiers in precise communication

The learner is guided to:
- Identify quantifiers that are used with count, non-count or both categories of nouns
- Search for more examples of quantifiers from books, newspapers, magazines, and the Internet
- Form sentences using different quantifiers with count and non-count nouns and read them aloud in groups

Why is it important to express the quantity of something correctly?

- KLB Top Scholar pg. 39
- Textbooks
- Digital devices
- Newspapers
- Magazines
- Internet access
- Worksheets

- Sentence construction tests - Oral assessment - Written exercises - Peer assessment - Checklists

Reading II

Intensive Reading - Plot Development

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

- Describe the sequence of events in a play
- Identify the key events that drive the plot forward
- Acknowledge the importance of a plot in a literary work

The learner is guided to:
- Read a play individually and in small groups to identify the key events
- Analyse the events in a play and answer questions based on the plot
- Create a summary of the key events in the play

How do we know the key events in a play?

- KLB Top Scholar pg. 41
- Class readers (Play)
- Digital devices
- Plot diagrams
- Chart paper
- Markers

- Observation - Written summaries - Oral questions - Group discussions - Checklists

Reading II

Intensive Reading - Relating Plot to Real Life

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

- Relate the events in a play to real life experiences
- Role-play sections of a play
- Value the lessons learned from analyzing plot

The learner is guided to:
- Role-play a section of a play in groups focusing on key events
- Assess summaries of plot events in pairs or small groups
- Make connections between events in a play and real life situations

How do the events in a play connect to our own life experiences?

- KLB Top Scholar pg. 42
- Class readers (Play)
- Digital devices
- Props (optional)
- Recording devices
- Performance space

- Role play assessment - Peer assessment - Written responses - Observation - Checklists

Writing

Mechanics of Writing - Using Brackets

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

- Identify the bracket in a text
- Use the bracket in written texts
- Appreciate the role of the bracket in written texts

The learner is guided to:
- Identify brackets in digital texts, newspapers, books or magazines and note their usage
- Make sentences using brackets to enclose extra information, translations, or explanations
- Assess the work of peers for correct use of brackets

Why is it important to use punctuation marks correctly?

- KLB Top Scholar pg. 43
- Digital devices
- Newspapers
- Books
- Magazines
- Worksheets
- Chart paper

- Written exercises - Peer assessment - Observation - Sentence construction tests - Checklists

Writing

Mechanics of Writing - Using Double Quotation Marks

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

- Identify double quotation marks in a text
- Use double quotation marks in written texts
- Value the role of double quotation marks in written texts

The learner is guided to:
- Identify double quotation marks in digital texts, newspapers, books or magazines
- Make sentences using double quotation marks to show the exact words spoken by someone
- Make posters displaying the correct use of double quotation marks and share them

How do we use the double quotation marks and the bracket in writing?

- KLB Top Scholar pg. 45
- Digital devices
- Newspapers
- Books
- Poster materials
- Chart paper

- Written questions - Oral presentation - Peer assessment - Poster evaluation - Checklists

ENVIRONMENTAL CONSERVATION

Listening and Speaking
Listening and Speaking

Listening Comprehension - Main Idea and Specific Details
Listening Comprehension - Inferring Meaning and Video Analysis

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

- Identify the main idea from an argumentative text
- Pick out specific details from a listening passage
- Acknowledge the need for comprehension in communication

The learner is guided to:
- Listen to a passage read by the teacher based on environmental conservation
- Pick out specific details such as time, places, events and people
- Identify the main idea from a listening text in small groups

1. Why is it important to listen attentively? - How do specific details enhance comprehension?

- KLB Top Scholar pg. 47
- Digital devices
- Audio recordings
- Teacher's Guide
- Video clips
- Audio-visual resources

- Observation - Oral questions - Written questions - Checklists

Reading I

Reading for Information and Meaning - Context Clues and Connections
Reading for Information and Meaning - Note Making and Summary

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

- Infer the meaning of words, phrases and sentences from context
- Make connections between events in a text and real life
- Value the need to comprehend information in written texts

The learner is guided to:
- Read a grade appropriate text on environmental conservation
- Infer meaning of new words from context and confirm using dictionary
- Relate characters, events and places to real life and answer questions

1. Why is it important to find meaning of new words? - How do we derive information from a text?

- KLB Top Scholar pg. 50
- Dictionary
- Digital devices
- Course books
- Newspapers
- Magazines
- Crossword puzzles

- Observation - Written exercises - Oral questions

Grammar in Use

Modal Auxiliaries - Identification and Usage
Modal Auxiliaries - Application and Functions

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

- Identify modal auxiliaries in a passage
- Use modal auxiliaries to express different moods
- Value the importance of modal auxiliaries in communication

The learner is guided to:
- Identify modal auxiliaries (may, might, will, shall, would, should, can, could) in texts
- Form sentences using modal auxiliaries
- Read and create dialogues featuring modal auxiliaries

Which words do we use to express requests, permission, ability and obligation?

