1. identify polite expressions used in the introduction of self and others,
2. use polite expressions in the introduction of self and others in different speaking contexts,
3. model respectful behaviour during introductions.

• make a list of necessary details about people that one needs to know for effective introduction,
• brainstorm on different types of introduction,
• list polite expressions that can be used during the introduction,
• match polite expressions to corresponding types of introduction,
• discuss reasons for using polite language in introductions,
• use games such as catch the ball, in small groups, for the introduction of others,
• role play different contexts of self-introduction with peers,
• review an audio or video recording on formal and informal introductions.

1. What considerations should one make when introducing other people?
2. How would you introduce your parents or guardians to your teachers?
3. Why is it important to be polite while introducing yourself or others?

• Communication is developed as the learner listens critically and speaks clearly and effectively during role play.

• Peace education is enhanced as the learner role-plays different contexts of self-introduction.
• Effective communication is enhanced as the learner uses polite language during introductions.

• Respect is developed as learners brainstorm on different types of introduction.

• Indigenous Languages and Kiswahili have politeness infused in their content.

1.2.1 Extensive Reading: Independent Reading

(2 lessons)

1. identify a variety of texts for independent reading
2. read selected materials for information and enjoyment
3. appreciate the value of independent reading in lifelong learning.

• think-pair-share on the factors to consider when selecting reading material,
• select appropriate reading materials related to personal responsibility
• set and share reading goals for the session,
• read selected print and non- print materials independently,
• observe good reading habits,
• keep a portfolio or a journal of their experiences during the reading session,
• conduct peer review of the portfolios and journals kept.

1. What do you consider while selecting reading materials?
2. How can you ensure that you benefit from a reading session?

• Critical Thinking and Problem Solving: developed as learner searches, collects, processes, and uses information from selected texts.

• Effective Communication: enhanced as learner shares his or her experiences during the think-pair-share activity.

• Respect is enhanced as learners avoid distracting others by observing good reading habits.
• Responsibility is enhanced as the learner is guided in selecting material that they consider appropriate for self and as they track personal progress.

• Languages such as Kiswahili, Indigenous Languages among others have the concept of independent reading.

By the end of the sub- strand, the learner should be able to:

1. identify the different types of nouns from a print or digital text,
2. use different types of nouns in sentences,
3. appreciate the role of correct grammar in written and spoken communication.

• read a print or non-print text in pairs
• identify common, proper, concrete, and abstract nouns,
• search online for examples of the common, proper, concrete, and abstract nouns, and compile a list of the nouns in groups,
• listen to a poem or a story and categorize the nouns used,
• mention examples of common, proper, concrete and abstract nouns in the classroom and school,
• construct sentences using common, proper, concrete and abstract nouns,
• complete substitution tables with the different types of nouns in pairs
• engage in language games such as scrabble, puzzles, code words and guessing games,
• write and display stories, songs or poems featuring the different types of nouns

1. Why is it important to identify items by name?
2. Why is

• Learning to Learn: enhanced as the learner is motivated to learn continuously and work collaboratively while engaging in language games such as scrabble, puzzles, codewords and guessing games on nouns.

• Digital Citizenship and Cyber well ness: enhanced as the learner interacts with digital devices.

• Harmony: fostered as learners work in groups.
• Patriotism: is promoted as learners identify with their locality as they talk about people, places and institutions in their community

• Kiswahili and other language subjects address the correct usage of the different types of nouns

1.4.1
Intensive Reading: Trickster Narratives

(1 lesson)

1. identify the main events in trickster narratives
2. analyze the characters in narratives
3. appreciate the importance of trickster narratives in the inculcation of values.

• engage in pre-reading activities such as previewing the title of the narrative, using the picture clues and brainstorming
• recount the events in the trickster narrative and highlight the trick in the narrative
• discuss the various character traits displayed by the characters,
• brainstorm on the moral lessons of the narrative
• retell a trickster narrative in small groups
• relate characters and events in the trickster narrative to real life situations
• explore and share with group members how personal responsibility can be derived from the narrative’s moral lessons

1. What is a trickster narrative?
2. What can we learn from narratives?
3. Which characters are common in the trickster narratives that you know?

• Creativity and imagination: enhanced as the learner strives to understand tasks that allow forming mental images, for example retelling a trickster narrative in small groups.

• Creative thinking is enhanced as the learner retells trickster narratives.

• Integrity is enhanced as learner relates the moral in the trickster narrative to real life situations.

• Social Studies focuses on moral lessons.

1.5.1
Handwriting: Legibility and Neatness

(1 lesson)

By the end of the sub strand, the learner should be able to:

1. describe features of legible and neat handwriting for efficient writing
2. write texts legibly and neatly
3. acknowledgel the importance of writing neatly and legibly.

• listen to an audio clip on the importance of developing legible and neat handwriting\
• study written samples of legible and neat handwriting featuring all letters of the alphabet and short texts
• discuss the features of legible and neat handwriting including shaping letters, joining and spacing letters and words
• practise handwriting games such as blind writing, speed writing, and letter stations
• suggest ways of correcting bad handwriting habits such as joining letters and words inappropriately
• copy given texts on the theme of personal responsibility on charts and display for peer evaluation and correction
• write short paragraphs legibly and neatly and share with peers for peer review

1. Why should we learn to write legibly and clearly?
2. What kind of misunderstanding could arise as a result of bad handwriting?
3. How can you make your handwriting presentable?

• Learning to Learn: developed as the learner collaborates with peers to write clearly and spell words correctly

• Effective Communication developed as the learner improves the ability to pass on written messages clearly

• Respect is achieved as learners provide feedback respectfully and positively.
• Social justice is enhanced as learners review each other’s written work.

• Language subjects; legible and neat handwriting is an essential skill for these subjects 

1. outline the oral narrative performance techniques for effective delivery,
2. use oral narrative techniques during the performance,
3. appreciate the importance of performance techniques in the successful delivery of oral material.

• watch live or recorded oral performance of narratives as a class,
• search online or offline for information on performance techniques, in pairs, and make presentations to peers,
• discuss the oral performance techniques in groups,
• perform oral narratives in groups while peers watch, record, and then give feedback,
• compose oral narratives in groups and suggest the most suitable ways of performing them. 

1. What do you enjoy during a story telling session?
2. How can you become a good storyteller?

• Creativity and Imagination is developed as learner undertakes tasks such as creating and retelling narratives which require remembering scenarios  

• Environmental conservation is enhanced as learner performs narratives on the need to take care of the environment.   

• Patriotism is achieved as learners compose and perform narratives on national values.  

• Performing Arts as performance techniques are utilized in showcasing presentations.    

2.2.1 Intensive reading: Simple poems

(2 lessons)

1. distinguish between poems and other literary genres
2. recite a variety of simple poems for enjoyment
3. collaborate in poetry recitation for enjoyment and learning.

• listen and respond to live or recorded poetry recitation
• discuss, in groups, what makes reading simple poems interesting
• pick out poems from a variety of texts and read them out aloud
• recite poems that address science and health issues such as HIV and AIDS in groups
• provide feedback to peers and seek help where necessary

1. How are poems different from stories?
2. Why would you use a poem instead of a story to pass a message?
3. What makes poems interesting?

• Self-efficacy is enhanced as learners present ideas with confidence as learners recite poems.  

• Health education is promoted as learners recite poems that address science and health issues such as HIV and AIDS.  

• Peace is enhanced as learners work in teams during the poetry recitation.
• Social justice is developed as learners recite poems that promote fairness in society.    

• Performing Arts as recitation skills are handled in this learning area.  

2.3.1 Word Classes:
Nouns

1. identify count, non-count, singular, and plural nouns from a variety of texts,
2. use count, non- count, singular, and plural nouns in sentences,
3. Appreciate the importance of the correct use of nouns in communication.

• search for examples of the count, non-count, singular, and plural nouns from the internet and post them on the classroom wall,
• listen to an audio text on the theme of science and health education, and pick out the target nouns,
• pick out count, non-count, singular, and plural nouns from newspapers and magazine articles,
• identify objects in the classroom and categorise them as count or non-count nouns, in pairs,
• change singular nouns to plural and vice versa,
• construct sentences using the specified types of nouns orally and in writing,
• complete crossword puzzles with the target nouns in small groups,
• create posters and poems using the learnt nouns, and post them on the classroom wall or share them using digital learning platforms.

1. Why are some things impossible to count?
2. How can you group things that cannot be counted?
3. Why should you specify the number of things you require to accomplish a task?

• Collaboration is achieved as learners create posters and poems, and share them on the classroom wall or through digital learning platforms. This enhances teamwork among the learners.    

• Effective communication is achieved as the learner uses nouns in varied texts correctly.
• Health Education is promoted as the learner listens to an audio text on health issues.

• Unity is enhanced as learners work together to identify the different types of nouns in the classroom.
• Respect is achieved as learners take turns as they work in groups to create poems and posters.  

• Kiswahili, German, Arabic focus on count and non-count nouns as well as singular and plural nouns.
• Health Education addresses health issues such as HIV and AIDS    

1. explain the different parts that aid in previewing a book
2. describe the author and the setting of the text in terms of time and place
3. underscore the value of reading for lifelong learning.

• study the cover page, read the blurb and highlight the outstanding features, in groups,
• discuss the title of the class reader
• research online for more information about the author and the location where the story is taking place
• make oral presentations to the class on their findings from the research
• identify words, images and details that describe the setting in terms of place and time
• design a graphic organizer such as a mind map and tree map to identify the setting
• create, share and give feedback using summary charts such as what I know - where I learned it - what I want to know - what I Learned (K-W-W-L) chart, to visualize what has been learned,
• make short notes on the setting and the author.

1. What would you consider when designing the cover of a book?
2. Why should we not judge a book by its cover?
3. Why do we read storybooks?

• Learning to Learn is enhanced as learners build on their learning experiences through analysis of the setting and research on the author.
• Critical thinking is developed as learners explore the links between different events through tasks like creating graphic organisers that cultivate high-order thinking skills.
• Problem-solving is archived as learner conducts research online to obtain more information about the author and the setting of the story.   

• Creative thinking is developed as learner creates charts to summarize what they have learned.   

• Unity is enhanced as the learner develops skills for working in harmony with others while participating in group and pair work.    

• All languages encourage reading of class readers.    

1. recognise the full stop, exclamation mark, and question mark, in texts
2. use the full stop, exclamation mark, and question mark in sentences
3. acknowledge the importance of punctuating sentences accurately.

• read print or non-print text and identify the full stop, exclamation mark, and question mark in groups
• punctuate a text using the target punctuation marks, in pairs
• write a short story or dialogue on the theme of science and health education using the full stop exclamation mark, and question mark, where necessary
• engage in online or offline punctuation games in groups
• draw and display posters or charts with punctuated sentences for peer review and revision
• role play well-punctuated dialogues and record themselves
• discuss, in groups, the effectiveness of punctuation marks in expressing meaning.

1. Which punctuation marks do you use in writing?
2. Why is it important to punctuate a text?

• Digital literacy is developed as learners use digital devices as they play online games and record dialogues.
• Self-efficacy is achieved as learners pay attention to detail while role playing and recording dialogues.    

• Effective communication is exhibited through well-punctuated texts.
• Social skills are enhanced as learners discuss the effectiveness of punctuation marks in expressing meaning.   

• Unity is achieved as learners give each other feedback on charts and posters featuring the use of punctuation marks.   

