CAREERS

Writing

Functional Writing - Writing letters of complaint and building portfolios

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

- Compose letters of complaint with appropriate tone
- Compile letters in digital or hard copy portfolios
- Appreciate the role of letters in communicating in indigenous languages

In groups, learners are guided to:

- Discuss situations that require letters of complaint
- Compose a letter of complaint with a focus on the theme
- Peer review the letters and provide feedback
- Upload or file copies of the revised letters on the digital or hard copy portfolio

How do we write effective letters of complaint while maintaining professionalism?

- Sample complaint letters
- Writing materials
- Digital devices
- Portfolios
- Rubrics

- Letter writing - Portfolio assessment - Peer assessment

BUSINESS AND ENTREPRENEURSHIP

Listening and Speaking

Attentive Listening - Note-taking from oral texts on income

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

- Take notes from listening comprehension texts on income
- Identify main points from oral texts on income-generating projects
- Show interest in learning about income and entrepreneurship

In groups, learners are guided to:

- Listen to online clips or a talk from a guest speaker on the concept of income and take short notes
- Discuss how they ensured attentive listening to the clips and talks
- Identify main points from the oral texts
- Organise notes in a logical manner

How can you tell that a person is listening keenly to business talks?

- Online clips
- Digital devices
- Guest speakers
- Notebooks
- Note-taking templates

- Note making - Oral questions - Observation

Listening and Speaking

Attentive Listening - Note-taking from oral texts on income

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

- Take notes from listening comprehension texts on income
- Identify main points from oral texts on income-generating projects
- Show interest in learning about income and entrepreneurship

In groups, learners are guided to:

- Listen to online clips or a talk from a guest speaker on the concept of income and take short notes
- Discuss how they ensured attentive listening to the clips and talks
- Identify main points from the oral texts
- Organise notes in a logical manner

How can you tell that a person is listening keenly to business talks?

- Online clips
- Digital devices
- Guest speakers
- Notebooks
- Note-taking templates

- Note making - Oral questions - Observation

Listening and Speaking

Attentive Listening - Responding to questions on income sources

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

- Respond appropriately to questions from listening texts
- Demonstrate understanding of income-generating projects
- Value the importance of attentive listening for comprehension

In groups, learners are guided to:

- Answer questions from listening texts on sources of income/income-generating projects
- Discuss appropriate ways of responding to questions
- Practise giving clear and relevant responses
- Peer review responses for accuracy and relevance

Why is it important to respond appropriately to business-related questions?

- Listening texts
- Question papers
- Digital devices
- Notebooks
- Worksheets

- Question and answer - Peer assessment - Oral responses

Listening and Speaking

Attentive Listening - Role playing and performing on income sources

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

- Role play scenarios on sources of income effectively
- Perform songs with messages on income sources
- Appreciate the use of drama and music in learning about business

In groups, learners are guided to:

- Role play in school clubs and societies on the sources of income
- Perform and respond to songs with messages on sources of income during interclass festivals in school
- Discuss the messages conveyed through role plays and songs
- Evaluate performances using set criteria

How can role plays and songs help spread awareness about income sources?

- Scripts
- Songs on income
- Performance space
- Musical instruments
- Rubrics

- Role plays - Performance assessment - Peer assessment

Listening and Speaking

Attentive Listening - Presenting talks and observing non-verbal cues

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

- Present short talks on income sources confidently
- Pay attention to gestures and non-verbal cues during presentations
- Acknowledge the importance of listening attentively for comprehension

In groups, learners are guided to:

- Present a short talk on income sources
- Critique each other's presentations focusing on content and delivery
- Observe and discuss the role of gestures in presentations
- Provide constructive feedback on non-verbal communication

Why are business and entrepreneurship talks important for youth?

- Presentation topics
- Rubrics
- Digital devices
- Feedback forms
- Recording devices

- Public speaking - Peer assessment - Observation

Reading

Extensive Reading - Silent reading on budgeting and vocabulary building

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

- Engage in silent reading of materials on budgeting
- Identify vocabulary related to income sources from texts read
- Show enthusiasm for reading about business and finance

In groups, learners are guided to:

- Read materials from online or offline sources about budgeting and fair market practices (books, newspapers, magazines, journals)
- Respond to comprehension questions from the materials read
- Identify vocabulary related to the concept of sources of income from texts read
- Create a vocabulary list on budgeting terms

How can we make extensive reading on budgeting meaningful?