- KLB Top Scholar pg. 53
- Digital devices
- Charts
- Course books
- Audio recordings
- Video clips
- Poems/stories

- Oral questions - Written exercises - Sentence construction

Reading II

Poems: Structure - Elements and Personification
Poems: Structure - Composition and Sharing

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

- Describe the structure of a poem
- Analyse the use of personification in a poem
- Appreciate reading poetry for enjoyment

The learner is guided to:
- Recite a poem and identify number of lines and stanzas
- Discuss how personification is used in the poem
- Infer meaning of new words from context of a poem

1. Why do we read or recite poems? - Why are non-living things made to behave like humans in poems?

- KLB Top Scholar pg. 58
- Poetry books
- Digital devices
- Charts
- Writing materials
- Social media platforms

- Oral presentation - Observation - Peer assessment

Writing

Structure of a Paragraph - Components

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

- Outline the four characteristics of a well-formed paragraph
- Identify topic, supporting and clincher sentences
- Acknowledge the need for concise paragraphs

The learner is guided to:
- Read excerpts from newspapers, magazines and textbooks
- Identify topic sentence, supporting sentences and clincher sentence
- Discuss steps for paragraph writing

1. Why is it important to organise ideas coherently? - How can you ensure paragraphs are well-formed?

- KLB Top Scholar pg. 62
- Course books
- Newspapers
- Magazines

- Written exercises - Peer assessment - Checklists

Writing

Structure of a Paragraph - Application

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

- Create a well-developed, coherent and unified paragraph
- Match topic sentences with clincher sentences
- Value coherent writing

The learner is guided to:
- Write a paragraph on environmental conservation ensuring coherence and unity
- Assess paragraphs in groups
- Match topic sentences with appropriate clincher sentences

How does proper structure improve paragraph quality?

- KLB Top Scholar pg. 62
- Writing materials
- Manila papers
- Peer work samples

- Written exercises - Peer assessment - Assessment rubrics

CONSUMER PROTECTION

Listening and Speaking

Selective Listening - Relevant Details

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

- Select required information from a listening text
- Make judgement on the message
- Advocate the need for selective listening

The learner is guided to:
- Listen to a news bulletin and select required information while disregarding irrelevant details
- Answer specific questions on dates, time and facts
- List the order of events mentioned in the bulletin

1. Why should we listen attentively? - How can we pick out relevant details?

- KLB Top Scholar pg. 66
- Digital devices
- Audio recordings
- Video clips

- Observation - Oral questions - Checklists

Listening and Speaking

Selective Listening - Better Listening

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

- Give opinions on listening texts
- Discuss how to become better listeners
- Appreciate selective listening in various contexts

The learner is guided to:
- Discuss in groups how to become a better listener
- Give opinions on what they like or do not like about a text
- Watch a video presentation and pick out required information

How can we ensure we pick out relevant details from a text?

- KLB Top Scholar pg. 66
- Video clips
- Audio-visual resources
- Teacher's Guide

- Oral presentation - Group discussions - Listening assessment

Reading I

Intensive Reading - Predictions and Connections

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

- Predict events in a reading text
- Outline key events in a text
- Appreciate intensive reading for lifelong learning

The learner is guided to:
- Make predictions about story outcome from title and illustrations
- Deduce meaning of words using contextual clues
- Make connections between events in the story and real life

How are characters and events in a text related to real life?

- KLB Top Scholar pg. 68
- Course books
- Digital devices
- Dictionary

- Written questions - Oral questions - Peer assessment

Reading I

Intensive Reading - Questions and Summaries

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

- Answer direct and inferential questions
- Make notes from a passage
- Write summaries using notes

The learner is guided to:
- Answer direct and inferential questions from a passage on consumer laws
- Make notes from the passage on consumer laws and policies
- Write a summary using the notes

Why is note taking an important reading skill?

- KLB Top Scholar pg. 68
- Newspapers
- Magazines
- Internet resources

- Summary assessment - Written questions - Checklists

Grammar in Use

Present and Past Perfect Aspect - Forms

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

- Distinguish present and past perfect aspect
- Recognize has/have and had with past participles
- Appreciate importance of using tense correctly

The learner is guided to:
- Recognise present and past perfect aspects in sentences
- Engage in sentence completion guessing games
- Compare present and past perfect aspect forms

How do we show that an action is complete?

- KLB Top Scholar pg. 71
- Charts
- Course books
- Lesson notes

- Written exercises - Oral questions - Sentence construction

Grammar in Use

Present and Past Perfect Aspect - Forms

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

- Distinguish present and past perfect aspect
- Recognize has/have and had with past participles
- Appreciate importance of using tense correctly

The learner is guided to:
- Recognise present and past perfect aspects in sentences
- Engage in sentence completion guessing games
- Compare present and past perfect aspect forms

How do we show that an action is complete?

