HUMAN RIGHTS

Listening and Speaking

Polite Language: Telephone Etiquette

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

-Identify polite words and phrases in telephone conversations.
-Conduct a telephone conversation using polite words and expressions.
-Acknowledge the significance of etiquette in telephone conversations.

The learner is guided to:
-Listen and identify words and phrases that indicate polite language in a telephone conversation from a digital device.
-Role-play a telephone dialogue on human rights using polite language.
-Match polite telephone conversation expressions with appropriate responses from the cards provided.
-Practise leaving and taking telephone messages over the phone using polite language on a caller card.

1. Why should one be polite when speaking over telephone? -2. How do we ensure politeness in a telephone conversion?

KLB Top Scholar pg. 1
-Digital devices
-Telephone
-Lesson notes
-Teacher's Guide

Observation -Oral questions -Role play -Peer assessment

Listening and Speaking
Reading

Polite Language: Telephone Etiquette
Extensive Reading: Independent Reading

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

-Identify polite words and phrases in telephone conversations.
-Conduct a telephone conversation using polite words and expressions.
-Acknowledge the significance of etiquette in telephone conversations.

The learner is guided to:
-Listen and identify words and phrases that indicate polite language in a telephone conversation from a digital device.
-Role-play a telephone dialogue on human rights using polite language.
-Match polite telephone conversation expressions with appropriate responses from the cards provided.
-Practise leaving and taking telephone messages over the phone using polite language on a caller card.

1. Why should one be polite when speaking over telephone? -2. How do we ensure politeness in a telephone conversion?

KLB Top Scholar pg. 1
-Digital devices
-Telephone
-Lesson notes
-Teacher's Guide
KLB Top Scholar pg. 5
-Library
-Online fiction and non-fiction texts
-Dictionary

Observation -Oral questions -Role play -Peer assessment

Reading
Grammar in Use

Extensive Reading: Independent Reading
Word Classes: Compound Nouns

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

-Identify print and non-print texts that are interesting to read.
-Read a range of texts for information.
-Appreciate the importance of reading for enjoyment.

The learner is guided to:
-Skim through grade-appropriate print and electronic reading materials.
-Scan grade-appropriate print and electronic reading materials.
-Read materials on human rights at their pace within a specified period.
-Discuss what they have read.
-Write down the main ideas in the texts they have read.
-Use a dictionary to look up the meaning of vocabulary acquired from independent reading.
-Infer the meaning of words as used in the texts.

1. Why should one read widely? -2. What should one consider when selecting a reading text?

KLB Top Scholar pg. 5
-Library
-Digital devices
-Online fiction and non-fiction texts
-Dictionary
-Lesson notes
KLB Top Scholar pg. 7
-Charts
-Crossword puzzles
-Teacher's Guide

Observation -Oral questions -Reading logs -Assessment rubric

Grammar in Use
Reading
Reading

Word Classes: Compound Nouns
Intensive Reading: Short Stories
Intensive Reading: Short Stories

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

-Identify compound nouns in a text.
-Use compound nouns in their singular and plural forms.
-Appreciate the importance of compound nouns in communication.

The learner is guided to:
-Listen to an audio recording on human rights.
-Identify the compound nouns used in the text.
-Categorise compound nouns into two-word or three-word nouns from a given list.
-Form separate and hyphenated compound nouns by combining two or more words.
-Form plurals of compound nouns from a completion table.
-Write sentences using compound nouns in their singular and plural forms.
-Search online and offline for more examples of compound nouns.
-Use compound nouns to form sentences from a substitution table.
-Assess the correctness of the sentences with peers.

1. Why should we use compound nouns when communicating?

KLB Top Scholar pg. 7
-Charts
-Digital devices
-Crossword puzzles
-Lesson notes
-Teacher's Guide
KLB Top Scholar pg. 10
-Short story

Observation -Oral questions -Written exercise -Peer assessment

Writing

Writing Legibly and Neatly

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

-Classify letters according to height differentials.
-Write a text, legibly and neatly.
-Advocate the need for legibility and neatness in writing.

The learner is guided to:
-Copy a provided passage and shape upper and lower case letters appropriately.
-Copy a provided passage and space letters, words and sentences correctly.
-Rewrite a provided text legibly and neatly.
-Cancel words or sentences neatly when composing a text.
-Split words that are joined appropriately.
-Write dictated sentences legibly and neatly.
-Write a narrative composition on human rights legibly and neatly.
-Cancel neatly upon making mistakes as they listen to the excerpt that is dictated.

1. Why should one write legibly and neatly? -2. What are the qualities of a good handwriting?

KLB Top Scholar pg. 14
-Lesson notes
-Writing materials
-Digital texts

Written exercise -Peer assessment -Self-assessment -Assessment rubrics

SCIENTIFIC INNOVATIONS

Listening and Speaking
Listening and Speaking
Reading

Oral Presentations: Songs
Intensive Reading: Simple Poems

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

-Identify features of songs.
-Use performance techniques when singing.
-Write songs on a scientific innovation.
-Appreciate the role of songs in the society.

The learner is guided to:
-Watch recordings of songs from the Kenya drama and music festivals.
-Discuss the performance techniques that make the presentations appealing and make notes.
-Identify songs of their choice and present them to the rest of the class.
-Write songs on scientific innovations.
-Collaborate to recite and record the songs or poems.
-Watch the recordings and discuss the non-verbal aspects of the performance.