- Books on budgeting
- Newspapers
- Magazines
- Digital devices
- Dictionaries

- Silent reading - Vocabulary tests - Comprehension questions

Reading

Extensive Reading - Silent reading on budgeting and vocabulary building

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

- Engage in silent reading of materials on budgeting
- Identify vocabulary related to income sources from texts read
- Show enthusiasm for reading about business and finance

In groups, learners are guided to:

- Read materials from online or offline sources about budgeting and fair market practices (books, newspapers, magazines, journals)
- Respond to comprehension questions from the materials read
- Identify vocabulary related to the concept of sources of income from texts read
- Create a vocabulary list on budgeting terms

How can we make extensive reading on budgeting meaningful?

- Books on budgeting
- Newspapers
- Magazines
- Digital devices
- Dictionaries

- Silent reading - Vocabulary tests - Comprehension questions

Reading

Extensive Reading - Using budgeting vocabulary in sentences and texts

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

- Use vocabulary related to budgeting in sentence construction
- Apply vocabulary in creating meaningful texts
- Value vocabulary building for financial literacy

In groups, learners are guided to:

- Use vocabulary related to budgeting in sentence construction as well as texts
- Discuss the meaning and usage of financial terms
- Create dialogues using budgeting vocabulary
- Share sentences with peers for review

How does vocabulary building enhance understanding of budgeting concepts?

- Vocabulary lists
- Notebooks
- Digital devices
- Dictionaries
- Worksheets

- Sentence construction - Creative writing - Peer assessment

Reading

Extensive Reading - Making notes and summarising texts on budgeting

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

- Make notes from texts read on budgeting
- Summarise texts paying attention to thematic concerns and style
- Appreciate the importance of note-making for information retention

In groups, learners are guided to:

- Work jointly to make notes (selective highlighting, organising notes, brevity) from texts read on budgeting
- Summarise the texts read paying attention to thematic concerns and style
- Compare notes and summaries with peers
- Revise notes based on feedback

What are effective techniques for making notes from business texts?

- Reading materials
- Note-making templates
- Highlighters
- Notebooks
- Digital devices

- Note making - Summary writing - Peer assessment

Reading

Extensive Reading - Engaging in reader's theatre on budgeting

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

- Participate in reader's theatre on budgeting topics
- Keep records of materials read
- Recognise the importance of reading to enhance knowledge on budgeting

In groups, learners are guided to:

- Keep a record of materials read
- Engage in a reader's theatre with a focus on reading materials on budgeting during clubs and societies
- Prepare scripts for reader's theatre performances
- Evaluate reader's theatre presentations

How does reader's theatre enhance our understanding of budgeting?

- Reading records
- Scripts
- Performance space
- Digital devices
- Rubrics

- Reader's theatre - Portfolio assessment - Peer assessment

Reading

Extensive Reading - Engaging in reader's theatre on budgeting

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

- Participate in reader's theatre on budgeting topics
- Keep records of materials read
- Recognise the importance of reading to enhance knowledge on budgeting

In groups, learners are guided to:

- Keep a record of materials read
- Engage in a reader's theatre with a focus on reading materials on budgeting during clubs and societies
- Prepare scripts for reader's theatre performances
- Evaluate reader's theatre presentations

How does reader's theatre enhance our understanding of budgeting?

- Reading records
- Scripts
- Performance space
- Digital devices
- Rubrics

- Reader's theatre - Portfolio assessment - Peer assessment

Grammar

Types of Sentences - Basic structure of simple sentences

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

- Identify the features of a simple sentence
- Discuss the structure of a simple sentence (subject, verb, object)
- Show interest in constructing grammatically correct sentences

In groups, learners are guided to:

- Brainstorm on the basic structure of a simple sentence
- Work jointly to trace simple sentences from dialogues, songs and passages
- Discuss the components of simple sentences
- Identify examples of simple sentences in texts

How does sentence construction contribute to effective communication?

