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WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
---|---|---|---|---|---|---|---|---|---|
1 | 1 |
HEROES AND HEROINES: AFRICA
Grammar in Use |
Word Classes: Conjunctions - because, that, when, if, unless, and since
|
By the end of the
lesson, the learner
should be able to:
- -Identify the listed conjunctions from a group of words. -Use the listed conjunctions correctly in sentences. -Appreciate the correct use of conjunctions in communication. |
The learner is guided to:
-Work with peers to read a text. -Identify conjunctions such as because, that, when, if, unless, and since from the text individually. -Fill in blanks in sentences using the listed conjunctions individually. -Make sentences using the listed conjunctions. |
Why should we join sentences correctly?
|
KLB Top Scholar pg. 135
-Charts with conjunctions -Digital devices -Workbooks -Teacher's Guide |
Observation
-Written exercises
-Gap-filling activities
-Sentence construction
|
|
1 | 2 |
Grammar in Use
Reading |
Word Classes: Conjunctions - because, that, when, if, unless, and since
Intensive Reading: Similes and Metaphors |
By the end of the
lesson, the learner
should be able to:
- -Create dialogues using the listed conjunctions. -Identify conjunctions in a poem or song. -Appreciate the correct use of conjunctions in communication. |
The learner is guided to:
-Collaborate to create dialogues using the listed conjunctions. -Search online and offline for examples of the listed conjunctions. -Create posters on heroes/heroines using sentences with conjunctions and display them on the walls. -Recite poems featuring conjunctions/listen to songs and identify the conjunctions used. |
How can one join two or more sentences?
|
KLB Top Scholar pg. 137
-Digital devices -Posters -Audio recordings -Teacher's Guide KLB Top Scholar pg. 140 -Short stories with similes and metaphors -Dictionary |
Observation
-Oral presentations
-Written dialogues
-Poster assessment
|
|
1 | 3 |
Reading
Writing |
Intensive Reading: Similes and Metaphors
Creative Writing: Narrative Compositions |
By the end of the
lesson, the learner
should be able to:
- -Use similes and metaphors in their own sentences. -Explain the meaning of similes and metaphors in context. -Acknowledge the importance of similes and metaphors in communication. |
The learner is guided to:
-List the similes and metaphors they know. -Construct sentences using the similes and metaphors in the context of African heroes and heroines. -Create a chart of common similes and metaphors with their meanings. |
Why should short stories be read?
|
KLB Top Scholar pg. 143
-Short stories -Charts -Digital devices -Teacher's Guide KLB Top Scholar pg. 144 -Sample narrative compositions -Planning templates |
Observation
-Written exercises
-Creative writing
-Chart assessment
|
|
1 | 4 |
Writing
|
Creative Writing: Narrative Compositions
|
By the end of the
lesson, the learner
should be able to:
- -Create a narrative composition using revealing details. -Edit and revise the narrative composition for clarity and correctness. -Acknowledge the value of quality narrative compositions. |
The learner is guided to:
-Write a narrative composition individually. -Collaborate with peers to check each other's work for correctness of language, relevance to the topic, punctuation, and spelling. -Review their work individually and make corrections where necessary. -Publish their work by sharing it through email, social media, posters, or class display. |
How can you make your composition interesting?
|
KLB Top Scholar pg. 145
-Sample compositions -Digital devices -Publishing platforms -Teacher's Guide |
Written composition
-Peer assessment
-Self-assessment
-Final composition assessment
|
|
1 | 5 |
ART
Listening and Speaking Listening and Speaking |
Oral Presentations
|
By the end of the
lesson, the learner
should be able to:
- -Identify the items in the format of a speech. -Present a written speech using effective speaking skills. -Acknowledge the importance of good speaking skills for effective communication. |
The learner is guided to:
-Search online and offline for the format of a speech. -Listen to or watch a recorded speech from a digital device. -Identify the introduction, body and conclusion of the speech they have listened to or watched. -Work with peers to write down points on how they can appreciate their heritage through art. |
How can you make a speech presentation interesting?
|
KLB Top Scholar pg. 147
-Digital devices -Recorded speeches -Speech formats -Teacher's Guide KLB Top Scholar pg. 149 -Speech templates -Feedback forms |
Observation
-Oral questions
-Speech format identification
-Group work assessment
|
|
2 | 1 |
Reading
|
Study Skills: Note Making
|
By the end of the
lesson, the learner
should be able to:
- -Identify key points in a text. -Make notes from a written text. -Appreciate the importance of note making in learning. |
The learner is guided to:
-Work with peers to search online and offline on how to make notes. -Read a given text on art and identify the key points. -Identify verbal sign posts and share with peers. -Make notes on the margin and peer review. |
How do we determine what to include in our notes during note making?
