MODERN FASHION

Listening and Speaking

Listening to Respond: Attitude

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

-
-Explain the message in a given song.
-Describe their feelings about a song.
-Acknowledge how choice of words affects the reader.

The learner is guided to:
-Sing their favourite English song to their group members and tell them why they like it.
-As a group, listen to at least two songs from a digital device or any other source.
-Describe the message in each of the songs.
-Compare the messages in the songs they chose with the messages in the songs chosen by another group.

What messages are found in songs?

KLB Top Scholar pg. 175
-Digital devices
-Song recordings
-Song lyrics
-Teacher's Guide

Observation -Oral presentations -Group discussions -Song analysis

Listening and Speaking

Listening to Respond: Attitude

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

-
-Use appropriate words and expressions to express their attitude towards a given song.
-Perform a song showing relevant emotions.
-Acknowledge how choice of words affects the reader.

The learner is guided to:
-Perform one of the songs they have listened to, showing the appropriate feelings.
-Use various expressions to describe their feelings about songs.
-Categorize expressions based on whether they show positive, neutral, or negative attitudes.
-Listen to selected songs and express their feelings about them using appropriate language.

What makes one like or dislike a song?

KLB Top Scholar pg. 177
-Digital devices
-Song recordings
-Expression cards
-Teacher's Guide

Observation -Oral presentations -Performance assessment -Expression categorization

Reading

Intensive Reading: Comprehension Strategies

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

-
-Identify mental images in a text correctly.
-Answer direct and inferential questions based on a text.
-Acknowledge the role of comprehension in effective communication.

The learner is guided to:
-Read the passage on modern fashion and underline sentences that create mental images.
-Read the passage on modern fashion in turns as they answer direct and inferential questions.
-Work with peers to infer the meaning of words and expressions using contextual clues.

What do you remember most after reading a text?

KLB Top Scholar pg. 178
-Passage on modern fashion
-Digital devices
-Dictionaries
-Teacher's Guide
KLB Top Scholar pg. 180
-Charts
-Art materials

Observation -Oral questions -Written exercises -Group discussions

Grammar in Use

Phrasal Verbs

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

-
-Identify phrasal verbs correctly in a text.
-Explain what phrasal verbs are.
-Acknowledge the role of phrasal verbs in making conversations interesting.

The learner is guided to:
-Study phrasal verbs and identify their characteristics.
-Read a passage and list all the phrasal verbs formed from the verbs make, pass and look.
-Search for additional examples of phrasal verbs formed from make, pass and look from books, newspapers, magazines or the Internet.

How are phrasal verbs formed?

KLB Top Scholar pg. 181
-Passages with phrasal verbs
-Digital devices
-Newspapers
-Magazines
-Teacher's Guide

Observation -Written exercises -Phrasal verb identification -Group work assessment

Grammar in Use

Phrasal Verbs

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

-
-Use the phrasal verbs correctly in sentences.
-Look up the meanings of phrasal verbs in dictionaries.
-Acknowledge the role of phrasal verbs in making conversations interesting.

The learner is guided to:
-Look up the meanings of phrasal verbs identified using print or online dictionaries.
-Write down each phrasal verb on a separate flashcard.
-Construct sentences using the phrasal verbs, related to fashion.
-Complete sentences by filling in blanks with appropriate phrasal verbs.
-Play games involving the formation and use of phrasal verbs.

How can one tell the meaning of a phrasal verb?

KLB Top Scholar pg. 182
-Phrasal verb dictionaries
-Flashcards
-Digital devices
-Teacher's Guide

Observation -Sentence construction -Gap-filling exercises -Game participation

Reading

Short Story: Characters

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

-
-Identify the characters in the short story.
-Describe the character traits based on their actions and words.
-Appreciate the role of characters in stories.

The learner is guided to:
-Read "The Three Questions" story and identify the characters.
-From what the characters say and do, determine which characters they like and which ones they don't, with explanations.
-Contrast the character of the king and that of the old hermit.
-Compare the character of the king and that of the bearded man.

What makes stories interesting to read?