1. How can one improve the presentation of a song to make it interesting?

KLB Top Scholar pg. 17
-Video clips
-Digital devices
-English songs
-Lesson notes
KLB Top Scholar pg. 21
-Digital texts
-Charts

Observation -Oral questions -Peer assessment -Checklists

Reading
Grammar in Use

Intensive Reading: Simple Poems
Word Classes: Collective Nouns

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

-Identify the persona in a given poem.
-Identify instances of repetition in a given poem.
-Explain what the poem is about.
-Appreciate the role of poems in communication.

The learner is guided to:
-Read a given poem for enjoyment.
-Recite/rap and dramatise the given poem.
-Discuss the voice that speaks in the poem (the persona).
-Explain the words, phrases and sentences that help them to decipher the surface and deeper meaning of a poem.
-Relate the message in the poem with real life experiences.
-Work with peers to compose, type and share poems related to scientific innovations.
-Display their poems on a chart, a poster in class or on the school notice board.

1. How is a poem different from a passage? -2. How can you say what is in the poem in your own words?

KLB Top Scholar pg. 21
-Digital texts
-Charts
-Lesson notes
KLB Top Scholar pg. 24
-Teacher's Guide
-Digital devices
-Crossword puzzles

Observation -Oral questions -Written questions -Peer assessment

Grammar in Use
Reading

Word Classes: Collective Nouns
Intensive Reading: Short Story

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

-Identify collective nouns from a text.
-Use singular and plural forms of collective nouns correctly in sentences.
-Appreciate the importance of collective nouns in communication.

The learner is guided to:
-List the collective nouns as they listen to an audio text.
-Identify collective nouns in a print text.
-Classify collective nouns according to people, animals or things.
-Discuss the plural forms of these nouns.
-Write correct sentences using collective nouns from substitution tables.
-Fill in blank spaces using the correct collective nouns.
-Fill in crossword puzzles using collective nouns.
-Search for more examples of collective nouns from print or non-print text.
-Collaborate to construct sentences using the collective nouns they have identified.

1. How do collective nouns form their plurals?

KLB Top Scholar pg. 24
-Lesson notes
-Teacher's Guide
-Digital devices
-Crossword puzzles
KLB Top Scholar pg. 28
-Short story

Observation -Oral questions -Written exercise -Peer assessment

Reading
Writing
Writing

Intensive Reading: Short Story
Mechanics of Writing: Punctuation
Mechanics of Writing: Punctuation

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

-Identify the setting - time and place-of a short story.
-Highlight the episodes in the short story chronologically.
-Appreciate the differences in culture and setting.

The learner is guided to:
-Watch different places and times of the day and night from a digital device or written text.
-Read a short story and retell what they have read.
-Tease out the geographical setting, the historical period and the culture from which the story is based by looking at the words and elements used in the story.
-Work with peers to compare the setting and places in the short story to their own real life setting.
-Use their surroundings to describe the setting and place.
-Draw or take pictures of different settings at different times.

1. Which places would you like to visit? -2. Which time in history would you desire to live?

KLB Top Scholar pg. 28
-Digital devices
-Short story
-Lesson notes
KLB Top Scholar pg. 30
-Digital texts
-Reference materials

Observation -Oral questions -Written questions -Drama

POLLUTION

Listening and Speaking
Listening and Speaking

Listening Comprehension

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

-Identify the main idea from a cause and effect text.
-Pinpoint specific information from a cause and effect text.
-Infer the meanings of unfamiliar words using context clues.
-Acknowledge the importance of listening for detail.

The learner is guided to:
-Listen to a cause and effect text on pollution being read by the teacher or from a digital device.
-Pick out the main idea from that cause and effect text.
-Respond to oral questions based on the text correctly.
-Identify and write down the ideas presented in the text.
-Orally answer questions based on the text.
-Make a list of unfamiliar words and practise pronouncing them.
-Give the meaning of specific words using context clues.
-Look up the meanings of unfamiliar words from an online or offline dictionary.
-Use given words to construct sentences.

1. What should one look for when listening to a text?

KLB Top Scholar pg. 35
-Digital devices
-Dictionary
-Lesson notes
-Teacher's Guide

Observation -Oral questions -Written questions -Peer assessment

Reading
Grammar in Use

Intensive Reading
Word Classes: Primary Auxiliaries

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

-Answer questions based on a given text correctly.
-Infer meanings of words in a given text correctly.
-Acknowledge the importance of good reading skills reading in life.

The learner is guided to:
-Predict events by focusing on the title and illustrations in a text.
-Individually, silently read a passage on pollution so as to internalize the information.
-Read the passage aloud in turns as they answer the oral questions that are asked.
-Infer the meaning of given words using synonyms, contexts among others.
-Work with peers to recapture events in the text as they role play.
-Write answers to the questions given after the passage correctly.

1. How can one improve the way they read? -2. Which skills should one use in order to read effectively?

KLB Top Scholar pg. 37
-Dictionary
-Digital devices
-Lesson notes
-Teacher's Guide
KLB Top Scholar pg. 39
-Charts

Observation -Oral questions -Written questions -Peer assessment

Grammar in Use
Reading

Word Classes: Primary Auxiliaries
Intensive Reading: Poetry

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

-Identify primary auxiliary verbs in a text.
-Use primary auxiliary verbs in sentences correctly.
-Appreciate the importance of primary auxiliary verbs in communication.

