TOURISM: DOMESTIC

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

Listening and Speaking
Reading

Oral Narratives: Listening and Responding-Myths
Intensive Reading: Poem

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
KLB Top Scholar pg. 120
-Poems
-Teacher's Guide

Observation -Oral questions -Retelling -Peer assessment

Reading
Grammar in Use
Grammar in Use

Intensive Reading: Poem
Word Classes: Simple Prepositions
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

Reading

Intensive Reading: Poetry

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

Observation -Oral questions -Recitation -Role play

Writing

Assessment of Writing

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

Observation -Oral questions -Written exercise -Peer assessment

HEROES AND HEROINES: AFRICA

Listening and Speaking
Listening and Speaking
Reading

Pronunciation: Sounds
Pronunciation: Stressed and unstressed words (content and function words)
Extensive Reading: Grade-appropriate Fiction Materials - Characters

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

-
-Identify words with vowels /ɑː/ /зː/ and the consonant /tʃ/ /dʒ/ from a sample text.
-Pronounce the vowels /ɑː/ /зː/ and the consonants /tʃ/ /dʒ/ correctly.
-Acknowledge the importance of correct pronunciation in communication.

The learner is guided to:
-Listen to a recording of and identify the sounds /ɑː/ /зː/ /tʃ/ and/dʒ/.
-Practise saying the sounds /ɑː/ /зː/ /tʃ/ and/dʒ/.
-Identify the stressed and unstressed words in a sample text.
-Work with peers to practise saying words with the sounds /ɑː/ /зː/ /tʃ/ and/dʒ/ and make a recording.

Why are some words said with greater force than others?

KLB Top Scholar pg. 129
-Audio recordings
-Digital devices
-Word lists with target sounds
-Charts
-Teacher's Guide
KLB Top Scholar pg. 132
-Charts with examples of stressed words
KLB Top Scholar pg. 133
-Fiction books on African heroes/heroines
-Flash cards

Observation -Oral questions -Peer assessment -Pronunciation drills

Reading
Grammar in Use

Extensive Reading: Grade-appropriate Fiction Materials - Characters
Word Classes: Conjunctions - because, that, when, if, unless, and since

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

-
-Describe the traits of the given character using appropriate vocabulary.
-Relate the characters in the fiction text to real life.
-Appreciate the role of characters in fiction.

The learner is guided to:
-Dramatise the text and video record the performance.
-Use flash cards to describe the traits of the given character.
-Work with peers to relate the characters in the fiction text to real life.
-Identify the character that they like most and explain why.

How can the characters in a story be described?

KLB Top Scholar pg. 134
-Fiction books
-Digital devices for recording
-Flash cards
-Teacher's Guide
KLB Top Scholar pg. 135
-Charts with conjunctions
-Digital devices
-Workbooks

Observation -Written questions -Video assessment -Peer assessment

Grammar in Use
Reading
Reading

Word Classes: Conjunctions - because, that, when, if, unless, and since
Intensive Reading: Similes and Metaphors
Intensive Reading: Similes and Metaphors

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

-
-Create dialogues using the listed conjunctions.
-Identify conjunctions in a poem or song.
-Appreciate the correct use of conjunctions in communication.

The learner is guided to:
-Collaborate to create dialogues using the listed conjunctions.
-Search online and offline for examples of the listed conjunctions.
-Create posters on heroes/heroines using sentences with conjunctions and display them on the walls.
-Recite poems featuring conjunctions/listen to songs and identify the conjunctions used.

How can one join two or more sentences?

KLB Top Scholar pg. 137
-Digital devices
-Posters
-Audio recordings
-Teacher's Guide
KLB Top Scholar pg. 140
-Short stories with similes and metaphors
-Dictionary
KLB Top Scholar pg. 143
-Short stories
-Charts

Observation -Oral presentations -Written dialogues -Poster assessment

Writing

Creative Writing: Narrative Compositions

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

-
-Recall a specific event, emotion or experience that affected them greatly.
-Plan a narrative composition using prewriting techniques.
-Acknowledge the value of quality narrative compositions.