• Kiswahili emphasizes on the acquisition of proper punctuation skills.   

1. identify the main idea from varied descriptive texts
2. Pick out specific information from varied descriptive texts
3. acknowledge the importance of listening skills in communication.

• listen to audio recordings on hygiene and identify the main idea
• Listen for specific information from the audio recording and take notes
• search online and offline for expressions that signal the main ideas such as;
  - this talk is about...
  - I will talk about...,
• watch a video describing a process, a person, or an object and pick out specific information
• listen to peers read descriptive texts, and note the main ideas, in turns.

1. Why is it important to get the main points from an oral text?
2. What can you do to ensure you capture the main ideas from a speaker?

• Communication is enhanced as learners listen keenly and respond to oral texts.
• Digital literacy is achieved as learners use digital devices to search online for expressions that signal the main idea and specific information. 

• Health education - personal hygiene as learners listen and respond to oral texts on hygiene.  

• Respect is enhanced as learners listen to peers read descriptive texts and note the main ideas, in turns.

• Kiswahili and other language subjects address the listening for the main idea and specific information.

3.2.1. Reading for information and Meaning

(1 lesson)

1. distinguish between reading for information and reading for meaning,
2. pick out information from varied texts,
3. infer the meaning of words and phrases from context,
4. use new words and phrases in sentences,
5. appreciate the importance of reading for information and meaning.

• distinguish between reading for information and reading for meaning,
• scan through a text in pairs and identify text features (such as title, subtitles),
• read texts on issues such as hygiene, safety, and security and organise the information by making notes,
• Infer and share, in groups, the meaning of words from context,
• construct sentences using new words and phases, in groups,
• fill in crossword puzzles using new words learned.

1. Why do we read texts?
2. How would you tell the meaning of a word in a passage?

• Collaboration is promoted as learners infer and share the meaning of new words in groups.

• Health and Safety: As learners read texts on issues such as hygiene, safety, and security and organise the information by

• Respect is enhanced as learners respect each other’s ideas as they work in groups.

• Kiswahili, German, French, Arabic, Chinese and Indigenous Languages all emphasise reading for information and reading for meaning as skills to be acquired.

1. identify regular and irregular verbs in sentences
2. use regular and irregular verbs in sentences construct sentences using the past, present and future tense
3. appreciate the correct use of verbs and tense for effective communication.

• search online and offline for information on verbs and their tenses
• listen to texts read by the teacher on verbs and their tenses
• identify and group verbs with similar endings from passages on the theme of hygiene
• identify the tenses of the verbs in sentences
• construct sentences using verbs in the correct tenses
• participate in a language game on tenses
• engage in conversations in pairs using verbs in various tenses,
• review their peers’ use of tense in spoken sentences

1. How did you spend the last holiday?
2. Which misunderstanding can arise when people use wrong tense?

• Communication and collaboration are developed as learners engage in conversations in pairs using verbs in various tenses. 

• Effective communication is enhanced as learners construct sentences in correct verbs and tenses.

• Respect is inculcated as learners review peers’ use of tenses.

• Kiswahili and Indigenous Languages also address correct usage of verbs and tense. 

1. explain the structure of poems
2. analyze the structure of varied simple poems
3. read short poems addressing varied societal issues
4. appreciate the poem’s structure in communicating a message.

• source online or offline for different poems and note the titles and the poets while observing integrity and cyber safety,
• brainstorm on the parts of a poem, in pairs,
• read short poems addressing issues such as personal hygiene, HIV and AIDS, and COVID-19,
• analyze how poems are broken into stanzas and stanzas into lines,
• study varied poems and present their different structures in graphic organizers in groups
• compare the structures of different poems,
• relate the poem’s structure to the poem’s message.

1. Why do people write poems?
2. What makes a poem interesting?
3. How can one tell a text is a poem?

• Digital literacy is achieved as learners use digital devices to search sources online for different poems and note the titles and the poets, while observing integrity and cyber safety. 

• Health Education is promoted as learners tackle poems addressing issues such as personal hygiene, HIV and AIDS, and COVID-19
• Cyber Safety - as learners source online or offline for poems while observing cyber safety  

• Integrity is achieved as learners’ source online or offline for poems while observing integrity  

• Kiswahili and Performing Arts tackle the structure of varied poems.

1. identify the parts of a narrative paragraph
2. compose a narrative paragraph with the appropriate structure
3. acknowledge the significance of paragraphing in written communication.

• identify parts of a well- written paragraph specifically, an introduction, necessary details, and a conclusion,
• read samples of narrative paragraphs provided by the teacher and discuss the flow of ideas,
• write a paragraph using a digital device about issues such as hygiene, safety, and security,
• present the paragraphs in class for peer review.

1. What are the parts of a paragraph?
2. Why do we write paragraphs?

• Communication is enhanced as learners compose a narrative paragraph and review each other’s work.
• Creativity and imagination are developed as learners create narrative paragraphs. 

• Social cohesion is enhanced as learners present the paragraphs in class for peer review.

• Respect is promoted as learners give feedback on the narrative paragraphs they have reviewed.

• Computer Science covers interacting with technology through the use of digital devices.

1. distinguish between specific and general information from a listening text
2. select specific information from a listening text
3. listen and respond to texts on leadership
4. emphasise the value of listening skills in communication.

• listen to an audio text and decide whether the information presented is specific or general
• search online for audio recordings on leadership and attentively listen to text for specific information
• Listen to a role play and respond to questions
• listen to a passage on leadership (good governance) and answer questions posed by the speaker.

1. Why is it important to get the main points from an oral text?
2. What can you do to ensure you capture the relevant information from a speaker?

• Communication is developed as learners critically listen to oral texts and select information.

• Good governance is enhanced as learners listen to texts on leadership.
• Effective communication is achieved as learners listen and respond to audio texts.

• Integrity is promoted as learners listen to texts on good governance.
• Social justice is enhanced as they listen to oral texts on good leadership qualities.   

• Kiswahili and other Language subjects - focus on selective listening as a skill.   

1. discuss the identified reading strategies
2. select main ideas and details from a variety of written texts
3. acknowledge the importance of reading for main ideas and details as a comprehension skill.

• search online and watch appropriate video clips on the selected reading strategies: reading for main ideas and reading for details,
• read and underline the main ideas and details in texts on issues such as gender roles in leadership, and review each other’s work,
• share ideas on how they can use the selected reading strategies, in groups,
• fill in substitution tables with specific details from texts, in pairs,
• complete a mind map with a focus on the main idea and

1. What can one do to understand a text better?
2. Why should one read for main ideas?
3. How can you improve your reading?

• Learning to learn is developed as learners share what they have learned while completing a mind map with a focus on the main idea and details.
• Digital literacy is enhanced as learners manipulate digital devices while searching online and watching appropriate video clips on the selected reading strategies.  

• Gender roles in leadership enhanced as learners read and underline the main ideas and details in texts on issues such as gender roles in leadership.

• Unity is achieved as learners work together to complete the mind map. 

• All subjects emphasise reading for the main idea and specific details.

1. identify verbs in the simple present and simple past tense in a text
2. write sentences using the simple present tense,
3. write sentences using the simple past tense
4. advocate appropriate use of tense in communication.

• underline verbs in simple present and simple past tense in a text
• reflect on the formation of simple present and simple past tense form of verbs
• construct and share sentences on a variety of issues including leadership, using verbs in the appropriate tense
• type the constructed sentences using a digital device
• search online or offline for verbs used in simple present and simple past tense from a variety of texts
• complete sentences using the correct tense of the given verbs
• create and display charts showing words in their simple present and past tense
• play language games using

1. Why is it necessary to indicate when an activity takes place?
2. What makes correct use of tense difficult for some people?

• Self efficacy is developed as learners build on their learning experiences while constructing grammatically correct sentences and using them in oral communication.

• Effective communication is enhanced as learners use the appropriate tense to discuss leadership.
• Good governance is enhanced as learners construct sentences on leadership. 

• Integrity is enhanced as learners construct sentences on leadership practices.   

• All languages as they use the knowledge of tenses.    

• read a section of a class reader and identify the main characters,
• discuss predictions made from the title and the sections read,
• participate in a reader’s theatre and read portions of the class reader,
• outline the things done by each character studied in the section,
• discuss in pairs how the characters make the story flow,
• write a summary about how the main characters make the story flow.

1. How can you tell a main character in a story?
2. Why are some stories usually more interesting than others?
3. What should you consider when selecting a story book to read?

• Critical thinking is enhanced through discussions about how characters contribute to the flow of the story.   

• Critical thinking is enhanced through discussions about how characters contribute to the flow of the story.

• Responsibility is enhanced as learners write a summary based on the main character.   

• Kiswahili deals with the skills of prediction and discussion of characters in texts.

By the end of the sub strand, the learner should be able to:

1. outline examples and incidents to include in a paragraph,
2. create a well- developed paragraph using examples and incidents,
3. appreciate the importance of well- written paragraphs in
   writing.

• share ideas on examples and incidents that can be included in a paragraph,
• develop a paragraph on leadership, in groups, using the ideas generated in their earlier discussion,
• present their paragraphs in class for peer review,
• use mind maps to generate examples and incidents for sample paragraphs,
• compose a paragraph based on suggested examples and incidents.

1. How can you organize your ideas logically?
2. Why should we write coherently?

• Creativity and Imagination are enhanced as the learner creates a paragraph. This will help them to make connections between similar and related phenomena.

• Diversity is developed as the learner collaborates with others to create a paragraph on leadership.   

• Love- care and compassion for others are enhanced as learners present their paragraphs in class for peer review.

• All language subjects as the learner organizes ideas in writing paragraphs.

1. identify the consonant and vowel sounds in words
2. articulate consonants and vowel sound for oral fluency
3. distinguish the meaning of, words on the basis of stress
4. advocate the role of correct pronunciation in communication.

• pronounce the consonant sounds /p/, /b/, /k/ and /g/ from a text,
• practice saying the short /i/ and the long /i:/ sounds in pairs,
• watch and listen to an audio- visual recording featuring selected consonants and vowel sounds,
• make a recording featuring learned sounds,
• practice saying words with the sounds/p/ as in pin ; /b/ as in bean, /k/ as in kin ; /g/ as in goat, /i/ as in bin; and /i:/ as in seen correctly,
• distinguish the meaning of words based on stress, for example, project (verb) project (noun),
• play language games to distinguish word meaning on basis of stress,
• practice pronouncing minimal pairs containing the target sounds.

1. Why it is important to articulate sounds correctly?
2. How can we improve our pronunciation?

• Digital Literacy as learners selects digital technology relevant to the tasks while watching and listening to audio visual recordings.
• Communication as learners speak clearly and effectively while articulating the sounds correctly.
• Collaboration is developed as the learner participates actively when making recordings of the target sounds in groups. 

• Self-esteem is developed as the learner practises pronunciation of sounds in groups.
• Social cohesion is enhanced as the learner makes sentences on family relationships.

• Unity: learners work together to record sounds and words

• Kiswahili and other language subjects require correct articulation of sounds.

1. identify synonyms and antonyms of words from written texts
2. spell synonyms and antonyms correctly for written fluency.
3. use synonyms and antonyms in sentences
4. appreciate the importance of correct use of words in communication.

