If this scheme pleases you, click here to download.
WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
---|---|---|---|---|---|---|---|---|---|
1 | 1 |
CITIZENSHIP
Listening and Speaking |
Pronunciation and Vocabulary: Listening Comprehension (2 Lessons)
|
By the end of the
lesson, the learner
should be able to:
-Select words with the target sound from an oral narrative. -Use vocabulary related to the theme in sentences correctly. -Value the importance of listening attentively. |
The learner is guided to:
-Listen to an oral narrative from a digital device or a text read by the teacher. -Listen for specific information such as sounds: /ɪə/ as in tears, appear, rear, clear and severe from a text. -Listen for the main idea from a text. -Practice saying words with the sound /ɪə/. -Infer the meaning of vocabulary and phrases using contextual clues. -Answer oral questions based on listening comprehension. |
Why should you listen keenly?
|
KLB English Grade 6 Learner's Book pg. 1
-Audio recordings -Digital devices -Charts |
Observation
-Oral questions
-Peer assessment
|
|
1 | 2 |
Listening and Speaking
Reading |
Pronunciation and Vocabulary: Listening Comprehension (2 Lessons)
Extensive Reading (2 lessons) |
By the end of the
lesson, the learner
should be able to:
-Use proverbs, fixed phrases, idioms, and metaphors with straightforward meanings in oral communication. -Listen for the main idea and specific details from an oral text. -Value the importance of listening attentively. |
The learner is guided to:
-Use digital and print resources to look up the meaning and spelling of words. -Retell the story and record the narration on a digital device. -Use expressions such as fixed phrases: play games, far away, believe it or not, do your best, burst into tears; similes: as hungry as a wolf, as greedy as a hyena; metaphors: The thief was a hyena, he was so greedy!; idioms: work like a dog, dog tired, work for peanuts, donkey work; proverbs: all work and no play makes Jack a dull boy. |
Why should you pronounce words accurately?
|
KLB English Grade 6 Learner's Book pg. 2
-Audio recordings -Digital devices -Charts KLB English Grade 6 Learner's Book pg. 5 -Dictionary -Reference materials |
Observation
-Oral questions
-Oral presentation
|
|
1 | 3 |
Reading
Grammar in Use |
Extensive Reading (2 lessons)
Word Classes: Determiners (2 lessons) |
By the end of the
lesson, the learner
should be able to:
-Use reference materials to find the required information. -Judge the suitability of sample extensive reading materials. -Appreciate the importance of reading widely for lifelong learning. |
The learner is guided to:
-Create a crossword puzzle from the list of new words. -Make notes on the information they have obtained. -Share the information with peers through presentations. |
Why do you read books?
|
KLB English Grade 6 Learner's Book pg. 7
-Dictionary -Digital devices -Reference materials KLB English Grade 6 Learner's Book pg. 8 -Charts -Online quizzes |
Assessment rubric
-Written questions
-Peer assessment
|
|
1 | 4 |
Grammar in Use
Writing |
Word Classes: Determiners (2 lessons)
Guided Writing: Filling in Forms (2 lessons) |
By the end of the
lesson, the learner
should be able to:
-Use determiners in sentences correctly. -Collaborate with peers to judge the correct use of determiners in sentences. -Value the correct use of determiners in communication. |
The learner is guided to:
-Make sentences using determiners from substitution tables. -Correct the sentences constructed by a peer. -Work in groups and determine the correctness of a sample of sentences. |
Why should we give the exact amount of something?