- KLB Top Scholar pg. 71
- Charts
- Course books
- Lesson notes

- Written exercises - Oral questions - Sentence construction

Grammar in Use

Present and Past Perfect Aspect - Application

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

- Use present and past perfect aspect in sentences
- Construct sentences on consumer topics
- Value correct tense usage in communication

The learner is guided to:
- Use has/have + past participle to form present perfect aspect
- Use had + past participle to form past perfect aspect
- Construct sentences on consumer laws and policies using perfect aspects

Why should we use tense correctly in sentences?

- KLB Top Scholar pg. 71
- Digital devices
- Newspapers
- Internet resources

- Peer assessment - Written exercises - Oral presentation

Reading II

Play: Identification of Characters - Roles and Description

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

- Identify characters in a play
- Use appropriate adjectives and adverbs to describe characters
- Value need to describe people appropriately

The learner is guided to:
- List the characters and their roles in a play
- Use appropriate adjectives to describe characters with illustrations
- Describe the actions of characters using various adverbs

1. How can one tell the qualities of a character in a play? - How does describing actions aid our understanding?

- KLB Top Scholar pg. 74
- Class readers (Play)
- Digital devices
- Sample plays

- Observations - Peer assessment - Oral discussion

Reading II

Play: Identification of Characters - Performance and Analysis

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

- Role play various characters
- Relate characters to real life
- Appreciate characterisation in plays

The learner is guided to:
- Assume (hot seat) the personality of certain characters
- Role play various characters and participate in reader's theatre
- Relate characters to people in real life and discuss their behaviour

Why is characterisation important in a play?

- KLB Top Scholar pg. 74
- Props (optional)
- Recording devices
- Performance space

- Role play assessment - Oral questions - Written essays

Writing

Narrative and Descriptive Paragraphs - Distinction and Features

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

- Distinguish between narrative and descriptive paragraphs
- Highlight qualities of well-formed paragraphs
- Value need for well-formed paragraphs

The learner is guided to:
- Distinguish between narrative and descriptive paragraphs
- Search for examples from internet or print sources
- Discuss qualities of well-formed paragraphs and characteristics of each type

How can we make a narrative composition interesting?

- KLB Top Scholar pg. 75
- Course books
- Digital devices
- Internet resources

- Written exercises - Peer assessment - Group discussions

Writing

Narrative and Descriptive Paragraphs - Creation and Review

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

- Write narrative and descriptive paragraphs
- Use first person and second person appropriately
- Value coherent written communication

The learner is guided to:
- Create a descriptive paragraph appealing to the five senses
- Create a narrative paragraph using appropriate point of view
- Review peer's paragraphs and make corrections

How can we ensure unity in a paragraph?

- KLB Top Scholar pg. 75
- Writing materials
- Peer work samples
- Charts

- Written exercises - Peer assessment - Self-assessment

RELATIONSHIPS: COMMUNITY

Listening and Speaking

Pronunciation - /j/ /w/ /aɪ/ /eɪ/

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

- Pronounce semi-vowels /j/ /w/ and diphthongs /aɪ/ /eɪ/ with clarity
- Distinguish between similar sounding words
- Appreciate importance of correct pronunciation

The learner is guided to:
- Identify semi-vowels /j/ and /w/ (as in you, yes; woo, way)
- Pick out diphthongs /aɪ/ and /eɪ/ (as in buy; pain) from audio texts
- Practise pronunciation in pairs and work with videos on correct pronunciation

1. Why should we pronounce sounds accurately? - How can the same word express different meanings?

- KLB Top Scholar pg. 80
- Digital devices
- Audio recordings
- Flashcards

- Observation - Oral questions - Pronunciation drills - Peer assessment

Listening and Speaking

Pronunciation - Stress Patterns

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

- Apply stress on content and function words appropriately
- Bring out varied meanings through stress
- Advocate for accurate pronunciation in communication

The learner is guided to:
- Identify stressed and unstressed words in sentences
- Apply stress appropriately when reading poems
- Read same sentence placing stress on different words to convey varied meanings

How does stress help us convey different meanings?

- KLB Top Scholar pg. 80
- Poems
- Audio clips
- Internet resources

- Oral presentation - Peer assessment - Self-assessment

Reading I

Reference Materials - Types and Uses

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

- Outline various types of reference materials and their uses
- Compare print and digital reference materials
- Acknowledge value of reference materials in research

The learner is guided to:
- Search internet for information about dictionary, thesaurus and encyclopaedia
- Compare print and digital reference materials in terms of accessibility and features
- Read a passage and identify unfamiliar words

Why do we use reference materials?

