TECHNOLOGY

Listening and Speaking

Pronunciation and Vocabulary

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

- Recognize words with the target letter-sound combinations in given words.
- Pronounce words with the target letter-sound combinations correctly.
- Value correct pronunciation for effective communication.

The learner is guided to:
- Read words with target letter-sound combinations (gr-, pr-, -ew).
- Practice saying the words correctly.
- Record themselves as they read the words.
- Listen to audio recordings with target sounds.

How can we use sounds to learn new words?

Mentor English Activities Learner's Book pg. 159
Pictures related to technology
Digital devices
Audio recordings

Pronunciation drills Recording assessment Observation

Listening and Speaking

Pronunciation and Vocabulary

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

- Use vocabulary related to technology in relevant contexts.
- Construct sentences using new words.
- Show interest in learning technology vocabulary.

The learner is guided to:
- Listen to sentences with technology vocabulary.
- Talk about the meaning of words in green color.
- Write the meaning of words in their books.
- Match words on flash cards to pictures.

What words do we use to talk about technology?

Mentor English Activities Learner's Book pg. 160
Flash cards
Pictures of technology devices

Oral presentation Matching activities Sentence construction assessment

Reading

Fluency

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

- Identify words with the target letter-sound combinations in a story.
- Read words with letters-sound combinations correctly.
- Value reading fluently.

The learner is guided to:
- Read the story "Kito's Birthday".
- Pick out words with sounds gr, pr and ew.
- Practice reading the words correctly.
- Time themselves reading the story.

Why should we read fluently?

Mentor English Activities Learner's Book pg. 162
Story: "Kito's Birthday"
Word ladder game
Timer

Timed reading assessment Word identification tasks Game participation evaluation

Reading

Fluency

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

- Read a grade-appropriate text accurately, at the right speed and with expression.
- Show correct facial expressions when reading.
- Adopt reading simple, short narratives for information.

The learner is guided to:
- Form a Reader's Club with peers.
- Read text provided by the teacher.
- Record themselves as they read.
- Play the recording in class and give feedback.

How can we improve our reading speed?

Mentor English Activities Learner's Book pg. 163
Digital recording devices
Reading texts

Fluency rubrics Recording assessment Peer feedback evaluation

Reading

Comprehension

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

- Make predictions about a story based on the title and picture.
- Identify characters and setting in a text.
- Develop interest in reading texts about technology.

The learner is guided to:
- Read the title and look at the picture of "Grandmother Kanini Learns to Use a Laptop".
- Predict what will happen in the story.
- Read the story and identify characters.
- Talk about the setting of the story.

Why is it important to read different types of materials?

Mentor English Activities Learner's Book pg. 164
Story: "Grandmother Kanini Learns to Use a Laptop"

Written questions Prediction assessment Character identification tasks

Reading

Comprehension

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

- Answer direct and indirect questions based on a text.
- Infer meanings of new words from context.
- Value reading for information and pleasure.

The learner is guided to:
- Answer questions about the story.
- Find meanings of words as used in the story.
- Retell the story to classmates in their own words.
- Discuss their experiences with technology.

What can we learn from Grandmother Kanini?

Mentor English Activities Learner's Book pg. 166
Story: "Grandmother Kanini Learns to Use a Laptop"
Dictionary

Comprehension questions Vocabulary meaning tasks Retelling assessment

Language Use

Possessive pronouns

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

- Identify possessive pronouns in sentences.
- Understand how possessive pronouns show ownership.
- Appreciate the importance of possessive pronouns.

The learner is guided to:
- Look at pictures and read sentences with possessive pronouns.
- Discuss how possessive pronouns are used in sentences.
- Learn about possessive pronouns (mine, his, hers, ours, yours).
- Identify possessive pronouns in sentences.

How do you talk about things that belong to you?

Mentor English Activities Learner's Book pg. 167
Pictures showing ownership
Chart with possessive pronouns

Written exercises Identification tasks Matching activities

Language Use

Possessive pronouns

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

- Use possessive pronouns correctly in sentences.
- Role-play using possessive pronouns.
- Show commitment to using possessive pronouns correctly.

