Longhorn
English Literacy Activities
Grade 3
Teacher’s Guide
Gladys Wangui Wanjie
Richard Odhiambo Otieno
Munira Hussein
Vera Omwocha
Margaret Githu i
ii ii
Approved by KICD - 2018 Edition
Published by
Longhorn Publishers (K) Ltd.,
Funzi Road, Industrial Area,
P.O. Box 18033-00500,
Nairobi, Kenya.
Longhorn Publishers (Uganda) Ltd
Plot 4 Vubyabirenge, Ntinda
P. O. Box 24745
Kampala, Uganda
Longhorn Publishers (T) Ltd.,
Mikocheni B,
Plot No. MKC/MCB/81
New Bagamoyo/Garden Road,
P.O. Box 1237,
Dar es Salaam, Tanzania.
Longhorn Publishers (Rwanda) Ltd
Remera opposite COGE Bank
P.O. Box 5910
Kigali, Rwanda
© G. W. Wanjie • R. O. Otieno • M. Hussein • V. Omwocha • M. Githui, 2018
e moral rights of the authors have been asserted. All rights reserved.
No part of this publication may be reproduced, stored in a retrieval system or transmitted
in any form or by any means, electronic, mechanical, photocopying, recording or otherwise
without the prior written permission of the publisher.
First published 2018
ISBN 9978 9966 64 013 0
Printed by Ramco Printing Works Ltd,
Unit 2, Ramco Industrial Complex,
Before Imara Daima Turn o, Mombasa Road,
P. O. Box 27750 - 00506,
Nairobi, Kenya.
iii iii
Approved by KICD - 2018 Edition
Contents
Part 1 .............................................................................................................................1
Introduction............................................................................................................................1
e book structure..................................................................................................................1
e teaching process............................................................................................................. 6
e language skills..................................................................................................................6
Teaching methods in Literacy and indigenous language activities..................................9
Grouping learners.................................................................................................................11
Important attitude................................................................................................................12
Teaching resources................................................................................................................14
Improvisation........................................................................................................................14
Learners with special needs.................................................................................................15
Safety in classroom................................................................................................................17
Assessment and evaluation methods.................................................................................18
Proposed grading system.....................................................................................................20
Part 2 .................................................................................................................... 22
Term 1.................................................................................................................... 22
Week 1 ................................................................................................................................. 22
Unit 1 e girl who loved sweets ..................................................................................24
Lesson 1:Greeting peers and elders....................................................................................24
Lesson 2:Polite language......................................................................................................26
Lesson 3: Reading comprehension.....................................................................................28
Lesson 4: Writing polite words ..........................................................................................29
Lesson 5:Dramatising...........................................................................................................30
Week 2: ................................................................................................................................. 31
Lesson 1: Talking to elders .................................................................................................31
Lesson 2: Talking to the shopkeeper...................................................................................32
Lesson 3: Punctuation ...................................................................................................... 34
Lesson 4: Writing .............................................................................................................. 35
Lesson 5: Library lesson..................................................................................................... 36
Week 3 ................................................................................................................................ 37
Lesson 1: Taking care of our teeth .................................................................................. 37
Lesson 2: Reading comprehension ................................................................................. 38
Lesson 3: Talking about the comprehension passage .................................................. 39
iv iv
Approved by KICD - 2018 Edition
Lesson 4: Answering comprehension questions ........................................................... 40
Lesson 5: Punctuation ...................................................................................................... 41
Week 4 ................................................................................................................................ 42
Lesson 1: Talking about the weather .............................................................................. 42
Lesson 2: Say what you do in a given weather .............................................................. 43
Lesson 3: Reading ............................................................................................................. 45
Lesson 4: Writing .............................................................................................................. 46
Lesson 5: Observing weather near the school .............................................................. 46
Week 5 ................................................................................................................................ 47
Lesson 1: Saying how events follow each other............................................................. 47
Lesson 2: Linking words .................................................................................................. 48
Lesson 3: Writing a paragraph ........................................................................................ 50
Lesson 4: Completing a story .......................................................................................... 51
Lesson 5: Writing in the correct order ........................................................................... 52
Week 6 ................................................................................................................................. 55
Unit 2: Makosa the lazy boy .................................................................................. 53
Lesson 1: Talking about pictures ...................................................................................... 55
Lesson 2: Listening to a story............................................................................................ 56
Lesson 3: Creating a picture story ................................................................................... 57
Lesson 4: Planning a story................................................................................................. 58
Lesson 5: Dramatization.................................................................................................... 59
Week 7 ................................................................................................................................. 61
Lesson 1: Silent reading ..................................................................................................... 61
Lesson 2: Answering comprehension questions............................................................ 62
Lesson 3: Giving opinions from a story .......................................................................... 63
Lesson 4: Library reading.................................................................................................. 64
Lesson 5: Using puppets .................................................................................................... 65
Week 8 ................................................................................................................................. 66
Lesson 1: Recognizing sound patterns ............................................................................ 66
Lesson 2: Identify similar sound patterns ....................................................................... 67
Lesson 3: Sorting words according to sound patter...................................................... 69
Lesson 4: Spellings.............................................................................................................. 70
Lesson 5: Writing about myself ....................................................................................... 71
Week 7 ................................................................................................................................. 71
v v
Approved by KICD - 2018 Edition
Unit 3: e fox without a tail................................................................................. 72
Lesson 1: Talking about a community dance.................................................................. 74
Lesson 2: Talking about activities in the farm ................................................................ 76
Lesson 3: Sharing experiences in the farm...................................................................... 77
Lesson 4: Child labour...................................................................................................... 78
Lesson 5: Reading at an appropriate speed ..................................................................... 80
Week 10................................................................................................................................ 81
Lesson 1: Reading............................................................................................................... 81
Lesson 2: Retelling a story ................................................................................................. 83
Lesson 3: Answering comprehension .............................................................................. 84
Lesson 4: Vocabulary ......................................................................................................... 85
Lesson 5: Guided composition ......................................................................................... 86
Term 2.................................................................................................................... 88
Week 1 ................................................................................................................................. 88
Unit 4: Wekesa and the stranger ........................................................................... 88
Lesson 1: Good manners when talking with others ..................................................... 90
Lesson 2: Role-playing a member of the family ............................................................. 92
Lesson 3: Dramatising a village conversation................................................................. 93
Lesson 4: Listening to and retelling an audio story ...................................................... 94
Lesson 5: Introducing a story............................................................................................ 95
Week 2 ................................................................................................................................. 97
Lesson 1: Reading .............................................................................................................. 97
Lesson 2: Vocabulary building.......................................................................................... 98
Lesson 3: Location information in text.......................................................................... 100
Lesson 4: Making personal judgments and opinions .................................................. 101
Lesson 5: Dramatisation ................................................................................................. 102
Week 3 ............................................................................................................................... 103
Lesson 1: Creative writing-coming up with ideas ....................................................... 103
Lesson 2: Strategies for writing creative texts .............................................................. 104
Lesson 3: Using connecting words................................................................................. 106
Lesson 4: Revising the story ........................................................................................... 107
Lesson 5: Publishing a story in print and digital form ............................................... 108
Week 4 ............................................................................................................................... 109
Unit 5: e tricks of Peter and John.............................................................................. 109
Lesson 1: Making a decision ........................................................................................... 111
vi vi
Approved by KICD - 2018 Edition
Lesson 2: Justifying your decision ................................................................................. 112
Lesson 3: Making decision in a dilemma situation...................................................... 113
Lesson 4: Make decisions in real life issues................................................................... 114
Lesson 5:Role-playing dierent professionals ............................................................. 116
Week 5 ............................................................................................................................... 117
Lesson 1: Reading with accuracy, uency and understanding................................... 117
Lesson 2: Locating information in text.......................................................................... 118
