RELATIONSHIPS: PEERS

Reading

Study Skills: Reference materials

By the end of the lesson, the learner should be able to:
 
- Explain the purpose of different reference materials. 
- Select relevant reference materials for varied tasks. 
- Value the role of reference materials in learning.

The learner is guided to: 
- Read the passage "Positive peer relationships." 
- Answer questions based on the passage. 
- Examine a sample text from a reference material and identify the type of reference material it is likely to be found in. 
- Select and read texts from books and the Internet on peer relationships. 
- Pick out various unfamiliar words and check their meaning and spelling in a dictionary. 
- Select appropriate reference materials for different tasks.

What is the importance of reference materials?

Moran - Skills in English pg. 66 
Dictionary 
Thesaurus 
Encyclopedia 
Digital devices 
Reference books

Written exercises  Oral questions  Observation  Group work

Reading
Grammar in Use

Study Skills: Reference materials
Word Classes: Adjectives

By the end of the lesson, the learner should be able to:
 
- Use reference materials to obtain information on varied subjects. 
- Find the spelling, pronunciation, and meaning of words using a dictionary. 
- Acknowledge the role of reference materials in lifelong learning.

The learner is guided to: 
- Use selected reference materials to find specific information about peer relationships. 
- Find the spelling, pronunciation, and meaning of selected words. 
- Find synonyms of words using a thesaurus. 
- Use an encyclopedia to search for more information about peer relationships. 
- Construct sentences using the words found in reference materials. 
- Create crossword puzzles using the antonyms and synonyms learned.

How can one use reference materials appropriately?

Moran - Skills in English pg. 67 
Dictionary 
Thesaurus 
Encyclopedia 
Digital devices 
Reference books
Moran - Skills in English pg. 69 
Charts 
Lesson notes 
Teacher's Guide

Crossword puzzles  Written exercises  Group presentations  Observation

Grammar in Use

Word Classes: Adjectives

By the end of the lesson, the learner should be able to:
 
- Use gradable adjectives correctly in sentences. 
- Apply non-gradable adjectives appropriately in communication. 
- Value the need for correct use of adjectives in communication.

The learner is guided to: 
- Search for gradable and non-gradable adjectives in the poem "Best friend in the world." 
- Rehearse and recite the poem in turns. 
- Search online and in books for texts about peer relationships and identify gradable and non-gradable adjectives. 
- Complete a table with more adjectives and use them to form sentences. 
- Construct sentences about activities they enjoy doing with peers using gradable and non-gradable adjectives. 
- Fill in a crossword puzzle with gradable and non-gradable adjectives based on given clues.

How do gradable and non-gradable adjectives differ?

Moran - Skills in English pg. 70 
Charts 
Digital devices 
Crossword puzzles 
Lesson notes

Sentence construction  Written exercises  Crossword puzzles  Peer assessment

Reading

Intensive Reading: Short story

By the end of the lesson, the learner should be able to:
 
- Identify dialogue and repetition in a short story. 
- Explain the importance of repetition and dialogue in a short story. 
- Value the role of stylistic devices in fiction writing.

The learner is guided to: 
- Read the short story "A memorable adventure." 
- Answer questions based on the story. 
- Compare and contrast their own experiences with those of the characters in the short story. 
- Take turns to retell the events in the story. 
- Identify the use of dialogue in the short story and discuss the messages in the dialogues. 
- Identify words and phrases that are repeated in the story.

What makes stories interesting to read?

Moran - Skills in English pg. 71 
Reference books 
Digital devices 
Lesson notes 
Teacher's Guide

Written responses  Oral presentations  Group discussions  Role play

Reading
Writing

Intensive Reading: Short story
Functional Writing: Apology Letters

By the end of the lesson, the learner should be able to:
 
- Role-play dialogue from a short story. 
- Relate the importance of dialogue and repetition to real life. 
- Acknowledge the role of dialogue and repetition in fiction writing.

The learner is guided to: 
- Talk about how they relate with their peers. 
- Discuss how their peer relationships are similar or different to those in the short story "A memorable adventure." 
- Write a short paragraph about peer relationships using dialogue and repetition appropriately. 
- Search online and offline for role-plays in which characters talk to each other and repeat certain lines or sentences. 
- Find information on the importance of repetition and dialogue in a short story and explain findings to classmates. 
- Role-play any incidence of dialogue in the short story.

How do dialogue and repetition enhance a story?

Moran - Skills in English pg. 73 
Digital devices 
Role-play scripts 
Reference books 
Lesson notes
Moran - Skills in English pg. 74 
Sample letters 
Audio recordings 

Role play  Written paragraphs  Oral presentations  Peer assessment

Writing

Functional Writing: Apology Letters

By the end of the lesson, the learner should be able to:
 
- Plan what to include in an apology letter. 
- Write a letter of apology based on a given context. 
- Appreciate the role of letter writing in communication.

The learner is guided to: 
- Imagine they have done something wrong in school and need to apologize in writing. 
- Plan what to include in their apology letter. 
- Write a letter of apology to the school principal or class teacher. 
- Evaluate each other's letters using a provided assessment guide. 
- Rewrite their apology letters based on peer feedback. 
- Discuss situations that may require writing letters of apology. 
- Select examples and talk about possible consequences if a letter of apology is not written. 
- Discuss the role of apology letters in communication.