The learner is guided to:
- Role-play using possessive pronouns to talk about things they own.
- Prepare flash cards with possessive pronouns.
- Use possessive pronouns to make sentences related to technology.
- Recite poems containing possessive pronouns.

Which words do we use to show ownership?

Mentor English Activities Learner's Book pg. 168
Flash cards with possessive pronouns
Poem with possessive pronouns

Sentence construction assessment Role play evaluation Recitation assessment

Writing

Paragraphs

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

- Identify the general idea in jumbled sentences.
- Arrange sentences in the correct order of events.
- Value writing as a means of communication.

The learner is guided to:
- Read jumbled sentences about technology.
- Identify what the sentences are about.
- Arrange the sentences in the correct order of events.
- Write a paragraph using the arranged sentences.

Why is it important to put sentences in the correct order when writing?

Mentor English Activities Learner's Book pg. 170
Jumbled sentences
Writing materials

Sentence arrangement assessment Paragraph writing evaluation Peer feedback

Writing

Paragraphs

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

- Write sentences sequentially to form a paragraph.
- Rearrange jumbled sentences to form a coherent paragraph.
- Show commitment to writing clearly and correctly.

The learner is guided to:
- Help Nancy arrange sentences in the right order of events.
- Write a paragraph using the arranged sentences.
- Read their paragraphs to classmates for feedback.
- Fill in gaps with correct letter-sound combinations.

How do we form a paragraph?

Mentor English Activities Learner's Book pg. 171
Nancy's jumbled sentences
Gap-filling exercises

Paragraph writing assessment Gap-filling evaluation Reading assessment

SAVINGS

Listening and Speaking

Pronunciation and Vocabulary

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

- Distinguish words with the target letter-sound combinations in words and sentences.
- Pronounce words with the target letter-sound combinations accurately.
- Value proper pronunciation in communication.

The learner is guided to:
- Look at pictures and read words with target letter-sound combinations (-lf, -rf, spl-).
- Practice reading the words correctly.
- Listen to audio recordings with target sounds.
- Pick out words with target sounds from sentences.

How can we use sounds to learn new words?

Mentor English Activities Learner's Book pg. 173
Pictures related to savings
Audio recordings
Word cards

Pronunciation drills Listening tests Word identification tasks

Listening and Speaking

Pronunciation and Vocabulary

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

- Distinguish words with the target letter-sound combinations in words and sentences.
- Pronounce words with the target letter-sound combinations accurately.
- Value proper pronunciation in communication.

The learner is guided to:
- Look at pictures and read words with target letter-sound combinations (-lf, -rf, spl-).
- Practice reading the words correctly.
- Listen to audio recordings with target sounds.
- Pick out words with target sounds from sentences.

How can we use sounds to learn new words?

Mentor English Activities Learner's Book pg. 173
Pictures related to savings
Audio recordings
Word cards

Pronunciation drills Listening tests Word identification tasks

Listening and Speaking

Pronunciation and Vocabulary

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

- Identify vocabulary related to the theme correctly.
- Use the new words related to the theme in short sentences.
- Show interest in learning savings vocabulary.

The learner is guided to:
- Match pictures with names of saving items.
- Write sentences using the names.
- Use words related to savings in a role play.
- Sing songs about saving money.

What words do we use to talk about savings?

Mentor English Activities Learner's Book pg. 174
Pictures of savings items
Song: "Saving Money"
Role play materials

Oral presentation Matching activities Role play assessment Song performance evaluation

Reading

Fluency

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

- Identify words with the target letter-sound combinations in a text.
- Read words with letters-sound combinations correctly.
- Value reading fluently.

The learner is guided to:
- Read the story "Marion and her Savings".
- Pick out words with sounds rf, lf, and spl.
- Practice reading the words correctly.
- Time themselves reading the story.

Why is it important to read at the right speed?

Mentor English Activities Learner's Book pg. 176
Story: "Marion and her Savings"
Timer

Timed reading assessment Word identification tasks Reading accuracy evaluation

Reading

Fluency

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

- Read a grade-appropriate text accurately, at the right speed and with expression.
- Show appropriate facial expressions while reading.
- Adopt reading simple, short narratives for information.