KLB Top Scholar pg. 183
-"The Three Questions" story
-Character analysis charts
-Digital devices
-Teacher's Guide

Observation -Oral questions -Written exercises -Character analysis

Reading

Short Story: Characters

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

-
-Write a paragraph on the character traits of a character from the story.
-Relate the characters in the story to people in real life.
-Appreciate the role of characters in stories.

The learner is guided to:
-Write one paragraph on the character traits of the king.
-Describe people they know who are similar to the characters in the story.
-Discuss what lessons they can learn from the character of the king in the story.
-In groups, act out the parts of the story that have dialogue.

How can character traits be described?

KLB Top Scholar pg. 183
-"The Three Questions" story
-Writing materials
-Role play props
-Teacher's Guide

Observation -Written paragraphs -Role play -Group discussions

Writing

The Writing Process

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

-
-Identify the stages in the writing process.
-Plan for writing a dialogue on modern fashion.
-Acknowledge the importance of the writing process.

The learner is guided to:
-Search for the stages of the writing process in books or on the Internet.
-Write down the stages on Manila paper and display them on the noticeboard.
-Discuss possible topics for a dialogue on modern fashion in pairs.
-Plan for their dialogue by deciding on characters, topics, and content.

How can a good dialogue be written?

KLB Top Scholar pg. 184
-Books on writing process
-Digital devices
-Manila paper
-Teacher's Guide

Observation -Process chart creation -Planning sheets -Pair discussions

Writing

The Writing Process

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

-
-Write a dialogue on a given topic correctly.
-Edit and revise a dialogue for improvement.
-Acknowledge the importance of the writing process.

The learner is guided to:
-Individually write a dialogue on modern fashion, ensuring that each speaker begins on a new line.
-Revise the dialogue considering additions, subtractions, rearrangements, and improvements.
-Proofread their draft with attention to punctuation, spelling, capitalization, and grammar.
-Share their final dialogue with their group members.
-Suggest improvements to peers' dialogues.

Why should one write a dialogue?

KLB Top Scholar pg. 186
-Sample dialogues
-Writing materials
-Editing checklists
-Teacher's Guide

Observation -Written dialogues -Peer assessment -Final dialogue assessment

CONSUMER PROTECTION

Listening and Speaking

Extensive Listening: Poems

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

-
-Identify messages in poems.
-Perform poems using appropriate techniques.
-Acknowledge the role of poems in society.

The learner is guided to:
-Watch recordings or performances of poems on the need for consumer protection and patriotism for enjoyment.
-With peers, discuss the different messages in the poems.
-Discuss in groups the performance techniques that make the presentations appealing.
-Identify poems on the need for consumer protection and perform them while recording themselves, in groups.

How can you improve the presentation of a poem?

KLB Top Scholar pg. 187
-Digital devices
-Video recordings
-Poems on consumer protection
-Teacher's Guide

Observation -Oral presentations -Group presentations -Peer assessment

Listening and Speaking

Extensive Listening: Poems

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

-
-Identify messages in poems.
-Analyze poetry performances.
-Acknowledge the role of poems in society.

The learner is guided to:
-Discuss, in pairs, what stands out in each group presentation.
-Discuss the purpose of poems in society and share their findings with other groups.
-Search for other poems on consumer protection and perform them.
-In the reader's club, talk about how the poems performed are related to consumer protection.

What messages are conveyed in poems?

KLB Top Scholar pg. 189
-Poems on consumer protection
-Digital devices
-Teacher's Guide

Observation -Oral presentations -Performance assessment -Discussion assessment

Reading

Intensive Reading: Comprehension Strategies

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

-
-Identify the key points in a passage on consumer protection.
-Answer direct and inferential questions on a passage.
-Acknowledge the importance of understanding consumer rights.

The learner is guided to:
-Read a passage on why consumers should be protected.
-Answer questions based on the passage.
-Explain the meaning of unfamiliar words as used in the passage.
-Confirm word meanings from a dictionary.

What do you remember most after reading a text?