|
KLB English Grade 6 Learner's Book pg. 9
-Charts -Digital devices -Worksheets KLB English Grade 6 Learner's Book pg. 10 -Sample forms -Internet |
Peer assessment
-Written exercises
-Checklists
|
|
2 | 1 |
Writing
Listening and Speaking Listening and Speaking |
Guided Writing: Filling in Forms (2 lessons)
Pronunciation and Listening Comprehension (2 lessons) Pronunciation and Listening Comprehension (2 lessons) |
By the end of the
lesson, the learner
should be able to:
-Design a form to provide the required information. -Advocate the importance of filling forms correctly. -Demonstrate accuracy in filling forms. |
The learner is guided to:
-Design a form with basic, personal, and why details in small groups. -Exchange forms with other groups and fill them in. -Review the completed forms for accuracy and completeness. |
Why is it important to fill forms accurately and correctly?
|
KLB English Grade 6 Learner's Book pg. 11
-Sample forms -Digital devices -Internet KLB English Grade 6 Learner's Book pg. 13 -Audio recordings -Tongue twisters KLB English Grade 6 Learner's Book pg. 15 -Charts with proverbs |
Peer assessment
-Self-assessment
-Assessment rubrics
|
|
2 | 2 |
Reading
|
Intensive Reading (2 lessons)
|
By the end of the
lesson, the learner
should be able to:
-Identify characters and events in a text for comprehension. -Predict events in a text accurately. -Answer factual and inferential questions correctly for comprehension. |
The learner is guided to:
-Read a poem or story and identify the characters and events. -Read a story of about 500 words and predict the events then answer factual and inferential questions. -Read a poem of not more than six stanzas in small groups. |
Why do we enjoy reading stories and poems?
|
KLB English Grade 6 Learner's Book pg. 17
-Story books -Poetry books -Digital devices KLB English Grade 6 Learner's Book pg. 19 |
Observation
-Oral questions
-Written questions
|
|
2 | 3 |
Grammar in Use
|
Word Classes: Nouns (2 lessons)
|
By the end of the
lesson, the learner
should be able to:
-Identify concrete and abstract nouns from a text. -Use concrete and abstract nouns correctly in a variety of contexts. -Appreciate the role of concrete and abstract nouns in communication. |
The learner is guided to:
-Listen to a story, conversation or poem containing abstract nouns and concrete nouns. -Collaborate to pick out concrete and abstract nouns from a story, conversation or poem. -Work with peers to construct sentences using concrete and abstract nouns. |
Which things can you see and touch in the classroom?
|
KLB English Grade 6 Learner's Book pg. 21
-Charts -Digital devices -Story books KLB English Grade 6 Learner's Book pg. 22 -Manila paper |
Observation
-Oral questions
-Written exercises
|
|
2 | 4 |
Writing
Listening and Speaking |
Creative Writing: Narrative Compositions (2 lessons)
Pronunciation and Vocabulary (2 lessons) |
By the end of the
lesson, the learner
should be able to:
-Identify topics and possible ideas for open ended compositions. -Organize ideas in a paragraph logically. -Create an open-ended composition on a variety of themes. |
The learner is guided to:
-List topics and possible ideas for open-ended compositions. -Discuss in groups ideas and experiences on a given topic. -Write down points to guide them in the writing of an open-ended composition on cultural and religious celebrations of about (160-200 words). -Collaborate to create the first paragraph. |
How can you make your composition interesting to read?
|
KLB English Grade 6 Learner's Book pg. 24
-Sample compositions -Digital texts -Writing guidelines KLB English Grade 6 Learner's Book pg. 26 KLB English Grade 6 Learner's Book pg. 27 -Audio recordings -Digital devices -Charts |
Observation
-Written exercises
-Peer assessment
|
|
3 | 1 |
Listening and Speaking
Reading |
Pronunciation and Vocabulary (2 lessons)
Intensive Reading (2 lessons) |
By the end of the
lesson, the learner
should be able to:
-Use polite words and phrases in a variety of contexts. -Use a variety of similes, proverbs, idioms and fixed phrases in oral communication. -Collaborate with peers to judge whether words or phrases have been used politely in a text. |
The learner is guided to:
-Role-play a telephone conversation, with peers. -Work with peers to use polite language to interrupt politely in sentences. -Practice using expressions such as: fixed phrase: make friends, simile: as proud as a peacock, metaphor: Peter is a giraffe. He is so tall, idiom: feel at home, proverbs: charity begins at home, phrasal verb: pass by, look for, look at. |
Why should we use polite words and phrases in a conversation?