- Charts
- Dialogues
- Songs
- Passages
- Coursebooks

- Oral questions - Identification exercises - Written assignments

Grammar

Types of Sentences - Identifying subject, verb and object

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

- Identify subject, verb and object in simple sentences
- Analyse sentence structure for meaning-making
- Value accurate sentence construction for clarity

In groups, learners are guided to:

- Team up to identify the subject, verb and object in simple sentences
- Discuss the function of each component in a sentence
- Create a chart showing subject, verb and object relationships
- Practise identifying sentence components in various texts

What is the role of subject, verb and object in creating meaningful sentences?

- Charts
- Worksheets
- Flashcards
- Digital devices
- Coursebooks

- Identification exercises - Chart creation - Peer assessment

Grammar

Types of Sentences - Creating simple sentences and dialogues

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

- Apply knowledge of subject, verb and object to create texts
- Create dialogues using sentences with clear structure
- Acknowledge the importance of constructing simple sentences correctly

In groups, learners are guided to:

- Create a dialogue using sentences with subject, verb and object
- Make simple sentences on business and entrepreneurship topics
- Post the simple sentences on the class noticeboard or digital wall
- Peer review sentences for correct structure

How do simple sentences help in creating clear dialogues about business?

- Notebooks
- Notice boards
- Digital walls
- Worksheets
- Rubrics

- Dialogue creation - Sentence construction - Display

Writing

Creative Writing - Understanding structure of songs and poems

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

- Discuss the basic structure of a song and poem
- Identify key components of songs and poems
- Show interest in creative writing on business themes

In groups, learners are guided to:

- Discuss the basic structure of a song and poem
- Analyse sample songs and poems on business themes
- Identify rhyme, rhythm and other poetic devices
- Create a checklist of song and poem components

What are the key elements of songs and poems about business?

- Sample songs
- Sample poems
- Charts
- Digital devices
- Coursebooks

- Oral discussions - Analysis exercises - Written assignments

Writing

Creative Writing - Understanding structure of songs and poems

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

- Discuss the basic structure of a song and poem
- Identify key components of songs and poems
- Show interest in creative writing on business themes

In groups, learners are guided to:

- Discuss the basic structure of a song and poem
- Analyse sample songs and poems on business themes
- Identify rhyme, rhythm and other poetic devices
- Create a checklist of song and poem components

What are the key elements of songs and poems about business?

- Sample songs
- Sample poems
- Charts
- Digital devices
- Coursebooks

- Oral discussions - Analysis exercises - Written assignments

Writing

Creative Writing - Identifying components of dialogues

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

- Point out components of a dialogue
- Identify features of effective dialogues
- Appreciate the art of dialogue writing

In groups, learners are guided to:

- Point out components of a dialogue
- Analyse sample dialogues for structure and content
- Discuss features that make dialogues effective
- Create a checklist for writing dialogues

What makes a dialogue effective and engaging?

- Sample dialogues
- Charts
- Worksheets
- Digital devices
- Coursebooks

- Oral discussions - Analysis exercises - Observation

Writing

Creative Writing - Creating dialogues, songs and poems on trading

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

- Create dialogues, songs and poems on traditional and modern ways of trading
- Write clear stage directions to guide dialogue performance
- Value creative expression in exploring business themes

In groups, learners are guided to:

- Collaborate with peers to brainstorm on, and create dialogues, songs and poems on traditional and modern ways of trading
- Write clear stage directions to guide in the performance of dialogues
- Ensure creativity and relevance to the theme
- Practise and rehearse creative pieces

How can we make our pieces of writing on trading creative and interesting?

- Writing materials
- Notebooks
- Digital devices
- Performance space
- Templates

- Creative writing - Draft assessment - Peer discussions

Writing

Creative Writing - Presenting creative works for peer critique

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

- Present dialogues, songs and poems to peers effectively
- Critique peers' creative works constructively
- Acknowledge the importance of creative writing in sharing business experiences

In groups, learners are guided to:

- Present the dialogues, songs and poems created to peers for critiquing
- Perform dialogues with appropriate stage directions
- Provide constructive feedback on peers' work
- Revise and improve work based on feedback

How does peer feedback improve our creative writing on business?