KLB Top Scholar pg. 190
-Passage on consumer protection
-Dictionaries
-Teacher's Guide

Observation -Written answers -Oral questions -Word meaning explanations

Reading
Grammar in Use

Intensive Reading: Comprehension Strategies
Word Classes: Compound Sentences

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

-
-Identify the main ideas in a passage.
-Summarize the main ideas in a passage.
-Acknowledge the importance of comprehension in effective communication.

The learner is guided to:
-Complete a chart using information from the passage.
-Write out each main idea in a complete sentence.
-Write a short paragraph that summarizes the main ideas in the passage.
-Identify sentences that best bring out specific ideas in the passage.
-Prepare to act out events in selected paragraphs of the passage.

How do we get information from a text?

KLB Top Scholar pg. 192
-Passage on consumer protection
-Charts
-Teacher's Guide
KLB Top Scholar pg. 193
-Charts with compound sentences
-Passages with compound sentences

Observation -Main ideas chart -Written summaries -Sentence identification -Role play

Grammar in Use

Word Classes: Compound Sentences

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

-
-Construct compound sentences using different coordinating conjunctions.
-Use coordinating conjunctions correctly.
-Appreciate the usage of compound sentences in communication.

The learner is guided to:
-Join pairs of sentences using appropriate coordinating conjunctions.
-Write the sentences on a chart and display the chart in class.
-Study the charts made by others.
-Give each other feedback on whether they have used the conjunctions correctly.
-Search online for a video on the use of coordinating conjunctions and take notes.

How can one join two or more sentences?

KLB Top Scholar pg. 194
-Charts
-Digital devices
-Video on coordinating conjunctions
-Teacher's Guide

Observation -Sentence construction -Chart display -Peer assessment -Note-taking

Reading

Short Story: Style

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

-
-Identify the narrator in a short story.
-Answer comprehension questions based on a short story.
-Appreciate the creative use of language in short stories.

The learner is guided to:
-Take turns to read the short story "Door Curtains."
-Answer questions about the narrator and setting of the story.
-List the key events in the story.
-Work in pairs to narrate the story in turns, using their own words.

What makes a short story interesting to read?

KLB Top Scholar pg. 195
-"Door Curtains" story
-Digital devices
-Teacher's Guide

Observation -Oral questions -Written answers -Story narration -Event sequencing

Reading

Short Story: Style

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

-
-Identify personification and flashback in a short story.
-Read and dramatize selected parts of a short story.
-Appreciate the creative use of language in short stories.

The learner is guided to:
-Identify places in the story where flashback is used.
-Look for instances in the story where something non-human is given human qualities.
-Make notes on flashback and personification and their role in short stories.
-Pick out sections from the short story that have flashback and personification.
-Assign character roles and act out these sections.

How does a writer make a story interesting?

KLB Top Scholar pg. 199
-"Door Curtains" story
-Notes on literary devices
-Teacher's Guide

Observation -Literary device identification -Written notes -Role play -Peer assessment

Writing

Creative Narrative Composition: Idioms

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

-
-Explain the meaning of the specified idioms in context.
-Identify idioms in sentences.
-Appreciate the value of idioms in spoken and written communication.

The learner is guided to:
-Study expressions like "have the guts," "burn the midnight oil," etc., and discuss what they think each expression means.
-Use an online or print dictionary to confirm whether the meaning they guessed is correct.
-Read through sentences and take note of how the highlighted idioms have been used.
-Play the game "Where do I fit in?" using task cards with idioms and sentences with blanks.

What makes a story outstanding?

KLB Top Scholar pg. 200
-Idiom cards
-Dictionaries
-Digital devices
-Teacher's Guide

Observation -Idiom meaning explanations -Game participation -Peer assessment

Writing

Creative Narrative Composition: Idioms

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

-
-Compose a narrative composition using the specified idioms.
-Edit and peer-review narrative compositions.
-Appreciate the value of idioms in spoken and written communication.

The learner is guided to:
-Write a narrative composition using at least five of the idioms they have learned in this theme.
-Exchange books with partners and go through each other's compositions.
-Give feedback on correct use of idioms, punctuation marks, paragraphing, spelling, neatness, and legibility.
-Revise compositions based on feedback received.

How can we improve our writing skills?