• use reference materials such as the encyclopedia and the dictionary to locate synonyms and antonyms,
• check the meaning and pronunciation of synonyms and antonyms from the dictionary
• search for synonyms and antonyms from print and digital texts
• create a crossword puzzle using synonyms and antonyms and share it online
• use synonyms and antonyms in sentences
• match words with their antonyms from a list of words,
• practice pronouncing synonyms and antonyms in pairs
• design and display a chart with antonyms and synonyms of words correctly spelled.

1. Why do we use antonyms and synonyms?
2. Why is it important to spell words correctly?

• Digital Literacy: learner interacts with digital devices and uses them to access the online encyclopedia and dictionary
• Learning to learn: enhanced as learners work independently when looking up the words in the dictionary and encyclopedia.

• Social cohesion is enhanced as learners construct sentences on varied issues such as family set- up using synonyms and antonyms of words.   

• Patriotism is enhanced as learners gain a sense of belonging to the family.

• Links to Kiswahili and other language subjects also have antonyms and synonyms.  

1. identify comparative and superlative adjectives in texts,
2. use comparative and superlative adjectives in communication,
3. acknowledge the value of comparative and superlative forms of adjectives in communication.

• identify comparative and superlative adjectives, from texts in pairs
• search online or offline for examples of comparative and superlative adjectives
• construct sentences using comparative and superlative adjectives
• play language games featuring adjectives
• use a substitution table to complete sentences featuring comparative and superlative adjectives
• use flashcards to categorize comparative and superlative adjectives
• compare various items within the environment using comparative and superlative adjectives. in groups.

1. How do we compare different people, places, and things?
2. Why are comparisons important in life?

• Learning to learn developed as the learner organises their learning and searches online or offline for examples of comparative and superlative adjectives.
• Self-efficacy is enhanced as the learner uses flash cards to categorise adjectives into comparatives and superlatives successfully.

• Self-awareness is enhanced as the learner identifies comparative and superlative adjectives, from texts on family relationships.  

• Love is nurtured as the learner uses adjectives in the comparative and superlative form to express family relations.

• Language subjects also focus on comparative and superlative adjectives

1. identify heroic characters in legends
2. explain the moral lessons in legends
3. discuss why legends are important in various, communities
4. relate the characters in the legends to real life.

• predict the actions of characters in legends
• read a heroic narrative- (legends) aloud in turns
• identify the characters in legends,
• discuss heroic acts in the legend, in groups
• relate legends to their actions,
• identify and discuss the moral lessons learned from legends
• reflect on the impact of their actions in the society
• discuss in groups, how he or she can collect narratives from the community
• use a mind map to show how the moral lessons in the narrative can be of benefit to the community
•  research and identify the community needs to be addressed through the functional reading of legend narratives
• develop, in groups, legend narratives.

1. Why are heroes celebrated?
2. Why are some people are considered heroic?
3. What heroic acts have been done in your school or community?
4. What challenges might one face when collecting narratives from the community?

• Citizenship is enhanced as learners use communication and interpersonal skills to build strong and supportive ties and cultural identity and developing a sense of belonging through reading and reflecting on the oral narratives.
• Critical thinking and problem-solving are developed as learners prepare and study instructions on how collecting narratives can be conducted in the community before the project begins.

• Creative thinking is inculcated as the learners analyze the heroic actions of the characters in the oral narratives.

• Patriotism is enhanced as learners reflect on the impact of their own actions in the society.    

• Indigenous languages also have oral narratives and thus learning experiences can be shared.

1. identify the parts of a friendly letter
2. compose a friendly letter using the correct format
3. Appreciate the role of friendly letters in communication.

• read sample friendly letters
• identify and underline parts of a friendly letter in pairs
• create a friendly letter individually
• exchange the friendly letter with a peer for feedback
• incorporate the feedback obtained from a peer
• type the friendly letter on a digital device or display the letter on a chart
• display friendly letters for other learners to give feedback.

1. Why do we write friendly letters?
2. When do we write friendly letters?

• Digital literacy is enhanced as the learner interacts with a digital device and uses it to type a friendly letter.
• Learning to learn is developed as the learner practices communicating constructively through friendly letters.

• Creativity and imagination is enhanced as learners write friendly letters.

• Respect is developed as learners address their friends and family members respectfully in the letters. 

• Kiswahili emphasizes writing friendly letters as one of the skills to be acquired.

1. identify verbal and non- verbal forms of polite interruptions,
2. apply turn-taking skills in different speaking contexts,
3. use verbal and non- verbal cues to interrupt a conversation politely,
4. acknowledge the importance of politeness in communication.

• watch a live or recorded dialogue depicting turn taking skills and interrupting politely,
• practice in pairs interrupting someone politely,
• practice turn taking in a conversation with peers,
• watch short videos of conversations or television programes and identify instances of turn taking and polite interruptions,
• listen to a radio talk show and pick out polite words and expressions,
• write examples of polite words and expressions on sticky notes or flash cards and paste them on the wall or class noticeboard,
• make posters showing polite expressions as well as ways of interrupting someone politely,
• make posters on turn taking skills and polite interruptions and display them,
• role play a dialogue on the effects of drug and substance abuse in pairs,
• recite a conversational (choral) verse, make an audio or video recording and share it on WhatsApp, email or social media.

1. How can you interrupt a conversation politely?
2. Why should people speak one at a time in a conversation?
3. How can you ensure that you do not dominate a conversation?

• Communication is enhanced as learners take turns in real life conversations and role play. This enhances effective speaking.
• Collaboration is developed as learners contribute to group decision making during the role play.

• Alcohol and substance abuse as learners are sensitized on the negative effects of drug and substance abuse through role play.    

• Peace: Turn taking and polite interruptions in conversations ensure harmony
• Respect: By practicing the skills of turn taking and interrupting politely, learners learn to respect the opinion and space of others.  

• Kiswahili addresses the skills of turn taking and interrupting politely   

1. identify instances of expressive reading from a reading or digital text,
2. read a text at the right speed, accurately and with expression,
3. appreciate the importance of reading fluency in communication.

• view a variety of video clips featuring well-read scripts related to the theme
• watch news clips from a favourite television programme/presenter and comment on the presenter’s speed, accuracy and expression,
• brainstorm on ways of reading effectively
• reflect on the qualities of a good reader
• read a text such as a poem, a narrative or dialogue with:
  • with appropriate expressions
  • with accuracy
  • right speed,
• listen to a text read by a peer and provide feedback
• engage in a readers’ theatre in groups and read a poem, narrative or dialogue
• read a choral verse in pairs or small groups,
• time himself or herself while reading an excerpt of a text
• participate in activities that enhance reading fluently such as reader’s theatre, paired reading, echo reading, repeated reading and choral reading.

1. Why is it
   important to read fluently?
2. How does the appropriate use of verbal and non- verbal cues enhance reading fluency?

• Learning to learn is developed as the learner builds on own learning experiences by listening and modelling fluent reading.
• Self-efficacy is developed as learners document- success criteria while timing themselves as they read excerpts in pairs
• Communication and collaboration – enhanced as the learner speaks clearly and effectively when reciting a choral verse.

• Critical thinking is enhanced as the learner views a video and comments on whether a speaker reads accurately, at the right speed and with expressions.  

• Responsibility is enhanced as learners read texts on drug and substance abuse prevention.
• Respect is achieved as learners listen to their peers reading.  

• Performing arts: fluent reading is essential in drama and poem recitations.
• All languages emphasise fluent reading.

1. identify adverbs of time, place and manner in texts
2. use adverbs of time, place and manner in different contexts
3. acknowledge the value of adverbs of manner, time and place in communication.

• read a print or non-print text on drug and substance abuse in pairs
• identify the adverbs of time, place and manner used in the text
• categorise adverbs of time, place and manner from word lists or flash cards
• construct sentences using adverbs of time, place and manner
• use adverbs of time, place and manner in a role play, hot seating or simulation and make a video recording in groups
• share a story or dialogue featuring adverbs of time, place and manner.

1.  Why is it important to describe where, when and how something happens?
2. Which words do we use to describe different actions?

• Critical thinking and problem solving – using logical reasoning as learners think of different ways to describe manner, time and place
• Learning to learn - organising own learning as learners identify and use different types of adverbs 

• Drug and Substance Abuse: learners read different print and non- print texts on drug and substance abuse and learn the negative effects of the same.

• Responsibility: learners record videos and describe the events with peers, they act responsibly    

• Kiswahili and Indigenous Languages have adverbs as a word class
• Physical Education and Sports, Agriculture and Home Science since learners describe processes using adverbs of manner  

1. identify repeated words and phrases in lullabies,
2. use appropriate techniques when performing lullabies,
3. pick out key messages communicated in lullabies,
4. appreciate the importance of lullabies in real life.

• listen to audio recordings of lullabies
• view videos of lullabies and identify instances of repetition,
• perform a lullaby and make a recording,
• pick out key messages communicated in lullabies,
• share ideas on the key messages that are addressed in lullabies,
• discuss in groups the functions of lullabies,
• collaborate to compose songs, sing and record lullabies from their immediate environment,
• create lullabies in groups and perform them in class,
• identify characters in different lullabies.

1. What is the difference between a lullaby and other songs?
2. How are songs similar to poems?
3. What similarities exist in lullabies across communities?

• Creativity and Imagination is developed as learners discuss different functions of lullabies; they develop their sense of imagination.
• Critical Thinking is enhanced as learner researches information about lullabies.

• Peace Education is enhanced as learners collaborate in singing and recording lullabies from their immediate environment.  

• Social justice is achieved as learners collaborate- in singing and recording lullabies from their immediate environment.   

• Performing Arts: singing lullabies involves performance. 

6.5.1
Mechanics of Writing: commonly misspelt words
(2 lessons)

By the end of the sub strand, the learner should be able to:

1. recognise commonly misspelt words in texts,
2. use commonly misspelt words correctly in written texts,
3. value the relationship between accurate spelling and effective written communication.

• mention words that are difficult to spell correctly,
• search for commonly misspelt words from textbooks and online sources, in pairs,
• discuss in groups ways of correcting commonly misspelt words,
• Correct texts with wrong spellings of irregular plural nouns for example knife –knives; ox-oxen; fox-foxes; child-children; thief- thieves; lady – ladies; monkey –monkeys, and –ing verbs formed from verbs with final –e for example love – loving, dine – dining,
• explain to peers the effects of correct spelling on written communication
• engage in spelling games such as crossword puzzles,
• write a story or dialogue on contemporary issues, for example, keeping my neighborhood safe, using the commonly misspelt words and share it with peers for feedback

1. What makes some words difficult to spell?
2. How can we improve our spelling?

• Communication is enhanced as learners write clearly and spell words correctly.
• Collaboration is developed as learners contribute to group decision making in spelling games.

• Peace Education is enhanced as learners engage in discussions and games.

• Peace is enhanced as learners engage in spelling games

• Performing arts – correct spelling is required in scripting texts for performance
• Visual arts – graphics need to be written in correct spelling

7.1.2 Listening Comprehension: Listening for Details

1. identify clues that signal details from a listening text,
2. take detailed notes on a listening text,
3. acknowledge the importance of listening for details.

The learner is guided to:

• search online or offline for signposts that introduce details in an oral text,
• listen and identify words that introduce different types of details that indicate:
  
  • addition such as first, also, moreover; 
  • emphasis such as important note,
    especially, particularly;
  • comparison such as. like, similarly,
    just as
  • contrast such as but, however, on
    the other hand;
  • illustration such as for example, for
    instance, such as,
  • cause-and-effect such as because, therefore, so that,
• discuss kinds of details one should look out for from a text. The details could include: numbers, figures, points, facts, examples, people, places, behavior and opinions,
• listen and note the clues signaling details from a peer,
• listen to a live or recorded oral presentation on a pertinent and contemporary issue such as natural resources, for example, forests, and take specific details,
• role play, in turns, oral presentations in pairs as the partner takes notes,
• compare the notes in groups, then revise and display them for review.

1. How can you tell the key information from a listening text?
2. What factors interfere with one’s ability to listen well?
3. How can you tell that people are listening attentively?

• Self-efficacy is developed as learners listen for detail thus making them confident in note-taking skills.
• Communication and collaboration are enhanced as learners role-play and make oral presentations. This enhances the learner’s ability to listen keenly.

• Environmental and social issues as learners listen to texts on natural resources.

• Patriotism is enhanced as learners listen to texts on natural resources thereby making them develop a sense of belonging.    

• Social studies provide the context where the listening texts on Natural resources and forests can be obtained from.
• German, French, Chinese, and Arabic require note taking as part of the listening skill.

1. identify types of information conveyed by visuals for comprehension,
2. interpret visuals for information,
3. appreciate the importance of visual, interpretation skills in different texts.

• list common visuals like road signs, photographs, billboards,
• search online and offline for different types of information visuals convey such as stories, messages, feelings or emotions, relationships, mood,
• discuss class/school/ community/ national needs or issues that can be addressed by visuals,
• answer comprehension questions on the visuals,
• apply comprehension strategies such as prediction, making connections, inferences, questioning, and visualizing in interpreting visuals,
• create stories or songs from visuals,
• discuss visuals of national importance like the national flag, the Kenyan currency,
• discuss the importance of developing visual interpretation skills for a full understanding of messages,
• use digital devices to create simple visuals through photographing, drawing and making realia on natural resources.

1. How does observation of real items help us understand what we are being taught?
2. What is the importance of pictures and photographs that accompany written texts?

• Digital literacy is enhanced as learners search for different types of information conveyed through visuals.
• Citizenship as learners discuss national symbols such as the national flag and currency enhances patriotism.  

• Environmental conservation is enhanced as learners create visuals on natural resources

• Patriotism is enhanced as learners discuss visuals like the national flag and visuals on the Kenyan currency.
• Integrity is enhanced through discussions on the evils of corruption

• Visual arts deals with creating and interpreting visuals.
• Computer sciences – In computer science, computers are used to create and display visuals.
• Humanities, Mathematics, and sciences use visuals like maps, graphs, and charts.

1. distinguish between personal and possessive pronouns in sentences,
2. use personal and possessive pronouns in sentences appropriately,
3. appreciate the value of proper use of pronouns.

• pick out personal and possessive pronouns from print and nonprint texts on natural resources in pairs,
• use personal pronouns to refer to people in a class,
• construct sentences using personal pronouns, in groups,
• write a paragraph using possessive pronouns,
• construct sentences using personal pronouns from substitution and completion tables,
• draw a chart with singular/plural, subjective, and objective personal pronouns and display them for peer review.

1. What is the difference between personal and possessive pronouns?
2. How can you avoid unnecessary repetition in sentences?
3. Why should we avoid unnecessary repetition?

• Communication is enhanced by the correct use of pronouns

• Social cohesion is enhanced as learners use personal pronouns to refer to people in the class.

• Respect is enhanced as learners use pronouns to construct sentences to refer to others in the class.  

• Computer Science: Digital skills are enhanced as learners refer to print and non-print materials to search for personal pronouns
• French, German, Chinese and Arabic cover pronouns in grammar.  

1. identify minor characters in a class reader,
2. Discuss the relationships between different minor characters in the class reader,
3. appreciate the place of minor characters in the class reader.

• read and identify minor characters in a class reader,
• search online and offline for words and phrases used to describe relationships between characters,
• discuss how the characters relate with each other, in groups,
• hot seat different minor characters to bring out their relationships, in groups,
• link characters reactions to the relationships they are in.

1. How can you tell the difference between a main and a minor character in a story?
2. How would you describe the behavior of your classmates?

• Critical thinking: linking the relationships between characters in the class reader enhances the learner’s ability to link various issues
• Collaboration: hot seating different minor characters to bring out their relationships.  

• Citizenship is enhanced as learners discuss the character traits and relationships of some of the characters in the text read.   

Values:

• Social justice is developed as learners discuss in groups the relationships between characters.    

• Performing Arts uses hot seating for the actors to internalize their roles.

1. outline the steps in the writing process,
2. Write a narrative composition following the writing process,
3. acknowledge the role of writing fluency in communication.

The learner is guided to:

• watch a video of learners going through the writing process,
• read samples of well-written texts and highlight features that make them outstanding,
• discuss the writing process giving details of what each entails on a mind map,
• suggest the most suitable topics on issues like natural resources or saving forests for practising the writing process,
• practise, in groups, the writing process, for example by:
  
  • prewriting:
  • drafting:
  • editing:
  • revising
  • publishing,
• write a narrative composition following the writing process and share using a digital device for peer
  review.
• review the effectiveness of the writing process in writing compositions.

1. What should you consider before you begin writing a composition?
2. What contributes to a well written composition?

• Digital Literacy is developed as learners share the compositions using a digital device for peer review
• Creativity and imagination is developed as learners mind -map on the idea to be written in the narrative composition using the writing process  

• Environmental Conservation is addressed by the narrative compositions on natural resources.

• Responsibility is enhanced as learners practise writing on natural resources, they learn how to conserve the environment.

• All languages: Kiswahili, German, Arabic and French - Composition writing is a component of writing in all languages.
• Agriculture involves reading and writing about management of natural resources like soil and forests.

1. identify the characters and moral lessons in explanatory narratives,
2. sequence the events in explanatory narratives,
3. explain the moral lessons in an explanatory narrative
4. acknowledge the importance of listening comprehension in communication

• listen to a recording of an explanatory narrative from a digital device and retell the story
• search online and offline for information on explanatory narratives
• dramatise dialogues in the explanatory narratives
• role play the story telling session
• identify the moral lessons and relate them to real life situations
• discuss behaviour of the characters in the explanatory narratives, in pairs
• create an explanatory narrative- and share it through WhatsApp, social media among others

1. How can you tell a lesson that you can learn from a narrative?
2. Why do people tell narratives?
3. What are the functions of oral narratives?

• Digital Literacy is developed as learners manipulate digital devices and use them to create stories and share them with others
• Communication and collaboration -speaking clearly and effectively as learners dramatize narratives and discuss moral lessons. 

• Digital citizenship is enhanced as learners gain a sense of identity and belonging by listening and responding to explanatory narratives derived from various communities.

• Patriotism is promoted as learners listen and respond to explanatory narratives and moral lessons and relating them to their real life, thereby becoming better citizens.

• Social studies also emphasizes the application of moral lessons.
• Performing arts also employs role-playing narratives in performances.

1. distinguish main ideas from supporting details from poems,
2. use contextual clues to infer the meaning of words and phrases in a text,
3. make connections between events in a poem and real life,
4. summarize events in a poem
5. answer direct and inferential questions from poems,
6. acknowledge the role of reading comprehension in lifelong learning.

• search online and offline and discuss, in groups, the meaning of reading for interpretation and evaluation,
• visualize events, people, and places in poems,
• predict events in poems,
• utilize digital devices to check the meanings of words,
• infer meanings of vocabulary based on contextual clues,
• answer direct and inferential questions in pairs,
• summarize main issues from poems
• create word puzzles with learned vocabulary and share them online,
• relate the issues in a set poem to real life.

1. How can you identify the subject in a poem?
2. How are poems similar to songs?

• Digital Literacy is enhanced as learner creates a word puzzle and shares it online using digital devices.
• Critical thinking and problem-solving are developed as learners interpret and evaluate issues highlighted in poems and relate them to real life.

• Peace is enhanced as learners work in groups to evaluate issues highlighted in poems.

• Respect is enhanced as learners respect each other’s opinions as they work together.

• Social Studies and Business Studies require reading for interpretation and evaluation.

1. identify different types of prepositions,
2. use prepositions in sentences,
3. attest to the importance of well- formed sentences in communication.

• identify and underline simple prepositions (agent, instrument, and direction) in texts,
• search online and offline for examples of simple prepositions,
• read texts and identity simple prepositions,
• complete sentences using a substitution table,
• match simple prepositions with the word they collocate with,
• Watch video clips and identify simple propositions,
• construct sentences using prepositions, in groups,
• create a crossword puzzle featuring simple prepositions and the words or phrases they collocate with,
• share the puzzles online, on posters, charts, or through WhatsApp.

1. What is the function of prepositions in sentences?
2. How do we show the relationship between words?
3. How can you ensure all your sentences are correctly written?

• Digital Literacy developed as learners manipulate digital devices and use them to create word puzzles and share them with others
• Communication and Collaboration are enhanced as learners speak clearly and effectively during dramatization of narratives and discussion of moral lessons.

• Social cohesion is enhanced as learners work in groups and cohesively as they give each other feedback.

• Unity is enhanced as learners work together to construct sentences using prepositions.

• Languages like French, German, Arabic, and Kiswahili have prepositions as an area of study   

1. identify the human characters in a set of poems
2. use adjectives to describe the traits of human characters in a set of poems
3. appreciate the importance of human characters in poetry.

• read a given poem and identify the human characters
• search online and offline for adjectives that can be used to describe characters
• discuss what each character does or says in each poem
• role play a given poem to bring out the characters’ actions
• take video clips of the role play and share them as they discuss their performances
• paste sticky notes containing character traits identified
• relate the human characters in the poem with real life lessons. 

1. How do we identify characters in a given poem?
2. Why are human characters important in poetry?
3. How can you identify the lessons learned from poems?

• Communication and collaboration are enhanced as learners contribute to group decision-making by participating actively in the discussion on what each character does or says in each poem.
• Learning to learn is developed as learners build on their own learning experiences while relating the human characters in the poem with real life situations.

• Social cohesion is enhanced as learners relate human characters to real life.  

• Peace: learners bond as they work in groups
• Love: learners relate human characters to real life, they grow to love each other  

• Peace: learners bond as they work in groups
• Love: learners relate human characters to real life, they grow to love each other

1. identify steps involved in the assessment of narrative compositions,
2. write narrative compositions and assess the introduction, body, and conclusion,
3. appreciate the importance of assessment in improving narrative composition writing.

• search online and offline for information on the aspects of self-assessment when writing a narrative composition,
• practice assessing own narrative composition,
• watch a video or listen to a recording on how to peer assess a composition,
• plan, organize, and write a composition, on travel, and share it with peers for review,
• identify and correct spelling, punctuation, and grammatical errors using a given checklist.

1. Why is it important to assess writing?
2. How can one improve their composition writing skills?

• Collaboration is enhanced as learners participate actively in the writing activity when working in pairs, sharing and assessing each other’s narrative composition.
• Learning to learn is achieved as learners organize their learning while writing and assessing his or her narrative composition before sharing with peers for assessment.

• Peer education is enhanced as learners assess each others compositions.

• Integrity is achieved as learners learn to be honest and truthful while assessing their own and others compositions.

• French, German, Chinese and Arabic involve narrative composition writing   

1. articulate correctly the consonant sounds/t/, /d/, /l/, /r/ in words articulate correctly vowel sounds /ʊ/ and /uː/ in words,
2. pronounce words correctly using stress,
3. distinguish the meaning of words based on stress,
4. acknowledge the importance of correct pronunciation in oral communication.

The learner is guided to: listen to audio clips and watch video clips with the sounds /t/, /d/, /l/, /r, /, /ʊ/ and /uː/ in words

• articulate the following consonants and vowel sounds in groups:
  
  • /t/ as in toll
  • /d/as in doll
  • /l/ as in liver
  • /r/ as in river
  • /ʊ/ as in pull, bull;
  • /uː/ as in pool, book, watch an oral presentation and pick out words with the target sounds,
• practice pronouncing words with the target consonant and vowel sounds, in pairs,
• sort words based on pronunciation of the target,  consonant and vowel sounds
• recite poems or sing songs on national heroes with the target sounds,
• say tongue twisters with the target consonant and vowel sounds,
• listen to audio featuring a variety of words and classify them in their word classes according to the stressed syllables,
• engage in pronunciation drills on stress for distinguishing word class,
• underline stressed syllables in words
• discuss the importance of correct pronunciation and use of stress in conveying meaning
• reflect on the target consonant and vowel sounds and identify those they struggle with for further practice.

1. Why should you pronounce words correctly?
2. Why do people find it difficult to pronounce some words?
3. In what ways can one improve own pronunciation?

• Digital literacy is enhanced as learners listen to audio clips and watch videos on pronunciation
• Learning to learn is emphasized as learners build on their own experiences by reflecting on the target consonant and vowel sounds and identify those they struggle with for further practice.

• Patriotism and Good Governance are enhanced as learners sing songs and recite poems on national heroes/ heroines.

• Patriotism is enhanced through poems on nationalism
• Unity is enhanced in the songs on nationalism

• All language subjects focus on pronunciation as a basic skill.
• Performing Arts emphasises clear enunciation in performances.

1. select a variety of fictional texts for extensive reading
2. read fictional texts for information and enjoyment,
3. appreciate the importance of fiction in life.

• identify fictional material to read by looking at the cover page, blurb, and title
• read texts on varied issues such as national heroes and heroines and discuss the elements of fiction in the text
• list down new words and phrases encountered
• re-tell the story in their own words
• dramatise a section of the text and record themselves
• relate the ideas expressed in fiction to real life
• read fiction materials for enjoyment.

1. Why is it important to read fictional materials?
2. How can a reading culture be developed?
3. What should you consider when selecting fictional texts for reading?

• Learning to learn as learners select fictional texts for reading

• Citizenship as they are exposed to individual and cultural differences through extensive reading

• Patriotism: Reading on national heroes and heroines inculcates patriotism.

• Language subjects like Indigenous Languages, French, Arabic, and Chinese have fiction as a genre.   

1. identify the conjunctions and, but and or in sentences,
2. use and, but and or in sentences accurately,
3. appreciate the importance of proper use of conjunctions in written and spoken contexts.

• search, in pairs, online and offline for the use of the conjunctions and, but and or in texts,
• identify the conjunctions and, but and or from different texts,
• construct sentences using the conjunctions and, but and or, in groups
• fill in substitution and completion tables using the conjunctions and, but and or
• create and share a story or dialogue on heroes in Kenya, using the conjunctions and, but and or
• discuss the importance of proper use of conjunctions in sentences.

1. How do the words and, but and or help in conversation?
2. Why is it important to communicate clearly?
3. which words would you use to replace and but and or in a conversation?
4. How can you tell that joining words have been used well?

• Self-efficacy is developed as learners pay attention to details and use the conjunctions in different circumstances.
• Learning to learn is achieved as learners to share what they have learnt as they create and share stories or songs in heroes and heroines in Kenya.

• Patriotism is enhanced as learners create and share stories on local heroes

• Patriotism: National heroes and heroines are focused on in the story.
• Peace: Learners acquire skills of working in harmony as they work in pairs and groups.  

• Languages like French, German, Arabic, and Chinese address the correct usage of conjunctions.

1. explain the sequence of events in a class reader,
2. make short notes on the sequence of events in a class reader,
3. appreciate reading works of art for information and enjoyment.

• read sections of a class reader and explain the sequence of events,
• dramatize parts of the class reader for clarity,
• outline the actions of each character studied in the section,
• discuss, in pairs, how the characters make the story flow,
• use a sequence chart to show the order of events in the class reader,
• make short notes on the sequence of events in the story,
• relate the events in the story to real life,
• discuss possible solutions to the problems portrayed in the class reader.

1. What marks the climax of a story?
2. How does a writer make a piece of writing interesting?
3. Which captivating story books or TV programmes have you come across and what made them interesting?

• Communication is developed as learners write fluently and present organized work as the learner makes notes on the sequence of events in the class reader.
• Collaboration is enhanced as learners participate actively in dramatizing parts of the class reader for conceptualization.
• Critical thinking and problem solving are developed as learners create different options by discussing possible solutions to the problems portrayed in the class reader.

• Ethical relationships is enhanced as learners relate issues to real life alludes to relationships in society.   

• Respect: dramatizing parts of the class reader enhance respect among learners

• Performing arts: dramatization is a component of this learning area. 

9.5.1 Creative writing: Narrative compositions

(1 lesson)

1. identify features of narrative composition in creative writing,
2. create well-written narrative compositions on a variety of topics,
3. Appreciate the importance of writing in day-to-day life.

The learner is guided to:

• Search for features of a well- written narrative from print and non-print sources. (200-240 words) such features include
  
  • a narrow and clearly defined focus (title)
  • a strong introduction
  • character descriptions
  • dialogue
  • setting description
  • interesting details
  • a logical sequence
  • purposeful and precise word choice
  • varied sentence structure and
  • a strong conclusion,
• read well-written samples of narrative compositions noting the most outstanding parts,
• plan a narrative composition, in groups, and tell it as a chain story,
• write a narrative composition on issues like historical and current heroes and share it with peers for discussion and revision,
• create displays of narrative
  writing skills learned and publish them in the classroom.

1. How can you make your composition writing better?
2. Which things make a composition memorable
3. What are the characteristics of a good narrative composition?

• Creativity and imagination are enhanced as learners look at problems in a new way and undertake the task of narrative writing and sharing.
• Self-efficacy is attained as learners pay attention to detail, plan a narrative composition, and tell a chain story.    

• Citizenship is enhanced as learners create narratives on historical and current heroes and heroines which portrays love for the nation  

• Social justice: research and writing stories of heroes and heroines exposes learners to issues like colonialization thus enabling them to learn from the experiences of the heroes and heroines. 

• French, Arabic, German and Chinese require narrative writing as a basic skill.
• Performing Arts: Composing plays, poems, and narratives for performance require creative writing skills.

1. identify occasions where speeches are presented,
2. apply the features of oral presentations for effective communication,
3. appreciate the importance of good oral presentation skills when delivering a speech.

• Think, pair, and share on occasions where speeches are presented,
• Search online or offline for features of oral presentation and make short notes,
• listen to recorded grade- appropriate speeches and share their opinions on them, in pairs,
• brainstorm, in groups, on the importance of body language in delivering a speech,
• rehearse a speech and present it to each other, in groups,
• write short speeches on the importance of music and present it to peers,
• record the speeches being presented and discuss the presentations.

1. What is the purpose of speeches in society?
2. What circumstances make one to read a pre-written speech?
3. How can one deliver a speech effectively?

• Digital Literacy is improved as learners use digital devices to record speeches as learners present them.
• Self-efficacy is enhanced as learners give attention to details while rehearsing speeches and presenting them to each other, in groups.   

• Social cohesion: writing a short speech on the importance of music relates to social cohesion.    

• Responsibility: importance of music to learners promotes responsibility among learners.
• Respect: discussion on presentations requires that learners respect each other’s work.  

• Performing Arts also focuses on oral presentations including delivering a speech that involves both verbal and non- verbal aspects.   

1. identify the main and supporting points in texts
2. make notes from varieties of written texts,
3. relate note making to effective reading.

• conduct an online and offline search on the format of note- making- (heading, subheading, main points, supporting point, keywords)
• discuss, in groups, the importance of note making in reading,
• read texts on varied issues including music and select the key points
• pick the keywords from reading texts
• fill in the key points in a note making a template
• draw a mind map to show the relationship between topic, main idea, and supporting ideas, in groups
• read print or non-print texts and make notes from them.

1. How can effective reading be done?
2. How can key points be identified in a text?
3. What is the importance of note-making?

• Digital literacy is enhanced as learners search online for information on note-making.
• Learning to learn as learners organize own learning and makes notes after reading varied texts.  

• Career guidance: reading and making notes on types of music exposes the learner to the music career 

• Unity: drawing a mind map in groups enhances unity among learners   

• Integrated Science, CRE, IRE and HRE- require the skill of note making for effective study

1. identify articles and possessives in texts,
2. use articles and possessives in sentences,
3. acknowledge the importance of articles and possessives for effective communication.

• identify articles and possessives from a text,
• underline articles a, an, the and possessives my, our, your, his, her, their used in print and non-print texts,
• read out examples of possessives from flashcards, in pairs,
• correct errors in sentences that contain articles,
• engage in language games using articles, in groups,
• practice matching articles with nouns, in pairs,
• construct sentences using possessives
• compose a song on children’s rights using relevant articles and possessives and video record the

1. What would happen if a conversation lacked determiners?
2. How do we indicate that something belongs to somebody?

• Self-efficacy is improved as learners pay attention to details and correct errors in sentences.
• Communication and collaboration are enhanced as learners use articles and possessives to communicate clearly and effectively.  

• Child rights - composing a song on rights of children enlightens learners on their welfare

• Respect - correct use of articles and possessives makes learners use correct titles while addressing people

• French, German, Chinese, and Arabic have determiners as an area of study.    

1. identify characters in monster narratives,
2. explain traits of characters in given monster narratives,
3. relate monster narratives to real life situations,
4. appreciate the importance of monster narratives in life.

The learner is guided to:

• describe a monster/ ogre,
• search online and offline for features of monster narratives,
• narrate monster narratives from their immediate environment to their peers,
• in groups, discuss what monsters/ogres represent
• discuss how monster narratives relate to real life,
• explain health education lessons they learn from monster narratives,
• dramatize a monster narrative and record the performance,
• discuss the traits of the characters involved in a monster narrative, in pairs,
• brainstorm on the reading strategies suitable for sharing experiences with community members,
• interact actively with resource persons to pick out the relevant reading strategies,
• seek support from resources persons on how to relate monster narratives to real life,
• collect, analyse and compile them into an anthology of narratives from the community, in groups,
• conduct a reader’s theatre, in groups,
• describe the procedure used in collecting the narratives.

1. What kind of characters are commonly used in monster narratives?
2. What is the relevance of oral narratives in modern society?
3. What should one consider when collecting narratives among people of varied socio- cultural backgrounds?

• Critical thinking and problem solving are embedded as learners discuss the lessons learned and the relevance of monster narratives in real life.
• Critical thinking and problem solving are enhanced as learners reason logically in choosing the reading strategies that would best aid in sharing experiences with community members.  

• HIV and AIDS: relevance of monster narratives in real life touches on some issues of health.   

• Responsibility: since monsters represent evil in society, learners learn to act responsibly. 