|
KLB English Grade 6 Learner's Book pg. 29
-Audio recordings -Digital devices -Role-play scripts KLB English Grade 6 Learner's Book pg. 31 -Story books -Dictionary |
Observation
-Oral presentation
-Checklists
|
|
3 | 2 |
Reading
Grammar in Use |
Intensive Reading (2 lessons)
Use of Correlative Conjunctions (2 lessons) |
By the end of the
lesson, the learner
should be able to:
-Infer the meaning of words, similes, proverbs, metaphors and idioms with straight forward meanings using contextual clues. -Advocate the need to read intensively for lifelong learning. -Demonstrate understanding of texts read. |
The learner is guided to:
-Use a dictionary to check the meaning of unfamiliar words. -Collaborate to create a crossword puzzle using vocabulary from the text in groups. -Display the crossword puzzle on the classroom wall or school notice board. |
How do you tell the meaning of unfamiliar words?
|
KLB English Grade 6 Learner's Book pg. 33
-Story books -Dictionary -Digital devices KLB English Grade 6 Learner's Book pg. 34 -Charts -Worksheets |
Peer assessment
-Written questions
-Assessment rubric
|
|
3 | 3 |
Grammar in Use
Writing |
Use of Correlative Conjunctions (2 lessons)
Mechanics of Writing (2 lessons) |
By the end of the
lesson, the learner
should be able to:
-Use correlative conjunctions correctly in oral and written communication. -Use the pattern show… nominal… how/where/who in sentences. -Acknowledge the importance of using well-formed sentences in communication. |
The learner is guided to:
-Fill in blanks in provided sentences to practice the use of the pattern how/where/who. -Search for instances in which correlative conjunctions either…or/neither are used in newspapers or magazines or the internet. -Create a dialogue using correlative conjunctions. |
Which words do we use to show making a choice between two things?
|
KLB English Grade 6 Learner's Book pg. 35
-Newspapers -Magazines -Digital devices KLB English Grade 6 Learner's Book pg. 36 |
Peer assessment
-Written exercises
-Checklists
|
|
3 | 4 |
Writing
Listening and Speaking Listening and Speaking |
Mechanics of Writing (2 lessons)
Pronunciation and Vocabulary: Sounds (2 lessons) Pronunciation and Vocabulary: Sounds (2 lessons) |
By the end of the
lesson, the learner
should be able to:
-Compose a story incorporating acronyms, abbreviations and numerals. -Use similes, proverbs, metaphors and idioms with straight forward meanings in a composition. -Judge correctness of abbreviations, numerals and acronyms used in a text. |
The learner is guided to:
-Use expressions such as idioms, similes and metaphors correctly. -Compose a story of about (150-200 words) incorporating common acronyms, abbreviations, numerals. -Proofread the story with peers. |
How do we write numerals?
|
KLB English Grade 6 Learner's Book pg. 37
-Sample compositions -Digital devices -Writing guidelines KLB English Grade 6 Learner's Book pg. 39 -Audio recordings -Charts KLB English Grade 6 Learner's Book pg. 40 -Video recordings |
Assessment rubric
-Written exercises
-Peer assessment
|
|
4 | 1 |
Reading
|
Intensive Reading: Visuals (2 lessons)
|
By the end of the
lesson, the learner
should be able to:
-Predict events from visuals. -Create images from viewed, read or heard texts. -Answer direct and inferential questions correctly for comprehension. |
The learner is guided to:
-Read a variety of visuals related to the emergency rescue services. -Make predictions about a story based on the visuals. -Create a story from visuals and retell it. |
How can we communicate without using words?