KLB Top Scholar pg. 202
-Sample compositions
-Writing materials
-Feedback forms
-Teacher's Guide

Observation -Written compositions -Peer review -Final composition assessment

SPORTS: OLYMPICS

Listening and Speaking

Pronunciation and Intonation

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

-
-Identify silent consonant letters in words.
-Pronounce words with silent consonant letters in sentences.
-Acknowledge the importance of correct pronunciation in communication.

The learner is guided to:
-Say words in pairs and notice the pronunciation of the letter "r" in the words.
-Use words with silent "r" to make sentences.
-Read their sentences aloud in groups.
-Search online or in books for more words that have a silent letter "r".
-Read out the words to the class.

Why should we use the right intonation when speaking?

KLB Top Scholar pg. 203
-Word lists
-Digital devices
-Teacher's Guide

Observation -Pronunciation assessment -Sentence construction -Word list creation

Listening and Speaking

Pronunciation and Intonation

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

-
-Identify words with other silent consonant letters (h, k, g, p, t, b).
-Pronounce words with silent consonant letters correctly.
-Acknowledge the importance of correct pronunciation in communication.

The learner is guided to:
-Say all the words with the silent letter "h" from a given list.
-Record themselves as they read out the words they have picked using a digital device.
-Share their recording with other groups.
-Give each other feedback on whether they picked the right words.
-Work in groups to search online or in books for words with silent letters k, g, p, t, and b.
-Listen to recordings of words and identify those with silent letters.

What are some of the words with silent letters?

KLB Top Scholar pg. 204
-Word lists
-Digital devices
-Recording equipment
-Teacher's Guide

Observation -Pronunciation assessment -Recording assessment -Word identification -Peer feedback

Listening and Speaking

Pronunciation and Intonation

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

-
-Use the correct intonation in declarative and exclamatory sentences.
-Distinguish between declarative and exclamatory sentences.
-Acknowledge the importance of correct intonation in communication.

The learner is guided to:
-Listen to a recording of pairs of sentences and notice how they are said.
-Practice saying pairs of sentences with the right intonation.
-Read aloud dialogues using the right intonation.
-Search online for recordings that guide on how to pronounce words with silent letters.

Why should we use the right intonation when speaking?

KLB Top Scholar pg. 205
-Sentence pairs
-Dialogue scripts
-Digital devices
-Teacher's Guide

Observation -Intonation assessment -Dialogue reading -Peer assessment

Reading

Study Skills

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

-
-Identify the main ideas in a descriptive text.
-Explain the steps in note making and summary writing.
-Acknowledge the role of note making and summarizing texts.

The learner is guided to:
-Talk about the steps that are followed when making notes and writing a summary.
-Write down these steps.
-Share ideas on the qualities of well-written notes and summaries.
-Read a passage on "Safety in Ancient Olympics" and examine notes made from the passage.
-Study the rough draft and final copy of a summary made from the notes.

Why is it important to summarize information?

KLB Top Scholar pg. 206
-Passages on Olympics
-Sample notes and summaries
-Teacher's Guide

Observation -Step identification -Note comparison -Summary analysis

Reading

Study Skills

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

-
-Make notes from a descriptive text.
-Summarize a descriptive text in a paragraph of stated number of words.
-Acknowledge the role of note making and summarizing texts.

The learner is guided to:
-Assess whether notes capture main ideas and if summaries reflect all points in notes.
-Search online or in books for sample summaries and assess them.
-Read a passage on "Safety at the Olympics in a Pandemic" and identify its main message.
-Work in pairs to make notes on "COVID-19 Safety Measures during the 2021 Tokyo Olympics".

How can key points be identified in a text?

KLB Top Scholar pg. 209
-Passage on Olympics safety
-Digital devices
-Note-making materials
-Teacher's Guide
KLB Top Scholar pg. 210
-Notes from previous lesson
-Connectors list
-Writing materials

Observation -Note-making assessment -Summary assessment -Main idea identification

Grammar in Use

Sentences: Active and Passive Voice

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

-
-Identify sentences in the active and passive voice.
-Explain the differences between active and passive voice.
-Appreciate the use of active and passive voice in effective communication.