The learner is guided to:
-Identify primary auxiliary verbs from a text.
-Search for the functions of primary auxiliary verbs from the internet or text books.
-Individually write down sentences using each of the primary auxiliary verbs identified.
-Collaborate to write a short paragraph on environmental conservation using primary auxiliary verbs.
-Read out the paragraphs to the rest of the class.
-Fill in blank spaces in sentences given using the correct form of the primary auxiliary verbs.
-Engage in a question and answer session using primary auxiliary verbs.

1. What are the functions of verbs in sentences?

KLB Top Scholar pg. 39
-Digital devices
-Charts
-Lesson notes
-Teacher's Guide
KLB Top Scholar pg. 42

Observation -Oral questions -Written exercise -Peer assessment

Reading
Writing

Intensive Reading: Poetry
Paragraphing: Sequencing of Ideas

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

-Identify the aspects of structure in a given poem.
-Recognize the main ideas in a given poem.
-Recognize the role of poems in communicating values.

The learner is guided to:
-Search online and offline for the components of the structure of a poem; poet, number of stanzas, number of lines in a stanza.
-Read a given poem and identify the structure.
-Recite and dramatize the given poem.
-Explain the words, phrases and sentences in a poem that help them to decipher the surface and deeper meaning.
-Relate the message of the poem to real life.
-Identify topics of poems such as pollution, list the topics down and display them in charts.
-Compose, type and share a poem related to pollution, with peers.
-Display their poems in a portfolio/chart/class noticeboard.

1. What messages do poems convey?

KLB Top Scholar pg. 42
-Digital devices
-Charts
-Lesson notes
-Teacher's Guide
KLB Top Scholar pg. 44

Observation -Oral questions -Written exercise -Recitation -Peer assessment

Writing
Listening and Speaking
Listening and Speaking

Paragraphing: Sequencing of Ideas
Listening Comprehension: Selective Listening
Listening Comprehension: Selective Listening

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

-Identify conjunctions used in a well formed paragraph.
-Use conjunctions to sequence and connect ideas correctly in a paragraph.
-Appreciate the role of conjunctions in communication.

The learner is guided to:
-Look for conjunctions and their functions in their immediate context from print and non-print text.
-Read paragraphs that use conjunctions to sequence ideas from a book or online source.
-Combine sentences to form paragraphs using appropriate conjunctions.
-Rearrange jumbled sentences to form a cohesive paragraph using conjunctions.
-Use different conjunctions in a composition to show sequence of ideas.

1. Why is it important to use conjunctions in writing?

KLB Top Scholar pg. 44
-Digital devices
-Lesson notes
-Teacher's Guide
KLB Top Scholar pg. 47
-Audio recordings

Observation -Oral questions -Written exercise -Peer assessment

CONSUMER ROLES AND RESPONSIBILITIES

Reading
Reading

Intensive Reading

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

-Identify reading strategies for use on given texts.
-Select main ideas and details from written texts.
-Acknowledge reading for main ideas and details as a comprehension skill.

The learner is guided to:
-Search online and watch appropriate video clips on the selected reading strategies: reading for main ideas and reading for details.
-Read and underline the main ideas and details in texts on consumer roles and responsibilities and review each other's work.
-Work with peers to share ideas on how one can practically use the selected reading strategies.
-Fill in substitution tables with specific details from texts.
-Complete a mind map with focus on the main idea and details.

1. Why should one read for main ideas? -2. How can you improve your reading?

KLB Top Scholar pg. 49
-Digital devices
-Lesson notes
-Teacher's Guide
-Video clips

Observation -Oral questions -Written exercise -Peer assessment

Grammar in Use

Word Classes: Verbs and Tense

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

-Identify verbs in the simple present and simple past tense in a text.
-Write sentences using the simple present tense.
-Write sentences using the simple past tense.
-Advocate appropriate use of tense in communication.

The learner is guided to:
-Underline verbs in simple present and simple past tense in a text on consumer rights and responsibilities.
-Reflect on the formation of simple present and simple past tense form of verbs.
-Construct and share sentences on a variety of issues including consumer rights and responsibilities.
-Type the constructed sentences using a digital device or write them down in their exercise books.
-Search online or offline for verbs used in simple present and simple past tense from texts on consumer rights and responsibilities.
-Complete sentences using the correct tense of the given verbs.
-Create and display charts showing words in their simple present and past tense forms.
-Play language games using verbs in the present and past tense.

1. Why is correct use of tense important?

KLB Top Scholar pg. 53
-Digital devices
-Charts
-Lesson notes
-Teacher's Guide

Observation -Oral questions -Written exercise -Peer assessment

Reading
Writing

Intensive Reading: Short Story
Paragraphing: Connectors of Sequence

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

-Identify the characters in a short story.
-Use contextual clues to infer character traits of the characters in a short story.
-Acknowledge the role of characters in a short story.

The learner is guided to:
-With peers, read the short story and retell what they have read.
-Describe the traits of the characters in the short story using different adjectives.
-Compare and contrast the traits of the characters that appear in the short story.
-Role play the different characters and discuss their importance in the short story.
-Make connections between their own lives and those of characters in the text.