Lesson 3: Making personal judgment or opinions on a text...................................... 119
Lesson 4: Using acquired words to make sentences..................................................... 120
Lesson 5: Developing interest in reading ..................................................................... 121
Week 6 .............................................................................................................................. 122
Lesson 1: Developing ideas ........................................................................................... 122
Lesson 2: Developing paragraphs ................................................................................. 125
Lesson 3: Editing and proofreading............................................................................... 125
Lesson 4: Sharing the story with others......................................................................... 126
Lesson 5: Creating your story ......................................................................................... 127
Term 3 ............................................................................................................................... 129
Week 7 ............................................................................................................................... 129
Unit 6: A visit to Dr Juma ‘s clinic........................................................................129
Lesson 1: Talking about diseases .................................................................................... 131
Lesson 2: Making connections between texts read and real life................................. 133
Lesson 3: Locating information from a text.................................................................. 134
Lesson 4: Finding answers to questions through independent reading.................... 135
Lesson 5: Organising ideas into paragraph................................................................... 136
Week 8 ............................................................................................................................... 137
Lesson1: Generating ideas................................................................................................. 37
Lesson 2:Organising ideas............................................................................................... 138
Lesson 3: Adding ideas .................................................................................................... 139
Lesson 4: Revising the story............................................................................................ 140
Lesson 5: Publishing a story............................................................................................ 141
Unit 7: My shopping experience .................................................................................. 142
Lesson 1: Reading with understanding ......................................................................... 144
Lesson 2: Retelling a story in pictures .......................................................................... 145
Lesson 3: Dramatisation ................................................................................................. 147
Lesson 4: Relating the story with real life ..................................................................... 148
vii vii
Approved by KICD - 2018 Edition
Lesson 5: Completing a story.......................................................................................... 148
Week 10 ............................................................................................................................. 150
Lesson 1: Reading with uency ...................................................................................... 150
Lesson 2: Answering comprehension questions .......................................................... 151
Lesson 3: Giving personal opinions and judgements .................................................. 152
Lesson 4: Independent reading ...................................................................................... 153
Lesson 5: Answering questions from independent reading........................................ 154
Week 1 ............................................................................................................................... 156
Unit 8: Mr Big Ben clothes ....................................................................................... 155
Lesson 1: Imitating storytelling techniques .................................................................. 158
Lesson 2: Creating a digital story ................................................................................... 160
Lesson 3: Share the story ................................................................................................ 161
Lesson 4: Make sentences................................................................................................ 162
Lesson 5: Say the jobs....................................................................................................... 163
Week 2 ............................................................................................................................... 164
Lesson 1: Tell the time ..................................................................................................... 164
Lesson 2: Read and say .................................................................................................... 165
Lesson 3: Locate the answer ........................................................................................... 166
Lesson 4: Days of the week ............................................................................................. 167
Lesson 5: Months of the year ......................................................................................... 168
Week 3 .............................................................................................................................. 170
Lesson 1: Name the clothes............................................................................................. 170
Lesson 2: Construct sentences ....................................................................................... 171
Lesson 3: Read and say ................................................................................................... 172
Lesson 4: What to wear.................................................................................................... 173
Lesson 5: Construct Sentences ....................................................................................... 174
Week 4:............................................................................................................................... 175
Lesson 1: Counting........................................................................................................... 175
Lesson 2: Tell the position............................................................................................... 177
Lesson 3: Write the answers ............................................................................................ 178
Lesson 4: Positions of the months of the year............................................................... 179
Lesson 5: ink and write ............................................................................................... 180
Week 5 ............................................................................................................................... 182
Lesson 1: Talking about compass points ....................................................................... 182
Lesson 2: Read and complete.......................................................................................... 183
Lesson 3: Guessing game................................................................................................. 184
Lesson 4: Read and write................................................................................................. 185
Lesson 5: Read and complete.......................................................................................... 186
viii viii
Approved by KICD - 2018 Edition
1 1
Approved by KICD - 2018 Edition
Introduction
e vision of the basic education curriculum reforms is to enable every Kenyan to
become an engaged, empowered and ethical citizen. is will be achieved by providing
every Kenyan learner with the right standards in the skills and knowledge that they
deserve, and which they need in order to thrive in life. is shall be accomplished
through the provision of excellent teaching, school environments, resources and
a sustainable visionary curriculum that provides every learner with high quality
learning.
In order to do this, teachers must engage the learners in exciting activities that
allow them to use and progressively demonstrate the competencies outlined in the
curriculum.
is Teacher’s Guide has been designed to do just that. It places the learner at the centre
of learning. e Teacher’s Guide provides pathways for identifying and nurturing the
talents and interests of learners early enough to prepare them for the world of work,
career progression and sustainability.
Based on a competency based curriculum; the guide, as well as the learners’ book
provide methods of assessment, promotion of national values and national cohesion
and their integration into the curriculum.
e teacher should nurture the learner’s potential through the learning pathways that
are provided in this book. is is for the recognition of the learner’s potential, gis and
talents. At the end of the day, no child should be labelled a failure
The Book Structure
is Teacher’s Guide is organised into two main sections. Part 1 is the general
introduction section detailing pedagogical issues. Part 2 highlights the themes just
as outlined in the learner’s book. It gives in details the expected learning outcomes,
interesting teaching and learning activities, tips on handling the special needs
learners, digital oriented exercises, informative notes to teachers and extra exercises
for gied learners.
2 2
Approved by KICD - 2018 Edition
Organisation of units
Each unit consists of the following:
1. Strand
2. Sub-strand
3. Suggested time
4. Specic learning outcomes
5. Key inquiry questions
6. Core competences to be developed
7. Link to PCIs
8. Link to other subjects
9. Link to values
10. Suggested learning aids
11. Suggested community service learning
12. Suggested assessment
13. Background information
1. Strands
ese represent the language skills; listening and speaking, reading, grammar and
writing. It is through the skills that learners apply their learning and engage in higher
order thinking. ese skills relate to the upper levels of Bloom’s taxonomy and they
lead to deep rather than surface learning. e teachers’ guide ensures that they are
functional. e learners should experience the interdependence of the skills across the
book and nd relevance of what they learn in their day to day contexts.
2. Sub Strands
Each strand has a sub-strand area which indicates the scope of coverage of what a
teacher should teach and learner should learn in line with stated learning objectives.
3. Suggested time
ese are number of lessons suggested for each theme.
4. Speciﬁc Learning Outcomes
By the end of the course the learner should be able to:
1. Demonstrate basic literacy and numeracy skills for learning.
2. Communicate appropriately using verbal and/or non-verbal modes in a variety of
contexts.
3 3
Approved by KICD - 2018 Edition
3. Demonstrate appropriate etiquette in social relationships.
4. Apply creativity and critical thinking skills in problem solving.
5. Explore the immediate environment for learning and enjoyment.
6. Practice hygiene, nutrition, sanitation, safety skills to promote health and wellbeing.
7. Demonstrate the acquisition of emotional, physical, spiritual, aesthetic and moral
development for balanced living.
8. Demonstrate appreciation of the country’s rich and diverse cultural heritage for
harmonious co-existence.
9. Apply digital literacy skills for learning and enjoyment.
5. Key inquiry questions
e question statement is a comprehensive learning statement presented as a starting
point. It is a question that is meant to make the learners want to nd out the solutions
in the course of the lesson.
6. Core competences to be developed
A competency based approach enables meaningful connections within and between
subject areas. e seven core competencies to be achieved by every learner are:
• Communication and collaboration.
• Self-ecacy
• Critical thinking and problem solving
• Citizenship
• Digital literacy
• Learning to learn
• T h e y s ho u l d b e achieved once learners have met all the learning objectives in
the lesson.
7. Links to PCIs
Instructions should set out approach to pertinent and contemporary issues. Examples
are life skills, citizenship skills, animal welfare, environmental education and many
more.
8. Links to other subjects
It is important for learners to gain an understanding of the interconnections between
dierent subjects so that learning in each subject is reinforced across the curriculum.
4 4
Approved by KICD - 2018 Edition
is platform does exactly that. It prepares the teacher to pass this information to the
learners so that they are aware!
9. Links to attitudes and values
Values are standards that guide an individual on how to respond or behave in a given
circumstance. e teaching of values will facilitate the achievement of the curriculum
reforms’ vision with respect to moulding ethical citizens. Truly engaging with the
learning, requires appropriate attitudes and values that relate to the lesson.
10. Attention to Special Education Needs
is section provides a way that the teacher can cater for the dierent special education
needs with a consideration to the nature and requirements of the lesson.
11. Teaching aids
is section lists the teaching aids needed for the theme. It also indicates the alternative
teaching aids and materials for learners with special needs and for schools with limited
resources.
12. Suggested Community Service Learning
e learner is part of a larger community and therefore, education should lead the
youth of the country to accept membership of this community with all the obligations
and responsibilities, rights and benets that this membership entails.
13. Assessment
is section contains the questions and suggested answers to assess the lesson learning
objective.
14. Background Information
is
section provides an insight to the teacher on how to come up with a methodology
of the unit using the resources from dierent activities in the Pupil’s Book. It also
contains suggestions to the teacher on how to introduce the lesson and engage the
learners.