|
KLB Top Scholar pg. 150
-Texts on art -Note-making templates -Digital devices -Teacher's Guide KLB Top Scholar pg. 151 -Sample notes -Texts -Charts |
Observation
-Note-making assessment
-Peer review
-Written questions
|
|
2 | 2 |
Grammar in Use
|
Word Classes: Determiners and Quantifiers
|
By the end of the
lesson, the learner
should be able to:
- -Identify demonstratives (this, these, that, those) and quantifiers (few, a few, little, a little) in a given text. -Use demonstratives in sentences for clarity of communication. -Appreciate the importance of demonstratives and quantifiers in communication. |
The learner is guided to:
-Identify quantifiers (few and many) and demonstratives (this, these and that and those). -Point out various items that are at different distances. -Determine the correct demonstratives to use in different circumstances. -Generate the plural forms of the demonstrative pronouns, with peers. |
Why do we use demonstratives and quantifiers?
|
KLB Top Scholar pg. 152
-Charts with demonstratives and quantifiers -Objects at different distances -Digital devices -Teacher's Guide KLB Top Scholar pg. 154 -Substitution tables -Charts |
Observation
-Oral questions
-Written exercises
-Gap-filling activities
|
|
2 | 3 |
Reading
|
Intensive Reading: Short story
|
By the end of the
lesson, the learner
should be able to:
- -Highlight the main events in the story. -Identify the setting in the short story. -Appreciate the importance of literature in life. |
The learner is guided to:
-Read a given short story. -Discuss with peers the main events. -Use a graphic organizer to highlight the events in the story. -Research the meaning of setting from online and offline sources and make notes. -Discuss the setting of the short story they have read. |
How do events flow logically in a story?
|
KLB Top Scholar pg. 155
-Short story -Graphic organizers -Digital devices -Teacher's Guide -Discussion prompts -Art materials |
Observation
-Oral questions
-Written exercises
-Graphic organizer assessment
|
|
2 | 4 |
Writing
|
Functional Writing: Thank you notes and Congratulatory notes
|
By the end of the
lesson, the learner
should be able to:
- -Recognize the key elements and layout of a thank you note and a congratulatory note. -Use the correct format to write a thank you note. -Critique thank you notes for correctness and relevance. |
The learner is guided to:
-List some of the occasions when we write a thank you note and a congratulatory note. -Write a thank you note in pairs. -Search for samples of a thank you note from the internet, newspapers, magazines and textbooks and read through them in pairs. -Identify the key aspects (components) of a thank you note. |
How are strong emotions expressed in writing?
|
KLB Top Scholar pg. 156
-Sample thank you notes -Digital devices -Newspapers and magazines -Teacher's Guide |
Observation
-Written thank you notes
-Peer review
-Format identification
|
|
2 | 5 |
Writing
Listening and Speaking |
Functional Writing: Thank you notes and Congratulatory notes
Conversational Skills: Interviews |
By the end of the
lesson, the learner
should be able to:
- -Write a congratulatory note correctly. -Critique congratulatory notes for correctness and relevance. -Acknowledge the importance of expressing gratitude and congratulations in writing. |
The learner is guided to:
-Download a congratulatory note from the internet and read through it in pairs. -Identify the key aspects (components) of a congratulatory note. -Collaborate to write a congratulatory note individually. -Paste the completed work on the wall. -Conduct a gallery walk and give feedback for each other's work. -Share the congratulatory note online, through email, or posters. |
Why should one write how they feel about something?
|
KLB Top Scholar pg. 157
-Sample congratulatory notes -Digital devices -Display materials -Teacher's Guide KLB Top Scholar pg. 159 -Recorded interviews -Television/radio interviews |
Observation
-Written congratulatory notes
-Gallery walk feedback
-Final note assessment
|
|
3 | 1 |
CHOOSING A CAREER
Listening and Speaking Reading |
Conversational Skills: Interviews
Extensive Reading: Non-fiction |
By the end of the
lesson, the learner
should be able to:
- -Use polite words and expressions when conducting an interview. -Apply appropriate non-verbal cues during interviews. -Acknowledge the role of interviews in presenting reality. |
The learner is guided to:
-Search online and offline for typical questions and answers in a radio or television interview. -Conduct a hot seating episode that relates to experiences people go through in their various careers. -Observe and practice appropriate gestures and facial expressions while conducting interviews. -Evaluate interviews conducted by peers. |
How do we show respect for others people's opinion?
|
KLB Top Scholar pg. 160
-Digital devices -Charts with polite expressions -Interview templates -Teacher's Guide KLB Top Scholar pg. 161 -Non-fiction books -Newspapers -Magazines -Dictionaries |
Observation
-Oral presentations
-Interview simulations
-Self-assessment
|
|
3 | 2 |
Reading
Grammar in Use |
Extensive Reading: Non-fiction
Word Classes: Adverbs |
By the end of the
lesson, the learner
should be able to:
- -Extract specific information from non-fiction texts. -Share information gained from extensive reading with peers. -Appreciate the importance of reading for information. |
The learner is guided to:
-Read various texts on careers and note the key points. -Share with peers what he or she has read about. -Respond to questions about specific details in the texts they have read. -Create a presentation on information gained from extensive reading. |
What do you consider when selecting a reading text?
|
KLB Top Scholar pg. 162
-Non-fiction books -Digital devices -Reading journals -Teacher's Guide KLB Top Scholar pg. 163 -Charts with adverbs -Texts on careers -Substitution tables |
Reading logs
-Written exercises
-Oral presentations
-Peer assessment
|
|
3 | 3 |
Grammar in Use
Reading |
Word Classes: Adverbs
Intensive Reading: Lessons Learnt |
By the end of the
lesson, the learner
should be able to:
- -Use adverbs formed from adjectives in sentences. -Create texts using adverbs formed from adjectives. -Appreciate the value of adverbs in communication. |
The learner is guided to:
-Search the internet, newspapers or magazine for examples of adverbs formed from adjectives, with peers. -Fill in blanks using adverbs formed from adjectives. -Compile a list of instructions using adverbs formed from adjectives. -Make a list of adverbs formed from adjectives and display them on charts and posters. -Compose short poems using adverbs formed from adjectives. |
What are the functions of adverbs?
|
KLB Top Scholar pg. 166
-Newspapers -Magazines -Digital devices -Charts -Teacher's Guide KLB Top Scholar pg. 167 -Short story -Video recordings |
Observation
-Written exercises
-Creative compositions
-Poem assessment
|
|
3 | 4 |
Reading
Writing |
Intensive Reading: Lessons Learnt
Mechanics of Writing: Prefixes and Suffixes |
By the end of the
lesson, the learner
should be able to:
- -Relate the lessons learnt in the short story to real life. -Apply the lessons learnt to personal situations. -Appreciate the role of stories in addressing societal issues. |
The learner is guided to:
-Role play the episodes that carry the main lessons in the short story. -Make connections between situations in their own lives and the episodes in the text. -Use the lessons learnt to write a composition and share it with peers. |
How can one derive lessons from a short story?
|
KLB Top Scholar pg. 170
-Short story -Digital devices -Writing materials -Teacher's Guide KLB Top Scholar pg. 171 -Texts with prefixed and suffixed words -Dictionaries |
Observation
-Role play assessment
-Written composition
-Peer assessment
|
|
3 | 5 |
Writing
Listening and Speaking |
Mechanics of Writing: Prefixes and Suffixes
Listening to Respond: Attitude |
By the end of the
lesson, the learner
should be able to:
- -Use prefixes and suffixes correctly in sentences. -Break down words into prefixes and suffixes. -Acknowledge the influence of prefixes and suffixes on meaning and formation of words. |
The learner is guided to:
-Break down words into prefixes and suffixes. -Listen to a dictated list of words with prefixes and suffixes and write them down. -Formulate sentences using words with prefixes and suffixes. -Fill in blanks in a writing with the correct form of words with prefixes and suffixes. -Search for more examples of words with prefixes and suffixes from books, newspapers, internet among others, with peers. |
Which words with suffixes and prefixes are confusing?
|
KLB Top Scholar pg. 174
-Word lists -Digital devices -Newspapers -Dictionaries -Teacher's Guide KLB Top Scholar pg. 175 -Song recordings -Song lyrics |
Observation
-Dictation
-Written exercises
-Sentence construction
|
|
4 | 1 |
MODERN FASHION
Listening and Speaking Reading |
Listening to Respond: Attitude
Intensive Reading: Comprehension Strategies |
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 KLB Top Scholar pg. 178 -Passage on modern fashion -Dictionaries |
Observation
-Oral presentations
-Performance assessment
-Expression categorization
|
|
4 | 2 |
Reading
Grammar in Use |
Intensive Reading: Comprehension Strategies
Phrasal Verbs |
By the end of the
lesson, the learner
should be able to:
- -Use contextual clues to infer information and meanings of words correctly in a text. -Create visual representations of mental images from a text. -Acknowledge the role of comprehension in effective communication. |
The learner is guided to:
-Present mental pictures from the text on charts and display them. -Take a side in a debate on "Dress My Choice" and prepare supporting points. -Share their opinions with the class. -Create visual representations of the mental images from the text. |
How do we get information from a text?
|
KLB Top Scholar pg. 180
-Passage on modern fashion -Charts -Art materials -Teacher's Guide KLB Top Scholar pg. 181 -Passages with phrasal verbs -Digital devices -Newspapers -Magazines |
Observation
-Chart presentations
-Debate assessment
-Visual representations
|
|
4 | 3 |
Grammar in Use
Reading |
Phrasal Verbs
Short Story: Characters |
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 KLB Top Scholar pg. 183 -"The Three Questions" story -Character analysis charts |
Observation
-Sentence construction
-Gap-filling exercises
-Game participation
|
|
4 | 4 |
Reading
Writing |
Short Story: Characters
The Writing Process |
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 KLB Top Scholar pg. 184 -Books on writing process -Digital devices -Manila paper |
Observation
-Written paragraphs
-Role play
-Group discussions
|
|
4 | 5 |
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
|
|
5 | 1 |
CONSUMER PROTECTION
Listening and Speaking 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 KLB Top Scholar pg. 189 |
Observation
-Oral presentations
-Group presentations
-Peer assessment
|
|
5 | 2 |
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 KLB Top Scholar pg. 192 -Charts |
Observation
-Written answers
-Oral questions
-Word meaning explanations
|
|
5 | 3 |
Grammar in Use
|
Word Classes: Compound Sentences
|
By the end of the
lesson, the learner
should be able to:
- -Identify compound sentences from texts. -Explain how compound sentences are formed. -Appreciate the usage of compound sentences in communication. |
The learner is guided to:
-Study pairs of sentences and identify how they form compound sentences. -Make compound sentences using coordinating conjunctions learned. -Share sentences with other groups and correct one another where necessary. -Read a passage and write down all the compound sentences. |
Why should we join sentences correctly?
|
KLB Top Scholar pg. 193
-Charts with compound sentences -Passages with compound sentences -Teacher's Guide KLB Top Scholar pg. 194 -Charts -Digital devices -Video on coordinating conjunctions |
Observation
-Sentence construction
-Sentence identification
-Peer assessment
|
|
5 | 4 |
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 KLB Top Scholar pg. 199 -Notes on literary devices |
Observation
-Oral questions
-Written answers
-Story narration
-Event sequencing
|
|
5 | 5 |
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
|
|
6 | 1 |
Writing
Listening and Speaking |
Creative Narrative Composition: Idioms
Pronunciation and Intonation |
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 KLB Top Scholar pg. 203 -Word lists -Digital devices |
Observation
-Written compositions
-Peer review
-Final composition assessment
|
|
6 | 2 |
SPORTS: OLYMPICS
Listening and Speaking 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 KLB Top Scholar pg. 205 -Sentence pairs -Dialogue scripts |
Observation
-Pronunciation assessment
-Recording assessment
-Word identification
-Peer feedback
|
|
6 | 3 |
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 KLB Top Scholar pg. 209 -Passage on Olympics safety -Digital devices -Note-making materials KLB Top Scholar pg. 210 -Notes from previous lesson -Connectors list -Writing materials |
Observation
-Step identification
-Note comparison
-Summary analysis
|
|
6 | 4 |
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 KLB Top Scholar pg. 212 -Text on sports injuries -Sentence transformation exercises |
Observation
-Voice identification
-Sentence transformation
-Written exercises
|
|
6 | 5 |
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
|
|
7 | 1 |
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
|
|
7 | 2 |
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
|
|
7 | 3 |
Writing
Listening and Speaking |
Creative Writing: Descriptive Writing
Oral Reports: Events |
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 KLB Top Scholar pg. 219 -Pictures of tourism activities -Digital devices -Videos on tourism activities |
Observation
-Descriptive paragraph
-Full composition
-Peer feedback
-Final composition
|
|
7 | 4 |
TOURIST ATTRACTION SITES: AFRICA
Listening and Speaking 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
|
|
7 | 5 |
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 KLB Top Scholar pg. 223 -Passages on Egyptian civilization -Books on pyramids |
Observation
-Group discussions
-Chart presentations
-Reading assessments
|
|
8 | 1 |
Reading
Grammar in Use |
Reading Fluency
Types of Sentences: Interrogative Sentences |
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 KLB Top Scholar pg. 225 -Passage about African attractions -Charts with question types |
Observation
-Reading assessment
-Poem recitation
-Choral verse performance
-Vocabulary explanation
|
|
8 | 2 |
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
|
|
8 | 3 |
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
|
|
8 | 4 |
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
|
|
8 | 5 |
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
|
|
9 |
End term Exams |
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10 | 1 |
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
|
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