1. What should one look for when reading a story? -2. What qualities do you admire in people?

KLB Top Scholar pg. 58
-Short story
-Lesson notes
-Teacher's Guide
KLB Top Scholar pg. 62
-Digital devices

Observation -Oral questions -Written exercise -Role play

Writing
Listening and Speaking

Paragraphing: Connectors of Sequence
Pronunciation

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

-Identify connectors of sequence from a given text.
-Sequence ideas in a given paragraph.
-Appreciate the use of idea connectors for clarity in communication.

The learner is guided to:
-Read a given text on consumer rights and responsibilities and identify the connectors of sequence used.
-Search online and offline and list other connectors of sequence.
-With peers, construct sentences using the listed connectors of sequence.
-Write paragraphs on consumer rights and responsibilities using connectors of sequence.
-Read the paragraphs to their peers and discuss the use of the connectors.
-Collaborate to edit the paragraphs and peer review each other's work.

1. How can a good paragraph be developed?

KLB Top Scholar pg. 62
-Digital devices
-Lesson notes
-Teacher's Guide
KLB Top Scholar pg. 65
-Audio recordings

Observation -Oral questions -Written exercise -Peer assessment

RELATIONSHIPS: PEERS

Listening and Speaking
Reading
Reading

Pronunciation
Study Skills: Reference Materials
Study Skills: Reference Materials

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

-Identify words with sounds /ɒ/, /ͻ:/, /θ/ and /ð/ in a given text.
-Pronounce words that have target sounds correctly.
-Apply emphatic stress correctly in varied contexts.
-Acknowledge the role of correct pronunciation in communication.

The learner is guided to:
-Interact with an audio or video recording featuring vowel sounds /ɒ/ /ͻ:/ and consonant sounds /θ/ /ð/ from a digital device.
-List words that contain the mentioned sounds from print or digital texts.
-Pronounce the identified words correctly, with peers.
-Play word games involving the target sounds.
-With peers, search online and offline for the meaning of emphatic stress.
-Listen to a series of sentences and identify the stressed words.
-Collaborate to recite a poem and emphasise given words to bring out various meanings.
-Read sentences and stress given words appropriately.

1. How can one improve their pronunciation?

KLB Top Scholar pg. 65
-Digital devices
-Audio recordings
-Lesson notes
-Teacher's Guide
KLB Top Scholar pg. 69
-Dictionary
-Thesaurus
-Encyclopaedia

Observation -Oral questions -Peer assessment -Checklists

Grammar in Use

Word Classes: Adjectives

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

-Identify gradable and non-gradable adjectives from a text.
-Use gradable and the non-gradable adjectives in sentences.
-Value the need for correct use of adjectives in communication.

The learner is guided to:
-Search for and identify gradable and non-gradable adjectives from digital and print texts.
-Complete sentences on adjectives from a substitution table.
-Recite a poem featuring gradable and non-gradable adjectives.
-Construct sentences using gradable and non-gradable adjectives, with peers.
-Work with peers to fill crossword puzzles featuring gradable and non-gradable adjectives.

1. When is it necessary to describe a noun?

KLB Top Scholar pg. 72
-Digital devices
-Charts
-Crossword puzzles
-Lesson notes
-Teacher's Guide

Observation -Oral questions -Written exercise -Peer assessment

Reading

Intensive Reading: Short Story

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

-Identify dialogue and repetition in a short story.
-Explain the importance of repetition and dialogue in a short story.
-Acknowledge the role of dialogue and repetition in fiction writing.

The learner is guided to:
-Watch plays that have characters talking to one another and repeating certain lines or sentences from a digital device.
-Read a short story and work with peers to retell what they have read.
-Search online and offline for the importance of repetition and dialogue in a short story.
-Discuss the message in the dialogue in a short story.
-Role play a dialogue in the short story read.
-Describe how the dialogues bring out the traits of the different speakers.
-Make connections between their own lives and those of the characters in the short story.
-Write a short paragraph on the theme of 'peers' using repetition and dialogue appropriately.

1. What makes stories interesting to read?

KLB Top Scholar pg. 76
-Digital devices
-Short story
-Lesson notes
-Teacher's Guide

Observation -Oral questions -Role play -Written exercise

Writing
Listening and Speaking

Functional Writing: Apology Letters
Conversational Skills: Disagreeing Politely

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

-List the parts of a letter of apology.
-Write a letter of apology based on a given context.
-Acknowledge the role of letter writing in communication.

The learner is guided to:
-Search online and offline for parts of a letter of apology.
-Listen to two conversations: one that constitutes an apology and another that doesn't, from a digital device.
-Discuss what makes the two conversations different.
-Read through a letter of apology and identify the different parts.
-Discuss the language and content of a letter of apology.
-Search for sample letters of apology from the internet, newspapers, magazines or books.
-Use the elements and layout of a formal letter plan and individually write a letter of apology.
-Collaborate to assess the correctness of the letters written by each learner.

1. Why do people write letters?

KLB Top Scholar pg. 78
-Digital devices
-Sample letters
-Lesson notes
-Teacher's Guide
KLB Top Scholar pg. 83
-Video clips

Observation -Oral questions -Written exercise -Peer assessment

REHABILITATION

Listening and Speaking
Reading

Conversational Skills: Disagreeing Politely
Reading Fluency: Poem

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

-List ways of disagreeing politely.
-Use conversational strategies to disagree appropriately.
-Apply non-verbal cues to express varied moods and feelings.
-Advocate for the need to speak politely during communication.