5 5
Approved by KICD - 2018 Edition
Organisation of the lessons
e lesson has the following key parts:
- Lesson number
- Specic learning outcomes
- Teaching aids
- Introduction to the lesson
- Learning activities
- Assessment
- Answers
1. Lesson number and title: is gives the number of the lesson and the topic to be
covered in that lesson
2. Specic Learning outcomes: is section has the learning objective related to the
particular lesson according to the syllabus.
3. Teaching aids: is section lists the teaching aids needed for the lesson. It also
indicates the alternative teaching aids and materials for learners with special needs
and for schools with limited resources.
4. Introduction: is section provides additional content for the teacher to have a
deeper understanding of the topic.
5. Learning activities: Learning Activities are expected to engage learners in an
interactive learning process as much as possible (learner-centred and participatory
approach). ey outline guidelines on how to facilitate the learner’s activities in
a way that promotes the development of core competences, values, skills and
attitudes. It also provides a way that the teacher can cater for the dierent special
education needs with a consideration to the nature and requirements of the lesson.
is section contains suggestions of remedial activities for slow learners too. e
teacher is also guided on how to instruct with approach to PCIs.
Suggestions on when to arrange the learners in groups have been made in this
teacher’s guide. It is encouraged to group the learners during all lessons. is is
because it allows all learners to participate and develop their communication skills.
However bear in mind the special educational needs, gender balance, and the
ability of the members. Ensure minimum movement when grouping the learners
and encourage them to speak quietly so that they are able to listen to one another.
6. Assessment: is section contains suggestions that assess the lesson learning
objectives. ey can be in form of questions, demonstrations, drawings, written
exercises or portfolio.
7. Answers: is section provides the answers to the exercise of the lesson.
6 6
Approved by KICD - 2018 Edition
The Teaching Process
Literacy and Indigenous Language Activities is taught and learned as a core subject.
At every grade it is structured in themes, strands and sub-strands. ey are further
broken down into lessons.
• A lesson is aligned with the number of activities.
Each lesson has learning outcomes whose achievement is pursued by all teaching
and learning activities undertaken by both the teacher and the learners.
• Some learning outcomes focus on knowledge and understanding. ese are
associated with Lower Order inking Skills or LOTS.
For example;
By the end of the lesson learners should be able to
- construct sentences.
- List down four child rights.
- identify indenite pronouns.
• Other learning outcomes focus on acquisition of skills, attitudes and values.
ey are associated with Higher Order inking Skills or HOTS. ese learning
objectives are actually considered to be the ones targeted by the new curriculum.
For example;
By the end of the lesson, learners should be able to:
- Enjoy using indenite pronouns.
- Appreciate the use of prepositions in sentences.
- Respond correctly to questions.
ere are Learning Activities that are expected to engage learners in an interactive
learning process as much as possible (learner-centered and participatory approach).
is section also contains suggestions of remedial activities for slow learners. ere are
suggestions of activities and written exercises for fast learners, too. In this digital era
there are activities where computer devices are necessary.
Each lesson has Links to other subjects, its Assessment Criteria and the Materials (or
Resources) that are expected to be used in the teaching and learning process.
The Language Skills
is involves teaching all the language skills in an integrated manner. at means that
you incorporate all the language skills in each lesson. However, the correct order of
teaching these skills should always be observed: listening comes rst, followed by
speaking, reading and lastly writing.
7 7
Approved by KICD - 2018 Edition
Listening and Speaking
is is the teaching of oral work. It involves teaching vocabulary, sentence patterns and
structures. In listening lessons, emphasise on good sitting postures, appropriate facial
expressions and gestures. When speaking, learners should pronounce the vocabulary
correctly. e proper punctuation and intonation as they read should also be observed.
Learners with low attention spans should be observed closely and deliberate eorts
made to have them engaged in ongoing activities. If objectives are still not met, other
interventions should be sought.
Activities for Oral lessons
- conversations, dialogue and discussions
- responding to simple instructions,
- drama and role play
- songs,
- tongue twisters,
- riddles, story -telling,
- poems among others; ese activities can be done in groups, in pairs or the whole
class.
Reading
Learners should read words that have simple letter-sound correspondence and
gradually introduce longer words with more complex letter-sound correspondence.
Where learners are good readers, variations to this suggestion should be made by
giving more complex sounds to be combined into longer words. is is intended to
take care of dierentiated curriculum and learning. For those struggling with word
recognition, a combination of prompts could be used to support them.
As learners progress, they read texts of 200 words, gradually increasing in length and
requiring more accuracy and expression at intervals of two weeks. Variations to this
suggestion should be made by giving longer texts demanding more accuracy and
expression among learners who can read uently. For those struggling with uent
reading, shorter texts demanding fewer words per minute could be given to support
them.
8 8
Approved by KICD - 2018 Edition
Note that for good reading, sitting posture should be upright. Learners should also be
discouraged from lip-reading or using their ngers to guide them.
Reading activities for beginners
- phonic method is in order.
- Letter cards, sound cards or slides can be used.
- e look and say method is also good for beginners. It is where they incorporate
games like lucky dip, bingo etc. As the learners develop in their reading, reading
aloud in groups is in order. Loud reading enhances uency because the learners
are listening to how words are read and pronounced. With time you can teach the
learners on silent reading.
Writing
Learners should practise handwriting oen, starting from copying models of letter
shapes and progressively improving to writing dictated words and sentences neatly
and legibly. Learners should later start using capital letters for proper nouns and
progressively write sentences with a variety of correct punctuation marks.
e progression to using a variety of punctuation marks should be accelerated in
instances where learners recognize and use appropriate punctuation. For those
struggling with capital letters and punctuation, opportunities for more practice with
simpler punctuation should be created.
At this level now, learners can practice completing simple blank lling exercises. ey
then progressively move to making short phrases and sentences to make paragraphs.
e progression from writing phrases to sentences and paragraphs should also be
accelerated in instances where learners can comfortably complete sentences. But in
the case of slow learners, opportunities for more practice with simpler phrases and
sentences should be created.
Writing activities: Among the many activities learners can engage in are:
- demonstration and imitation
- spelling games
- dictations
- written exercises
- Pattern drawing
- Sentence constructions and creative writing among others.
9 9
Approved by KICD - 2018 Edition
Teaching Methods in Literacy and Indigenous Language Activities
It is important to discuss some of the methods commonly used during instruction of
this subject. ese are:
(i) Demonstration
(ii) Questioning technique
(iii) Role play
(iv) Individual work
(v) Discussion
(vi) Discovery
ese methods have their own merits when used at the right moment and for the
appropriate audience. An attempt has been made to spell out how and when to make
use of some of the methods outlined in the teaching of English.
(i) Demonstration
When the pupils are expected to use teaching aids, make models or draw pictures, it is
necessary for the teacher to demonstrate rst what he/she expects of them. When the
teacher is demonstrating, say for example how a game is done, he/she is to ensure that
all the pupils can see what he/she is doing.
It may be necessary to call the pupils around the demonstration table for all to see.
During demonstration, he/she could ask some pupils to help in handling and setting
up the teaching aids. e teacher should then outline the procedure he/she expects the
pupils to follow as they carry out their projects either individually or in groups.
(ii) Questioning technique
is is one of the most important methods of teaching and nds its application in
nearly all subjects in a school. Good mode of questioning will full several important
aspects of a lesson:
• increases pupil’s participation,
• reduces teacher talk considerably,
• creates enthusiasm and motivation in the pupils,
• encourages creative thinking,
• develops skills in organisation of ideas,
• keeps the class active and lively,
• promotes interaction between the teacher and his/her pupils, among the pupils and
with teaching aids.
10 10
Approved by KICD - 2018 Edition
When a teacher asks a question to one of his/her pupils and the pupil gives a wrong
answer, the teacher should not say ‘no’ or rebuke the pupil. is withdraws the pupil
from further learning and concentration, because his/ her answer was honest based on
what he/she thought was right. Instead, the teacher should follow the pupil’s answer
to detect any reason that led to his/ her wrong answer. In this process the teacher will
discover where the pupil went wrong and help him/her.
Alternatively, the teacher’s question could have been ambiguous or vague and as a
result he/she will need to rephrase his/her question.
(iii) Role play
is method can be applied while teaching the skills of speaking, listening and
reading. e teacher can ask learners to act out a dialogue in small groups and then
demonstrate before the whole class. is method enables learners to fully interact with
one another and with the teacher during the lesson.
(iv) Individual work
Individual work by pupils begins when the teacher assigns a few problems for them to
solve during class work. is is the application session whereby every individual pupil
is expected to work on his or her own.