The learner is guided to:
-Study pairs of sentences and tell each other the differences between sentences in active voice and those in passive voice.
-Note the characteristics of active and passive sentences.
-Rewrite active sentences in passive voice and vice versa using provided instructions.

Why should one use a variety of sentences?

KLB Top Scholar pg. 211
-Sentence pairs
-Charts with active/passive sentences
-Teacher's Guide

Observation -Voice identification -Sentence transformation -Written exercises

Grammar in Use

Sentences: Active and Passive Voice

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

-
-Transform sentences from active to passive voice and vice versa.
-Construct sentences in the active and passive voice.
-Appreciate the use of active and passive voice in effective communication.

The learner is guided to:
-Read a text on sports injuries and identify which of the highlighted sentences are active and which are passive.
-Change active sentences to passive form and passive sentences to active form.
-Share sentences with another pair and give each other feedback.
-Correct sentences if necessary.
-Work in groups to construct active and passive sentences and exchange with other groups for transformation.

How can one tell the doer and the receiver of an action in a sentence?

KLB Top Scholar pg. 212
-Text on sports injuries
-Sentence transformation exercises
-Teacher's Guide

Observation -Voice identification -Sentence transformation -Peer assessment -Group work

Reading

Extensive Reading: Short Story

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

-
-Identify the ideas in the short story.
-Relate the ideas from the short story to real life experiences.
-Appreciate the value of short stories in reflecting social issues.

The learner is guided to:
-Read the short story "Door Curtains" again.
-Work in groups to tell each other if they know about living in rented houses.
-Discuss why people hang door curtains and what issues the story raises.
-Talk about the events in the story, the characters, and how they show challenges of living in a crowded place.

Where does a writer get what to write about?

KLB Top Scholar pg. 213
-"Door Curtains" story
-Discussion questions
-Teacher's Guide

Observation -Group discussions -Character analysis -Theme identification

Reading

Extensive Reading: Short Story

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

-
-Compare and contrast characters in the short story.
-Dramatize sections of the short story.
-Appreciate the value of short stories in reflecting social issues.

The learner is guided to:
-Talk about how they relate with neighbors at home and whether it is good for neighbors to know so much about each other.
-Discuss why Belinda is not liked in the story and if Cucu is liked by her neighbors.
-Describe people they know who are like Belinda and Cucu.
-Pick a section of the story, assign character roles, and dramatize it for the class.
-Identify the main idea the author communicates in the story.

How are stories related to what happens in real life?

KLB Top Scholar pg. 214
-"Door Curtains" story
-Drama props
-Character analysis charts
-Teacher's Guide

Observation -Character comparison -Drama performance -Main idea identification -Peer assessment

Reading

Extensive Reading: Short Story

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

-
-Compare and contrast characters in the short story.
-Dramatize sections of the short story.
-Appreciate the value of short stories in reflecting social issues.

The learner is guided to:
-Talk about how they relate with neighbors at home and whether it is good for neighbors to know so much about each other.
-Discuss why Belinda is not liked in the story and if Cucu is liked by her neighbors.
-Describe people they know who are like Belinda and Cucu.
-Pick a section of the story, assign character roles, and dramatize it for the class.
-Identify the main idea the author communicates in the story.

How are stories related to what happens in real life?

KLB Top Scholar pg. 214
-"Door Curtains" story
-Drama props
-Character analysis charts
-Teacher's Guide

Observation -Character comparison -Drama performance -Main idea identification -Peer assessment

Writing

Creative Writing: Descriptive Writing

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

-
-Identify words and expressions for describing people, places and events.
-Categorize descriptive words according to the five senses.
-Value the place of description in written and spoken communication.

The learner is guided to:
-Study descriptive words and sort them into categories according to the sense they describe.
-Read a sample descriptive composition.
-Write down the descriptive words used in the composition.
-Group the words into those that describe people, places, and events.
-Further group the words into those that describe touch, smell, sight, taste, and hearing.

Which words or expressions do we use to describe things, events or people?