The learner is guided to:
-Identify the parts of narrative composition.
-Work with peers to narrate events, feelings or experiences that impacted them.
-Work with peers to plan a narrative composition.
-Brainstorm ideas for their composition.

Why do we enjoy reading stories?

KLB Top Scholar pg. 144
-Sample narrative compositions
-Planning templates
-Digital devices
-Teacher's Guide

Observation -Oral presentations -Planning sheets -Peer assessment

Writing
Listening and Speaking
Listening and Speaking

Creative Writing: Narrative Compositions
Oral Presentations
Oral Presentations

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
KLB Top Scholar pg. 147
-Recorded speeches
-Speech formats
KLB Top Scholar pg. 149
-Speech templates
-Feedback forms

Written composition -Peer assessment -Self-assessment -Final composition assessment

ART

Reading
Reading

Study Skills: Note Making

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

-
-Identify key points in a text.
-Make notes from a written text.
-Appreciate the importance of note making in learning.

The learner is guided to:
-Work with peers to search online and offline on how to make notes.
-Read a given text on art and identify the key points.
-Identify verbal sign posts and share with peers.
-Make notes on the margin and peer review.

How do we determine what to include in our notes during note making?

KLB Top Scholar pg. 150
-Texts on art
-Note-making templates
-Digital devices
-Teacher's Guide
KLB Top Scholar pg. 151
-Sample notes
-Texts
-Charts

Observation -Note-making assessment -Peer review -Written questions

Grammar in Use

Word Classes: Determiners and Quantifiers

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

-
-Identify demonstratives (this, these, that, those) and quantifiers (few, a few, little, a little) in a given text.
-Use demonstratives in sentences for clarity of communication.
-Appreciate the importance of demonstratives and quantifiers in communication.

The learner is guided to:
-Identify quantifiers (few and many) and demonstratives (this, these and that and those).
-Point out various items that are at different distances.
-Determine the correct demonstratives to use in different circumstances.
-Generate the plural forms of the demonstrative pronouns, with peers.

Why do we use demonstratives and quantifiers?

KLB Top Scholar pg. 152
-Charts with demonstratives and quantifiers
-Objects at different distances
-Digital devices
-Teacher's Guide
KLB Top Scholar pg. 154
-Substitution tables
-Charts

Observation -Oral questions -Written exercises -Gap-filling activities

Reading
Writing

Intensive Reading: Short story
Functional Writing: Thank you notes and Congratulatory notes

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

-
-Highlight the main events in the story.
-Identify the setting in the short story.
-Appreciate the importance of literature in life.

The learner is guided to:
-Read a given short story.
-Discuss with peers the main events.
-Use a graphic organizer to highlight the events in the story.
-Research the meaning of setting from online and offline sources and make notes.
-Discuss the setting of the short story they have read.

How do events flow logically in a story?

KLB Top Scholar pg. 155
-Short story
-Graphic organizers
-Digital devices
-Teacher's Guide
-Discussion prompts
-Art materials
KLB Top Scholar pg. 156
-Sample thank you notes
-Newspapers and magazines

Observation -Oral questions -Written exercises -Graphic organizer assessment

Writing

Functional Writing: Thank you notes and Congratulatory notes

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

Observation -Written congratulatory notes -Gallery walk feedback -Final note assessment

CHOOSING A CAREER

Listening and Speaking
Listening and Speaking
Reading

Conversational Skills: Interviews
Extensive Reading: Non-fiction

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

-
-Identify polite words and expressions in a radio or television interview.
-Use polite words and expressions when conducting an interview.
-Acknowledge the role of interviews in presenting reality.

The learner is guided to:
-Listen to a recorded or a role-played interview and identify polite expressions used.
-Watch a video in which the speakers are engaged in a radio or television interview.
-Make a list of the verbal and non-verbal cues used by the speakers to express politeness.
-In pairs, conduct an interview on choosing a career using polite expressions.

Why is it important to use polite language during an interview?