• Indigenous languages: monster narratives are part of oral literature which is a key component of indigenous languages.

By the end of the sub strand, the learner should be able to:

1. identify ways of grouping items in packing and shopping lists,
2. write a packing list for a specified event,
3. prepare a shopping list for use in a given context,
4. recognize the importance of preparing a shopping and packing list in their everyday lives.

• search online and offline for samples of packing and shopping lists,
• discuss, in groups, the parts of a shopping list,
• create and fill a packing list template,
• discuss, in groups, different ways of grouping items in packing and shopping list,
• give in pairs, the prices of different items in the shopping list to match a given budget.

1. What should one consider when grouping items in a packing list?
2. Why should a shopping list be prepared?
3. What is the importance of a packing list?

• Critical thinking is enhanced as learners categorize the various items included in a shopping and packing list in order of importance.
• Learning to learn is enhanced as learners prepare a shopping list and a packing list which builds learners' capacity.

• Financial Literacy is enhanced as learners prepare a realistic budget for the shopping list and categorize items.    

• Integrity – as learners come up with shopping lists that adhere to given budgets
• Social responsibility – mastery of writing of shopping and packing list would ensure public projects are completed within stated budgets.

• Business Studies - preparing a shopping list involves budgeting which is a component of Business Studies

1. identify reasons for sitting an interview,
2. articulate points clearly and confidently during an oral interview,
3. respond confidently to questions during an interview,
4. Seek clarification during an oral presentation,
5. appreciate the importance of interviews in getting school placement and scholarships.

• listen to and review an audio clip on school placement and scholarship interviews
• discuss in groups reasons for sitting for a placement and scholarship interview,
• search online and watch video clips on school placement and scholarship interview
• role play in small groups the school placement and scholarship interview, record and share them via mobile phones and other social media channels
• conduct mock interviews in pairs or small groups,
• record the interviews on digital devices
• share the videos with friends and peers on social media platforms, blogs among others.

1. Why are interviews important?
2. Why should one articulate point clearly and confidently during an interview?
3. How can one seek clarification during an interview?
4. What are the ways in which you can prepare for an interview?

• Communication and collaboration are enhanced as learners discuss in groups reasons for sitting for a placement and scholarship interview.
• Digital Literacy is enhanced as learners search online and watch video clips on school placement and scholarship interviews.
• self-efficacy is enhanced as learners organize and lead the open forum where the functional reading is conducted.

• Peace Education is developed through discussion in groups and working in pairs.

• Social responsibility is achieved through role play and discussion.
• Respect is enhanced as the learners collaborate in groups.

• Listening to respond is an integral component in the study of Kiswahili, French, German and Indigenous languages

1. identify print or electronic non-fiction materials that are interesting to read,
2. read a variety of grade appropriate non-fiction materials independently for lifelong learning,
3. recommend to peers suitable non- fiction materials to read for information,
4. acknowledge the importance of reading for enjoyment and general understanding.

• search for digital and print non-fiction materials,
• read a variety of non–fiction materials,
• infer the meaning of the new words and phrases used in non- fiction materials,
• skim through the non-fiction material for the main idea,
• scan the non-fiction material to obtain specific information,
• prepare a reading log of the reading activities of the non- fiction texts.

1. What kind of stories contribute to behavior change?
2. Why should we read non- fiction materials?

• Self-efficacy is strengthened as learners read a variety of non-fiction material to inculcate a reading culture.
• Learning to learn is instilled as learners search for digital and print non-fiction materials using electronic gadgets.

• Life skills especially self awareness is developed through the learner’s own choice of the non-fiction materials to interact with.

• Responsibility is honed as learners make informed choices by recommending to peers suitable non- fiction materials to read.

• Extensive reading is a skill required by learners as they research across the subjects.  

11.3.1 Word Classes
11.3.2
Adjective Formed from Nouns
11.3.3.
Adjectives Formed from Verbs

(2 Lessons)

1. recognize adjectives from a text
2. construct simple sentences using the adjectives formed
3. appreciate the value of proper use of adjectives.

• search for online tutorials on adjectives and examples of adjectives formed from nouns and verbs,
• listen to a poem or passage from the teacher and pick out adjectives formed from nouns and verbs,
• read a given passage and in pairs identify adjectives formed from nouns and verbs,
• form adjectives using nouns and verbs
• construct simple sentences using the adjectives formed in pairs,
• in groups engage in language games such as scramble, puzzle code words and guessing games.

1. How are adjectives formed?
2. Why should we use adjectives correctly?

• Communication and collaboration is developed as learners work in pairs and groups to interact with others and share ideas.
• Digital literacy is enhanced as learners search and watch online tutorials on adjectives to develop their interest in the theme.

• Citizenship is inculcated as learners engage in the formation of adjectives and construction of sentences in pairs and groups.

• Love is instilled through collaboration in pairs and groups  

• Adjectives are learnt in Kiswahili, German, French and indigenous languages

11..4.1
Intensive reading:
11.4. 2
Dilemma Narratives

(2 lessons)

1. describe the characters in a given dilemma narrative,
2. recognize a closing formula as a feature of dilemma narratives,
3. relate the lessons learnt in the dilemma narrative to real life experiences,
4. appreciate the lessons learnt from the dilemma narrative for literary appreciation.

• read the dilemma narrative in a given text and describe the characters,
• identify a closing formula as a feature of dilemma narratives,
• in groups discuss what makes dilemma narratives interesting,
• dramatize parts of the dilemma narrative in small groups,
• draw a chart showing the sequence of events in the dilemma narrative,
• search online and watch an adaptation of a dilemma narrative,
• relate the lessons learnt from the dilemma narrative to real life experiences in groups.

1. What is the importance of dilemma narratives in the society?
2. What are the qualities of a good narrator?
3. How can narratives contribute to decision making?

• Creativity and imagination is engrained as learners relate the lessons learnt to real life experiences and give them the ability to recreate the environment.

• Life skills is enhanced as learners describe and relate the characters to real life situations in groups.    

• Respect is enhanced as learners carry out the group discussions.  

• Performing Arts and Kiswahili emphasize creativity through narratives.

11.5.1 Spelling antonyms, synonyms and numbers

(2 Lessons)

• recognize antonyms, synonyms and numbers in words from a selected text,
• use antonyms, synonyms and numbers in words correctly in writing,
• appreciate the usage of antonyms, synonyms and numbers in words in effective writing.

• read a text with antonyms, synonyms and numbers in words from print and non-print sources,
• identify the antonyms, synonyms and numbers in words from a selected text
• listen to a dictation of a text with antonyms and synonys and write them down,
• Search for antonyms and synonyms from books in groups, newspapers and the internet and compile a list,
• write a list of antonyms and synonyms and in pairs exchange for assessment.

1. Why is it important to tell the synonyms and antonyms of words?
2. Which words with similar meanings do you know?
3. Why is it important to write numbers in words?

• Digital literacy is developed as learners search for more antonyms and synonyms from books, newspapers and the internet to boost their ability to use digital devices.
• Communication and collaboration is enhanced as learners generate a list of antonyms and synonyms in groups as they interact with peers and share ideas.

• Effective communication is improved as learners use antonyms, synonyms and figures in words correctly in writing. 

• Unity is cultivated as learners search for more examples of antonyms and synonyms in groups. 

• Antonyms, synonyms and writing of numbers in words are taught in Kiswahili, Sciences, Mathematics and other languages

12.1.1
Listening to Respond: Views/ Opinions

(2 Lessons)

1. list ways of expressing views/opinions in different contexts,
2. use different expressions that indicate own views/opinions in a given text,
3. acknowledge the value of one’s views/opinions as a lifelong skill in communication. 

• search online and offline for the different ways of expressing views/opinions,
• listen to an oral narrative and identify the different ways used to express opinions/views,
• in groups, role play the different characters in the narrative and bring out different ways of expressing opinions/views,
• explain their feelings towards issues raised in the trickster narrative,
• write on a chart, the words they have used to describe their feelings.

1. How are opinions expressed?
2. Why is it important to express one’s opinion?
3. How can expressing opinion/views affect relationships?

• Learning to learn is achieved as learners discuss various views/opinions.
• Digital literacy is enhanced as learners interact using technology when searching online and listening to an oral narrative from digital gadgets.    

• Effective communication is enriched as learners explore and express their views/opinions in different subjects.

• Respect is enhanced as learners express opinions during group activities.
• Unity is inculcated as learners engage in group work.

• Views or opinions are important in subjects like Religious Education, Life Skills Education and Music

12.2.1 Intensive Reading- Comprehension

(2 Lessons)

1. identify main ideas in a text,
2. use contextual clues to infer the meaning of words in a text,
3. describe characters, ideas or events in a text,
4. summarise information from a short text,
5. appreciate the importance of reading comprehension in lifelong learning.

• download and share texts with mental images from the texts and draw conclusions,
• read a passage individually, and identify key words in the passage,
• infer the meaning of words using contextual clues,
• choose descriptive parts of the passage on traditional fashion and share the vivid images created in their mind,
• in groups, role play the characters and events in the text,
• use contextual clues to decipher the meaning of words,
• answer questions based on the passage
• give an appropriate title to a story or passage.

1. Why should we recreate characters, places and events in our minds?
2. How can we tell the meaning of words and phrases in a text?

• Critical thinking is enhanced as learners visualize characters, events and places.
• Imagination is developed as learners gain new perspectives as they use contextual clues to infer meanings of words.  

• Self-awareness is instilled as learners visualize pictures of ideas or events in a text.  

• Responsibility is reinforced as learners help each other to role-play characters, events and answer questions.

• Making inferences and visualizing are important skills in Mathematics, Sciences and Performing Arts

12.3.1
Phrasal Verbs

(2 Lesson)

1. identify phrasal verbs formed from put, come and give in a given text,
2. use given phrasal verbs correctly in sentence construction,
3. acknowledge the role of phrasal verbs in communication.

• read a text and identify the phrasal verbs formed from put, come and give present,
• in groups, search online and use charts for meanings of the phrasal verbs they have identified,
• fill in blanks in a text using the most appropriate phrasal verb,
• search on the internet for more examples of phrasal verbs,
• construct sentences using the phrasal verbs in pairs.

1. How are phrasal verbs formed?
2. What meanings are expressed through phrasal verbs?
3. Why should we use Phrasal Verbs correctly? 

• Communication and collaboration are strengthened when learners speak clearly as they interact to enhance their knowledge of phrasal verbs.
• Self-efficacy is developed as learners identify and state what they find difficult to do and why.

Pertinent and Contemporary Issues (PCIs)

• Effective communication is improved when learners refine their ability to communicate by using phrasal verbs correctly.   

• Cohesion is achieved as learners work in groups to foster unity.

• Phrasal Verbs are learnt in all Languages.

12.4.1 Class Reader: Main Ideas

(2 Lessons)

1. identify the main ideas in the section read in the text,
2. discuss the lessons learnt from the text
3. relate the lessons learnt to real life experiences
4. appreciate the role of literature in fostering critical thinking.

• read a section of the text aloud in turns and dramatize the events
• discuss the main ideas in the sections read in the text in groups
• relate the lessons learnt from the section read to real life experiences in groups
• draw a chart showing the sequence of the main events in the section read
• search online and watch an adapted dramatization of the section read.