During this session, the teacher moves round the class marking pupil’s work and
giving individual attention to those who encounter any diculties. Individual work
is then extended to the homework assignment where the pupils will be expected to
solve problems outside the classroom. Individual work encourages the pupils to go
through learnt concepts alone. is reveals to the teacher how a pupil would perform
aer instruction. It is possible to conclude whether the lesson achieved the expected
objective or whether a remedial lesson is needed.
(v) Discussion
In discussion, a teacher acts as a facilitator during pupil’s interaction. He or she poses
the topic for discussion and acts as a resource person. Discussion educates and trains
the pupils to apply knowledge, think critically, solve problems easily and obtain relevant
information easily and make pertinent decisions.
11 11
Approved by KICD - 2018 Edition
An eective discussion is characterised by the following:
(i) A group atmosphere should prevail where all are actively involved.
(ii) Participation should be critical and reective with lots of cooperation.
(iii) All in class should share in decision making and conclusions reached.
(iv) e teacher’s role is that of a guide and sometimes that of a facilitator.
(vi) Discovery method
rough manipulation of teaching aids and a study of a number of patterns and
relationships, pupils discover concepts in English. Discovery can arise through
organised work and discussions.
Note
e two most important documents in planning to teach are the schemes of work and
the lesson plan.
a) Schemes of work
A scheme of work is a collection of related topics and subtopics drawn from the syllabus
and organised into lessons week by week for every term.
b) Lesson plan
A lesson plan is a detailed outline of how the teacher intends to carry out a specic
lesson.
Grouping Learners
Grouping learners for learning has increasingly become popular in recent years. In
fact, the shi from knowledge-based to competence curriculum will make grouping
the norm in the teaching process. Grouping learners can be determined by one or all
of the following:
(a) similar ability grouping,
(b) mixed ability grouping,
(c) similar interests grouping,
(d) needs grouping,
(e) friendship grouping,
(f ) sex grouping.
12 12
Approved by KICD - 2018 Edition
Grouping learners has several advantages such as:
(a) e individual learner’s progress and needs can easily be observed.
(b) e teacher–learner relationship is enhanced.
(c) A teacher can easily attend to the needs and problems of a small group.
(d) Materials that were inadequate for individual work can now easily be shared.
(e) Learners can learn from one another.
(f) Cooperation among learners can easily be developed.
(g) Many learners accept correction from the teacher more readily and without feeling
humiliated when they are in a small group rather than the whole class.
(h) Learners’ creativity, responsibility and leadership skills can easily be developed.
(i) Learners can work at their own pace.
e type of “grouping” that a teacher may choose depends on:
(a) the topic or task to be tackled,
(b) the materials available,
(c) ability of learners in the class (fast, average, slow).
However, the teacher must be exible enough to adjust or change his/her type of
grouping to cope with new situations. ere is no xed number of learners that a
group must have. is again will be dictated by such factors as the task to be done,
the materials, characteristics of learners in your class, size and the space available.
However, groups should on average have between four to seven learners. You can also
resort to pair work depending on the nature of the content being taught at the time.
ere is no one method or approach to teaching that is appropriate to all lessons.
A teacher should, therefore, choose wisely the method to use or a combination of
methods depending on the nature of the topic or subtopic at hand.
Important Attitudes in the learning of Literacy and Indigenous
Language Activities
a) In learners
ere are certain useful attitudes, which the teacher should help to develop in the
learners as they learn English. English as a subject is expected to make an impact on a
learner’s general behaviour and approach to life.
• Practical approach to problem solving
13 13
Approved by KICD - 2018 Edition
Learners should seek answers to their questions and problems by nding out from
wherever appropriate.
• Responsibility
A learner should be responsible enough to eect tasks apportioned and take
good care of items and objects during and aer an investigation.
• Cooperation
Learners will oen be working in groups while role-playing and need therefore to
cooperate with all other members of the group.
• Curiosity
Learners should have a curious attitude as they observe things and events around
them. is is the rst step towards solving a problem.
• Self-condence
Learners should have the will to attempt and solve a problem. e feeling of self-
condence can be strengthened in young learners if they experience many small
successes that win approval and encouragement from the teacher. e problems
which learners attempt to solve should not be so dicult that they lead to
frustration.
• Honesty
As they make observations, record, analyse results and draw conclusions.
• Patience
Learners should be patient with each other as other learners may be quick to
answer and others slow to understand.
b) In teachers
• Engage students in a variety of learning activities
• Apply appropriate teaching and assessment methods
• Adjust instructions to the level of the learner
• Encourage creativity and innovation
• Make connections/relations with other subjects
• Show a high level of knowledge of the content
• Develop eective discipline skills to manage the classroom adequately
• Be a good communicator
• Be a guide and counsellor
• Have strong passion for children, teaching and learning.
Teaching Resources
ese refer to things that the teacher requires during the teaching process. ey
14 14
Approved by KICD - 2018 Edition
include:
• e classroom
• Textbooks
• Wall charts. Cards, pictures and wall maps
• Classroom objects
• Models
• Resource persons
• Social facilities such as health centres, other learning institutions, community
organisations, etc.
• Enterprises such as agricultural farms, industries, among others.
Improvisation
If each learner is to have a chance of experimenting, readily available resources must be
made available. Expensive, complicated materials may not always be available in most
schools. Such sophisticated equipment made by commercial manufacturers is usually
expensive and majority of schools cannot aord it. e teacher is therefore advised to
improvise using locally available materials as much as possible. Improvisation should
however not be regarded as a cheap substitute of proper equipment.
Note: Certain topics are best studied during a particular weather condition than at
other times. For instance, observation of colours and visit of a farm are best done
during sunny weather. e teacher should therefore think ahead while making the
scheme of work so that the prevailing weather pattern is considered. is will ensure
that suitable activities for learning English are planned for with the weather in mind.
Scheme of work should be suciently exible to cope with unexpected situations
and can be altered or modied to suit certain circumstances.
Special Education Needs and Multi-ability Learning
Inclusive education involves ensuring all learners are engaged in education and that
they are welcomed by other students so that everyone can achieve their potential.
Inclusive practice embraces every individual regardless of gender or ability including
those with learning diculties and disabilities. e focus of inclusive curriculum is on
ensuring participation in education of learners with dierent learning styles and other
diculties. To be successful, it entails a range of issues including teacher’s positive
attitudes, adapting the learning resources, a variety of teaching and learning methods
15 15
Approved by KICD - 2018 Edition
and working together. Overall, the benets of an inclusive curriculum extend to all
learners
Inclusive education also helps to ensure the optimal development of children with
special educational needs by giving them a vital space which provides opportunities
for child focused learning, play, participation, peer interaction and the development
of friendships. . e curriculum may also be enriched for learners who are Gied
and Talented. is may be done by providing additional and advanced content and
resources.
Learners with Special Needs Who Follow the Regular Curriculum
Some learners with special needs may follow the same curriculum as learners without
special needs. However, for these learners to access the regular curriculum, adaptation
may be necessary. Adaptations may include the substitution of curriculum content,
removal of specic curricular content areas and the adaptation of teaching and learning
strategies, resources and assessment.
Learners with special needs who may follow the regular curriculum include those with:
i. Gied and Talented
ii. Visual Impairment
iii. Hearing Impairment
iv. Physical Handicap
v. Mild Cerebral Palsy
vi. Learning Disabilities
vii. Emotional and Behavioural Diculties
Assessment strategies and conditions should be standardised to the needs of these
learners. e teacher should identify such cases and help facilitate the aected
learners’ learning. For example, learners with visual and hearing diculties should sit
near the teacher’s table for easy supervision and assistance. e following are more
suggestions on how to support special needs children in your class.
(a) Learners with physical difﬁculties
In this group of learners, the aected areas are normally some body parts, especially
16 16
Approved by KICD - 2018 Edition
the limbs. ere may be partial or total loss of use of the limbs. In case the legs are
aected, the learners will need assistance during activities that involve movement.
is could be during a nature walk and other activities that learners have to stand for
some reason. e teacher should organise for the learner’s ease of movement around.
e learner should also be given time to catch up with the others.
In case the hands are aected, the learners should be given more time to nish their
work. In both cases, the learners should not be pressurised to do things that can cause
injury or ridicule.
(b) Learners with visual difﬁculties
ese learners normally have problems with their eyesight. ey should sit in a
position where they are able to see the chalkboard without straining.