How can an apology letter resolve a conflict?

Moran - Skills in English pg. 75 
Sample letters 
Digital devices 
Assessment guide 
Lesson notes

Written letters  Peer assessment  Self-assessment  Group discussions

Writing

Functional Writing: Apology Letters

By the end of the lesson, the learner should be able to:
 
- Plan what to include in an apology letter. 
- Write a letter of apology based on a given context. 
- Appreciate the role of letter writing in communication.

The learner is guided to: 
- Imagine they have done something wrong in school and need to apologize in writing. 
- Plan what to include in their apology letter. 
- Write a letter of apology to the school principal or class teacher. 
- Evaluate each other's letters using a provided assessment guide. 
- Rewrite their apology letters based on peer feedback. 
- Discuss situations that may require writing letters of apology. 
- Select examples and talk about possible consequences if a letter of apology is not written. 
- Discuss the role of apology letters in communication.

How can an apology letter resolve a conflict?

Moran - Skills in English pg. 75 
Sample letters 
Digital devices 
Assessment guide 
Lesson notes

Written letters  Peer assessment  Self-assessment  Group discussions

REHABILITATION

Listening and Speaking

Conversational Skills: Disagreeing Politely

By the end of the lesson, the learner should be able to:
 
- List ways of disagreeing politely. 
- Use conversational strategies to disagree appropriately. 
- Value the need to speak politely during communication.

The learner is guided to: 
- Study pictures depicting people in conversation and discuss what might be happening. 
- Role-play the events in the pictures. 
- Identify words and phrases used to show politeness in their role-play. 
- Watch a short video in which speakers disagree politely. 
- Identify polite expressions used in the video. 
- Role-play the events in the video in pairs. 
- Read the conversation "Too much of something" and identify polite expressions used.

Which words or phrases are used to show politeness?

Moran - Skills in English pg. 78 
Digital devices 
Video recordings 
Pictures 
Lesson notes

Role play  Observation  Oral presentation  Group discussions

Listening and Speaking
Reading

Conversational Skills: Disagreeing Politely
Reading Fluency: Poem

By the end of the lesson, the learner should be able to:
 
- Apply non-verbal cues to express varied moods and feelings. 
- Practice disagreeing politely in conversations. 
- Advocate for the need to speak politely during communication.

The learner is guided to: 
- Listen to a dialogue provided by the teacher and identify words and phrases that show polite agreement or disagreement. 
- Identify how speakers have used gestures to express their feelings. 
- Discuss how non-verbal cues are used to express different moods and feelings. 
- Role-play the dialogue using non-verbal cues to express different moods and feelings. 
- In groups, write a short dialogue about rehabilitation in which speakers disagree politely. 
- Present the dialogue while practicing disagreeing politely. 
- Revise and make corrections to their dialogue where appropriate.

How do you use non-verbal cues to express different moods and feelings?

Moran - Skills in English pg. 79 
Digital devices 
Dialogue scripts 
Pictures 
Lesson notes
Moran - Skills in English pg. 80 
Reference books 
Lesson notes 
Dictionary

Role play  Written dialogues  Oral presentation  Peer assessment

Reading

Reading Fluency: Poem

By the end of the lesson, the learner should be able to:
 
- Read a text accurately, with expression and at the right speed. 
- Apply fluency strategies when reading a text. 
- Appreciate the value of fluency in reading to enhance understanding.

The learner is guided to: 
- Make a list of unfamiliar words in the text "Achieving fluency in reading" and reread the text ignoring them. 
- Complete a table with unfamiliar words, their definitions based on context, and dictionary definitions. 
- Practice pronouncing the unfamiliar words aloud. 
- Reread the entire text accurately, with expression, and at the right speed. 
- Discuss why readers read with expression. 
- Preview and then read the poem "Prevention is better." 
- Practice reading the poem accurately, with expression, and at the right speed. 
- Recite the poem aloud in class.

How can reading fluently improve understanding?

Moran - Skills in English pg. 82 
Digital devices 
Poem texts 
Dictionary 
Lesson notes

Oral reading  Observation  Recitation  Peer assessment

Grammar in Use

Word Classes: Adverbs

By the end of the lesson, the learner should be able to:
 
- Identify adverbs of frequency and degree correctly from a text. 
- Distinguish between adverbs of frequency and degree. 
- Value the importance of using adverbs correctly in communication.

The learner is guided to: 
- Read the passage "Absolutely convinced" and identify the words used to describe how often the class debate is held. 
- Identify words used to describe how harmful cigarette smoking is. 
- List the adverbs of frequency and degree used in the text. 
- Watch a video and pick out adverbs of frequency and degree used by different speakers. 
- Search online or in printed reference books for examples of adverbs of frequency and degree. 
- Use the adverbs to construct sentences in groups.

Why should one use adverbs correctly?