1. Why do people read story books?
2. What is the importance of reading a short story?

• Self-Efficacy is strengthened since learners’ self-awareness is improved as they acquire literary analysis skills.
• Creativity and Imagination is developed as learners undertake group discussions and role-play to enhance creativity
• Critical thinking and problem solving is developed as learners relate the lessons learnt from the section read to real life experiences.

• Self awareness is enhanced as learners relate the story to real life experiences.
• Social cohesion is cultivated as learners work in groups thus creating a sense of oneness.

• Peaceful coexistence is nurtured as learners discuss in groups.
• Love is reinforced as learners work in groups.  

• Reading and analysis of class readers is done in all Language subjects and Performing Arts.

12.5.1 The writing Process: Dialogues

(2 Lessons)

1. outline the format of a dialogue
2. apply the writing process in writing a dialogue
3. acknowledge the importance of the writing process in acquiring good writing skills.

• search online and offline for an example of a dialogue
• dramatize the identified dialogue
• in groups, discuss the format of the dialogue they have identified
• Individually fill in missing words in a set dialogue on traditional fashion
• In pairs, discuss the correctness of the words they have used
• individually, create a rough draft of a short dialogue using the format they have identified
• in groups, edit each other’s dialogue to check for repetition, clarity, grammar, spelling and punctuation in pairs
• revise the dialogue individually,
• publish the final product for assessment by sharing the samples of well written

1. What is the difference between a dialogue and a narrative composition?
2. What should we consider before writing a dialogue?

• Communication and collaboration is developed when learners write clearly and in an organized manner as they work together to acquire skills on good writing for effective communication.

• Effective communication is enhanced as learners communicate effectively through writing.

• Responsibilty is instilled as learners learn how to dress decently and respectfully.
• Unity is achieved as learners work together to generate ideas for writing tasks.

• Social Studies, Religious Education and Home Science emphasize appropriate modes of dressing in different contexts.

1. identify the key issues raised in songs addressing land travel,
2. listen attentively to songs on land travel,
3. use vocabulary identified from songs on land travel correctly,
4. Acknowledge the importance of extensive listening in communication.

• listen to songs on local and international land travel from audio recordings,
• respond to comprehension questions on key issues raised in the song,
• pick out key issues raised from a song sung by the teacher or resource person on land travel,
• share ideas on the key issues addressed in the songs they have listened to using wall charts,
• identify vocabulary used in songs on land travel and infer their meaning from context,
• construct sentences orally using the vocabulary learnt,
• sing choral songs on land travel.

1. How can we tell the main message in a song?
2. How can we draw meanings from the words used in a song?
3. How are songs made interesting?

• Digital Literacy is enhanced when learners manipulate digital tools as they listen to songs from audio recordings and respond to them.
• Learning to Learn is cultivated as learners build on their own knowledge.

• Effective communication is strengthened as learners acquire the skills of listening attentively and critically.

• Patriotism is reinforced as learners listen to information on local land travel.

• All subjects require listening skills

1. identify key ideas from a passage,
2. summarize key ideas from a passage,
3. create mental images from the events in a passage,
4. deduce the meaning of words from context,
5. respond to factual and inferential questions, correctly from the passage
6. acknowledge the importance of comprehension strategies in effective reading.

• read selected grade appropriate passages on issues related to land travel such as safety and security from print and on-line sources,
• discuss opinions formed about the characters or ideas presented in the passage,
• infer the meaning of words based on how they have been used in the passage
• complete oral and written exercises using the vocabulary learnt,
• answer factual and inferential questions from the passages, both orally and in writing
• Summarize key ideas presented in the passages by paraphrasing,

1. How do you get the meaning of a words from a passage?
2. What is the importance of reading a passage?
3. What makes people write passages?

• Critical thinking is cultivated when learners demonstrate that they can follow simple instructions to complete tasks.
• Problem solving is cultivated as learners find required information when discussing opinions formed about the characters or ideas presented in the passage.

• Safety and Security is reinforced as learners read and respond to texts on safe and secure land travel.

• Love is cultivated as learners acquire information on land travel and retell sections of the passage in pairs or groups.

• Physical and Health Education also addresses issues of safety.   

1. identify simple sentences from varied texts,
2. construct simple sentences on a variety of issues,
3. advocate the importance of using a variety of sentences in communication.

• listen keenly to a poem or a story on land travel and write down all the simple sentences that feature in the texts,
• read a print or non-print text on land travel in groups and identify the simple sentences,
• tell a chain story featuring simple sentences in groups,
• complete a substitution table featuring simple sentences,
• complete a mind map to practice construction of simple sentences,
• write a short dialogue using simple sentences and share it with peers on- line and off-line.

1. What is the role of sentences in a text?
2. What constitutes a simple sentence?
3. How do you determine what to include in a sentence?

• Communication and collaboration are improved as learners speak clearly and effectively by making points in a logical order.

• Environmental Education is achieved as learners discuss tourism attraction sites.

• Responsibility is enhanced as learners write a short dialogue using simple sentences and shares it with peers on-line

• Land Travel is taught in Social Studies

1. identify the purpose and occasions for which praise songs are performed,
2. discuss the relationship between the singer and the person being praised in praise songs,
3. perform praise songs sang in their immediate environment
4. collaborate with peers in performing the praise songs,
5. appreciate the purpose of praise songs in communication.

• listen to praise songs from audio visual sources or from a resource person,
• identify and discuss the purpose of the praise songs they have listened to,
• share ideas on the relationship between the singer and the person been praised in the praise songs they have listened to,
• identify a praise song sang in their immediate environment in groups,
• present praise songs in groups to the class and share experiences,
• discuss the character traits of the singer(s) as brought out in the praise song(s).

1. Why do we sing?
2. What kind of people are praised in songs?
3. How do songs portray people’s character?
4. What are the qualities of a good singer?

• Self-efficacy is strengthened as learners share experiences as they discuss what they found difficult in praise songs.
• Creativity and imagination are enhanced as learners gain new perspectives on how to perform praise songs.

• Life skills are inculcated as learners identify and perform praise songs sang in their immediate environment. 

• Respect is enhanced as learners perform praise songs in groups and respect each other’s roles.

• Performing arts: songs are one of the genres performed in this subject.
• Indigenous Languages: songs are part and parcel of indigenous knowledge.

1. explain the meaning of specified idioms in context,
2. create well written narrative compositions using the specified idioms,
3. appreciate the role of idioms in creative writing.

• brainstorm on the reason creative writers use idiomatic expressions in writing,
• explain situations that call for the use of the following idiomatic expressions:
  • biting off more than you can chew
  • own up to something
  • having a lot on your plate
  • call it a day
  • piece of cake
  • hold your tongue
• confirm the meaning of the idiomatic expressions from print and on-line dictionaries,
• practise using the idiomatic expressions in sentences,
• plan a narrative composition in groups, incorporating the specified idiomatic expressions, on the theme of land travel,
• write a narrative composition individually
• Peer review each other’s work and revise as per the suggestions given.

1. What makes a story memorable?
2. What is the importance of using idioms in communication?

• Problem Solving is boosted when learners seek advice to help solve the problem as peers review each other’s work and revise as per the suggestions given
• Digital Literacy is enhanced when learners use digital devices to effectively accomplish own tasks by confirming the meaning of the idiomatic expressions from on-line dictionaries.
• Creativity and imagination are developed as learners undertake to watch how people do things and write about it.

• Effective communication is enriched when learners engage in the creative writing process.

• Integrity is enhanced as learners discuss and use the idiomatic expressions in writing.

• Narrative writing is a skill in all languages.
• Performing Arts – Composing plays, poems and narratives for performance require creative writing skills.

14.1.1Pronunciation: Consonant Sounds and Intonation

(2 lessons)

1. identify words with the sounds /v/, /f/, /n/ and /ŋ/ from a text,
2. pronounce words with the sounds /v/,/f/, /n/ and /ŋ/ in sentences,
3. use correct intonation for yes/no and wh- questions in varied contexts,
4. appreciate the importance of correct pronunciation and intonation in a conversation.

The learner is guided to:

• search from print and non-print sources for tongue twisters with some of the target sounds and say them for enjoyment,
• watch a video or listen to a recording or conversation on outdoor games and group the words in a table according to the to the following target sounds: v/ as in very; /f/ as in ferry /n/ as in been an /ŋ/ as in being,
• listen to and model native speaker clips with the target sounds in words,
• practice, in groups, the pronunciation of words with the target and record themselves,
• share the clips for peer review,
• listen to an audio or a dramatized conversation on outdoor games in which Yes/No and WH- questions are used and point out whether a rising or falling intonation is used,
• practice articulation of Yes/No and WH- questions with the appropriate intonation in dialogues,
• write, dramatize and record a dialogue using words with the target sounds as well as Yes/ No and WH-
  questions and share with peers for review.

1. Why should people pronounce words correctly?
2. How can one learn to pronounce words correctly?
3. What kind of questions require Yes or No as an answer?

• Digital literacy is enhanced as learners use digital tools to record themselves and share dramatized dialogues.
• Self-efficacy is developed as learners document their successes when writing and dramatizing the conversations.

• Health Education – Body fitness is enhanced as learners listen to dramatized conversations on outdoor games.

• Peace is achieved as learners discuss proper pronunciation and accommodate those who cannot pronounce well due to mother tongue or other influences.
• Respect is enhanced as learners learn to ask and answer yes/no and which questions politely. 

• Kiswahili, French, German, Indigenous Languages and Arabic require skills in pronunciation and questioning
• Physical Health Education to which the theme on outdoor sports is related

14.2.1 Study Skills: Summarizing

(2 Lessons)

1. identify the main ideas in texts,
2. write a summary of ideas from varied texts,
3. appreciate the importance of summarizing information in a given context.

• brainstorm on the steps to follow when writing a summary of a text,
• in pairs, read a print or non-print text on varied issues including outdoor games and underline the main ideas,
• make notes from the underlined sentences and use them to make a rough draft,
• use the rough draft to make a fair copy,
• share the summaries through charts for peer review,
• check and make corrections on the written summarized pieces in groups,
• discuss in pairs the purpose of making summaries.

1. How do we identify main ideas from a text?
2. Why is it important to summarize information?
3. What factors should one consider when summarizing an event?
4. In which activities or jobs can summarizing be useful?

• Learning to learn Developed as learners summarize excerpts as well as make presentations for peer review.

• Life Skills Education is enhanced as learners make decisions when selecting which content to pick or leave out in summary writing.   

• Responsibility is enhanced as learners underline main ideas in the text that they are assigned.

• Social Studies, Religious Education and Agriculture – summary as a skill is essential as learners are exposed to huge chunks of content which might require summarizing from time to time.

1. identify the subject and the verb in sentences,
2. construct sentences ensuring subject-verb agreement,
3. affirm the importance of subject-verb agreement in sentences.

• read texts on varied topics such as outdoor games and identify the, subject and verbs in the sentences
• brainstorm and make short notes on the relationship between a subject and a verb in a sentence in terms of number and person
• read sentences and label subject-verb agreement in them,
• make sentences based on outdoor sports in which the rule of subject verb agreement has been applied,
• share the sentences in charts for peer review.

1. What is a subject in a sentence?
2. Which rule should we follow when constructing a sentence?
3. What is the difference between the first, second and the third persons?

• Self-efficacy is developed as learners ensure subject-verb agreement when constructing sentences. 

• Life Skills Education - Problem solving is achieved as learners come up with sentences in which subject-verb agreement have been correctly used. This helps sort out communication hitches. 