|
KLB English Grade 6 Learner's Book pg. 42
-Pictures -Photographs -Digital devices KLB English Grade 6 Learner's Book pg. 44 -Videos -Cartoons |
Observation
-Oral questions
-Written questions
|
|
4 | 2 |
Grammar in Use
|
Word Classes: Pronouns (2 lessons)
|
By the end of the
lesson, the learner
should be able to:
-Identify relative and indefinite pronouns in a text. -Use relative and indefinite pronouns correctly in oral and written texts. -Appreciate the role of pronouns in communication. |
The learner is guided to:
-Identify relative pronouns such as 'that,' 'which' 'who,' 'whom,' and 'whose' from a text. -Construct sentences using relative pronouns. -Complete sentences on emergency rescue services featuring relative pronouns. |
Which words do we use to refer to people or things without saying who or what they are exactly?
|
KLB English Grade 6 Learner's Book pg. 46
-Charts -Digital devices -Worksheets KLB English Grade 6 Learner's Book pg. 48 -Posters |
Observation
-Oral questions
-Written exercises
|
|
4 | 3 |
Writing
Listening and Speaking |
Functional Writing: Letter of Invitation (2 lessons)
Pronunciation and Vocabulary (3 lessons) |
By the end of the
lesson, the learner
should be able to:
-Identify the key features of a formal letter. -Create a formal invitation letter using the correct format. -Value the importance of correct letter format. |
The learner is guided to:
-Go through a sample formal letter and identify its components. -Search and download samples of formal letters online. -Collaborate to plan a formal invitation letter. |
Which kinds of letters do you write?
|
KLB English Grade 6 Learner's Book pg. 49
-Sample letters -Digital devices -Internet KLB English Grade 6 Learner's Book pg. 50 KLB Top Scholar pg. 69 -Audio-visual recordings -Dictionary -Charts |
Observation
-Written exercises
-Peer assessment
|
|
4 | 4 |
JOBS AND OCCUPATIONS - WORK ETHICS
Listening and Speaking Reading |
Pronunciation and Vocabulary (3 lessons)
Intensive Reading: Dialogue (2 lessons) |
By the end of the
lesson, the learner
should be able to:
-Use vocabulary related to the theme in sentences correctly. -Apply stress and intonation in questions, statements, and exclamatory sentences. -Value the importance of stress and intonation in sentences. |
The learner is guided to:
-Sing songs featuring stress and intonation. -Form sentences using expressions such as fixed phrases: Take care of, have no idea, you never know; similes: As happy as king, as busy as a bee, work like a horse; metaphors: Wambui is a bee. She is so busy; idioms: Lay off, hand in, take over, deal with, strike while the iron is hot, go the extra mile; proverbs: Make hay while the sun shines, The sun does not wait for a king, Honesty is the best policy, Slow but sure wins the race, Jack of all trades, master of none; phrasal verbs: Grow up, take over, deal with, give up, go on. |
Why should we pronounce sounds and words correctly?
-
-Why do we raise our voices when asking questions?
-
-How can you vary your voice to convey different meanings?
|
KLB Top Scholar pg. 69
-Audio-visual recordings -Digital devices -Dictionary -Charts KLB Top Scholar pg. 73 -Storybooks -Digital materials -Flash cards |
Observation
-Oral questions
-Peer Assessment
-Checklists
|
|
5 | 1 |
Grammar in Use
|
Phrasal Quantifiers (2 lessons)
|
By the end of the
lesson, the learner
should be able to:
-Recognise phrasal quantifiers in oral and written contexts. -Use phrasal quantifiers with countable and uncountable nouns correctly. -Judge the correctness of phrasal quantifiers in sentences. |
The learner is guided to:
-Work with peers to view a video or listen to an audio text on work ethics featuring phrasal quantifiers and identify them. -Make sentences using phrasal quantifiers such as a lot of…, a pinch of… plenty of…, a number of, a crate of… -Create charts and posters using phrasal quantifiers and share them on the school notice board or social media. -Form sentences from a substitution table. |
How do we tell countable nouns from uncountable ones?
-
-Which words are used to show the amount of something?
|
KLB Top Scholar pg. 77
-Print materials -Digital devices -Charts -Flash cards -Dictionaries |
Written exercises
-Oral questions
-Peer Assessment
-Checklists
-Assessment rubrics
|
|
5 | 2 |
Writing
Listening and Speaking |
Pictorial Compositions (2 lessons)
Pronunciation and Interactive Listening (3 lessons) |
By the end of the
lesson, the learner
should be able to:
-Plan a composition in preparation for writing. -Use appropriate words and expressions such as similes, metaphors, fixed phrases, phrasal verbs and idioms in written communication. -Create a pictorial composition from visuals. |
The learner is guided to:
-Collaborate to view a variety of pictures, illustrations, and other visuals in print and digital texts and discuss what is happening. -View comic strips from newspapers and magazine columns. -Use relevant fixed phrases: have no idea, similes: as happy as a king, metaphors: Wambui is a bee. She is so busy, idioms: go the extra mile, proverbs: the sun does not wait for a king and phrasal verbs: grow up in a composition. -Collaborate to use visuals to compose a story of about (160-200 words). |
How can you make others want to read your composition?
-
-What information do we obtain from pictures or visuals?
|
KLB Top Scholar pg. 80
-Sample compositions -Pictures -Illustrations -Digital devices -Dictionary KLB Top Scholar pg. 83 -Audio-visual recordings -Charts |
Written exercises
-Peer Assessment
-Self-Assessment
-Assessment rubrics
|
|
5 | 3 |
TECHNOLOGY: SCIENTIFIC INNOVATIONS
Grammar in Use Grammar in Use Writing |
Tense: Future Continuous Tense (2 lessons)
Punctuation Marks (The Comma and Double Quotation Marks) (2 lessons) |
By the end of the
lesson, the learner
should be able to:
-Identify sentences featuring future continuous tense in print and digital texts. -Use future continuous tense in oral and written contexts correctly. -Assess sentences for correctness and appropriateness of tense. |
The learner is guided to:
-Ask the following questions to peers: What are you doing? What were you doing yesterday? What will you be doing tomorrow? -View a map, globe, list of time zones, video or pictures of animals, plants, or people and describe what will probably happen next day starting with the words, they, he, and she, among others. -Talk about activities in the past, present, and future time. -Search the internet for examples of sentences expressing continuous tense. |
What will you be doing next week?
-
-How do you show an action will take place tomorrow?
|
KLB Top Scholar pg. 92
-Print materials -Digital devices -Charts -Flash cards -Dictionaries KLB Top Scholar pg. 94 |
Written exercises
-Oral questions
-Peer Assessment
-Checklists
-Assessment rubrics
|
|
5 | 4 |
Writing
|
Punctuation Marks (The Comma and Double Quotation Marks) (2 lessons)
|
By the end of the
lesson, the learner
should be able to:
-Identify the comma and double quotation marks in a text. -Use the comma and the double quotation marks correctly in oral and written texts. -Collaborate with peers to determine the correct use of the comma and the double quotation marks. |
The learner is guided to:
-Listen to a dictation of sentences, write the sentences and punctuate them appropriately. -Collaborate to identify sentences in which the comma and the double quotation marks have been used. -Recite a poem on scientific innovations paying attention to the use of the comma and the double quotation marks. -Listen to an oral presentation and answer questions. -Form sentences from a substitution table. -Work with peers to construct and punctuate sentences correctly. -Create a poster or power point presentation and display the work to another group. |
Why should we punctuate our speech or writing correctly?
-
-Which punctuation marks do you use frequently?
|
KLB Top Scholar pg. 94
-Print materials -Digital devices -Charts -Flash cards -Dictionaries |
Written exercises
-Oral questions
-Peer Assessment
-Checklists
-Assessment rubrics
|
|
6 | 1 |
PROPER USE OF LEISURE TIME
Writing |
Creative Writing: Descriptive Composition (2 lessons)
|
By the end of the
lesson, the learner
should be able to:
-Use appropriate adjectives to describe a person, object or a place. -Plan a descriptive composition in preparation for writing. -Create a descriptive composition on a variety of topics. |
The learner is guided to:
-Identify key points about an event such as a wedding ceremony, football match and dance, among others. -Suggest people, events, places or objects that can be described in pairs. -Plan a descriptive composition of about (160-200 words). -Select and use appropriate expressions such as proverbs and idioms in a composition. -Collaborate to write the introductory paragraph of the descriptive composition. |
Why should you plan your composition?
-
-How do we describe objects, people or events?
-
-Which words do we use to describe people, objects or events?
|
KLB Top Scholar pg. 133
-Sample compositions -Digital devices -Dictionary -Charts |
Written exercises
-Peer Assessment
-Self-Assessment
-Assessment rubrics
|
|
6 | 2 |
Writing
Reading Grammar in Use |
Creative Writing: Descriptive Composition (2 lessons)
Intensive Reading: Digital Stories (3 lessons) Interrogatives (3 lessons) |
By the end of the
lesson, the learner
should be able to:
-Create a descriptive composition on a variety of topics. -Judge a descriptive composition for correctness of language, relevance to the topic, creativity and organisation of ideas. |
The learner is guided to:
-Complete the descriptive composition. -Proofread the composition with peers. -Display the corrected composition in the classroom or share it over the internet, email or social media. -Select and use appropriate expressions such as proverbs and idioms in a composition. |
Why should you plan your composition?
-
-How do we describe objects, people or events?
-
-Which words do we use to describe people, objects or events?
|
KLB Top Scholar pg. 133
-Sample compositions -Digital devices -Dictionary -Charts KLB Top Scholar pg. 139 -Storybooks -Digital materials KLB Top Scholar pg. 143 -Print materials -Flash cards -Dictionaries |
Written exercises
-Peer Assessment
-Self-Assessment
-Assessment rubrics
|
|
6 | 3 |
SPORTS - INDOOR GAMES
Grammar in Use |
Interrogatives (3 lessons)
|
By the end of the
lesson, the learner
should be able to:
-Use interrogatives correctly to express different meanings. -Assess the appropriateness of interrogatives used in print and digital texts. |
The learner is guided to:
-Create lists of interrogative sentences using words related to the theme. -Type the list using a computer, laptop or tablet in groups and display his or her work to peers. -Collaborate with peers to use interrogatives in sentences correctly. |
How do you form questions?
-
-Why do we ask questions?
|
KLB Top Scholar pg. 143
-Print materials -Digital devices -Charts -Flash cards -Dictionaries |
Written exercises
-Oral questions
-Peer Assessment
-Checklists
-Assessment rubrics
|
|
6 | 4 |
Writing
|
Spelling: Synonyms and Antonyms (2 lessons)
|
By the end of the
lesson, the learner
should be able to:
-Identify synonyms and antonyms correctly for writing fluency. -Use synonyms and antonyms correctly in sentences. -Advocate the use of a rich vocabulary in writing. |
The learner is guided to:
-Listen/watch a video recording on in-door games and identify words with synonyms and antonyms. -Form sentences using synonyms and antonyms. -Identify synonyms and antonyms from newspapers, magazines or the internet and create a crossword puzzle. -Display their work on posters. |
How do you tell the meaning of unfamiliar words?
-
-Which are some of the words with same or opposite meaning?
|
KLB Top Scholar pg. 145
-Print materials -Digital devices -Charts -Flash cards -Dictionaries |
Written exercises
-Oral questions
-Peer Assessment
-Checklists
-Assessment rubrics
|
|
7 | 1 |
Writing
Listening and Speaking |
Spelling: Synonyms and Antonyms (2 lessons)
Pronunciation and Vocabulary (3 lessons) |
By the end of the
lesson, the learner
should be able to:
-Use synonyms and antonyms correctly in sentences. -Advocate the use of a rich vocabulary in writing. |
The learner is guided to:
-Form sentences using synonyms and antonyms. -Identify synonyms and antonyms from newspapers, magazines or the internet and create a crossword puzzle. -Display their work on posters. |
How do you tell the meaning of unfamiliar words?
-
-Which are some of the words with same or opposite meaning?
|
KLB Top Scholar pg. 145
-Print materials -Digital devices -Charts -Flash cards -Dictionaries KLB Top Scholar pg. 149 -Audio-visual recordings -Dictionary |
Written exercises
-Oral questions
-Peer Assessment
-Checklists
-Assessment rubrics
|
|
7 | 2 |
ENVIRONMENTAL CONSERVATION
Listening and Speaking Listening and Speaking Reading |
Pronunciation and Vocabulary (3 lessons)
Intensive Reading (3 lessons) |
By the end of the
lesson, the learner
should be able to:
-Make oral presentations such as speeches accurately, with minimal hesitations and with expressions. -Use non-verbal cues appropriately to enhance fluency. -Judge the appropriateness of non-verbal cues in a conversation or video recordings. |
The learner is guided to:
-Listen for specific details such as: idioms: A drop in the ocean, add fuel to the fire, beat about the bush, the grass is always greener on the other side of the fence; proverbs: Prevention is better than cure; The best things in life are free, An apple never falls far from the tree; If you want to be happy for a year, plant a garden; If you want to be happy for life, plant a tree; phrasal Verbs: clean up, cut down, die out, dry up, cut down, die out. -Speak on topics based on environmental conservation or content from other areas in class. -Participate in mock interviews in small groups. |
Why is it important to speak at the right speed, accurately, and with expression?
-
-How do our faces, hands, and eyes help us communicate better?
|
KLB Top Scholar pg. 149
-Audio-visual recordings -Digital devices -Dictionary -Charts KLB Top Scholar pg. 152 -Storybooks -Digital materials |
Observation
-Oral questions
-Peer Assessment
-Checklists
|
|
7 | 3 |
Reading
|
Intensive Reading (3 lessons)
|
By the end of the
lesson, the learner
should be able to:
-Use stress and rhythm correctly while reading lines and words in a poem or song. -Respond to a reading text for comprehension. -Advocate the importance of correct stress and rhythm in communication. |
The learner is guided to:
-Answer direct and inferential questions from a comprehension passage. -Create mental images by viewing pictures or events in a poem or song and comparing them to real-life situations. -Infer the meaning of new words and expressions such as fixed phrases, proverbs, idioms, phrasal verbs and similes from the way they have been used in a text. |
Why are songs and poems more enjoyable than reading a book?
-
-How can we tell what a story is about even before we read it?
|
KLB Top Scholar pg. 152
-Storybooks -Digital materials -Dictionary -Charts |
Observation
-Oral questions
-Reading logs
-Assessment rubrics
-Checklists
|
|
7 | 4 |
Grammar in Use
|
Question Tags (2 lessons)
|
By the end of the
lesson, the learner
should be able to:
-Identify tag questions from a print or digital text for information. -Form tag questions from verbs to be, verbs to have, verbs to do and modals. -Use tag questions correctly in oral and written texts. |
The learner is guided to:
-Identify the verbs to be, verbs to have, verbs to do and modals. -Form tag questions using verbs to be, verbs to have, verbs to do and modals. -Apply rules when forming tag questions, for example, a positive statement results in a negative tag question and vice versa. -Search for examples of question tags on the web, with peers. |
How do we form question tags?