The learner is guided to:
- Practice reading sentences with target sounds.
- Read stories provided by the teacher.
- Time themselves as they read the stories.
- Record themselves as they read the stories.

How do we check our speed while reading?

Mentor English Activities Learner's Book pg. 177
Reading texts
Timer
Digital recording devices

Fluency rubrics Recording assessment Reading logs

Reading

Comprehension

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

- Make predictions about a story based on the title and picture.
- Identify the main idea in a text.
- Develop interest in reading texts about savings.

The learner is guided to:
- Read the title and look at the picture of "A Present for Mr Kaleo".
- Predict what the story is about.
- Read the story and identify the main idea.
- Answer questions about the story.

How do pictures and the title of a story help us to know what will happen in the story?

Mentor English Activities Learner's Book pg. 178
Story: "A Present for Mr Kaleo"

Written questions Prediction assessment Main idea identification tasks

Reading

Comprehension

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

- Identify the meaning of vocabulary in the story.
- Summarize a story using a chart.
- Value reading for information and pleasure.

The learner is guided to:
- Identify the meaning of vocabulary from the story.
- Summarize the story using a chart.
- Share experiences similar to those in the story.
- Retell the story focusing on key elements.

How can we summarize a story effectively?

Mentor English Activities Learner's Book pg. 179
Story summary chart
Story: "A Present for Mr Kaleo"

Summary chart assessment Vocabulary meaning tasks Retelling evaluation

Language Use

'Wh' questions (why, whom, how)

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

- Identify sentences containing Wh- questions from a text.
- Understand how Wh- questions are used to seek information.
- Value the importance of asking questions.

The learner is guided to:
- Look at pictures and read text about why saving is important.
- Learn about question words (why, whom, how).
- Listen to recorded conversations and identify Wh- questions.
- Discuss how Wh- questions are used.

Why is it important to ask questions correctly?

Mentor English Activities Learner's Book pg. 181
Recorded conversations
Pictures related to savings

Identification tasks Listening assessment Written exercises

Language Use

'Wh' questions (why, whom, how)

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

- Use Wh- questions correctly in sentences.
- Ask and answer questions using Wh- questions.
- Show commitment to using Wh- questions correctly.

The learner is guided to:
- Use why, how and whom in dialogues about savings.
- Role-play activities related to savings using Wh- questions.
- Recite poems containing Wh- questions.
- Identify Wh- questions in texts about money and savings.

How do question words help us find information?

Mentor English Activities Learner's Book pg. 182
Poem: "Why and How"
Role play materials
Text about money

Dialogue assessment Role play evaluation Recitation assessment Identification tasks

Writing

Guided writing

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

- Write sentences in response to a text about savings.
- List sentences in the correct order for paragraph writing.
- Value writing clearly and correctly.

The learner is guided to:
- Read a text about money and savings.
- Pick out words related to savings and discuss them.
- Write sentences in response to the text.
- Arrange sentences logically to form a paragraph.

Why is it important to organize our ideas before writing?

Mentor English Activities Learner's Book pg. 182
Text about money and savings
Writing materials

Sentence writing assessment Paragraph organization evaluation Peer feedback

Writing

Guided writing

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

- Write paragraphs about a visit to the bank following the writing process.
- Use the five steps of the writing process.
- Show commitment to writing clearly and correctly.

The learner is guided to:
- Write paragraphs on "My Day at the Bank".
- Follow the five steps of the writing process: planning, drafting, revising, editing, final writing.
- Read their stories to classmates for feedback.
- Assess their own writing.

How do we plan before writing a composition?

Mentor English Activities Learner's Book pg. 183
Writing process chart
Writing materials

Writing process assessment Paragraph writing evaluation Self-assessment Peer feedback

Writing

Guided writing

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

- Write paragraphs about a visit to the bank following the writing process.
- Use the five steps of the writing process.
- Show commitment to writing clearly and correctly.

The learner is guided to:
- Write paragraphs on "My Day at the Bank".
- Follow the five steps of the writing process: planning, drafting, revising, editing, final writing.
- Read their stories to classmates for feedback.
- Assess their own writing.