KLB Top Scholar pg. 215
-Descriptive word lists
-Sample compositions
-Categorization charts
-Teacher's Guide

Observation -Word categorization -Descriptive word identification -Paragraph writing -Peer assessment

Writing

Creative Writing: Descriptive Writing

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

-
-Write a descriptive composition on people, places and events.
-Edit and revise descriptive compositions.
-Value the place of description in written and spoken communication.

The learner is guided to:
-Study pictures or watch a video and write a paragraph to describe the event shown.
-Talk about favorite Olympic sports in groups.
-Imagine taking part in a favorite sport at the Olympics and write a composition to describe what happens.
-Share compositions with group members and give each other feedback.
-Correct compositions if necessary and share with other learners.

How can description make our writing better?

KLB Top Scholar pg. 218
-Pictures of Olympic events
-Videos of Olympic events
-Writing materials
-Teacher's Guide

Observation -Descriptive paragraph -Full composition -Peer feedback -Final composition

TOURIST ATTRACTION SITES: AFRICA

Listening and Speaking

Oral Reports: Events

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

-
-Identify different tourist activities from visual sources.
-Match pictures with appropriate tourist activities.
-Acknowledge the role of tourism in society.

The learner is guided to:
-Study pictures of tourism activities.
-Match pictures with activities such as mountain climbing, camel riding, dhow sailing, and cave exploration.
-Discuss which of these activities is most enjoyable and explain their answers.
-Download and watch a video called "Caring for Endangered Apes," featuring the mountain gorillas of Rwanda, and share views about what the video shows.

How can you make a report about tourism activities interesting?

KLB Top Scholar pg. 219
-Pictures of tourism activities
-Digital devices
-Videos on tourism activities
-Teacher's Guide

Observation -Oral presentations -Picture matching -Group discussions

Listening and Speaking

Oral Reports: Events

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

-
-Identify different tourist activities from visual sources.
-Match pictures with appropriate tourist activities.
-Acknowledge the role of tourism in society.

The learner is guided to:
-Study pictures of tourism activities.
-Match pictures with activities such as mountain climbing, camel riding, dhow sailing, and cave exploration.
-Discuss which of these activities is most enjoyable and explain their answers.
-Download and watch a video called "Caring for Endangered Apes," featuring the mountain gorillas of Rwanda, and share views about what the video shows.

How can you make a report about tourism activities interesting?

KLB Top Scholar pg. 219
-Pictures of tourism activities
-Digital devices
-Videos on tourism activities
-Teacher's Guide

Observation -Oral presentations -Picture matching -Group discussions

Listening and Speaking

Oral Reports: Events

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

-
-Recount events that take place outside the classroom.
-Order the sequence of events in a visit.
-Acknowledge the role of oral reports in communication.

The learner is guided to:
-Imagine the class has recently visited a national park and take turns to describe the visit.
-Order the sequence of events regarding this visit and share what they have done with the rest of the group.
-Include where they visited, how they traveled, what they saw, and what they learned in their report.
-Read a report about a visit to the Mountain Gorillas in Rwanda and discuss it.

Why do we give oral reports?

KLB Top Scholar pg. 220
-Sample oral reports
-Digital devices
-Teacher's Guide
KLB Top Scholar pg. 221
-Charts with presentation tips

Observation -Oral presentations -Sequence organization -Group discussions

Reading

Reading Fluency

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

-
-Identify techniques of reading fast.
-Explain the qualities of a good reader.
-Acknowledge the value of fluency in reading to enhance understanding.

The learner is guided to:
-Talk about favorite newscasters on radio or television and what they like about the way they read the news.
-Talk about the qualities of a good reader.
-Display these qualities on a chart.
-Familiarize themselves with reading material by looking at titles, headings, sub-headings, and pictures.
-Get a general idea of text by reading the introduction, main sentences in each paragraph, and the last paragraph.

Why is it important to be a fluent reader?