Note: e learner could be long sighted or short sighted.
e
material to be observed should be brought closer to the learner and a magnifying
lens used where necessary.
e
teacher should use large diagrams, charts and labels. In
some cases, the learners can be allowed to touch and feel whatever others are looking
at. Other learners can assist by reading aloud. e lighting system in the classroom
can also be improved.
e teacher should read aloud most of the things he/she writes on the chalkboard.
(c) Learners with hearing difﬁculties
e aected part in this case is the ear. e learner should have hearing aids. e
teacher should use as many visual aids as possible. ey should also project their
voice and always talk while facing the learners. Use of gestures and signs while talking
helps the learner gure out what the teacher is saying as well.
(d) Learners with speech difﬁculties
A common example in a class is the stammerer. ey always speak with a lot of
diculties. e teacher should be patient with them and encourage such learners
to express themselves in their own way. Such learners should be given more written
exercises than oral.
17 17
Approved by KICD - 2018 Edition
(e) Learners with mental difﬁculties
e teacher should try to identify the nature and level of the mental diculty.
Learners with mental
diculties should then be given special assistance and
attention
at an individual level. ey can be given special tests or assessments. In general, all
the learners with diculties should be reinforced promptly. is encourages and
motivates them. e teacher and the rest of the class should never ridicule learners
with any of the
diculties.
Note that generally, people with any kind of disability can be
very sensitive to any kind of negative comments or criticism.
Remind them that ‘Disability is not inability’.
However, the teacher should avoid giving privileges where the learners do not
deserve them. Treat them fairly but not with undue favours. In extreme cases, it can be
recommended for the learners to join a special school.
Safety in the classroom
Pupils in primary school are extremely active and curious. As such, they are inclined
to getting harmed and injured. ey should therefore be constantly protected from
sources of injury and harm. e teacher is therefore advised to take strict safety
precautions whenever learners are in class or outside the classroom. Some areas that
need consideration as far as safety is concerned include:
• When using tools and equipment
• During experiments or demonstrations
• When handling sharp or pointed objects like a pair of scissors, razor blade, etc.
• During nature walks and eld visits, learners should avoid handling poisonous
plants and harmful animals, etc.
Remember, the teacher is responsible for the safety of the children during the period he
or she is handling them.
Assessment and Evaluation Methods
Competency Based Assessment
Assessment is the process of evaluating the teaching and learning processes through
18 18
Approved by KICD - 2018 Edition
collecting and interpreting evidence of individual learner’s progress in learning and to
make a judgement about a learner’s achievements measured against dened standards.
Assessment is an integral part of the teaching and learning processes. In the new
competence-based curriculum, assessment must also be competence- based; whereby
a learner is given a complex situation related to his/her everyday life and asked to try
to overcome the situation by applying what he/she learned.
“An assessment is a machine for reasoning about what students know, can do or have
accomplished based on a handful of things they say, do or make in particular settings.”
(Mislevy et al, 2003). Assessment is not just designing an assessment task and producing
an assessment score. A good assessment also denes the size and nature of the learning
gap.
Purposes of Assessment
e aim of assessment is to establish the extent to which the learner has acquired the
expected competencies with a view to informing interventions for further acquisition
and mastery of expected competencies. Assessment helps to diagnose and monitor
the progress of a learner, and provides feedback to learners, parents, teachers and
curriculum designers and implementers. It also provides guidance on the selection of
future courses, certication and promotion to the next progression level.
e assessment needs to use a variety of ways to collect information about a learner’s
learning and progress in all subjects. e collection of a learner’s information should
be a continuous process and should be recorded constantly. e teacher should give
importance to each learner’s way of responding and learning and the span of time he
or she takes to do so. e teacher should provide feedback that will lead to positive
action and help the learner. When a teacher is providing reports on a continuous basis
he or she should be sensitive to every learner’s response.
Types of assessment
e
two types of assessment that will be employed in the new curriculum is formative
and summative assessment.
a) Formative and continuous assessment (assessment for learning)
19 19
Approved by KICD - 2018 Edition
Formative or continuous assessment involves formal and informal methods used by
schools to check whether learning is taking place. When a teacher is planning his/
her lesson, he/she should establish criteria for performance and behaviour changes at
the beginning of a unit. en at the end of every unit, the teacher should ensure that
all the learners have mastered the stated key unit competences basing on the criteria
stated before going to the next unit. e teacher will assess how well each learner
masters both the subject matter and the generic competences described in the syllabus
and from this, the teacher will gain a picture of the all-round progress of the learner.
e teacher will use one or a combination of the following:
• observation to judge the extent of skills acquisition,
• written tests,
• oral questions,
• project work,
• attitude change – this can be done by asking probing questions and checking body
language as learners respond to the questions.
b) Summative assessment (assessment of learning)
When assessment is used to record a judgement of a competence or performance
of the learner, it serves a summative purpose. Summative assessment gives a picture
of a learner’s competence or progress at any specic moment. e main purpose of
summative assessment is to evaluate whether learning objectives have been achieved
and to use the results for the ranking or grading of learners, for deciding on progression,
for selection into the next level of education and for certication.
is
assessment
should have an integrative aspect whereby a student must be able to show mastery of all
competences.
It can be internal school based assessment or external assessment in the form of national
examinations. School based summative assessment should take place once at the
end of each term and once at the end of the year. School summative assessment average
scores for each subject will be weighted and included in the nal national examinations
grade. School based assessment average grade will contribute a certain percentage as
teachers gain more experience and condence in assessment techniques, and in the
third year of the implementation of the new curriculum it will contribute 10% of the
nal grade, but will be progressively increased. Districts will be supported to continue
their initiative to organise a common test per class for all the schools to evaluate the
performance and the achievement level of learners in individual schools. External
summative assessment will be done at the end of P6.
20 20
Approved by KICD - 2018 Edition
Proposed Grading System
Mark Range Grade Quality of Grade Competency
80% and above A Excellent
60-79% B Very good
50-59% C Good
40-49% D Sucient/Pass
Below 40% E Not Sucient/Fail Not Yet Competent
Excellent
is is a standard of excellence level. Descriptions should indicate that all aspects of
competencies exceed grade level expectations and show exemplary performance or in-
depth understanding. Learning goals are met in a comprehensive way.
Very Good
is is approaching the standard of excellence level. Descriptions should indicate
some aspects of work that exceed grade level expectations and demonstrate solid
performance or understanding. Learning goals are met in a practical and thorough
way.
Good
is meets acceptable standards. is level should indicate minimal competencies
acceptable to meet grade level expectations. Learning goals are met in an appropriate
and reasonable way.
Sufﬁcient
Performance and understanding are emerging or developing but there are some errors
and mastery is not thorough.
Not sufﬁcient
is does not yet meet acceptable standards. is level indicates what is not adequate for
grade level expectations and indicates that the student has serious errors, omissions or
misconceptions. e teacher needs to make decisions about appropriate interventions
to help the student improve.
Competent
Fairly Competent
21 21
Approved by KICD - 2018 Edition
Conclusion
is Teacher’s Book has been written to help you guide pupils to learn English in
the most enjoyable and captivating manner. You are reminded to always arouse the
curiosity of learners as you teach. Some things that you may do before you go for a
lesson include:
• go through the expected learning objectives – this should help guide the manner
of teaching,
• read through the lesson in advance to get an overview of the content to be covered,
• form a mental picture of the learning activities and the ways in which you will
• interact with pupils when dealing with the suggested activities,
• collect the materials that will be needed during the lesson in advance,
• in some cases, try out the suggested activities/experiments in advance to avoid
embarrassments like the equipment failing to work during the lesson. Remember:
e suggested teaching activities in this book are just a guide. You may not need
to follow them to the letter! Feel free to incorporate other innovative teaching
methods that will help in delivering the intended content optimally.
22
Approved by KICD - 2018 Edition
Term 1
Week 1
Unit
1
The girl who loved sweets
Specic learning outcomes
Strand 1.0
Listening and speaking
Strand 2.0
Reading
Strand 3.0
Writing
Sub-strand 1.1 Imitation
By the end of this sub-strand,
the learner should be able to:
a. use appropriate expressions
and phrases in formal and
non-formal conversations,
b. acquire varied sentence
structures to express
themselves appropriately,
c. respond appropriately to
conversations with varied
audiences,
d. appreciate the importance
of mannerisms while
engaging in conversations.
Sub-strand 2.1
Independent reading
By the end of the sub-
strand, the learner
should be able to:
a. identify the main
idea in a passage,
b. locate information
from print sources,
c. silently read a given
passage,
d. read supplementary
books with
understanding.