How do we plan before writing a composition?

Mentor English Activities Learner's Book pg. 183
Writing process chart
Writing materials

Writing process assessment Paragraph writing evaluation Self-assessment Peer feedback

TALENTS

Listening and Speaking

Pronunciation and Vocabulary

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

- Recognize words with the target letter-sound combinations in a text.
- Pronounce words with the target letter-sound combinations correctly.
- Value correct pronunciation for effective communication.

The learner is guided to:
- Read words with target letter-sound combinations (spr and str).
- Practice saying the words correctly.
- Find words with sounds str and spr in a word puzzle.
- Use the words to talk about talents.

How can we use sounds learnt to make new words?

Mentor English Activities Learner's Book pg. 185
Word puzzle
Pictures related to talents

Pronunciation drills Word puzzle assessment Observation

Listening and Speaking

Pronunciation and Vocabulary

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

- Use vocabulary related to talents in relevant contexts.
- Construct sentences using new words.
- Show interest in learning talent vocabulary.

The learner is guided to:
- Recite the poem "My Talents".
- Identify talents mentioned in the poem.
- Talk about other talents they know.
- Match words on flash cards with pictures of talents.

What can we tell from people's faces and hand movements as they talk?

Mentor English Activities Learner's Book pg. 186
Poem: "My Talents"
Flash cards
Pictures of talented people

Oral presentation Matching activities Poem recitation assessment

Reading

Fluency

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

- Identify words with the target letter-sound combinations in a text.
- Read words with letters-sound combinations correctly.
- Value reading fluently.

The learner is guided to:
- Read the story "Morani".
- Pick out words with sounds spr and str.
- Practice reading the words correctly.
- Time themselves reading the story.

Why should we read fluently?

Mentor English Activities Learner's Book pg. 190
Story: "Morani"
Timer

Timed reading assessment Word identification tasks Reading accuracy evaluation

Reading

Fluency

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

- Read a grade-appropriate text accurately, at the right speed and with expression.
- Show appropriate facial expressions and voice changes while reading.
- Adopt reading for information and pleasure.

The learner is guided to:
- Answer questions about their reading of the story.
- Discuss how they read where there are punctuation marks.
- Practice reading sentences correctly.
- Read prescribed sentences saying the words correctly.

What makes it difficult to read well?

Mentor English Activities Learner's Book pg. 191
Practice sentences
Reading assessment questions

Fluency rubrics Self-assessment Reading accuracy evaluation

Reading

Comprehension

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

- Make predictions about a story based on the title and picture.
- Identify the plot of a story.
- Develop interest in reading texts about talents.

The learner is guided to:
- Read the title and look at the picture of "A Tug of War to Remember".
- Predict what will happen in the story.
- Read the story and identify the events.
- Answer questions about the story.

What do you think will happen in the story?

Mentor English Activities Learner's Book pg. 192
Story: "A Tug of War to Remember"

Written questions Prediction assessment Plot identification tasks

Reading

Comprehension

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

- Identify the meaning of vocabulary in the story.
- Share personal experiences related to the story.
- Value reading for information and pleasure.

The learner is guided to:
- Find the meaning of words from the story.
- Share sporting activities they have watched or participated in.
- Draw scenes from the story.
- Discuss what they liked about the story.

What did you like about the story?

Mentor English Activities Learner's Book pg. 193
Drawing materials
Story: "A Tug of War to Remember"

Vocabulary meaning tasks Drawing assessment Oral presentation

Language Use

Adverbs of manner

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

- Identify adverbs of manner in sentences.
- Understand how adverbs of manner describe actions.
- Value precise description in communication.

The learner is guided to:
- Look at pictures and read sentences with adverbs of manner.
- Discuss the meaning of adverbs of manner.
- Listen to a story and pick out actions and adverbs of manner.
- Fill in a table with actions and adverbs of manner.

Which words do you use to talk about how things are done?

Mentor English Activities Learner's Book pg. 193
Pictures with adverbs of manner
Story: "The Best Cyclist"

Identification tasks Table completion assessment Listening tests

Language Use

Adverbs of manner

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

- Use adverbs of manner correctly in sentences.
- Role-play various actions using adverbs of manner.
- Show commitment to using adverbs of manner correctly.