• Integrity is enhanced as learners openly share ideas of agreement.

• All language subjects embrace subject verb agreement
• Sports and Physical Education - Learners make sentences based on the theme of outdoor sports and games.

14.4.1Class reader: Features of style

(2 Lessons)

1. identify instances of dialogue, similes and metaphors in the text,
2. use the styles of dialogue, similes and metaphors in guided contexts,
3. appreciate the importance of style in a work of art.

• search online and offline for examples of dialogue, similes and metaphors in stories and them with the rest of the class,
• in pairs, read the class reader and identify with illustrations instances of dialogue, similes and metaphors in the text, and display their work on the class notice boards,
• in groups, role play selected dialogues from the class reader and record themselves for video sharing and review,
• make sentences using the similes and metaphors identified from the text,
• discuss instances in real life where dialogues, similes and metaphors can be used.

1. Which stylistic features have you come across in different texts?
2. How can we convey a message more effectively?
3. Why do we use similes and metaphors?

• Self-efficacy is developed as learners hold a discussion on instances in real life where dialogues, similes and metaphors can be used, thereby enhancing their literary skills.
• Learning to learn is achieved as learners record and share videos.

• Critical thinking is achieved as learners relate the features of styles to real life.

• Respect is enhanced as learners help each other during role play of selected dialogues.

• All languages – study of class readers involves scrutiny of stylistic devices

14.5.1 Creative Writing: Descriptive Writing
(200 – 240
words)

(2 Lessons)

1. identify features of a person a thing or a place that can be described,
2. write a descriptive composition on a given subject,
3. underscore the importance of creative writing in communication.

The learner is guided to:

• in pairs, view videos or pictures of people, things or places and list the features of each that can be described in an essay,
• search online and offline for words and expressions that can be used to describe different features like weather emotions, events and characters,
• explain the difference between descriptive writing and other forms of writing,
• in groups, they read samples of descriptive essays and classify the features that are described and the expressions used in a graphic organizer for sharing,
• create a descriptive composition of between 200 to 240 words on an interesting
  topic like outdoor sports and display it in a gallery for peer review and revision.

1. How can you describe your best friend?
2. How can you describe some things in your school?
3. What do you consider when describing something?

• Creativity and Imagination are developed as learners write clearly and creatively when writing the descriptive composition.
• Collaboration is promoted as learners engage in peer review of each other’s work thus improving quality.

• Creative thinking is enhanced as learners compose descriptive texts.

• Unity is enhanced as learners engage each other to view videos or pictures of people, things or places,

• Performing arts: A sense of creativity is required in scripting texts for performance,
• All languages: Writing is key to mastery of any language.

15.1.1 Oral Reports: Events within the Classroom

(2 lessons)

1. outline the organization of an oral report of events within the classroom,
2. present an oral report on events that occur within the classroom,
3. enjoy delivering and listening to oral reports in various contexts.

• brainstorm in groups on the content and organization of an oral report e.g. introduction, body and conclusion,
• search in pairs online and offline the steps for conducting an oral report e.g. research, compile (write), rehearse and report (present/deliver),
• role play methods of delivering oral reports such as clear pronunciation, voice projection, tonal variation, use of non-verbal cues and use of visuals,
• use flash cards to prepare speaking notes for the reports,
• simulate in groups an oral report preparation and delivery procedure and video or audio record themselves,
• watch or listen to the recorded reports and evaluate them in terms of strengths and weaknesses,
• prepare and present actual oral reports in groups,
• write the reports on charts and share with peers.

1. Which
   activities can you report about that happen in the classroom?
2. What makes a good oral report?
3. How can you make an oral report presentation interesting?

• Digital Literacy is developed as learners practice their digital knowledge by searching online for report preparation and presentation skills.
• Critical thinking and problem solving is enhanced as learners make objective observation when evaluating strengths and weaknesses of their peers’ oral reports.

• Effective communication is strengthened as learners use verbal and non-verbal reporting skills.

• Patriotism is enhanced as learners address class issues in their reports.

• All language subjects emphasize oral skills
• Computer Science, Agriculture, Home Science and Integrated Science require reporting skills for projects

15.2.1 Reading Fluency

(2 lessons)

1. recognize the use of fluency strategies in the reading process,
2. apply fluency strategies while reading,
3. hail the role of reading fluency in communication.

The learner is guided to:

• watch and listen to videos or students reading fluently and discuss what makes them good readers,
• search online and offline for different reading fluency strategies such as previewing and predicting, skimming, scanning and ignoring
  unknown words and share with peers,
• in pairs, watch or listen to sample reading clips and simulate the model reading as they apply reading strategies,
• practice, in groups, timed reading, accurate reading and reading with expression on issues like tourist attraction sites in Kenya,
• assess peers’ reading on the basis of the aspects of fluency –
  accuracy, speed, reading,
• record sample readers in class and save the recordings in a digital device,
• discuss the importance of reading fluently.

1. Why is it important to read fluently?
2. What makes one a good reader?
3. How can you improve your reading fluency?

• Self-efficacy is achieved as learners gain confidence in reading by applying fluency strategies.
• Citizenship is developed as learners promote national responsibility by reading about tourist attraction sites in Kenya.

• Effective Communication is enhanced as learners develop competence in fluency as a reading skill.
• Environmental Education and Animal Safety are achieved as learners read about tourist attraction sites in Kenya.

• Unity is achieved as learners work in pairs to watch or listen to sample reading clips and simulate models.   

• All language subjects encourage reading fluency.

1. differentiate between affirmative and negative sentences in spoken and written contexts,
2. construct affirmative and negative sentences in varied contexts,
3. acknowledge the expressive role of sentences in effective communication.

The learner is guided to:

• search online and offline for the differences between affirmative and negative sentences and share them with peers,
• role play a dialogue with affirmative and negative sentences and record themselves,
• watch/listen to a conversation on issues like tourist sites in Kenya and pick out in groups the affirmative and negative sentences,
• sort jumbled up sentences into affirmative and negative sentences
• construct affirmative and negative sentences,
• share sentences made in the form of charts for peer review,
• write a short story or dialogue on an issue like tourist attraction sites in Kenya using affirmative and negative sentences.

1. When do we use affirmative statements?
2. When do we use negative statements?
3. Why is it important to use the right sentence when saying something?

• Citizenship: using critical inquiry as learners make affirmative and negative sentences on the tourist attraction sites in Kenya
• Digital literacy is developed as learners search online and offline for the differences between affirmative and negative sentences and share them with peers.

• Citizenship Education is enhanced through texts on tourism sites in Kenya.
• Creative Thinking is enhanced as learners create dialogue and stories using declarative sentences.
• Friendship Formation is developed as the learners ask and answer questions and state facts with their peers 

• Unity is enhanced as learners share sentences made in the form of charts for peer review
• Patriotism is enhanced as learners read texts on tourist attraction sites. 

• All language subjects feature affirmative and negative sentences

15.4.1 Poetry

(2 lessons)

1. identify the subject matter of a poem
2. analyze ideas in the poem
3. reiterate the role of poetry in passing information.

• recite poems for enjoyment and in pairs outline the subject matter,
• search online and offline for ways of determining ideas in a poem such as studying the title, the persona, the events and the choice of words,
• discuss how the use of repetition and other styles can help bring out the ideas in the poem,
• in groups, pick a poem and identify the ideas brought out and share their findings with peers through charts or graphic organizers for review,
• dramatize a poem displaying ideas generated from it using placards and record their performances.

1. Why would you use a poem instead of a story to pass information?
2. What makes a poem interesting to read?
3. What kind of ideas can one convey using a poem?

• Problem Solving: finding extra information as learners search online and offline for ways of determining ideas in a poem
• Critical thinking: following simple instructions as learners dramatize a poem displaying ideas generated from it using placards and record their performances

• Life Skills Education: decision making enhanced as learners evaluate which ideas a poem conveys.

• Peace: enhanced as learners share their findings and provide positive feedback. 

• Kiswahili, Indigenous Languages and Performing Arts emphasise recitation and performance of poems.

1. outline the format of presenting notices and posters
2. design notices and posters on current issues
3. acknowledge the role of notices and posters in disseminating information.

 The learner is guided to:

• collect posters and notices online or offline tourist attraction sites in Kenya and display them in class
• brainstorm on the format for presenting of notices and posters in groups
• study samples of a notice and a poster presented in class and label features of format
• differentiate between a poster and a notice in writing
• discuss and select issue(s) that can be addressed by notices and posters including matters relating to tourist attraction sites in Kenya
• design a notice and a poster on the selected issue using
  the model format and display for peer review
• keep the revised notice and poster in their portfolio.

1. What kind of messages do posters convey?
2. Why are notices important in the community
3. How can one make a poster or a notice attractive?

• Learning to Learn: Organizing own learning as learners design a notice and a poster on the selected issue using the model format
• Citizenship: Exploring cultural awareness and heritage as learners collect posters and notices on tourist attraction sites in Kenya

• Effective Communication is achieved as learners design different notices and posters on selected issues.
• Problem Solving is enhanced as learners identify community needs to be addressed by posters.
• Patriotism is enhanced as learners design different notices and posters on local tourist sites.

• Patriotism is enhanced as learners design posters on tourist attraction sites and community issues.
• Responsibility is enhanced as learners organize their learning in designing notices and posters.

• Performing Arts: designing notices and posters is a useful skill in performing arts.
• Social studies: the knowledge of tourist attraction sites in Kenya is relevant  

1. Listening and Speaking
2. Grammar
3. Writing

1. identify strategies of collecting different types of narratives
2. conduct offline and online research on the narratives that exist in various communities,
3. Devise strategies of preserving oral narratives in his or her community,
4. collect narratives from the community for information,
5. prepare an anthology based on the narratives,
6. publish the anthology on different platforms,
7. apply various lessons learnt from the narratives to real life situations,
8. collaborate with peers to devise strategies of preserving oral literature from the community.

• identify community members who can share different types of narratives with them,
• research in pairs or groups the narratives from various communities,
• search various types of narratives in print and digital texts,
• use cameras, video recorders, mobile phones or pen and paper to record narratives,
• share with peers the narratives collected and lessons learnt,
• write the narratives down in readiness for printing,
• discuss in groups the lessons learnt from the narratives,
• discuss ways of preserving the narratives,
• prepare an anthology of oral narratives
• publish the anthology in print and digital format,
• archive copies for example in libraries preservation and heritage
• share the anthology in the school magazine, blogs, social media platforms, email, mobile phone among others.

1. Why is it important to preserve our heritage?
2. In which ways can people preserve their heritage?
3. How can preservation of heritage by different communities be of economic value to a country?

• The learners will explain the importance of preserving oral narratives as a heritage.
• The learners will apply lessons learnt from narratives to real life situations.
• Learners will suggest strategies of preserving heritage such as the oral narratives
• Learners will have improved relationships with the community as the collect the narratives.

• Core Competencies to be developed:
• Learning to learn: Learners collect the narratives and discuss lessons learnt.
• Self-efficacy: Learners develop the skill of self-awareness and organizational skills as they discuss the challenges they have with time management.
• Digital Literacy; Learners collect oral narratives using digital devices

• Responsibility: Learners take charge of their own learning as they collect the narratives
• Respect: They will respect members of the society and be courteous as they collect the narratives

• Citizenship: Learners have improved relationship with peers and community members as they work together.

• Music, theatre arts, all languages