- Creative works
- Performance space
- Rubrics
- Feedback forms
- Digital devices

- Performance assessment - Peer assessment - Portfolio assessment

MEDIA AND TECHNOLOGY

Listening and Speaking

Conversational Skills - Establishing rapport and turn-taking in dialogues

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

- Identify conversational skills for effective communication
- Demonstrate establishing rapport and turn-taking in conversations
- Value the importance of conversational skills in dialogue

In groups, learners are guided to:

- Research on the conversational skills used in conversations
- Discuss the importance of establishing rapport and turn-taking
- Practise establishing rapport in pair conversations
- Demonstrate turn-taking in group discussions

How can we make a conversation effective through rapport and turn-taking?

- Research materials
- Digital devices
- Charts
- Role-play scenarios
- Notebooks

- Oral discussions - Role plays - Observation

Listening and Speaking

Conversational Skills - Establishing rapport and turn-taking in dialogues

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

- Identify conversational skills for effective communication
- Demonstrate establishing rapport and turn-taking in conversations
- Value the importance of conversational skills in dialogue

In groups, learners are guided to:

- Research on the conversational skills used in conversations
- Discuss the importance of establishing rapport and turn-taking
- Practise establishing rapport in pair conversations
- Demonstrate turn-taking in group discussions

How can we make a conversation effective through rapport and turn-taking?

- Research materials
- Digital devices
- Charts
- Role-play scenarios
- Notebooks

- Oral discussions - Role plays - Observation

Listening and Speaking

Conversational Skills - Interrupting politely and using non-verbal cues

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

- Demonstrate how to interrupt politely in conversations
- Use appropriate non-verbal cues during dialogue
- Appreciate the role of non-verbal communication in conversations

In groups, learners are guided to:

- Discuss the importance of interrupting politely and non-verbal cues
- Practise phrases for polite interruption
- Demonstrate appropriate non-verbal cues (eye contact, gestures, posture)
- Role-play conversations focusing on these skills

Why is it important to interrupt politely and use non-verbal cues in dialogues?

- Charts on non-verbal cues
- Role-play scenarios
- Digital devices
- Videos
- Flashcards

- Role plays - Observation - Peer assessment

Listening and Speaking

Conversational Skills - Role-playing dialogues on impact of media and technology

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

- Apply conversational skills in dialogues about media and technology
- Dramatise dialogues featuring all conversational skills
- Show interest in discussing media and technology impacts

In groups, learners are guided to:

- Employ conversational skills in role-playing a dialogue on the impact of media and technology on communities
- Dramatise and record dialogues featuring conversational skills
- Discuss the impact of media and technology conveyed in dialogues
- Evaluate role-plays for effective use of conversational skills

How do media and technology impact our communities?

- Dialogue scripts
- Recording devices
- Digital devices
- Performance space
- Rubrics

- Role plays - Recording assessment - Peer assessment

Listening and Speaking

Conversational Skills - Role-playing dialogues on impact of media and technology

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

- Apply conversational skills in dialogues about media and technology
- Dramatise dialogues featuring all conversational skills
- Show interest in discussing media and technology impacts

In groups, learners are guided to:

- Employ conversational skills in role-playing a dialogue on the impact of media and technology on communities
- Dramatise and record dialogues featuring conversational skills
- Discuss the impact of media and technology conveyed in dialogues
- Evaluate role-plays for effective use of conversational skills

How do media and technology impact our communities?

- Dialogue scripts
- Recording devices
- Digital devices
- Performance space
- Rubrics

- Role plays - Recording assessment - Peer assessment

Listening and Speaking

Conversational Skills - Providing feedback and applying skills

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

- Provide feedback on effectiveness of conversational skills
- Utilise conversational skills in various contexts
- Embrace conversational skills in indigenous languages

In groups, learners are guided to:

- Provide feedback to peers respectfully on the effectiveness of conversational skills in their dialogue
- Discuss how to improve conversational skills
- Utilise effective conversational skills in and out of school
- Reflect on personal growth in conversational abilities

How can we apply conversational skills in our daily interactions?