The learner is guided to:
- Role-play actions that happen at home and school.
- Write sentences about the actions using adverbs of manner.
- Make sentences from a substitution table.
- Play a game acting out adverbs of manner.

Why is it important to clearly describe how something is done?

Mentor English Activities Learner's Book pg. 194
Substitution table
Flash cards with adverbs
Game materials

Sentence construction assessment Role play evaluation Game participation assessment

Writing

Guided writing

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

- Identify new words from a text about talents.
- Write sentences using new vocabulary.
- Value writing clearly and correctly.

The learner is guided to:
- Read a text about identifying talents.
- Pick out new words from the text.
- Write the words in good handwriting.
- Write sentences using the new words.

How do we write fluently?

Mentor English Activities Learner's Book pg. 196
Text: "Identifying Talents"
Writing materials

Vocabulary identification tasks Sentence writing assessment Handwriting evaluation

Writing

Guided writing

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

- Follow steps of the writing process.
- Write a paragraph about talents.
- Show commitment to writing clearly and correctly.

The learner is guided to:
- Study Rita's chart about the writing process.
- Write a paragraph about talents following the steps.
- Write a simple guided composition of 5-10 sentences.
- Share work with classmates for feedback.

How do we plan before writing a composition?

Mentor English Activities Learner's Book pg. 197
Rita's writing process chart
Writing materials

Writing process assessment Paragraph writing evaluation Peer feedback

Writing

Guided writing

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

- Follow steps of the writing process.
- Write a paragraph about talents.
- Show commitment to writing clearly and correctly.

The learner is guided to:
- Study Rita's chart about the writing process.
- Write a paragraph about talents following the steps.
- Write a simple guided composition of 5-10 sentences.
- Share work with classmates for feedback.

How do we plan before writing a composition?

Mentor English Activities Learner's Book pg. 197
Rita's writing process chart
Writing materials

Writing process assessment Paragraph writing evaluation Peer feedback

ENVIRONMENT

Listening and Speaking

Pronunciation and Vocabulary

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

- Recognize words with the target letter-sound combinations in a text.
- Pronounce words with the target letter-sound combinations correctly.
- Value correct pronunciation for effective communication.

The learner is guided to:
- Look at pictures and read words with target letter-sound combinations (scr- and que-).
- Practice saying the words correctly.
- Listen to a story and point out words with target sounds.
- Talk about events in the story.

How can we use sounds to learn new words?

Mentor English Activities Learner's Book pg. 200
Story: "Tree Planting Day in our School"
Pictures related to environment

Pronunciation drills Listening tests Story event identification

Listening and Speaking

Pronunciation and Vocabulary

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

- Use vocabulary related to the environment in relevant contexts.
- List words with target letter-sound combinations.
- Show interest in learning environmental vocabulary.

The learner is guided to:
- Read words with target sounds and practice pronunciation.
- Write words with sounds scr and que in a table.
- Take a walk around the school compound with the teacher.
- Talk about what they see using vocabulary related to environment.

Why should we listen attentively when other people are talking?

Mentor English Activities Learner's Book pg. 202
School compound
Word table template

Oral presentation Table completion assessment Vocabulary usage evaluation

Reading

Fluency

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

- Identify words with the target letter-sound combinations in a text.
- Read words with target letter-sound combinations correctly.
- Value reading fluently.

The learner is guided to:
- Pick out words with sounds scr and que from a text.
- Practice reading the words correctly.
- Read the story "The Queen Goes Missing".
- Read sentences with words containing target sounds.

Why is it important to read words properly?

Mentor English Activities Learner's Book pg. 204
Story: "The Queen Goes Missing"
Word cards

Timed reading assessment Word identification tasks Reading accuracy evaluation

Reading

Fluency

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

- Read a grade-appropriate text accurately, at the right speed and with expression.
- Show appropriate changes of voice when reading dialogue.
- Adopt reading for information and pleasure.

The learner is guided to:
- Time themselves reading the story.
- Take turns to read dialogue between Peter and John.
- Answer questions about their reading.
- Change roles and read the dialogue again.