KLB Top Scholar pg. 159
-Recorded interviews
-Digital devices
-Teacher's Guide
-Television/radio interviews
KLB Top Scholar pg. 160
-Charts with polite expressions
-Interview templates
KLB Top Scholar pg. 161
-Non-fiction books
-Newspapers
-Magazines
-Dictionaries

Observation -Oral questions -Role play -Peer assessment

Reading
Grammar in Use

Extensive Reading: Non-fiction
Word Classes: Adverbs

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

-
-Extract specific information from non-fiction texts.
-Share information gained from extensive reading with peers.
-Appreciate the importance of reading for information.

The learner is guided to:
-Read various texts on careers and note the key points.
-Share with peers what he or she has read about.
-Respond to questions about specific details in the texts they have read.
-Create a presentation on information gained from extensive reading.

What do you consider when selecting a reading text?

KLB Top Scholar pg. 162
-Non-fiction books
-Digital devices
-Reading journals
-Teacher's Guide
KLB Top Scholar pg. 163
-Charts with adverbs
-Texts on careers
-Substitution tables

Reading logs -Written exercises -Oral presentations -Peer assessment

Grammar in Use
Reading
Reading

Word Classes: Adverbs
Intensive Reading: Lessons Learnt
Intensive Reading: Lessons Learnt

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

-
-Use adverbs formed from adjectives in sentences.
-Create texts using adverbs formed from adjectives.
-Appreciate the value of adverbs in communication.

The learner is guided to:
-Search the internet, newspapers or magazine for examples of adverbs formed from adjectives, with peers.
-Fill in blanks using adverbs formed from adjectives.
-Compile a list of instructions using adverbs formed from adjectives.
-Make a list of adverbs formed from adjectives and display them on charts and posters.
-Compose short poems using adverbs formed from adjectives.

What are the functions of adverbs?

KLB Top Scholar pg. 166
-Newspapers
-Magazines
-Digital devices
-Charts
-Teacher's Guide
KLB Top Scholar pg. 167
-Short story
-Video recordings
KLB Top Scholar pg. 170
-Writing materials

Observation -Written exercises -Creative compositions -Poem assessment

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

Observation -Written exercises -Word analysis -Group work assessment

Writing
Listening and Speaking

Mechanics of Writing: Prefixes and Suffixes
Listening to Respond: Attitude

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

-
-Use prefixes and suffixes correctly in sentences.
-Break down words into prefixes and suffixes.
-Acknowledge the influence of prefixes and suffixes on meaning and formation of words.

The learner is guided to:
-Break down words into prefixes and suffixes.
-Listen to a dictated list of words with prefixes and suffixes and write them down.
-Formulate sentences using words with prefixes and suffixes.
-Fill in blanks in a writing with the correct form of words with prefixes and suffixes.
-Search for more examples of words with prefixes and suffixes from books, newspapers, internet among others, with peers.

Which words with suffixes and prefixes are confusing?

KLB Top Scholar pg. 174
-Word lists
-Digital devices
-Newspapers
-Dictionaries
-Teacher's Guide
KLB Top Scholar pg. 175
-Song recordings
-Song lyrics

Observation -Dictation -Written exercises -Sentence construction

MODERN FASHION

Listening and Speaking
Reading
Reading

Listening to Respond: Attitude
Intensive Reading: Comprehension Strategies
Intensive Reading: Comprehension Strategies

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

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

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

What makes one like or dislike a song?

KLB Top Scholar pg. 177
-Digital devices
-Song recordings
-Expression cards
-Teacher's Guide
KLB Top Scholar pg. 178
-Passage on modern fashion
-Dictionaries
KLB Top Scholar pg. 180
-Charts
-Art materials

Observation -Oral presentations -Performance assessment -Expression categorization

Grammar in Use

Phrasal Verbs

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

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

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

How are phrasal verbs formed?

KLB Top Scholar pg. 181
-Passages with phrasal verbs
-Digital devices
-Newspapers
-Magazines
-Teacher's Guide
KLB Top Scholar pg. 182
-Phrasal verb dictionaries
-Flashcards

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

Reading
Writing

Short Story: Characters
The Writing Process

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

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

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

What makes stories interesting to read?