Sub-strand 3.1 Sentence
formation
By the end of the sub-
strand, the learner should
be able to:
a. write a variety of
complex and compound
sentence structures
correctly,
b. develop strategies for
making and organising
notes,
c. use writing and other
forms of representation
to generate and
organize ideas,
d. appreciate the
importance of logic in
writing.
Core competencies to be developed
Communication and collaboration
23
Approved by KICD - 2018 Edition
Link to PCIs
1. Life skills: Skills of knowing and living with others – eective communication
2. Citizenship: Social cohesion
3. Education for sustainable development: Gender and inclusion
Link to values
1. Respect
2. Responsibility
3. Unity
4. Co-operation
Links to other learning areas
All learning areas
Suggested non-formal activity to support the learning
1. Learners practise greeting peers using the acceptable mannerisms.
2. Learners share messages from independent reading with peers.
3. Learners practise writing in and out of class with peers.
Suggested community service learning
1. Learners participate in a community baraza and listen to the proceedings (age-
appropriate topics).
2. Learners share messages from what they have read with members of the family.
3. Learners join a writing club in the community.
Suggested resources
Resource persons, audio tapes, charts, books, videos, news items, readers, newspapers,
magazines, writing organisers, pencils, sentence strips, ash cards,placards.
Suggested assessment
1. Learners listen to news items and imitate a broadcast
2. Question/ answer, reading competitions, cloze tests
3. Composition writing, lling blanks
24
Approved by KICD - 2018 Edition
Attention to special education needs
Support for multi-ability learning
• Encourage slow learners to
participate in discussions such
as role-plays and storytelling.
• Give fast learners extra
activities to avoid boredom
and idling.
• Give both the slow and fast
learners equal chances to
participate in class activities.
You have the duty to ensure
that they accommodate one
another and learn to co-exist
despite their dierences.
Support for special needs learning
• For the visually impaired learners, avail
Braille and tactile pictures and for those
with sight diculties, provide large print
texts.
• For the learners with hearing impairments
make use of sign language or avail a sign
language interpreter.
• Let the short-sighted learners sit at the front
of the class and the long-sighted ones sit at
the back.
• Allocate physically challenged learners
roles that they can handle such as acting as
the school head teacher or the village elder.
Give them enough support and ensure
other learners do the same, for example,
helping in pushing of a wheelchair for a
disabled learner.
Lesson development
Lesson 1: Greeting peers and elders
Specic learning outcome
By the end of the lesson, the learner should be able to use appropriate expressions and
phrases in formal and non-formal conversations.
Background information
is lesson will help learners to practise listening and speaking skills, especially
those under Sub-strand 1.1 (Imitation). e teacher should model to the learners
appropriate phrases and expressions aer which the learners imitate him/ her in
groups, in pairs and then individually. Make an eort to integrate reading and writing
in the lesson using appropriate contexts.
25
Approved by KICD - 2018 Edition
Learning resources
Videos or audiotapes
Introduction
Introduce the lesson by asking learners to watch and listen carefully to the video playing.
Play the video of a teacher greeting learners in the morning. Engage the learners in a
brief discussion on how you greet them every morning and their general response.
In absence of a video, use an audiotape. You can record another teacher greeting
learners in the morning, in your school.
Learning activities
1. Guide the learners to study the pictures in the Pupil’s Book. In groups, let the
learners discuss what they can see and spot the dierences between the two
pictures.
2. Ask the learners which picture they think is appropriate when conversing with
people. Pick volunteers to answer the question and give reasons why.
3. Guide the learners in answering the oral questions which is further practice of the
greetings and other polite terms learned so far.
Expected answers
1. Good morning
2. Good evening
3. Good aernoon
4. Please
5. I am sorry/sorry
4. Engage the learners in practising the use of greetings in groups. Let the learners
enact a scene where they are greeting elders.
5. Supervise the role play and encourage the learners to ask questions where necessary.
6. Ensure the participation of every learner. is will enhance communication and
collaboration among learners and bring out values such as respect and unity as
they interact with each other in the class activities.
7. Ask learners to work in pairs and sing the song in the pupil’s book.
Conclusion
Ask learners to say some of the phrases and expressions that they have learnt from
the conversations they have engaged in. Using appropriate examples, explain to them
that certain expressions are used in formal conversations (such as between a pupil and
a teacher) while others are used in non-formal conversations (such as those between
26
Approved by KICD - 2018 Edition
friends). See some examples below.
Phrases and expressions used in
formal conversations
Phrases and expressions used in non-
formal conversations
1. Excuse me sir/ madam.
2. May I use your pencil?
3. Good morning/ aernoon/ evening?
4. I am ne, thank you.
1. Excuse me Atieno/ Kerubo.
2. Do you mind if I used your pencil?
3. Hi!
4. I am good, you?
Assessment
Which of these statements would you use when talking to your friend?
1. Hope you and your family are doing well.
2. It is a pleasure to be invited for this meeting.
3. Hi pal.
4. Good aernoon, sir.
5. Cheers.
Expected answers: Number 1, 3 and 5
Lesson 2: Polite language
Specic learning outcome
By the end of the lesson, the learners should have acquired varied sentence structures
to express themselves appropriately.
Background information
is lesson should expose the learners to varied sentence structures that they can use to
express themselves in their day-to-day conversations. is includes polite expressions
which are typical of good communication. Give enough time for learners to practise
dierent expressions then correct them accordingly. is lesson still covers the listening
and speaking skills under Sub-strand 1.1 (Imitation). However, every eort should be
made to integrate reading and writing skills in the lesson using appropriate contexts.
Learning resources
Charts
Video showing polite expressions
27
Approved by KICD - 2018 Edition
Introduction
Introduce the lesson by asking the learners if they greeted their siblings when they got
home aer school.
Let the learners share what they said, how they said it and what their siblings’ responses
were.
Learning activities
1. Guide the learners in studying the illustration in the Pupil’s Book and ask them to
read the conversation between Amina and Okumu, lling in the gaps.
2. In pairs, let the learners role-play Amina and Okumu.
3. Listen to their various answers while ensuring participation of every learner. Give
credit for the correct answers to motivate the learners and read to them the correct
answers.
4. Guide the learners in studying the illustrations in the Pupil’s Book.
5. In pairs, let the learners role-play the conversation between the mother and the
child. ey should ll in the blank space with their names.
6. In groups, let learners tell each other about their conversation with their respective
parents or guardians aer school.
7. Ask two members from each group to read the conversation while the rest listen.
8. is lesson will enhance life skills of knowing and living with other learners
through eective communication. erefore, ensure that every learner partakes
in this class activity to also enhance communication, collaboration and unity.
Correct answers
1. Hallo Okumu
2. ank you
3. Fine
4. Goodbye Amina
5. Goodbye Okumu
Conclusion
Let learners mention some polite expressions that they have learned. Explain to them
that it is always good to be polite when talking to other people.
Assessment
1. Listen to a news broadcast and imitate the broadcaster.
2. Identify any expressions that show politeness in the broadcast.
28
Approved by KICD - 2018 Edition
Lesson 3: Reading comprehension
Specic learning outcome
By the end of the lesson, the learner should be able to respond appropriately to
conversations with varied audiences.
Background information
is lesson should expose the learners to socially acceptable habits. Give enough time
for learners to practise dierent expressions and mannerisms they can use in their day
to day interactions, then correct them accordingly. is lesson still covers the listening
and speaking skills under Sub-strand 1.1 (Imitation). However, every eort should be
made to integrate reading and writing skills in the lesson using appropriate contexts.
Learning resources
Books
Introduction
Introduce the lesson by asking the learners to tell each other about themselves. ey
should work in pairs. Give an example of yourself by saying your name, your age and
where you went to school. For the learners, let them add what they want to be when
they grow up, who their best friend is and why.
Learning activities
1. Ask the learners to read about Rehema in pairs so that each learner can have the
chance to read while the other listens. Ensure participation of every learner.
2. Ask the learners to individually answer the comprehension questions, later they
should answer the questions as a class orally. Pick volunteers to give their answers.
Answers to comprehension questions
1. Rehema is ten years old.
2. Because of her good manners.
3. Her grandfather.
4. In pairs, ask the learners to discuss their own characters and see if they have
anything in common with Rehema. ey should also say who is proud of them.
5. is lesson will enhance citizenship through social cohesion, gender and
inclusion. erefore, in grouping or pairing the learners, ensure there is gender
balance and inclusion of the learners living with disability.
29
Approved by KICD - 2018 Edition
Conclusion
Ask the learners to mention some habits considered as good manners that they have
learnt from the lesson. Emphasise the use of these mannerisms in their day to day
interactions.