Why is it important to read at the right speed?

Mentor English Activities Learner's Book pg. 205
Dialogue between Peter and John
Timer

Fluency rubrics Dialogue reading assessment Self-assessment

Reading

Comprehension

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

- Make predictions about a story based on the title and picture.
- Identify the setting and characters in a text.
- Develop interest in reading texts about environment.

The learner is guided to:
- Read the title and look at the picture of "The Joy of Cleaning our Market".
- Predict what the story is about.
- Read the story and identify the setting.
- Talk about people mentioned in the story.

What do the pictures tell us about the story?

Mentor English Activities Learner's Book pg. 206
Story: "The Joy of Cleaning our Market"

Written questions Prediction assessment Setting and character identification

Reading

Comprehension

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

- Answer direct and indirect questions about a text.
- Identify the meaning of vocabulary in the story.
- Value reading for information and pleasure.

The learner is guided to:
- Answer questions about the story.
- Find the meaning of words from the story.
- Retell the story using their own words.
- Discuss what they learned about environmental conservation.

How do we tell where events have taken place in a story?

Mentor English Activities Learner's Book pg. 207
Story: "The Joy of Cleaning our Market"
Dictionary

Comprehension questions Vocabulary meaning tasks Retelling assessment

Language Use

Interjections of displeasure

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

- Identify words that express displeasure in a text.
- Understand how interjections show emotions.
- Value expressing emotions appropriately.

The learner is guided to:
- Think of words used to show displeasure.
- Listen to the story "Musa" and identify interjections of displeasure.
- Write interjections of displeasure in their books.
- Suggest ways to improve environmental situations.

How do you show that you are not happy about something?

Mentor English Activities Learner's Book pg. 208
Story: "Musa"

Identification tasks Written exercises Solution proposal assessment

Language Use

Interjections of displeasure

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

- Use interjections of displeasure correctly in sentences.
- Role-play situations using interjections of displeasure.
- Show commitment to expressing emotions appropriately.

The learner is guided to:
- Role-play situations that make them unhappy.
- Use interjections of displeasure in the role play.
- Write sentences using interjections of displeasure.
- Respond to questions using interjections.

What makes you unhappy about the environment?

Mentor English Activities Learner's Book pg. 209
Role play materials
Writing materials

Sentence construction assessment Role play evaluation Question-response assessment

Writing

Guided Writing (factual paragraph)

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

- Identify facts about the environment from a text.
- Organize factual ideas logically.
- Value writing as a means of communication.

The learner is guided to:
- Read a text about trees and the environment.
- Point out facts about trees and conservation.
- Arrange points in the correct order.
- Make a presentation of their work.

How do we write fluently?

Mentor English Activities Learner's Book pg. 210
Text about trees and environment
Presentation materials

Fact identification tasks Organization assessment Presentation evaluation

Writing

Guided Writing (factual paragraph)

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

- Write sentences about pictures related to tree planting.
- Create a paragraph about environmental conservation.
- Show commitment to writing clearly and correctly.

The learner is guided to:
- Look at pictures related to tree planting.
- Write sentences about what is shown in each picture.
- Use the sentences to make a paragraph about tree planting.
- Present their work for feedback.

How do we plan before writing a factual paragraph?

Mentor English Activities Learner's Book pg. 211
Pictures of tree planting activities
Writing materials

Sentence writing assessment Paragraph development evaluation Peer feedback Presentation assessment

Writing

Guided Writing (factual paragraph)

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

- Write sentences about pictures related to tree planting.
- Create a paragraph about environmental conservation.
- Show commitment to writing clearly and correctly.

The learner is guided to:
- Look at pictures related to tree planting.
- Write sentences about what is shown in each picture.
- Use the sentences to make a paragraph about tree planting.
- Present their work for feedback.

How do we plan before writing a factual paragraph?

Mentor English Activities Learner's Book pg. 211
Pictures of tree planting activities
Writing materials

Sentence writing assessment Paragraph development evaluation Peer feedback Presentation assessment

Guided Writing (factual paragraph)

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

In groups, learners are guided to: