ENVIRONMENTAL CONSERVATION

Listening and Speaking

Pronunciation and Vocabulary (3 lessons)

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

-Listen for specific details such as sounds words and expressions for effective oral communication.
-Make oral presentations such as speeches accurately, with minimal hesitations and with expressions.
-Use non-verbal cues appropriately to enhance fluency.

The learner is guided to:
-Say words and phrases with the sounds /ʒ/ /ʤ/ correctly.
-Recite poems with words that have the sounds /ʒ/ /ʤ/.
-Listen for specific details such as: fixed phrases: as long as, all the time, set on fire, from time to time, too bad, be in trouble; simile: as wide as the sky, as brave as a lion, as green as grass, as clear as crystal, as clear as day, as black as soot, as pure as snow; metaphor: The man is a tortoise. He walks so slowly! Sanaipei is a lion. She is very brave.

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

Observation -Oral questions -Peer Assessment -Checklists

Listening and Speaking

Pronunciation and Vocabulary (3 lessons)

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

-Listen for specific details such as sounds words and expressions for effective oral communication.
-Make oral presentations such as speeches accurately, with minimal hesitations and with expressions.
-Use non-verbal cues appropriately to enhance fluency.

The learner is guided to:
-Say words and phrases with the sounds /ʒ/ /ʤ/ correctly.
-Recite poems with words that have the sounds /ʒ/ /ʤ/.
-Listen for specific details such as: fixed phrases: as long as, all the time, set on fire, from time to time, too bad, be in trouble; simile: as wide as the sky, as brave as a lion, as green as grass, as clear as crystal, as clear as day, as black as soot, as pure as snow; metaphor: The man is a tortoise. He walks so slowly! Sanaipei is a lion. She is very brave.

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

Observation -Oral questions -Peer Assessment -Checklists

Listening and Speaking

Pronunciation and Vocabulary (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

Observation -Oral questions -Peer Assessment -Checklists

Listening and Speaking

Pronunciation and Vocabulary (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

Observation -Oral questions -Peer Assessment -Checklists

Listening and Speaking

Pronunciation and Vocabulary (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

Observation -Oral questions -Peer Assessment -Checklists

Listening and Speaking

Pronunciation and Vocabulary (3 lessons)

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

-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:
-Recite choral and solo verses related to the theme.
-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

Observation -Oral questions -Peer Assessment -Checklists

Listening and Speaking

Pronunciation and Vocabulary (3 lessons)

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

-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:
-Recite choral and solo verses related to the theme.
-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

Observation -Oral questions -Peer Assessment -Checklists

Reading

Intensive Reading (3 lessons)

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

-Identify words, phrases, and proverbs used in a song or poem.
-Use stress and rhythm correctly while reading lines and words in a poem or song.
-Respond to a reading text for comprehension.

The learner is guided to:
-Participate in a reader's theatre and read solo or choral poems, using correct stress.
-Sing along as a video of poetry recitation or song plays with the lyrics provided, using the correct rhythm.
-Identify words, phrases, and proverbs used in the song or poem.
-Make predictions about events in a poem on environmental conservation by observing the picture or title.

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

Reading

Intensive Reading (3 lessons)

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

-Identify words, phrases, and proverbs used in a song or poem.
-Use stress and rhythm correctly while reading lines and words in a poem or song.
-Respond to a reading text for comprehension.

The learner is guided to:
-Participate in a reader's theatre and read solo or choral poems, using correct stress.
-Sing along as a video of poetry recitation or song plays with the lyrics provided, using the correct rhythm.
-Identify words, phrases, and proverbs used in the song or poem.
-Make predictions about events in a poem on environmental conservation by observing the picture or title.

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

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

Reading

Intensive Reading (3 lessons)

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

-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

Reading

Intensive Reading (3 lessons)

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

-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

Reading

Intensive Reading (3 lessons)

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

-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

Reading

Intensive Reading (3 lessons)

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

-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

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

Grammar in Use

Question Tags (2 lessons)

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

-Use tag questions correctly in oral and written texts.
-Appreciate the importance of well formed sentences in communication.

The learner is guided to:
-Practice using tag questions in dialogues and conversations.
-Make posters featuring tag questions and display them in class.
-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

Grammar in Use

Question Tags (2 lessons)

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

-Use tag questions correctly in oral and written texts.
-Appreciate the importance of well formed sentences in communication.