The learner is guided to:
-Watch a short video or read an excerpt in which speakers disagree appropriately and identify polite expressions used.
-Role play the events depicted in the video or excerpt.
-Practise disagreeing politely while incorporating non-verbal cues.
-Listen to a dialogue where characters agree or disagree politely.
-Work with peers to write a short dialogue depicting disagreeing politely and present it to the rest of the class.

1. Which words or phrases are used to show politeness? -2. How do you use non-verbal cues to express different moods and feelings?

KLB Top Scholar pg. 83
-Digital devices
-Video clips
-Lesson notes
-Teacher's Guide
KLB Top Scholar pg. 85
-Poems

Observation -Oral questions -Role play -Peer assessment

Reading
Grammar in Use
Grammar in Use

Reading Fluency: Poem
Word Classes: Adverbs
Word Classes: Adverbs

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

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

The learner is guided to:
-Preview a text before reading.
-Skim a text to obtain the main idea.
-Scan a text to obtain specific details.
-Ignore unknown words when reading a text.
-Practice reading a text at the right speed while displaying the right feelings.
-Pronounce the words and sounds accurately.
-Work with peers to engage in a reader's theatre.
-Recite the poems aloud in class.
-Work with peers to download sample texts from the internet and read them.

1. Why should we display appropriate expressions when reading a text?

KLB Top Scholar pg. 85
-Digital devices
-Poems
-Lesson notes
-Teacher's Guide
KLB Top Scholar pg. 87
-Crossword puzzles

Observation -Oral questions -Recitation -Peer assessment

Reading

Intensive Reading: Short Story

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

-Identify the main ideas in the short story.
-Summarise the key events in the short story.
-Relate the main ideas in the short story to real life situations.
-Appreciate the relevance of the short story in addressing real life issues.

The learner is guided to:
-Read a prescribed section of the short story.
-Discuss the storyline.
-Present findings in a talking tree.
-Summarise the main idea in the short story.
-Act out a section of the short story, with peers.

1. Why do people read short stories?

KLB Top Scholar pg. 90
-Short story
-Lesson notes
-Teacher's Guide

Observation -Oral questions -Written exercise -Role play

Writing

Mechanics of Writing

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

-Spell commonly misspelt words correctly.
-Use prefixes and suffixes correctly in writing.
-Write words with silent vowels (-ie and -ei) correctly.
-Make connections between spelling and meaning in suffixed and prefixed words.
-Acknowledge the importance of correct spellings in writing.

The learner is guided to:
-Read a digital or print passage on drug abuse and pick out the misspelt words.
-Make a list of words with prefixes and suffixes used in a passage.
-Write the correct spellings of words with prefixes and suffixes from a dictation.
-Pick out words with silent vowels from a list.
-Rewrite correctly a piece of writing in which words with prefixes, suffixes, or silent letters are misspelt.
-Construct sentences using words with silent vowels.
-Work with peers to search for more examples of words with prefixes, suffixes and silent vowels from the internet, newspapers, or magazines.
-Select the correct form of prefix or suffix for given words from a table.
-Create and display charts showing different words with prefixes and suffixes.
-Write short compositions based on the theme using words with prefixes, suffixes, and silent (-ie -ei) vowels.
-Collaborate to assess each other's writing for correct spelling of prefixed and suffixed words as well as words with silent vowels.

1. Why should words be spelt correctly?

KLB Top Scholar pg. 95
-Digital devices
-Reference materials
-Charts
-Lesson notes
-Teacher's Guide

Observation -Oral questions -Written exercise -Peer assessment

NATURAL RESOURCES: WILDLIFE

Listening and Speaking
Listening and Speaking
Reading

Listening for Detail
Intensive Reading: Visuals

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

-Identify main ideas in a listening text.
-Respond appropriately to questions based on the listening text.
-Acknowledge the importance of listening for details in life.

The learner is guided to:
-Listen to a recorded text on wildlife and answer questions from the text, and discuss the main ideas.
-Listen to a passage read by peers or the teacher and outline the main ideas from the text individually.
-Discuss with peers answers based on a given text.

1. How should one listen for detail?

KLB Top Scholar pg. 101
-Digital devices
-Audio recordings
-Lesson notes
-Teacher's Guide
KLB Top Scholar pg. 104
-Charts
-Graphs
-Pictures

Observation -Oral questions -Written exercise -Peer assessment

Reading
Grammar in Use

Intensive Reading: Visuals
Word Classes: Pronouns

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

-Identify different visuals in given contexts correctly.
-Make a connection between visuals and the written text.
-Interpret visuals correctly for meaning.
-Appreciate the role of visuals in simplifying representation.

The learner is guided to:
-Study information presented in optical illusions in print/electronic devices and discuss findings.
-Make inference of implied meaning from the visuals.
-Work with peers to make connections of the visuals such as pictures, graphs, illustrations, charts and videos provided with written texts.
-Write a summary of what has been viewed in the visuals which may depict human-wildlife conflict.
-Present a piece of written information on wildlife in form of a visual and share in class.

1. What information do we obtain from visuals? -2. How can one interpret a visual correctly?

KLB Top Scholar pg. 104
-Digital devices
-Charts
-Graphs
-Pictures
-Lesson notes
KLB Top Scholar pg. 106
-Teacher's Guide

Observation -Oral questions -Written exercise -Peer assessment

Grammar in Use
Reading

Word Classes: Pronouns
Intensive Reading: Short Story

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

-Identify indefinite and reflexive pronouns correctly.
-Use indefinite and reflexive pronouns in sentences correctly.
-Appreciate the role of indefinite and reflexive pronouns in communication.

The learner is guided to:
-Study a chart displaying the indefinite and reflexive pronouns to distinguish between them.
-Listen to an audio on wildlife from a digital device and write down the indefinite and reflexive pronouns from the audio text.
-Collaborate to construct sentences using indefinite and reflexive pronouns.
-Choose an appropriate indefinite and reflexive pronoun to fill in gaps in given sentences.
-Construct correct sentences using reflexive and indefinite pronouns from a substitution table.

1. What are indefinite and reflexive pronouns? -2. Why do we use indefinite pronouns?

KLB Top Scholar pg. 106
-Digital devices
-Charts
-Lesson notes
-Teacher's Guide
KLB Top Scholar pg. 112
-Short story
-Manila paper

Observation -Oral questions -Written exercise -Peer assessment

Reading
Writing
Writing

Intensive Reading: Short Story
Composition Writing
Composition Writing

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

-Identify the characters in a given short story.
-Explain the relationship between the characters in the short story.
-Appreciate the role of the characters in the short story in depicting real-life experiences.

The learner is guided to:
-Read the short story and pick out the characters.
-Discuss the things done by the characters in the short story.
-Dramatise different characters in a short story in order to bring out their traits.
-Distinguish between the main characters and the minor characters.
-Work with peers to use relationship trees diagrams, character map or any other diagrammatic tool to show how the characters relate to each other.
-Display the tree diagram via power point or manila paper in class.

1. How does one identify qualities of characters in a short story?

KLB Top Scholar pg. 112
-Short story
-Digital devices
-Manila paper
-Lesson notes
KLB Top Scholar pg. 113
-Reference materials
-Teacher's Guide

Observation -Oral questions -Role play -Character maps

TOURISM: DOMESTIC

Listening and Speaking
Listening and Speaking

Oral Narratives: Listening and Responding-Myths

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

-Identify the characters in a given myth.
-Narrate the key events in a given myth.
-Explain the moral lesson in a set myth.
-Relate the characters in a myth to real life.
-Acknowledge the role/importance of oral literature in lifelong learning.

The learner is guided to:
-Predict events in a myth from the title or pictures in the story.
-Listen to a narration of a myth from your community then retell the myth to their peers.
-Watch a video recording of a myth.
-Identify the characters in the myth.
-Collaborate to answer questions from the story.
-Discuss the lessons learnt from a myth.
-Discuss the relevance of the story to real life.

1. How can you tell what is going to happen in a story? -2. How are the characters or events in the story related to the people or happenings around us?

KLB Top Scholar pg. 117
-Digital devices
-Video recordings
-Myths
-Lesson notes

Observation -Oral questions -Retelling -Peer assessment

Reading
Grammar in Use

Intensive Reading: Poem
Word Classes: Simple Prepositions

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

-Select required information from a text.
-Use nonverbal cues to bring out the message in a poem.
-Make judgement on the information in a text.
-Infer the meaning of unfamiliar words using contextual clues.
-Acknowledge the importance comprehension in life.

The learner is guided to:
-Identify the characters, themes and aspects of style such as repetition from a poem.
-Infer the meaning of words from the context.
-Use visuals, synonyms, antonyms among others to infer the meaning of words.
-Rap/recite the poem in turns using relevant non-verbal cues.
-Answer direct and inferential questions based on the poem.
-Retell events depicted in the poem in own words.
-Make evidence supported judgements about the events and the message in a poem.
-Conduct debates based on the poem elaborating on what you like or do not like about the poem.
-Use prior experience and previous knowledge when giving an opinion.

1. How can one tell the meaning of unfamiliar words used in a text? -2. Why should one support an opinion about a story or person with evidence?

KLB Top Scholar pg. 120
-Poems
-Digital devices
-Lesson notes
-Teacher's Guide
KLB Top Scholar pg. 122
-Newspapers
-Magazines
-Charts

Observation -Oral questions -Recitation -Debates

Grammar in Use
Reading

Word Classes: Simple Prepositions
Intensive Reading: Poetry

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

-Identify prepositions of position, time and place correctly.
-Use prepositions of position, time and place in sentences correctly.
-Appreciate the role of prepositions of position, place and time in communication.

The learner is guided to:
-Identify the prepositions of position, place and time from print or digital texts.
-Construct sentences using prepositions of position, place and time and display on charts.
-Fill in gaps in given sentences using of prepositions of position, time and place.
-Search for sentences featuring simple prepositions from newspapers, magazines and the internet.
-Create crossword puzzles using simple prepositions, with peers.

1. How do we show where a person or thing is? -2. How do you show the position of a thing or the time something happens?

KLB Top Scholar pg. 122
-Digital devices
-Newspapers
-Magazines
-Charts
-Lesson notes
KLB Top Scholar pg. 124
-Poems
-Teacher's Guide

Observation -Oral questions -Written exercise -Peer assessment

Reading
Writing

Intensive Reading: Poetry
Assessment of Writing

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

-Identify inanimate characters in a given poem.
-Describe traits of inanimate characters present in a given poem.
-Appreciate the role of inanimate characters in poetry.

The learner is guided to:
-Find out the meaning of inanimate characters from print and digital texts.
-Identify inanimate characters in a poem.
-Discuss the likely inanimate characters in a poem and their traits.
-Recite a poem related to the theme using appropriate non-verbal cues.
-Role play an inanimate character in a given poem.
-Relate inanimate characters with individuals in real life.

1. How do you describe the characters in a poem? -2. Why are the characters in a poem important?

KLB Top Scholar pg. 124
-Digital devices
-Poems
-Lesson notes
-Teacher's Guide
KLB Top Scholar pg. 126
-Sample compositions
-Writing materials

Observation -Oral questions -Recitation -Role play

Writing
Listening and Speaking
Listening and Speaking

Assessment of Writing
Pronunciation: Sounds
Pronunciation: Stressed and unstressed words (content and function words)

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

-Identify errors in an essay written by self or peers.
-Assess a composition written by self or peers and suggest corrections for errors.
-Appreciate the importance feedback to improve a composition.

The learner is guided to:
-Read sample compositions.
-Identify the errors in the compositions and list them down.
-Write a composition related to the theme and peer review to correct errors.
-Work with peers to create a narrative composition.
-Exchange the composition with peers for review.
-Suggest corrections to be made to the composition.
-Display the edited work on the class notice board.
-Take part in a gallery walk and view what the others have done.

1. How does a text with errors make you feel? -2. What are some of the common mistakes we make in our writing?

KLB Top Scholar pg. 126
-Sample compositions
-Writing materials
-Lesson notes
-Teacher's Guide
KLB Top Scholar pg. 129
-Audio recordings
-Digital devices
-Word lists with target sounds
-Charts
KLB Top Scholar pg. 132
-Charts with examples of stressed words

Observation -Oral questions -Written exercise -Peer assessment

HEROES AND HEROINES: AFRICA

Reading
Reading

Extensive Reading: Grade-appropriate Fiction Materials - Characters

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

-
-Identify the characters in a given fiction text.
-Describe the traits of a given character in a fictional text.
-Appreciate the role of characters in fiction.

The learner is guided to:
-Search online and offline for words that can be used to describe character traits.
-Read a given fiction material on African heroes/heroines and list the characters in the text.
-Role play the different characters identified.
-Choose a character and discuss what the character does or says.

What makes reading enjoyable?

KLB Top Scholar pg. 133
-Fiction books on African heroes/heroines
-Digital devices
-Flash cards
-Teacher's Guide
KLB Top Scholar pg. 134
-Fiction books
-Digital devices for recording

Observation -Oral questions -Character analysis worksheets -Role play assessment

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:

-
-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
KLB Top Scholar pg. 137
-Posters
-Audio recordings
KLB Top Scholar pg. 140
-Short stories with similes and metaphors
-Dictionary

Observation -Written exercises -Gap-filling activities -Sentence construction

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

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

ART

Listening and Speaking
Listening and Speaking
Reading

Oral Presentations
Study Skills: Note Making

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
KLB Top Scholar pg. 150
-Texts on art
-Note-making templates

Observation -Oral questions -Speech format identification -Group work assessment

Reading
Grammar in Use

Study Skills: Note Making
Word Classes: Determiners and Quantifiers

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

-
-Paraphrase the writer's words.
-Create abbreviations for note making.
-Appreciate the importance of note making in learning.

The learner is guided to:
-Paraphrase the writer's words.
-Create own abbreviations and display on a chart.
-Jot down any ideas that a writer repeats.
-Discuss some of the words that are used to introduce key points in a piece of writing.
-Rewrite or re-read their notes and reorganize into categories.

What is the importance of note making?

KLB Top Scholar pg. 151
-Sample notes
-Texts
-Charts
-Teacher's Guide
KLB Top Scholar pg. 152
-Charts with demonstratives and quantifiers
-Objects at different distances
-Digital devices

Observation -Note reorganization -Abbreviation charts -Paraphrasing assessment

Grammar in Use
Reading
Reading

Word Classes: Determiners and Quantifiers
Intensive Reading: Short story
Intensive Reading: Short story

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

-
-Use quantifiers (few, a few, little, a little) in sentences correctly.
-Distinguish between the meanings of related quantifiers.
-Appreciate the importance of demonstratives and quantifiers in communication.

The learner is guided to:
-Demonstrate practically the differences in meaning in quantifiers such as little and a little amount of water.
-Generate sentences using various demonstratives and quantifiers.
-Construct sentences using demonstratives and quantifiers from a substitution table.

When do we use demonstratives and quantifiers?

KLB Top Scholar pg. 154
-Substitution tables
-Charts
-Digital devices
-Teacher's Guide
KLB Top Scholar pg. 155
-Short story
-Graphic organizers
-Discussion prompts
-Art materials

Observation -Sentence construction -Written exercises -Pair work assessment

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

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

CHOOSING A CAREER

Listening and Speaking
Reading
Reading

Conversational Skills: Interviews
Extensive Reading: Non-fiction
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
KLB Top Scholar pg. 162
-Reading journals

Observation -Oral presentations -Interview simulations -Self-assessment

Grammar in Use

Word Classes: Adverbs

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

-
-Identify adverbs formed from adjectives in sentences or a group of words.
-Form adverbs from adjectives.
-Appreciate the value of adverbs in communication.