Assessment
1. Learners to practise the expressions and mannerisms learnt with their siblings,
parents and care givers at home.
Lesson 4: Writing polite words
Specic learning outcome
By the end of the lesson, the learner should be able to appreciate the importance of
mannerisms while engaging in conversations.
Background information
is lesson will help learners to practise listening and speaking skills, especially those
under Sub-strand 1.1 (Imitation). e teacher should expose the learners to a range of
polite words and ask them to say the words aer him. e teacher should also integrate
the writing skill by asking the students to write down the words in small placards
which they can display.
Learning resources
Books
Placards
Introduction
Introduce the lesson by asking learners if they know any polite words. Ask them to
mention a few and when they use them.
Learning activities
1. Guide the learners in studying the illustration in the Pupil’s Book.
2. Let the learners briey discuss what could be happening in each of the pictures.
3. Ask the learners to orally ll in the gaps as a class. Select individuals to answer the
questions.
30
Approved by KICD - 2018 Edition
4. Ask the students to write down polite words learnt on placards and display them
on the wall.
5. is lesson will enhance collaboration and eective communication as the
learners participate in the discussions and group work. Supervise and ensure
participation of every learner to make sure that these skills are acquired by every
learner.
6. ere will be enhancement of responsibility and respect as the learners practise
the use of polite words with each other. Emphasise on these values throughout the
lesson.
Expected answers
1. Please, thank you
2. Sorry, thank you
3. Please teacher, may.
Conclusion
Let the learners use some polite words they have learnt in sentences. Explain to the
students that they should use these polite words always.
Assessment
Ask the learners to practise the use of polite words at home with their families for
further practice and application of the knowledge gained in class
Lesson 5: Dramatising
Specic learning outcome
By the end of the lesson, learners should have mastered the polite words taught and
use them with ease.
Background information
is lesson will help learners to practice listening and speaking skills especially those
under Sub-strand 1.1 (Imitation). Learners will watch recorded news and imitate the
new anchors. e teacher should highlight the polite words that have been used by the
news anchors. Can also use their role model (take care of areas where there is no TV
coverage)
Suggested resources
News items
31
Approved by KICD - 2018 Edition
Introduction
Introduce the lesson to the learners by having them listen to or watch recorded news.
Ask the learners to imitate news anchor in groups. A chief’s baraza, speech by guest of
honour in a given set up.
In absence of recorded materials, ask the learners to imitate a leader or anyone they
know with a certain characteristic.
Learning activities
1. Ask the learners to talk about their favourite news presenters and imitate them.
2. Ask the learners to go back to the pictures studied in the previous lesson.
3. Ask the learners to role-play the events in each picture in pairs.
4. Engage the learners in a discussion about other polite words they know and when
they are used.
5. is lesson will enhance citizenship through social cohesion as learners interact
with each other in class and outside school as they develop the habit of watching
or listening to news concerning the country.
Conclusion
Ask the learners to say the polite words they have heard their friends use. Emphasise
on the importance of using polite words. Explain to the students the importance of
watching news so that they can acquire the habit.
Assessment
Ask students to watch news at home and write down the polite words that will be used
by the news anchors.
Week 2
Lesson development
Lesson 1: Talking to elders
Specic learning outcome
By the end of the lesson, the learners should be able to use polite words, which are age
appropriate.
Background information
e lesson should expose learners to the various ways in which learners should have
conversations with the elderly. Highlight on the need to address the elderly with
respect.
32
Approved by KICD - 2018 Edition
Learning resources
Books
Introduction
Introduce the lesson by asking the learners if they have visited their grandparents or
other elderly relatives, what they talk about and other engagements they have.
Learning activities
1. Guide the learners in studying the illustrations in the Pupil’s Book.
2. Engage the learners in a discussion on what the girl could be saying to the
grandfather.
3. Ask the learners to write down what Amina and grandfather Dida are saying.
4. Ask a few learners to read what they have written down to members of the class.
5. Ask the learners to role-play the conversation in pairs based on what they have
written down in their books.
6. is lesson is expected to equip the learners with the value of respect and
responsibility in their speaking to elders. Instill these values through a role play
and conversations on how the learners address their grandparents or other elderly
people.
7. Communication and collaboration will be enhanced as the learners role play
Amina and the grandfather. Ensure participation of all learners.
Conclusion
Ask the students to say what they have learnt from the roleplay between Amina and the
grandfather. Explain to the students that the conversations they have with the elderly
dier from conversations they have with their friends. e conversations they have
with the elderly are more formal than the ones they have with their peers.
Assessment
Ask students to write down a paragraph about a holiday they have spent with their
grandparents or the elderly.
Lesson 2: Talking to the shopkeeper
Specic learning outcome
By the end of the lesson, learners should be able to engage in a successful conversation
when asking for what they need.
33
Approved by KICD - 2018 Edition
Background information
In this lesson, the learner is expected to practise the Strand of reading and the
independent reading sub-strand. roughout the lesson, give learners tasks of reading
the sentences or paragraphs they write down to improve their reading speed, accuracy
and uency.
Learning resource
Books
Introduction
Engage the learners in a discussion on what they usually buy from the shops and how
they converse with their respective shopkeepers.
Ask the learners to role play the conversations they usually have with their shopkeepers
when they go to the shop to purchase an item.
Learning activities
1. Guide the learners in studying the picture in the Pupil’s Book.
2. In pairs, ask the learners to discuss what they think Munir is doing.
3. Read the conversation between the shopkeeper and Munir to the learners.
4. Ask the learners to read the conversation between the shopkeeper and Munir in
pairs. One learner to read the part of the shopkeeper and the other, the part of
Munir.
5. rough the engagement and interaction with other learners, the learner’s
communication and collaboration skill is enhanced.
Conclusion
Ask the students to identify the polite words used by Munir and the shopkeeper.
Assessment
Ask learners to write a paragraph about their favourite shopping experience.
34
Approved by KICD - 2018 Edition
Lesson 3: Punctuation
Specic learning outcome
By the end of the lesson, the learner should be conversant with the various types of
punctuation marks and use them accordingly in their speech and writing.
Background information
is lesson will test the learner’s reading ability and use of punctuation in speech and
reading.
Learning resource
Books
Introduction
Introduce the lesson by writing the following sentences on the board.
1. I am a doctor.
2. My father’s name is Pat.
3. Who are you?
Ask the learners to identify the punctuation marks used in the sentences and to write
down other punctuation marks they know of.
Learning activities
1. Ask the learners to read the sentences on the board and those in the Pupil’s Book
aloud.
2. Ensure that the learners observe the punctuation marks in their reading.
3. Ask the learners to identify the punctuation marks used, in groups.
4. Ask the learners to write down those punctuation marks and to construct sentences
using each one of them.
5. Supervise for accurate use of the punctuation marks.
Answers
1. Capital letters
2. Full stop
3. Exclamation marks
4. Comma
5. Question mark
6. Apostrophe
Conclusion
Conclude the lesson by asking the students to name the punctuation marks they have
learnt.
35
Approved by KICD - 2018 Edition
Assessment
1. Write the following sentences on the board and select learners, randomly to
punctuate them.
i. selina and Mueni are friends
ii. muthoni will travel on Wednesday
iii. which is your favorite subject
Lesson 4: Writing
Specic learning outcome
By the end of the lesson, learners should be able to correctly use punctuation marks
in writing.
Background information
In this lesson, learners should be able to apply the knowledge of the punctuation marks
learned in the previous lesson, in their writing hence the strand tested in this lesson is
writing and the sentence formation sub-strand.
Learning resources
Newspapers, charts.
Introduction
Introduce the lesson by handing out a page of a newspaper to every learner. Ask them
to select a paragraph of their choice and copy it into their exercise books. Ensure they
punctuate the sentences well, forming the paragraph appropriately.
Learning activities
1. Ask the learners to write two sentences from the paragraph they copied from the
newspaper without punctuation and give them to their desk mate to punctuate
them.
2. Ask the learners to copy the sentences in the Pupil’s Book on their exercise books
and punctuate them.
3. Supervise the punctuation of the sentences to ensure they have understood the
concept.
4. Ask the learners to test each other’s understanding, in pairs by writing down
sentences for their partners to correctly punctuate.
36
Approved by KICD - 2018 Edition
5. In this lesson, the learners will practise handwriting.
Answers
I was born on a Sunday.
2. My teacher’s name is Amani
3. Hey! Come back here.
4. My father and I read stories together.
5. Mother went to their market and bought carrots, cabbages, tomatoes, onions and
some fruits.