The learner is guided to:
-Practice using tag questions in dialogues and conversations.
-Make posters featuring tag questions and display them in class.
-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

Grammar in Use

Question Tags (2 lessons)

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

-Use tag questions correctly in oral and written texts.
-Appreciate the importance of well formed sentences in communication.

The learner is guided to:
-Practice using tag questions in dialogues and conversations.
-Make posters featuring tag questions and display them in class.
-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

Grammar in Use

Question Tags (2 lessons)

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

-Use tag questions correctly in oral and written texts.
-Appreciate the importance of well formed sentences in communication.

The learner is guided to:
-Practice using tag questions in dialogues and conversations.
-Make posters featuring tag questions and display them in class.
-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

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

Writing

Functional Writing: Personal Journals (2 lessons)

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

-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:
-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

MONEY - TRADE

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

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

Listening and Speaking

Pronunciation and Vocabulary: Intensive Listening (2 lessons)

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

-Use words and expressions such as similes, metaphors and proverbs containing selected sounds correctly.
-Value the importance of attentive listening in communication.

The learner is guided to:
-Fill in the important details they may have missed.
-In groups, talk about how the story they have listened to is likely to end.
-Take note of proverbs, idioms, and other expressions used in the story and practice using them in their own sentences.

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

Listening and Speaking

Pronunciation and Vocabulary: Intensive Listening (2 lessons)

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

-Use words and expressions such as similes, metaphors and proverbs containing selected sounds correctly.
-Value the importance of attentive listening in communication.

The learner is guided to:
-Fill in the important details they may have missed.
-In groups, talk about how the story they have listened to is likely to end.
-Take note of proverbs, idioms, and other expressions used in the story and practice using them in their own sentences.

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

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 o choosenly 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

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 o choosenly 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

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 o choosenly 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

Reading

Extensive Reading (2 lessons)

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

-Read a variety of texts for general information and enjoyment.
-Acknowledge the importance of reading widely for lifelong learning.

The learner is guided to:
-Read a passage from a children's newspaper.
-Discuss something new they may have learned from the passage.
-Discuss the problem of plastic waste in Kenya and what the government has done about it.
-Discuss what children can do to help deal with plastic waste.
-With the help of the teacher, choose digital materials (about 1251-1500 words) on a topic that interests them and read it.
-Make a short report of what they have read and share it with others.

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

Reading

Extensive Reading (2 lessons)

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

-Read a variety of texts for general information and enjoyment.
-Acknowledge the importance of reading widely for lifelong learning.

The learner is guided to:
-Read a passage from a children's newspaper.
-Discuss something new they may have learned from the passage.
-Discuss the problem of plastic waste in Kenya and what the government has done about it.
-Discuss what children can do to help deal with plastic waste.
-With the help of the teacher, choose digital materials (about 1251-1500 words) on a topic that interests them and read it.
-Make a short report of what they have read and share it with others.

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

Grammar in Use

Prepositions (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

Written exercises -Oral questions -Peer Assessment -Checklists -Assessment rubrics

Grammar in Use

Prepositions (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

Written exercises -Oral questions -Peer Assessment -Checklists -Assessment rubrics

Grammar in Use

Prepositions (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

Written exercises -Oral questions -Peer Assessment -Checklists -Assessment rubrics

Grammar in Use

Prepositions (2 lessons)

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

-Use prepositions correctly in varied texts.
-Judge the appropriateness of prepositions used in various texts.

The learner is guided to:
-Look at pictures and complete sentences using appropriate prepositions.
-In pairs, draw pictures to show the use of certain prepositions.
-Share their pictures with another pair and tell each other whether the pictures show the correct use of the prepositions.
-Study sentences and discuss what information certain prepositions give together with other words.
-In groups, create a crossword puzzle using preposition-related words.

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

Written exercises -Oral questions -Peer Assessment -Checklists -Assessment rubrics

Grammar in Use

Prepositions (2 lessons)

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

-Use prepositions correctly in varied texts.
-Judge the appropriateness of prepositions used in various texts.