- Feedback forms
- Rubrics
- Digital devices
- Reflection journals
- Notebooks

- Peer assessment - Self-assessment - Reflection journals

Reading

Reading for Information - Inferring meaning from texts on media impact

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

- Infer the meaning of words, phrases and sentences from context
- Use dictionaries to confirm word meanings
- Show interest in reading about media and technology

In groups, learners are guided to:

- Source for and read grade-appropriate texts such as passages and poems on the impact of media on communities
- Infer the meaning of new words, phrases and sentences from the context
- Look up the meaning of vocabularies from a print or online dictionary
- Create vocabulary cards for media-related terms

How do we read a text to gather information about media impact?

- Texts on media
- Dictionaries
- Digital devices
- Vocabulary cards
- Notebooks

- Inference exercises - Vocabulary tests - Dictionary skills

Reading

Reading for Information - Relating characters and events to real life

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

- Make connections between characters and events in texts and real-life situations
- Relate media impact in texts to community experiences
- Value reading for understanding real-world issues

In groups, learners are guided to:

- Relate the characters and events to real life
- Discuss how media impacts portrayed in texts relate to own community
- Create comparison charts showing text vs reality
- Share personal connections with peers

How do stories about media and technology relate to our real-life experiences?

- Reading texts
- Comparison charts
- Digital devices
- Notebooks
- Discussion guides

- Oral discussions - Written reflections - Peer sharing

Reading

Reading for Information - Answering questions on media texts

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

- Answer both oral and written questions on texts read
- Demonstrate comprehension of media and technology content
- Appreciate the importance of reading for information

In groups, learners are guided to:

- Answer both oral and written questions on the texts they have read
- Discuss strategies for answering different question types
- Practise answering inference and literal questions
- Review answers with peers for accuracy

What strategies help in answering comprehension questions about media?

- Comprehension texts
- Question papers
- Digital devices
- Worksheets
- Notebooks

- Comprehension tests - Oral questions - Written assignments

Reading

Reading for Information - Answering questions on media texts

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

- Answer both oral and written questions on texts read
- Demonstrate comprehension of media and technology content
- Appreciate the importance of reading for information

In groups, learners are guided to:

- Answer both oral and written questions on the texts they have read
- Discuss strategies for answering different question types
- Practise answering inference and literal questions
- Review answers with peers for accuracy

What strategies help in answering comprehension questions about media?

- Comprehension texts
- Question papers
- Digital devices
- Worksheets
- Notebooks

- Comprehension tests - Oral questions - Written assignments

Reading

Reading for Information - Making notes and summarising events

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

- Carry out post-reading activities effectively
- Make notes and summarise events from texts
- Value the need to read for information and comprehension

In groups, learners are guided to:

- Collaborate to carry out post-reading activities such as making notes and summarising the events
- Use graphic organisers for note-making
- Write summaries of texts on media impact
- Share and compare post-reading work with peers

How do post-reading activities enhance our understanding of media texts?

- Reading materials
- Graphic organisers
- Notebooks
- Digital devices
- Summary templates

- Note making - Summary writing - Peer assessment

Grammar

Word Formation - Singular and plural forms of words

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

- Identify singular and plural forms of words
- Discuss singular and plural forms for vocabulary building
- Show interest in word formation for language development

In groups, learners are guided to:

- Work jointly to group words into singular and plural forms
- Discuss the singular and plural forms of words for vocabulary building
- Identify patterns in forming plurals
- Create a chart showing singular and plural word pairs

How does word formation help in language learning in indigenous languages?

- Word lists
- Charts
- Flashcards
- Digital devices
- Coursebooks

- Oral questions - Categorisation exercises - Chart creation

Grammar

Word Formation - Using singular and plural forms in sentences

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

- Fill in gaps to make sentences using singular and plural forms
- Play language games involving singular and plural forms
- Value accurate use of word forms in communication

In groups, learners are guided to:

- Fill in gaps to make sentences in singular and plural forms
- Team up to play language games involving singular and plural forms of words
- Compete in teams to identify correct forms
- Organise their list of singular and plural forms in a class portfolio

How do singular and plural forms affect meaning in sentences?