KLB Top Scholar pg. 222
-Charts with reading qualities
-Sample texts
-Digital devices
-Teacher's Guide

Observation -Group discussions -Chart presentations -Reading assessments

Reading

Reading Fluency

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

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

The learner is guided to:
-Look at the title, picture, and last paragraph of a passage to predict what it's about.
-Look for specific details such as when Egyptian civilization began, their god, writing system, who the pharaohs were, and why pyramids were built.
-Take turns to read the passage at a moderate speed, ensuring appropriate emotions come through face and voice.
-Search online or in books for comparable stories about pyramid building in Sudan and take turns to read these aloud.

Why should we display appropriate expressions when reading a text?

KLB Top Scholar pg. 223
-Passages on Egyptian civilization
-Digital devices
-Books on pyramids
-Teacher's Guide

Observation -Reading assessments -Detail identification -Oral presentations

Reading

Reading Fluency

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

-
-Read poems fluently and with expression.
-Identify key information in a poem.
-Acknowledge the value of fluency in reading to enhance understanding.

The learner is guided to:
-Look at the title, picture, and first line of each stanza of a poem and predict what it's about.
-Go through the poem quickly to identify specific descriptions.
-Read the poem at the right speed, using voice and facial expressions effectively without letting new words slow them down.
-Explain the meaning of words like reconciliation, pulverize, ravages, and troubled as used in the poem.
-Form a circle and each read a stanza of "The African Elephant" poem, ensuring smooth transition between readers.
-Recite the poem as a choral verse for the whole class.

Why should we read at the right speed?

KLB Top Scholar pg. 224
-"The African Elephant" poem
-Vocabulary lists
-Teacher's Guide

Observation -Reading assessment -Poem recitation -Choral verse performance -Vocabulary explanation

Grammar in Use

Types of Sentences: Interrogative Sentences

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

-
-Identify interrogative sentences from a text.
-Explain the different types of interrogative sentences.
-Appreciate the role of correctly framed questions in communication.

The learner is guided to:
-Ask each other questions about a visit to a national park.
-Study sentences and identify different types of interrogative sentences.
-Read a passage about African tourist attractions and list different types of interrogative sentences found in the passage.
-Categorize questions into Yes-No Interrogative sentences, Wh-Interrogative sentences, and Alternative Interrogative sentences.

How do we ask questions?

KLB Top Scholar pg. 225
-Passage about African attractions
-Charts with question types
-Teacher's Guide

Observation -Sentence identification -Categorization exercise -Written exercises

Grammar in Use

Types of Sentences: Interrogative Sentences

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

-
-Identify question tags in sentences.
-Explain how question tags are formed.
-Appreciate the role of correctly framed questions in communication.

The learner is guided to:
-Read a dialogue and identify how sentences end with question tags.
-Observe that question tags come at the end of statements followed by a comma.
-Learn that if a statement is positive, the question tag is negative, and if the statement is negative, the question tag is positive.
-Understand that question tags are used to check or ask if someone agrees with you.
-Add question tags to given statements.

How do we answer questions?

KLB Top Scholar pg. 226
-Sentences with question tags
-Exercises on question tags
-Teacher's Guide
KLB Top Scholar pg. 228
-Dialogues with various question types
-Digital devices
-Charts for display

Observation -Question tag identification -Sentence completion -Written exercises

Reading

Poems

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

-
-Identify the ideas in poems.
-Recite poems with appropriate expression.
-Acknowledge the role of poems in addressing societal issues.

The learner is guided to:
-Read the poem "In the Shadow of Our Parents" in groups.
-Recite the poem and discuss how to dramatize it.
-Decide who will act which part and dramatize the poem.
-Ask for feedback from other groups regarding their performance.
-Discuss the message of the poem.

What messages are found in poems?

KLB Top Scholar pg. 229
-"In the Shadow of Our Parents" poem
-Drama props
-Teacher's Guide

Observation -Poem recitation -Drama performance -Group discussions -Peer feedback

Reading

Poems

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

-
-Identify the ideas in poems.
-Recite poems with appropriate expression.
-Acknowledge the role of poems in addressing societal issues.

The learner is guided to:
-Read the poem "In the Shadow of Our Parents" in groups.
-Recite the poem and discuss how to dramatize it.
-Decide who will act which part and dramatize the poem.
-Ask for feedback from other groups regarding their performance.
-Discuss the message of the poem.

What messages are found in poems?