- KLB Top Scholar pg. 84
- Dictionary
- Thesaurus
- Encyclopaedia
- Digital devices

- Observation - Research tasks - Oral questions

Reading I

Reference Materials - Practical Use

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

- Use dictionary, thesaurus and encyclopaedia to check meaning
- Make sentences using synonyms
- Conduct research on topics using encyclopaedia

The learner is guided to:
- Look up meanings in dictionary and synonyms in thesaurus
- Make sentences using synonyms of given words
- Conduct research on contemporary issues from subject specific encyclopaedia

How do reference materials help in learning?

- KLB Top Scholar pg. 84
- Newspapers
- Magazines
- Subject specific encyclopaedias

- Written exercises - Sentence construction - Spelling tests

Grammar in Use

Order of Adjectives - Categories

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

- Identify various types of adjectives in texts
- Categorize adjectives (opinion, size, shape, age, colour, origin, material, purpose)
- Appreciate role of adjectives in creating vivid descriptions

The learner is guided to:
- Identify opinion, size, shape, age, colour, origin, material, purpose adjectives
- Search for examples of various types of adjectives from internet
- Use mind maps to generate different adjectives

1. How can we use words to create vivid pictures? - Why is it important to order adjectives correctly?

- KLB Top Scholar pg. 88
- Charts
- Digital devices
- Lesson notes

- Written exercises - Oral questions - Peer assessment

Grammar in Use

Order of Adjectives - Categories

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

- Identify various types of adjectives in texts
- Categorize adjectives (opinion, size, shape, age, colour, origin, material, purpose)
- Appreciate role of adjectives in creating vivid descriptions

The learner is guided to:
- Identify opinion, size, shape, age, colour, origin, material, purpose adjectives
- Search for examples of various types of adjectives from internet
- Use mind maps to generate different adjectives

1. How can we use words to create vivid pictures? - Why is it important to order adjectives correctly?

- KLB Top Scholar pg. 88
- Charts
- Digital devices
- Lesson notes

- Written exercises - Oral questions - Peer assessment

Grammar in Use

Order of Adjectives - Application

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

- Use correct order of adjectives in sentences
- Construct sentences using multiple adjectives
- Value correct adjective ordering for clarity

The learner is guided to:
- Form sentences using adjectives in correct order
- Listen to audio/video and pick out different adjectives
- Fill in crossword puzzles featuring different types of adjectives

How do adjectives help describe people, places and things?

- KLB Top Scholar pg. 88
- Crossword puzzles
- Audio-visual resources
- Pictures

- Sentence construction - Crossword completion - Group work assessment

Reading II

Play: Style - Oral Literature Features and Figurative Language

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

- Identify features of style used in a play
- Identify similes, metaphors and personification
- Value role of varied styles in plays

The learner is guided to:
- Identify oral literature features (narration, riddles, songs, proverbs) in a play
- Pick out similes and metaphors used in a play
- Read excerpts of a play and pick out stylistic features used

1. What makes a play interesting to read? - How do stylistic features enhance the message?

- KLB Top Scholar pg. 93
- Class readers (Play)
- Digital devices
- Internet resources

- Observations - Oral questions - Written exercises

Reading II

Play: Style - Performance and Analysis

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

- Relate features of style to message in a play
- Role-play and dramatise sections of a play
- Appreciate literary appreciation in critical thinking

The learner is guided to:
- Participate in readers' theatre reading sections of a play
- Role-play actions and use hot seating to bring aspects of play to life
- Write a summary of features of style used in a play

How do stylistic features make plays more interesting?

- KLB Top Scholar pg. 93
- Props (optional)
- Recording devices
- Performance space

- Role play assessment - Written summaries - Peer assessment

Writing

Letter of Application - Parts and Format

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

- Identify components of a letter of application
- Outline letter using correct format
- Advocate need to adhere to formal letter format

The learner is guided to:
- Identify components from sample letters (sender's address, date, recipient's address, salutation, heading, body, complimentary close, signature, name)
- Brainstorm in groups on purpose of writing letters of application
- Look for more samples from books, magazines, newspapers and internet

Why do we write letters of application?

- KLB Top Scholar pg. 98
- Sample letters
- Digital devices
- Internet resources

- Observation - Oral questions - Group discussions

Writing

Letter of Application - Composition and Editing

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

- Write letter of application using all components
- Edit and revise letters for correctness
- Value need for correct letter format

The learner is guided to:
- Write a letter of application for placement at Senior School using correct format
- Exchange letters with peers for assessment and edit for correctness
- Revise letters, input corrections and share on noticeboard or social media

How can one ensure a letter meets expected standards?

- KLB Top Scholar pg. 98
- Writing materials
- Sample letters
- Social media platforms

- Written letters - Peer assessment - Checklists - Final letter quality