The learner is guided to:
-Look at pictures and complete sentences using appropriate prepositions.
-In pairs, draw pictures to show the use of certain prepositions.
-Share their pictures with another pair and tell each other whether the pictures show the correct use of the prepositions.
-Study sentences and discuss what information certain prepositions give together with other words.
-In groups, create a crossword puzzle using preposition-related words.

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

Written exercises -Oral questions -Peer Assessment -Checklists -Assessment rubrics

Writing

Spelling: Affixes (2 lessons)

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

-Recognise affixes used to change the form and meaning of words.
-Form new words using prefixes and suffixes.
-Spell words correctly for writing fluency.

The learner is guided to:
-Work in groups or pairs and join word parts given to words, then read the words they have formed.
-Create new words by adding prefixes to given words, using one of the prefixes given in a box.
-Match each word in column A with a suitable suffix in column B.
-Identify the words that have suffixes and prefixes in a passage.

Why is it important to spell words correctly? - -Why is it difficult to spell some words? - -How can we become better at spelling?

KLB Top Scholar pg. 167
-Print materials
-Digital devices
-Charts
-Flash cards
-Dictionaries

Written exercises -Oral questions -Peer Assessment -Checklists -Assessment rubrics

Writing

Spelling: Affixes (2 lessons)

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

-Recognise affixes used to change the form and meaning of words.
-Form new words using prefixes and suffixes.
-Spell words correctly for writing fluency.

The learner is guided to:
-Work in groups or pairs and join word parts given to words, then read the words they have formed.
-Create new words by adding prefixes to given words, using one of the prefixes given in a box.
-Match each word in column A with a suitable suffix in column B.
-Identify the words that have suffixes and prefixes in a passage.

Why is it important to spell words correctly? - -Why is it difficult to spell some words? - -How can we become better at spelling?

KLB Top Scholar pg. 167
-Print materials
-Digital devices
-Charts
-Flash cards
-Dictionaries

Written exercises -Oral questions -Peer Assessment -Checklists -Assessment rubrics

Writing

Spelling: Affixes (2 lessons)

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

-Recognise affixes used to change the form and meaning of words.
-Form new words using prefixes and suffixes.
-Spell words correctly for writing fluency.

The learner is guided to:
-Work in groups or pairs and join word parts given to words, then read the words they have formed.
-Create new words by adding prefixes to given words, using one of the prefixes given in a box.
-Match each word in column A with a suitable suffix in column B.
-Identify the words that have suffixes and prefixes in a passage.

Why is it important to spell words correctly? - -Why is it difficult to spell some words? - -How can we become better at spelling?

KLB Top Scholar pg. 167
-Print materials
-Digital devices
-Charts
-Flash cards
-Dictionaries

Written exercises -Oral questions -Peer Assessment -Checklists -Assessment rubrics

Writing

Spelling: Affixes (2 lessons)

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

-Form new words using prefixes and suffixes.
-Spell words correctly for writing fluency.
-Determine the correctness and appropriateness of affixes used in various texts.

The learner is guided to:
-Study a mind map, showing how many words we can form from the word THANK by adding prefixes and suffixes.
-Create a mind map in groups using words like hope, appear, or clear.
-Pin their mind map on the noticeboard.
-Create a crossword puzzle using the words they have formed in the mind map.

Why is it important to spell words correctly? - -Why is it difficult to spell some words? - -How can we become better at spelling?

KLB Top Scholar pg. 167
-Print materials
-Digital devices
-Charts
-Flash cards
-Dictionaries

Written exercises -Oral questions -Peer Assessment -Checklists -Assessment rubrics

Writing

Spelling: Affixes (2 lessons)

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

-Form new words using prefixes and suffixes.
-Spell words correctly for writing fluency.
-Determine the correctness and appropriateness of affixes used in various texts.

The learner is guided to:
-Study a mind map, showing how many words we can form from the word THANK by adding prefixes and suffixes.
-Create a mind map in groups using words like hope, appear, or clear.
-Pin their mind map on the noticeboard.
-Create a crossword puzzle using the words they have formed in the mind map.

Why is it important to spell words correctly? - -Why is it difficult to spell some words? - -How can we become better at spelling?

KLB Top Scholar pg. 167
-Print materials
-Digital devices
-Charts
-Flash cards
-Dictionaries

Written exercises -Oral questions -Peer Assessment -Checklists -Assessment rubrics