Moran - Skills in English pg. 84 
Digital devices 
Video recordings 
Reference books 
Lesson notes

Written exercises  Observation  Group work  Oral questions

Grammar in Use
Reading

Word Classes: Adverbs
Intensive Reading: Short story

By the end of the lesson, the learner should be able to:
 
- Use adverbs of frequency and degree correctly in sentences. 
- Construct sentences using adverbs of frequency and degree. 
- Appreciate the importance of using adverbs correctly in communication.

The learner is guided to: 
- Fill in a crossword puzzle using adverbs of frequency or degree based on given clues. 
- Determine what two letters are used at the end of most adverbs. 
- Use questions provided to talk about rehabilitation, incorporating adverbs of frequency and degree in their conversation. 
- Discuss when rehabilitation is needed and what the possible positive results of rehabilitation are. 
- Hold conversations using adverbs of frequency and degree.

How can we improve our use of adverbs in communication?

Moran - Skills in English pg. 85 
Crossword puzzles 
Digital devices 
Charts 
Reference books
Moran - Skills in English pg. 87 
Reference books 
Lesson notes 
Teacher's Guide

Crossword puzzles  Written exercises  Oral presentations  Observation

Reading

Intensive Reading: Short story

By the end of the lesson, the learner should be able to:
 
- Summarise the key events in the short story. 
- Relate the main ideas in the short story to real life situations. 
- Appreciate the relevance of the short story in addressing real life issues.

The learner is guided to: 
- Discuss the storyline of the story "I think it is time" in groups. 
- Summarize the key events in the story. 
- Present what they have learned about the storyline to their group. 
- Make a diagram to show the main idea and key events in the story. 
- Read and role-play the section of the short story in which Caren is having a conversation with her father. 
- Discuss how the main idea in the short story relates to events in their community or country. 
- Use given words to construct sentences about rehabilitation or drug and substance abuse.

How do the events in a story connect to real life?

Moran - Skills in English pg. 88 
Graphic organizers 
Digital devices 
Lesson notes 
Reference books

Role play  Written summaries  Group discussions  Sentence construction

Writing

Mechanics of Writing

By the end of the lesson, the learner should be able to:
 
- Identify commonly misspelt words in a text. 
- Spell words with silent vowels (-ie and -ei) correctly. 
- Value the importance of correct spelling in writing.

The learner is guided to: 
- Read the passage "Suffer no more" and pick out misspelt words. 
- Spell the misspelt words correctly. 
- Confirm their spellings using a dictionary. 
- Pick out words that have silent vowels from a given list. 
- Study words with the vowels i and e appearing together and the rule for their spelling (i before e, except after c). 
- Note exceptions to the rule. 
- Read words in two columns and note the differences between them. 
- Form new words by combining words with prefixes and suffixes.

Why should words be spelt correctly?

Moran - Skills in English pg. 90 
Dictionary 
Digital devices 
Word lists 
Lesson notes

Written exercises  Spelling tests  Word formation tasks  Observation

Writing

Mechanics of Writing

By the end of the lesson, the learner should be able to:
 
- Use prefixes and suffixes correctly in writing. 
- Make connections between spelling and meaning in suffixed and prefixed words. 
- Acknowledge the importance of correct spellings in writing.

The learner is guided to: 
- Read the passage "Things will get better" about rehabilitation. 
- List words with prefixes and suffixes from the passage. 
- Use a print or online dictionary to check if the spellings of the listed words are correct. 
- Correct any errors in the words found. 
- Use the words to write sentences. 
- Use prefixes and suffixes to write a paragraph about rehabilitation. 
- Rewrite passages correctly. 
- Search for more examples of words with prefixes, suffixes, and silent vowels. 
- Create a chart showing prefixes, suffixes, and their meanings.

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

Moran - Skills in English pg. 92 
Dictionary 
Digital devices 
Reference books 
Lesson notes

Written paragraphs  Chart creation  Spelling tests  Peer assessment

NATURAL RESOURCES: WILDLIFE

Listening and Speaking

Listening for Detail

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

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

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

How should one listen for detail?

Moran - Skills in English pg. 95
Audio recording on wildlife
Digital devices
Teacher's guide

Observation Question and answer Oral presentations Written exercises Group discussions

Listening and Speaking

Listening for Detail

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

- Identify specific details in a listening text on wildlife
- Respond accurately to questions based on the listening text
- Value the importance of listening for specific information

The learner is guided to:
- Listen to a passage "A happy song" read by the teacher
- Outline the main ideas in the passage
- Take turns to discuss and answer questions about the passage
- Discuss the importance of listening attentively
- Tell a classmate why it is important to listen for detail

Why is it important to listen for specific details?

Moran - Skills in English pg. 95
Audio recording
Digital devices
Teacher's guide
Passage "A happy song"

Oral questions Written responses Peer assessment Listening comprehension exercises

Reading

Intensive Reading: Visuals

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

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

The learner is guided to:
- Describe signposts or posters in their school or community
- Study pictures and discuss what they see
- Identify where such pictures can be found
- Determine what information they get from the pictures
- Identify different visuals from the Internet, books or community
- Present findings in class

What information do we obtain from visuals?