The learner is guided to:
-Select adverbs formed from adjectives from a print and non-print text.
-Read a text on careers and identify the adverbs use.
-Construct sentences on different careers using adverbs formed from adjectives.
-Select the correct forms of adverbs from a substitution table.

Why do we form words from other words?

KLB Top Scholar pg. 163
-Charts with adverbs
-Digital devices
-Texts on careers
-Substitution tables
-Teacher's Guide
KLB Top Scholar pg. 166
-Newspapers
-Magazines
-Charts

Observation -Written exercises -Sentence construction -Gap-filling

Reading

Intensive Reading: Lessons Learnt

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

-
-Identify the lessons learnt in a short story.
-Explain what a moral lesson is.
-Appreciate the role of stories in addressing societal issues.

The learner is guided to:
-Listen or watch a story and identify moral lessons that are brought out from a digital device.
-Read the short story and retell what they have read.
-Discuss the lessons learnt by looking at the actions and the words used in the story, with peers.
-Discuss how different characters bring out the lessons.

What issues in the society are addressed by stories?

KLB Top Scholar pg. 167
-Short story
-Digital devices
-Video recordings
-Teacher's Guide
KLB Top Scholar pg. 170
-Writing materials

Observation -Oral questions -Written exercises -Group discussions

Writing

Mechanics of Writing: Prefixes and Suffixes

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

-
-Identify words with prefixes and suffixes from a text.
-Distinguish between prefixes and suffixes in words.
-Acknowledge the influence of prefixes and suffixes on meaning and formation of words.

The learner is guided to:
-Read a text on careers which features words with prefixes and suffixes from print and non-print sources.
-Write down words with suffixes and prefixes from the text.
-Formulate a table separating words with similar prefixes, roots and suffixes, with peers.
-Infer the meaning of a word from prefixes.

How can you tell the meaning of a word using a prefix?

KLB Top Scholar pg. 171
-Texts with prefixed and suffixed words
-Digital devices
-Dictionaries
-Teacher's Guide
KLB Top Scholar pg. 174
-Word lists
-Newspapers

Observation -Written exercises -Word analysis -Group work assessment

MODERN FASHION

Listening and Speaking
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
KLB Top Scholar pg. 177
-Expression cards

Observation -Oral presentations -Group discussions -Song analysis

Reading
Grammar in Use

Intensive Reading: Comprehension Strategies
Phrasal Verbs

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
KLB Top Scholar pg. 181
-Passages with phrasal verbs
-Newspapers
-Magazines

Observation -Oral questions -Written exercises -Group discussions

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

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

Writing
Listening and Speaking

The Writing Process
Extensive Listening: Poems

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
KLB Top Scholar pg. 187
-Digital devices
-Video recordings
-Poems on consumer protection

Observation -Written dialogues -Peer assessment -Final dialogue assessment

CONSUMER PROTECTION

Listening and Speaking
Reading

Extensive Listening: Poems
Intensive Reading: Comprehension Strategies

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
KLB Top Scholar pg. 190
-Passage on consumer protection
-Dictionaries

Observation -Oral presentations -Performance assessment -Discussion assessment

Reading
Grammar in Use
Grammar in Use

Intensive Reading: Comprehension Strategies
Word Classes: Compound Sentences
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
KLB Top Scholar pg. 194
-Digital devices
-Video on coordinating conjunctions

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

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

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
Listening and Speaking
Listening and Speaking

Creative Narrative Composition: Idioms
Pronunciation and Intonation
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
KLB Top Scholar pg. 204
-Recording equipment

Observation -Written compositions -Peer review -Final composition assessment

SPORTS: OLYMPICS

Listening and Speaking
Reading

Pronunciation and Intonation
Study Skills

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
KLB Top Scholar pg. 206
-Passages on Olympics
-Sample notes and summaries

Observation -Intonation assessment -Dialogue reading -Peer assessment

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
Reading

Sentences: Active and Passive Voice
Extensive Reading: Short Story

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
KLB Top Scholar pg. 213
-"Door Curtains" story
-Discussion questions

Observation -Voice identification -Sentence transformation -Written exercises

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
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

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

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
KLB Top Scholar pg. 224
-"The African Elephant" poem
-Vocabulary lists

Observation -Group discussions -Chart presentations -Reading assessments

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
KLB Top Scholar pg. 226
-Sentences with question tags
-Exercises on question tags

Observation -Sentence identification -Categorization exercise -Written exercises

Grammar in Use
Reading

Types of Sentences: Interrogative Sentences
Poems

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

-
-Use interrogative sentences and question tags in varied contexts.
-Dramatize dialogues containing different question types.
-Appreciate the role of correctly framed questions in communication.

The learner is guided to:
-Read a dialogue and identify different types of questions and sentences with question tags.
-Dramatize the dialogue, paying attention to intonation patterns.
-Search online for more examples of question tags and other types of questions.
-Construct sentences with different types of questions and question tags.
-Display different question types on a chart with examples for each type.

What are the functions of questions?

KLB Top Scholar pg. 228
-Dialogues with various question types
-Digital devices
-Charts for display
-Teacher's Guide
KLB Top Scholar pg. 229
-"In the Shadow of Our Parents" poem
-Drama props

Observation -Dialogue dramatization -Question construction -Chart presentations

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
KLB Top Scholar pg. 233
-Journal templates
-Writing materials
-Posters

Observation -Group discussions -Journal analysis -Feature identification