KLB Top Scholar pg. 229
-"In the Shadow of Our Parents" poem
-Drama props
-Teacher's Guide

Observation -Poem recitation -Drama performance -Group discussions -Peer feedback

Reading

Poems

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

-
-Read the poem "COVID-19 and Our Humanity" with expression.
-Dramatize the poem effectively.
-Derive the lesson learnt from the poem.

The learner is guided to:
-Read the poem "COVID-19 and Our Humanity" in groups.
-Discuss how to dramatize the poem and decide who will act which part.
-Dramatize the poem and ask for feedback from other groups.
-Talk about the message of the poem.
-In groups, talk about Mama Silvia in the first poem and the grandfather in the second poem.
-Present lessons learnt from each poem on posters and display them for peer review.

How can poetry address social issues?

KLB Top Scholar pg. 231
-"COVID-19 and Our Humanity" poem
-Drama props
-Poster materials
-Teacher's Guide

Observation -Poem recitation -Drama performance -Poster presentations -Peer feedback

Reading

Poems

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

-
-Read the poem "COVID-19 and Our Humanity" with expression.
-Dramatize the poem effectively.
-Derive the lesson learnt from the poem.

The learner is guided to:
-Read the poem "COVID-19 and Our Humanity" in groups.
-Discuss how to dramatize the poem and decide who will act which part.
-Dramatize the poem and ask for feedback from other groups.
-Talk about the message of the poem.
-In groups, talk about Mama Silvia in the first poem and the grandfather in the second poem.
-Present lessons learnt from each poem on posters and display them for peer review.

How can poetry address social issues?

KLB Top Scholar pg. 231
-"COVID-19 and Our Humanity" poem
-Drama props
-Poster materials
-Teacher's Guide

Observation -Poem recitation -Drama performance -Poster presentations -Peer feedback

Writing

Functional Writing: Personal Journals

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

-
-Outline the components of a personal journal.
-Explain the purpose of keeping a journal.
-Acknowledge the importance of journaling in life.

The learner is guided to:
-Take turns to talk about personal experience in keeping a journal.
-Discuss why keeping a journal is important and what they have done with journals kept so far.
-Look at a sample journal and talk about what they have learned from it.
-Study the sample journal and identify features like heading, time, date of entry, and the entry itself.

Why do we write journals?

KLB Top Scholar pg. 232
-Sample journals
-Digital devices
-Teacher's Guide

Observation -Group discussions -Journal analysis -Feature identification

Writing

Functional Writing: Personal Journals

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

-
-Create a personal journal on varied experiences.
-Edit and revise journal entries.
-Acknowledge the importance of journaling in life.

The learner is guided to:
-Share the kind of experiences they would like to record in their journal, such as a visit to a national park.
-Consider details like which park was visited, date of visit, preparation, and experiences at the park.
-Individually enter these details and memorable experiences in their journal.
-Re-read the entries and add anything they might have left out.
-Ensure entries make sense and refer to important experiences.
-Publish journal entries on posters or share on social media platforms.
-Listen to feedback from classmates.

What would you like to remember about an experience?

KLB Top Scholar pg. 233
-Journal templates
-Writing materials
-Posters
-Digital devices
-Teacher's Guide

Observation -Journal entries -Entry revision -Poster presentations -Peer feedback

Writing

Functional Writing: Personal Journals

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

-
-Create a personal journal on varied experiences.
-Edit and revise journal entries.
-Acknowledge the importance of journaling in life.

The learner is guided to:
-Share the kind of experiences they would like to record in their journal, such as a visit to a national park.
-Consider details like which park was visited, date of visit, preparation, and experiences at the park.
-Individually enter these details and memorable experiences in their journal.
-Re-read the entries and add anything they might have left out.
-Ensure entries make sense and refer to important experiences.
-Publish journal entries on posters or share on social media platforms.
-Listen to feedback from classmates.

What would you like to remember about an experience?

KLB Top Scholar pg. 233
-Journal templates
-Writing materials
-Posters
-Digital devices
-Teacher's Guide

Observation -Journal entries -Entry revision -Poster presentations -Peer feedback