Moran - Skills in English pg. 95
Pictures of wildlife
Digital devices
Reference materials
Posters
Charts

Observation Oral presentations Written exercises Group discussions Project work

Reading
Grammar in Use

Intensive Reading: Visuals
Word Classes: Pronouns

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

- Make inferences of implied meaning from visuals
- Interpret visuals correctly for meaning
- Value the role of visuals in communicating information

The learner is guided to:
- Study information presented in optical illusions from print/electronic devices and discuss findings
- Make inferences of implied meaning from visuals
- Make connections between visuals and written texts
- Write a summary of what has been viewed in visuals depicting human-wildlife conflict
- Present a piece of written information on wildlife in form of a visual

How can one interpret a visual correctly?

Moran - Skills in English pg. 97
Digital devices
Visuals on wildlife
Charts
Posters
Teacher's guide
Moran - Skills in English pg. 101
Audio recording
Poem "When there is no one to help"

Visual analysis Written summaries Oral presentations Peer assessment Project work

Grammar in Use

Word Classes: Pronouns

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

- Identify reflexive pronouns correctly
- Use reflexive pronouns in sentences correctly
- Show respect for correct usage of pronouns in communication

The learner is guided to:
- Study a chart displaying indefinite and reflexive pronouns
- Complete sentences using appropriate indefinite pronouns
- Construct sentences using indefinite pronouns from a substitution table
- Fill in gaps using correct reflexive pronouns
- Construct sentences using reflexive pronouns from a substitution table
- Use charts to explain differences between indefinite and reflexive pronouns

How do we use reflexive pronouns correctly?

Moran - Skills in English pg. 102
Charts on pronouns
Digital devices
Substitution tables
Teacher's guide

Sentence construction Gap filling exercises Group discussions Peer assessment Oral questions

Reading

Intensive Reading: Short story

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

- Identify the characters in a given short story
- Explain the relationship between the characters in the short story
- Value the role of characters in short stories

The learner is guided to:
- Share about favorite stories and characters
- Read the short story "Touring the wild"
- Identify and list the characters in the story
- Role play different characters in the story
- Dramatize the text using appropriate voice, gestures and facial expressions
- Discuss why some people are considered heroes in communities

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

Moran - Skills in English pg. 104
Short story "Touring the wild"
Digital devices
Reference materials
Teacher's guide

Character analysis Oral presentations Role play Written exercises Group discussions

Reading
Writing

Intensive Reading: Short story
Composition Writing

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

- Describe the traits of characters in the short story
- Analyze the relationships between characters in the short story
- Appreciate the role of the characters in the short story in depicting real-life experiences

The learner is guided to:
- Discuss what each character does in the story
- Discuss how character traits are identified in a story
- Create a diagram to show relationships between characters
- Display the diagram on a chart or PowerPoint presentation
- Explain relationships between characters using the diagram
- Dramatize actions of different characters to bring out their traits

Which people would you like to meet in a story?

Moran - Skills in English pg. 106
Short story "Touring the wild"
Digital devices
Charts
PowerPoint presentation
Teacher's guide
Moran - Skills in English pg. 107
Sample dialogues
Reference materials

Character relationship diagrams Role play Oral presentations Written exercises Group discussions

Writing

Composition Writing

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

- Write a dialogue on a given topic
- Edit a dialogue for clarity, cohesion and coherence
- Value the role of the writing process in communication

The learner is guided to:
- Discuss ideas to include when writing a dialogue
- Write a rough draft of a dialogue about wildlife conservation
- Edit the dialogue to avoid repetition, correct spellings and punctuation
- Revise the dialogue by adding, rearranging, removing or replacing ideas, words, phrases and sentences
- Assess each other's dialogues using a provided checklist
- Share final work in class

Why is it important to follow the writing process?

Moran - Skills in English pg. 108
Sample dialogues
Digital devices
Assessment checklist
Reference materials

Dialogue writing Peer assessment Self-assessment Editing exercises Oral presentations

Writing

Composition Writing

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

- Write a dialogue on a given topic
- Edit a dialogue for clarity, cohesion and coherence
- Value the role of the writing process in communication

The learner is guided to:
- Discuss ideas to include when writing a dialogue
- Write a rough draft of a dialogue about wildlife conservation
- Edit the dialogue to avoid repetition, correct spellings and punctuation
- Revise the dialogue by adding, rearranging, removing or replacing ideas, words, phrases and sentences
- Assess each other's dialogues using a provided checklist
- Share final work in class

Why is it important to follow the writing process?

Moran - Skills in English pg. 108
Sample dialogues
Digital devices
Assessment checklist
Reference materials

Dialogue writing Peer assessment Self-assessment Editing exercises Oral presentations

TOURISM: DOMESTIC

Listening and Speaking

Listening and Responding: Oral Narratives - 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
- Acknowledge the role 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 the community then retell the myth to 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

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

Moran - Skills in English pg. 111
Audio recordings
Digital devices
Video recordings
Myth "How Wechakhulia Hill was formed"

Oral presentations Retelling of myths Question and answer Group discussions Role play

Listening and Speaking
Reading

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

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

- Relate the characters in a myth to real life
- Retell a myth using appropriate verbal and non-verbal cues
- Value the importance of myths in preserving cultural heritage

The learner is guided to:
- Take turns to retell the story they listened to, ensuring events are in correct order
- Search from the Internet for a video recording of a myth, watch it and narrate key events
- Identify the characters in the myth
- Discuss the consequences of characters' behaviors in the story
- Explain moral lessons learned in the myth
- Identify alternative statements characters could have made

Why are oral narratives important in society?

Moran - Skills in English pg. 112
Digital devices
Video recordings
Audio recordings
Teacher's guide
Poem "Local tourists"
Reference materials
Charts

Oral presentations Narration skills assessment Peer assessment Written reflections Group discussions

Reading

Intensive Reading: Poem

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

- Make judgement on the information in a text
- Infer the meaning of unfamiliar words using contextual clues
- Value the role of poems in conveying messages

The learner is guided to:
- Retell the main events in the poem "Local tourists" using gestures and facial expressions
- Recite the poem using non-verbal cues to bring out the message
- Discuss meaning of statements used in the poem
- Conduct a class debate explaining what they like or do not like about the poem
- Scan through the poem for new words and discuss how to determine their meaning
- Find the meaning of each new word based on how they are used

Why do we repeat some sounds, words and lines in a poem?

Moran - Skills in English pg. 115
Poem "Local tourists"
Digital devices
Dictionary
Visual aids
Teacher's guide

Debates Poem recitation Oral presentations Written exercises Vocabulary assessment

Grammar in Use

Word Classes: Simple prepositions

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

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

The learner is guided to:
- Study pictures showing different positions of objects
- Answer questions about the position of objects in the pictures
- Identify the words used to provide information about time, position and place
- Identify prepositions in the paragraph "A week of touring"
- Find a text and identify prepositions of position, place and time

How do we show where somebody or something is?

Moran - Skills in English pg. 116
Pictures showing positions
Digital devices
Charts
Reference materials
Teacher's guide

Gap filling exercises Sentence construction Oral questions Written exercises Group discussions

Grammar in Use
Reading

Word Classes: Simple prepositions
Intensive Reading: Poetry

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

- Use prepositions of time and place in sentences correctly
- Construct sentences using prepositions of position, time and place
- Value precise use of prepositions in communication

The learner is guided to:
- Fill in gaps in sentences using appropriate prepositions
- Construct sentences using prepositions of position, place and time
- Display sentences on a chart
- Search in newspapers, magazines or the Internet for sentences that use prepositions
- Create a crossword puzzle using prepositions and give it to peers to solve

How do you show the position of a thing or the time something happens?

Moran - Skills in English pg. 117
Charts
Newspapers
Magazines
Digital devices
Crossword puzzles
Moran - Skills in English pg. 118
Poem "We won't let you!"
Reference materials
Teacher's guide

Sentence construction Gap filling exercises Crossword puzzles Peer assessment Written exercises

Reading

Intensive Reading: Poetry

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

- Identify the traits of inanimate characters in poems
- Relate inanimate characters with individuals in real life
- Appreciate the creative use of inanimate characters in poetry

The learner is guided to:
- Discuss the inanimate characters that are likely to be used in poems
- Describe the traits of the inanimate characters
- Read the poems "You lied to me" and "Trembling in magic"
- Identify and describe the traits of the inanimate characters in the poems
- Recite the poems using appropriate non-verbal cues
- Role-play the inanimate characters in the poems
- Relate the characters to people they know in real life

Which qualities of a person can animals or objects be given?

Moran - Skills in English pg. 119
Poems "You lied to me" and "Trembling in magic"
Charts
Digital devices
Teacher's guide

Character analysis Poem recitation Role play Written exercises Oral presentations

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
- Suggest corrections for identified errors
- Value the importance of assessment in improving writing

The learner is guided to:
- Read the composition "The visit of my life"
- Identify errors in the composition using the guidelines in a provided table
- List the errors identified
- Rewrite the composition, correcting the errors
- Identify errors in compositions provided by the teacher
- Rewrite the compositions, correcting the errors

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

Moran - Skills in English pg. 121
Sample composition "The visit of my life"
Assessment guidelines
Digital devices
Teacher's guide

Error identification Editing exercises Peer assessment Rewriting exercises Self-assessment

Writing

Assessment of writing

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

- Assess a composition written by self or peers and suggest corrections for errors
- Write a composition free of errors
- Appreciate the importance of feedback to improve a composition

The learner is guided to:
- Write a composition on the subject of domestic tourism
- Exchange compositions with other groups
- Read through the other group's composition and identify errors
- Suggest corrections to be made
- Assess the composition written in the previous activity
- Correct the errors identified
- Write the final draft after making necessary corrections
- Type the composition on a digital device and display it on the classroom gallery wall or noticeboard
- Conduct a gallery walk to view compositions by other groups

How can one improve their writing skills?

Moran - Skills in English pg. 122
Digital devices
Sample compositions
Assessment guidelines
Teacher's guide

Composition writing Error identification Peer assessment Self-assessment Editing exercises

HEROES AND HEROINES: AFRICA

Listening and Speaking

Pronunciation: Sounds Vowels

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
- Value correct pronunciation in communication

The learner is guided to:
- Practice saying sounds provided by the teacher
- Listen to words with highlighted vowel sounds in columns A and B
- Identify words in texts with the same vowel sounds as those in columns A and B
- Listen to sets of words and identify the common sounds
- Listen to a recording and identify words with target sounds
- Create a table with four columns for words with target sounds

Why are some words said with greater force than others?