KLB Top Scholar pg. 183
-"The Three Questions" story
-Character analysis charts
-Digital devices
-Teacher's Guide
-Writing materials
-Role play props
KLB Top Scholar pg. 184
-Books on writing process
-Manila paper

Observation -Oral questions -Written exercises -Character analysis

Writing

The Writing Process

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

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

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

Why should one write a dialogue?

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

Observation -Written dialogues -Peer assessment -Final dialogue assessment

CONSUMER PROTECTION

Listening and Speaking
Listening and Speaking

Extensive Listening: Poems

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

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

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

How can you improve the presentation of a poem?

KLB Top Scholar pg. 187
-Digital devices
-Video recordings
-Poems on consumer protection
-Teacher's Guide
KLB Top Scholar pg. 189

Observation -Oral presentations -Group presentations -Peer assessment

Reading
Grammar in Use

Intensive Reading: Comprehension Strategies
Word Classes: Compound Sentences

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

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

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

What do you remember most after reading a text?

KLB Top Scholar pg. 190
-Passage on consumer protection
-Dictionaries
-Teacher's Guide
KLB Top Scholar pg. 192
-Charts
KLB Top Scholar pg. 193
-Charts with compound sentences
-Passages with compound sentences

Observation -Written answers -Oral questions -Word meaning explanations

Grammar in Use
Reading

Word Classes: Compound Sentences
Short Story: Style

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

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

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

How can one join two or more sentences?

KLB Top Scholar pg. 194
-Charts
-Digital devices
-Video on coordinating conjunctions
-Teacher's Guide
KLB Top Scholar pg. 195
-"Door Curtains" story

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

Reading
Writing

Short Story: Style
Creative Narrative Composition: Idioms

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

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

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

How does a writer make a story interesting?

KLB Top Scholar pg. 199
-"Door Curtains" story
-Notes on literary devices
-Teacher's Guide
KLB Top Scholar pg. 200
-Idiom cards
-Dictionaries
-Digital devices

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

Writing
Listening and Speaking

Creative Narrative Composition: Idioms
Pronunciation and Intonation

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

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

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

How can we improve our writing skills?

KLB Top Scholar pg. 202
-Sample compositions
-Writing materials
-Feedback forms
-Teacher's Guide
KLB Top Scholar pg. 203
-Word lists
-Digital devices

Observation -Written compositions -Peer review -Final composition assessment

SPORTS: OLYMPICS

Listening and Speaking
Listening and Speaking
Reading

Pronunciation and Intonation
Study Skills

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

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

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

What are some of the words with silent letters?

KLB Top Scholar pg. 204
-Word lists
-Digital devices
-Recording equipment
-Teacher's Guide
KLB Top Scholar pg. 205
-Sentence pairs
-Dialogue scripts
KLB Top Scholar pg. 206
-Passages on Olympics
-Sample notes and summaries

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

Reading

Study Skills

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

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

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

How can key points be identified in a text?

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

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

Grammar in Use

Sentences: Active and Passive Voice

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

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

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

Why should one use a variety of sentences?

KLB Top Scholar pg. 211
-Sentence pairs
-Charts with active/passive sentences
-Teacher's Guide
KLB Top Scholar pg. 212
-Text on sports injuries
-Sentence transformation exercises

Observation -Voice identification -Sentence transformation -Written exercises

Reading

Extensive Reading: Short Story

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

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

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

Where does a writer get what to write about?

KLB Top Scholar pg. 213
-"Door Curtains" story
-Discussion questions
-Teacher's Guide
KLB Top Scholar pg. 214
-Drama props
-Character analysis charts

Observation -Group discussions -Character analysis -Theme identification

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

Types of Sentences: Interrogative Sentences

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

Observation -Dialogue dramatization -Question construction -Chart presentations

Reading

Poems

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

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

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

What messages are found in poems?

KLB Top Scholar pg. 229
-"In the Shadow of Our Parents" poem
-Drama props
-Teacher's Guide
KLB Top Scholar pg. 231
-"COVID-19 and Our Humanity" poem
-Poster materials

Observation -Poem recitation -Drama performance -Group discussions -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