-
-What is a question tag?
|
KLB Top Scholar pg. 154
-Print materials -Digital devices -Charts -Flash cards -Dictionaries |
Written exercises
-Oral questions
-Peer Assessment
-Checklists
-Assessment rubrics
|
|
8 | 1 |
Writing
|
Functional Writing: Personal Journals (2 lessons)
|
By the end of the
lesson, the learner
should be able to:
-Identify all the components of a personal journal. -Use the correct format to create a personal journal. -Judge the correctness sentences, relevance to the topic and the format of a personal journal. |
The learner is guided to:
-Identify all the components of a personal journal. -Read a sample personal journal. -Create a personal journal for seven days. -Peer-edit the personal journals – different pairs exchange their journals for editing. -Revise personal journals. -Display the personal journals in class, on the school notice board, internet among others. |
Why do we keep journals and diaries?
-
-How do you record important occasions or dates in your life?
|
KLB Top Scholar pg. 156
-Sample journals -Digital devices -Dictionary -Charts |
Written exercises
-Peer Assessment
-Self-Assessment
-Assessment rubrics
|
|
8 | 2 |
MONEY - TRADE
Listening and Speaking Listening and Speaking |
Pronunciation and Vocabulary: Intensive Listening (2 lessons)
|
By the end of the
lesson, the learner
should be able to:
-Identify proverbs from a text for effective communication. -Listen for the main idea and specific details from a text. -Use words and expressions such as similes, metaphors and proverbs containing selected sounds correctly. |
The learner is guided to:
-Say the words in the box: product, import, safe, deal, export, save, stock, invest, service, consume, hike, currency, wholesale barter trade. -Work in groups of six, stand in a line and do what the teacher will tell them. -Listen to the teacher read or play a recording of the first paragraph of a story. -Answer questions orally about the recording. |
Why should we listen carefully?
-
-What messages do we obtain from similes and proverbs?
|
KLB Top Scholar pg. 159
-Audio-visual recordings -Digital devices -Dictionary -Charts |
Observation
-Oral questions
-Peer Assessment
-Checklists
|
|
8 | 3 |
Reading
|
Extensive Reading (2 lessons)
|
By the end of the
lesson, the learner
should be able to:
-Select appropriate reading texts from a library. -Read a variety of texts for general information and enjoyment. -Acknowledge the importance of reading widely for lifelong learning. |
The learner is guided to:
-In groups, talk about the types of reading materials shown in the pictures. -Look at the pictures again and identify the materials that can only be accessed using digital devices. -In pairs, talk about what can be used as money apart from notes and coins. -Read the first paragraph, the first line of other paragraphs and the last paragraph of a passage to get the main idea. |
Why should we read a variety of materials?
-
-How do you identify the book you want to read?
|
KLB Top Scholar pg. 161
-Storybooks -Digital materials -Newspapers -Magazines -Dictionary |
Observation
-Oral questions
-Reading logs
-Assessment rubrics
-Checklists
|
|
8 | 4 |
Grammar in Use
Writing Writing |
Prepositions (2 lessons)
Spelling: Affixes (2 lessons) Spelling: Affixes (2 lessons) |
By the end of the
lesson, the learner
should be able to:
-Identify prepositions correctly in oral and written texts. -Use prepositions correctly in varied texts. -Judge the appropriateness of prepositions used in various texts. |
The learner is guided to:
-In groups, list words that give information about time, place and direction. -Identify the prepositions in a dialogue. -Complete sentences by filling in the blank space with the appropriate preposition. -In pairs, use certain words in sentences that give information about time. |
How do we describe where people or objects are?
-
-Which among the following words is not a preposition? (eat, please, outside, in, on, there, how, to, above)
|
KLB Top Scholar pg. 164
-Print materials -Digital devices -Charts -Flash cards -Dictionaries KLB Top Scholar pg. 167 |
Written exercises
-Oral questions
-Peer Assessment
-Checklists
-Assessment rubrics
|
Your Name Comes Here