Moran - Skills in English pg. 124
Audio recordings
Digital devices
Charts
Word lists
Teacher's guide

Pronunciation exercises Oral presentations Listening activities Group discussions Sound identification exercises

Listening and Speaking

Stressed and unstressed words

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

- Apply stress on content words while leaving the function words unstressed
- Use the correct intonation in declarative and exclamatory sentences
- Appreciate the importance of emphatic stress in communication

The learner is guided to:
- Practice pronouncing words with target sounds correctly
- In pairs, make a recording of voices reading words aloud
- Use each word in a sentence
- Practice pronouncing vowel and consonant sounds
- Read lines from the poem "If I knew"
- Underline nouns, main verbs, adjectives and adverbs
- Discuss whether underlined words help figure out what the poem is about
- Reread the poem aloud and identify emphasized words

Why do we pronounce some words differently from others in a sentence?

Moran - Skills in English pg. 125
Poem "If I knew"
Audio recordings
Digital devices
Charts with stressed and unstressed words
Teacher's guide

Pronunciation exercises Poem recitation Stress identification exercises Oral presentations Recording analysis

Reading

Extensive Reading: Grade appropriate fiction Materials - Characters

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

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

The learner is guided to:
- Discuss what makes reading enjoyable
- Read the passage "African heroes and heroines"
- Identify and list the characters in the story
- Take up roles of different characters in the story
- Role-play the different characters identified
- Dramatize the text using appropriate voice, gestures, facial expressions and movement
- Discuss why some people are considered heroes and heroines in communities

What makes reading enjoyable? How can the characters in a story be described?

Moran - Skills in English pg. 127
Passage "African heroes and heroines"
Digital devices
Reference materials
Character trait charts
Teacher's guide

Character analysis Role play Oral presentations Written exercises Drama performance

Reading
Grammar in Use

Extensive Reading: Grade appropriate fiction Materials - Characters
Word Classes: Conjunctions

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

- Use appropriate words to describe character traits
- Relate characters in fiction to people in real life
- Appreciate the role of characters in conveying messages in stories

The learner is guided to:
- Discuss words used to describe characters
- Search for words to describe character traits from the Internet, books or dictionary
- Choose a character in the passage and identify what that character does or says
- Discuss how the character's words and actions help identify traits
- Complete tables for all characters in the passage
- Create a diagram showing how characters relate to each other
- Explain how characters in the passage relate to people or events in the community

Which stories are the most enjoyable to read? Which qualities do you admire in people?

Moran - Skills in English pg. 129
Character trait charts
Digital devices
Dictionaries
Reference materials
Teacher's guide
Moran - Skills in English pg. 130
Passage about African heroes
Poem "If you knew"
Songs
Charts

Character analysis Diagram creation Oral presentations Written exercises Group discussions

Grammar in Use

Word Classes: Conjunctions

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

- Construct sentences using the listed conjunctions
- Join sentences using appropriate conjunctions
- Acknowledge the importance of conjunctions in communication

The learner is guided to:
- Search from the Internet or in texts for examples of conjunctions
- Search from the Internet for sentences in which conjunctions are used
- Present findings to classmates
- Complete a passage by filling blanks with appropriate conjunctions
- Make sentences about African heroes and heroines using the conjunctions
- Complete sentences by filling in blank spaces using appropriate conjunctions
- Create dialogues using the conjunctions
- Create a crossword puzzle using conjunctions

How can one join two or more sentences?

Moran - Skills in English pg. 132
Digital devices
Reference materials
Crossword puzzles
Charts
Teacher's guide

Sentence construction Gap filling exercises Crossword puzzles Written exercises Poster creation

Reading

Intensive Reading: Similes and metaphors

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

- List the similes and metaphors in a given short story
- Use similes and metaphors in their own sentences
- Value the importance of similes and metaphors in communication

The learner is guided to:
- Explain what makes short stories interesting
- Read the short story "Finding a hero"
- Answer questions based on the story
- Point out the main events in the story
- Discuss how the events make the story flow
- Learn about metaphors and similes
- Search for the meaning of simile and metaphor from a textbook or the Internet
- Identify and list similes and metaphors used in the story

How do events flow logically in a story?

Moran - Skills in English pg. 133
Short story "Finding a hero"
Digital devices
Reference materials
Dictionaries
Teacher's guide

Simile and metaphor identification Sentence construction Oral presentations Written exercises Group discussions

Reading
Writing

Intensive Reading: Similes and metaphors
Creative Writing: Narrative Compositions

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

- Explain the similes and metaphors used in the short story
- Relate the use of similes and metaphors to real life situations
- Appreciate how similes and metaphors enhance understanding in texts

The learner is guided to:
- List familiar similes and metaphors
- Use listed similes and metaphors to construct sentences about African heroes and heroines
- Discuss how to use similes and metaphors in a narrative composition
- Explain similes and metaphors identified in the story in a table
- Discuss the meaning of each simile or metaphor
- Discuss the importance of similes and metaphors used in the story

Why should short stories be read? How can one write a short story?

Moran - Skills in English pg. 134
Short story "Finding a hero"
Digital devices
Reference materials
Charts with similes and metaphors
Teacher's guide
Moran - Skills in English pg. 136
Story "Beyond achievements"
Planning templates

Simile and metaphor explanation Sentence construction Written exercises Oral presentations Group discussions

Writing

Creative Writing: Narrative Compositions

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

- Create a narrative composition using revealing details
- Revise and edit a narrative composition for clarity and correctness
- Appreciate the value of quality narrative compositions

The learner is guided to:
- Answer questions as they plan to write a story about an event or experience that has affected them greatly
- Search for information on the parts of a narrative composition and present findings
- Identify the parts of a narrative composition in a provided text
- Use prewriting techniques to plan a narrative composition about one of their most memorable experiences
- Write a narrative composition of 240-280 words using revealing details
- Review each other's work using a provided checklist
- Revise and correct any mistakes
- Display final composition on a poster or share using social media

Which event excited you or made you sad recently? How can a good narrative be written?

Moran - Skills in English pg. 138
Digital devices
Posters
Assessment checklists
Reference materials
Teacher's guide

Narrative composition writing Peer assessment Self-assessment Editing exercises Oral presentations

Writing

Creative Writing: Narrative Compositions

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

- Create a narrative composition using revealing details
- Revise and edit a narrative composition for clarity and correctness
- Appreciate the value of quality narrative compositions

The learner is guided to:
- Answer questions as they plan to write a story about an event or experience that has affected them greatly
- Search for information on the parts of a narrative composition and present findings
- Identify the parts of a narrative composition in a provided text
- Use prewriting techniques to plan a narrative composition about one of their most memorable experiences
- Write a narrative composition of 240-280 words using revealing details
- Review each other's work using a provided checklist
- Revise and correct any mistakes
- Display final composition on a poster or share using social media

Which event excited you or made you sad recently? How can a good narrative be written?

Moran - Skills in English pg. 138
Digital devices
Posters
Assessment checklists
Reference materials
Teacher's guide

Narrative composition writing Peer assessment Self-assessment Editing exercises Oral presentations

ART

Listening and Speaking

Oral Presentations

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

- Identify the items in the format of a speech
- Present a written speech using effective speaking skills
- Acknowledge the importance of good speaking skills for effective communication

The learner is guided to:
- Listen to a recorded speech provided by the teacher
- Identify how the speaker introduced the speech, what it was about, and words that indicated it was ending
- Search from the Internet and printed materials for the format of a speech
- Identify the items in the format of a speech
- Listen to a speech or watch a speech from a digital device
- Pick out the items in the format of a speech

How can you make a speech presentation interesting?

Moran - Skills in English pg. 140
Audio recordings
Digital devices
Sample speeches
Reference materials
Teacher's guide

Oral presentations Format identification Observation Question and answer Group discussions

Listening and Speaking
Reading

Oral Presentations
Study Skills: Note Making

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

- Prepare a short speech on a given topic
- Deliver a speech using appropriate verbal and non-verbal cues
- Value effective oral presentation skills in communication

The learner is guided to:
- Take turns to give the introduction and conclusion of a speech
- Try different ways to make the speech interesting
- Present a speech that the teacher will provide using non-verbal cues
- Use gestures and facial expressions during presentation
- Discuss various aspects of heritage
- Write down points from the discussion
- Plan and prepare a speech based on the points
- Present the speech to the class
- Assess non-verbal skills used during presentations

What are some of the techniques for introducing or concluding a speech?

Moran - Skills in English pg. 141
Sample speeches
Digital devices
Assessment checklists
Reference materials
Teacher's guide
Moran - Skills in English pg. 142
Text "Creative careers"
Note making templates

Speech delivery Non-verbal cues assessment Peer assessment Observation Group discussions

Reading

Study Skills: Note Making

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

- Make notes on the margin and space letters, words and sentences correctly
- Rewrite or re-read notes and reorganize into categories
- Appreciate the role of note making in comprehension

The learner is guided to:
- Identify verbal signposts in the text "Creative careers"
- Study the notes in the right column of a table made from the text
- Identify abbreviations in the notes and their meanings
- Carry out steps with a printed copy of the passage such as circling key points, making notes on the margin, paraphrasing, creating abbreviations
- Write down repeated ideas in the text
- Reread the notes and key points marked in the passage
- Write a clean copy of notes while organizing ideas

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

Moran - Skills in English pg. 144
Text "Creative careers"
Digital devices
Note taking templates
Reference materials
Teacher's guide

Note organization exercise Abbreviation identification Written exercises Peer review Group discussions

Grammar in Use

Word Classes: Determiners

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

- Identify demonstratives in a given text
- Use demonstratives in sentences for clarity of communication
- Value the role of demonstratives in communication

The learner is guided to:
- Study pictures showing learners identifying items
- Identify the use of words in red (demonstratives)
- Discuss when such words are used
- Study a table showing demonstratives for singular and plural, near and far
- Use demonstratives to identify items correctly
- Read text "Talented Brothers" and fill in blank spaces with correct answers from the passage

Why do we use demonstratives? When do we use demonstratives?

Moran - Skills in English pg. 146
Pictures showing demonstrative use
Text "Talented Brothers"
Charts with demonstratives
Digital devices
Teacher's guide

Demonstrative identification Sentence construction Gap filling exercises Written exercises Group discussions

Grammar in Use
Reading

Word Classes: Quantifiers
Intensive Reading: Short story

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

- Identify quantifiers in a given text
- Use quantifiers correctly in sentences
- Appreciate the importance of quantifiers in communication

The learner is guided to:
- Collect items representing count and non-count nouns
- Make sentences using quantifiers many, few, a few, little and a little
- Show the difference in meaning between the pairs: little/a little and few/a few
- Read the text "Art in my life" and identify quantifiers
- Fill in blank spaces in sentences using appropriate demonstratives
- Select appropriate demonstratives for different circumstances
- Read sentences and discuss differences in meaning based on quantifier use

How do count nouns differ from non-count nouns? Why is it important to express the quantity of something correctly?

Moran - Skills in English pg. 148
Text "Art in my life"
Charts with quantifiers
Real objects for demonstration
Digital devices
Teacher's guide
Moran - Skills in English pg. 151
Story "Loiyangalani Art Exhibition"
Event sequence charts
Reference materials

Quantifier identification Sentence construction Gap filling exercises Meaning differentiation Group discussions

Reading

Intensive Reading: Short story

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

- Identify the setting in the short story
- Analyze how setting contributes to story development
- Appreciate the importance of setting in fiction

The learner is guided to:
- Make a diagram highlighting main events of a story read
- Discuss types of art to include in a school exhibition
- Plan time at an exhibition with many things to view but limited time
- Relate events in the story to own life or lives of people known
- Search for the meaning of "setting"
- Reread the story and discuss the setting using guiding questions
- Talk about why the setting of the story is important to readers

Why is the setting of a story important to the reader?

Moran - Skills in English pg. 152
Story "Loiyangalani Art Exhibition"
Digital devices
Setting analysis charts
Reference materials
Teacher's guide

Setting analysis Written exercises Oral presentations Group discussions Story analysis

Writing

Functional Writing: Thank you notes and Congratulatory notes

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

- Recognise the key elements and layout of a thank you note
- Write a thank you note correctly
- Value the importance of expressing gratitude in writing

The learner is guided to:
- Read a thank you note
- Identify the main purpose of the note
- Discuss how emotions are expressed in writing
- Make a list of occasions when such a note might be written
- Read a congratulatory note
- Identify the main purpose of the note
- Make a list of occasions when it would be appropriate to write such a note
- Search for samples of thank you notes and congratulatory notes
- Compare the notes and identify the layout and key parts

How are strong emotions expressed in writing?

Moran - Skills in English pg. 154
Sample thank you notes
Digital devices
Reference materials
Note templates
Teacher's guide

Note analysis Layout identification Written exercises Oral presentations Group discussions

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 thank you notes and congratulatory notes for correctness and relevance
- Value the importance of expressing appreciation in writing

The learner is guided to:
- Discuss situations in which a thank you note is written
- Write a thank you note using the correct format
- Discuss the importance of appreciating someone or something done for you
- Discuss situations in which a congratulatory note is used
- Write a congratulatory note to a peer who has achieved something good
- Display notes on classroom wall
- Conduct a gallery walk to read displayed notes
- Give feedback on notes using provided criteria

Why should one write how they feel about something?

Moran - Skills in English pg. 155
Note writing templates
Assessment criteria
Posters for display
Digital devices
Teacher's guide

Note writing Peer assessment Gallery walk Written exercises Group discussions

CHOOSING A CAREER

Listening and Speaking

Conversational Skills: interviews

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
- Value polite language during interviews

The learner is guided to:
- Read questions from Mwala and Matano and identify differences between them
- Determine who between Mwala and Matano has used polite words
- Listen to a recorded radio or television interview
- Identify and list polite words and expressions used in the interview
- Role-play the interview in groups
- Discuss why polite language should be used during interviews

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

Moran - Skills in English pg. 157
Recorded interviews
Digital devices
Reference materials
Radio/television interviews
Teacher's guide

Polite expression identification Role play Oral presentations Written exercises Group discussions

Listening and Speaking

Conversational Skills: interviews

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

- Conduct an interview on a given topic using polite expressions
- Apply non-verbal cues during an interview
- Appreciate the role of interviews in collecting information

The learner is guided to:
- Listen to a radio interview or watch a television interview
- Make a list of polite words and expressions used in the interview
- Search for questions and answers used in radio or television interviews
- Conduct an interview on the subject of choosing a career using polite words and expressions
- Make a list of verbal and non-verbal cues used to express politeness
- Prepare questions about experiences of people in different careers
- Conduct an interview with a group member about experiences in a selected career

How do we show respect for others people's opinion?

Moran - Skills in English pg. 158
Digital devices
Sample interviews
Reference materials
Interview question lists
Teacher's guide

Interview conducting Non-verbal cue assessment Polite expression usage Peer assessment Group discussions