- Gap-fill exercises
- Language games
- Portfolios
- Digital devices
- Worksheets

- Gap filling - Word games - Portfolio assessment

Grammar

Word Formation - Using singular and plural forms in sentences

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

- Fill in gaps to make sentences using singular and plural forms
- Play language games involving singular and plural forms
- Value accurate use of word forms in communication

In groups, learners are guided to:

- Fill in gaps to make sentences in singular and plural forms
- Team up to play language games involving singular and plural forms of words
- Compete in teams to identify correct forms
- Organise their list of singular and plural forms in a class portfolio

How do singular and plural forms affect meaning in sentences?

- Gap-fill exercises
- Language games
- Portfolios
- Digital devices
- Worksheets

- Gap filling - Word games - Portfolio assessment

Grammar

Word Formation - Forming nouns from adjectives

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

- Explain how nouns are formed from adjectives
- Use acquired vocabulary to construct sentences
- Enjoy using vocabulary in indigenous language

In groups, learners are guided to:

- Prepare a word tree to display target words in their singular and plural forms
- Discuss in groups, with examples, how nouns are formed from adjectives
- Make sentences using the acquired vocabulary
- Create a reference chart for noun formation

How are nouns formed from adjectives in indigenous language?

- Word trees
- Charts
- Flashcards
- Digital devices
- Coursebooks

- Word tree creation - Sentence construction - Peer discussions

Writing

Creative Writing - Understanding fundamentals of descriptive essays

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

- Identify the fundamentals of writing a descriptive essay
- Discuss planning, organisation and outlining of essays
- Show interest in descriptive writing on media and technology

In groups, learners are guided to:

- Discuss the fundamentals of writing descriptive essays
- Analyse sample descriptive essays for structure and style
- Create an outline template for descriptive essays
- Discuss elements that make descriptions vivid and engaging

Why do we write descriptive essays?

- Sample essays
- Outline templates
- Charts
- Digital devices
- Coursebooks

- Oral discussions - Analysis exercises - Outline creation

Writing

Creative Writing - Describing items and people in the environment

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

- Describe items and people using vivid language
- Construct sentences from descriptive words
- Value the art of description in communication

In groups, learners are guided to:

- Work jointly to describe items and people in the classroom or the school environment
- Construct sentences from words used to describe items and people in the classroom
- Use sensory details in descriptions
- Share descriptions with peers for feedback

How do we create vivid descriptions of items and people around us?

- Classroom items
- Pictures
- Notebooks
- Digital devices
- Descriptive word banks

- Descriptive exercises - Sentence construction - Peer feedback

Writing

Creative Writing - Writing descriptive essays on media and technology

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

- Write short descriptive essays on media and technology
- Apply fundamentals of essay writing effectively
- Appreciate essay writing for language development

In groups, learners are guided to:

- Write a short descriptive essay from the sentences constructed in a variety of contexts
- Write descriptive essays on media and technology using the format discussed
- Ensure coherence and use of vivid language
- Self-review essays before peer exchange

How do we write engaging descriptive essays about media and technology?

- Writing materials
- Essay templates
- Rubrics
- Digital devices
- Notebooks

- Essay writing - Self-assessment - Draft review

Writing

Creative Writing - Writing descriptive essays on media and technology

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

- Write short descriptive essays on media and technology
- Apply fundamentals of essay writing effectively
- Appreciate essay writing for language development

In groups, learners are guided to:

- Write a short descriptive essay from the sentences constructed in a variety of contexts
- Write descriptive essays on media and technology using the format discussed
- Ensure coherence and use of vivid language
- Self-review essays before peer exchange

How do we write engaging descriptive essays about media and technology?

- Writing materials
- Essay templates
- Rubrics
- Digital devices
- Notebooks

- Essay writing - Self-assessment - Draft review

Writing

Creative Writing - Revising and displaying descriptive essays

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

- Exchange essays with peers for feedback
- Revise essays based on feedback received
- Acknowledge the value of revision in improving writing

In groups, learners are guided to:

- Exchange essays with peers for feedback
- Revise essays based on feedback
- Edit for grammar, spelling and punctuation
- Display their essay in the classroom

Why is it important to revise and edit our descriptive essays?

- Essays
- Feedback forms
- Display boards
- Digital devices
- Rubrics

- Peer assessment - Revision assessment - Display