6. My sister’s name is Lulu
7. Where are you going?
Conclusion
Briey take the learners through the punctuation marks learnt and their uses.
Assessment
Ask the learners to write down a paragraph of their favorite fruit paying attention to
the punctuation marks.
Lesson 5: Library lesson
Specic learning outcome
By the end of the lesson, learners should be able to locate information in a text.
Background information
is library lesson will boost the learners’ independent reading through silent reading
in the library. ey should also read supplementary books with understanding and be
able to identify the main idea in a passage by lling in the information in the Pupil’s
Book.
Learning resources
Story books, magazines, newspapers
Introduction
Guide the learners to the library with the instructions to silently pick a reading material
of their choice from the library shelf and read it.
37
Approved by KICD - 2018 Edition
Learning activities
1. Take the learners to the library for this lesson. If the school has no library, supply
the learners with reading materials in class for silent reading.
2. Ask the learners to copy and ll the information in the Pupil’s Book in their exercise
books.
3. Ask the learners to write down the title of the story they read, the characters in the
story, where the characters are and what the conict is.
4. Ask the learners to include how the problem was solved.
5. is lesson will enhance collaboration as learners share reading resources.
Conclusion
Ask the learners how they found the reading session and what they have learned.
Assessment
Ask the learners to read a story from a reading material of their choice and share with
their families at home, parents can be engaged in telling them a similar story/stories.
Week 3
Taking care of our teeth
Lesson development
Lesson 1: Taking care of our teeth
Specic learning outcome
By the end of the lesson, learners should be able to express their ideas clearly.
Background information
Ensure the learners understand the concept of sentence formation through sentence
completion. ey will also practise the use of punctuation and handwriting learnt in
previous lessons.
Learning resources
Books, video clip, dummy of teeth, toothbrush, sticks, water, salt, toothpaste.
38
Approved by KICD - 2018 Edition
Introduction
Introduce the lesson by showing video on taking care of teeth or use of dummy to
show how to take care of our teeth. Select three learners to complete the sentences.
Learning activities
1. Guide the learners in studying the pictures in the Pupil’s Book.
2. Ask the learners to discuss what they can see in the pictures and if they can relate.
For example: Do they brush their teeth? When? Do they chew their pencils? Is it
good?
3. Ask the learners to write down three sentences in answering these questions.
4. Ask the learners to answer the questions in the Pupil’s Book in groups and write
down the answers they come up with as a group. Accept varied answers.
5. Select one member from each group to read the group’s answers to the rest of the
class.
6. e interaction of the learners in this lesson will enhance communication
and collaboration. It will also improve the learner’s life skill through eective
communication. Ensure participation of all learners.
Conclusion
Discuss with the learners other forms of cleanliness.
Assessment
Ask the learners to choose a specic cleanliness topic and write down ve sentences
about it. ey can also assist in cleanliness, either by washing utensils, house, small
clothings back at home.
Lesson 2: Reading comprehension
Specic learning outcome
By the end of the lesson, learners should be able to read a given passage silently.
Background information
Ensure that every learner has access to a Pupil’s Book so as to silently read the story,
then in pairs, the learners should identify new words.
Learning resources
Books
39
Approved by KICD - 2018 Edition
Introduction
Introduce the lesson to the learners by asking if they take sweets, how the sweets makes
them feel, how oen they eat sweets and what their parents or guardians say about the
habit.
Learning activities
1. Guide the learners in studying the pictures in the Pupil’s Book.
2. Engage the learners in a class discussion on what they think, is happening in the
pictures.
3. Ask the learners to read the story on ‘e girl who loved sweets’ in pairs.
4. Discuss with the learners, the lessons they have picked from the story.
5. is lesson is linked to the Hygiene and Nutrition activities. Ask the learners if
they have learned about the teeth and mouth hygiene so that they are able to make
a connection between the two subjects.
Conclusion
Conclude the lesson by engaging the learners in a discussion on Alice and her character.
Assessment
Ask the learners to write down four things they have learned from the story in their
exercise books.
Lesson 3: Talking about the comprehension passage
Specic learning outcome
By the end of the lesson, learners should be able;
to identify the main idea in the passage.
Background information
is lesson will build on the story read in the previous lesson. Ensure the learners re-
read the story to refresh their memories.
Learning resources
Books
Introduction
Introduce the lesson by asking the learners if they know any story, what the title of the
40
Approved by KICD - 2018 Edition
story is, who the characters are, where they are and what the conict is.
Learning activities
1. Let a few learners, voluntarily say what they remember about the story of ‘e girl
who loved sweets’.
2. Guide the learners to silently re-read the story. Ask them to write down any new
words they come across
3. Ask them to copy and ll in the summary of the story, starting with the title of the
story, the characters in the story, where the characters were and what problem they
were solving.
4. Discuss with the learners the lessons they have learnt.
5. Ask the learners to write down the new words they learnt from the story.
Conclusion
Conclude the lesson by taking the learners through the story.
Assessment
Ask the learners to write down a short paragraph about a bad habit they have and how
they can curb it.
Take home assignment
As an assignment, let the learners nd out the meaning of the new words as used in
the story and construct sentences using the new words. Parents or care givers assist in
constructing sentences using the new words.
Lesson 4: Answering comprehension questions
Specic learning outcome
By the end of the lesson learners should be able to locate information from print
sources.
Background information
Ensure the learners re-read the story ‘e girl who loved sweets’.
Learning resources
Books
Flash cards
41
Approved by KICD - 2018 Edition
Introduction
Introduce the lesson by asking the learners to read the meanings of the new words they
found and the sentences they constructed from those words.
Learnging activities
1. Ask the learners to silently read the story ‘e girl who loved sweets’ and answer the
questions in the pupil’s Book.
Answers to the questions
1. Alice.
2. Yellow, blue, green and pink
3. Not to chew her sweets.
4. Decay.
5. She felt some sharp pain in her tooth
6. Dentist
Conclusion
Ask the learners to say the new words they have learnt and use them in sentences.
Assessment
Ask the students to prepare ash cards with the new words they learnt and their
meanings.
Lesson 5: Punctuation
Specic learning outcome
1. By the end of the lesson, learners should be able;
to notice missing punctuation marks and correct them appropriately.
2. e learner should be able to construct sensible sentences.
Background information
Ensure the learners understand the use of punctuation marks as taught previously.
Learning resources
Books
42
Approved by KICD - 2018 Edition
Introduction
Introduce the learners to the lesson by asking them what punctuation marks they recall
and where they are used. Pick random learners to write a sentence on the board each
and punctuate them correcting. is will also enhance their sentence formation skill.
Learning activities
1. Ask the learners to copy the sentences in the Pupil’s Book into their exercise books.
2. Ask the learners to punctuate the sentences.
3. Supervise the learners’ work to ensure they have understood the concept and
they are using the punctuation marks correctly.
Answers to the questions in Activity 1 in the Pupil’s Book
1. I love eating sweets.
2. Eating sweets all the time is not good for your teeth.
3. Do you brush your teeth aer eating?
4. Always brush your teeth aer eating.
Conclusion
Briey recap the lesson by taking the learners through punctuation marks and sentence
formation.
Assessment
Ask the learners to write ten sentences describing three members of their immediate
family. Ask the learners to focus on sentence formation and punctuation.
Week 4
Lesson development
Lesson 1: Talking about the weather
Expected learning outcome
By the end of the lesson, the learners should be able to use appropriate expressions to
describe people, situations and events.
43
Approved by KICD - 2018 Edition
Background information
is lesson will expose learners to practise listening and speaking skills as they
engage in discussions concerning the weather. Get to know the learners in class with
interaction problems and encourage them to share in the discussions in the class.
Learning resource
Flash cards
Introduction
Introduce this activity by asking the learners what weather conditions they know, if
they have been out during a sunny weather, what did they do, whether they have ever
been caught up in the rain and how they felt.
Learning activities
1. Find a suitable tune and sing the song in the Pupil’s Book.
2. Ask the learners to discuss the weather today and write down ve sentences in
groups.
3. Ask the learners to ll in the blank spaces referring to the illustration in the Pupil’s
Book.
4. In groups, ask the learners to read the sentences they have written.
5. is lesson is linked to other subjects such as Environmental activities. Ask the
learners if they have learned about the weather in this subject.
Conclusion
Ask the learners about their experiences with the weather, if they have been rained on,
where they were and how it felt.
Assessment
Ask the learners to write about an experience they had on a rainy day.
Lesson 2: Say what you do in a given weather
Specic learning outcome
By the end of the lesson, learners should be able to appreciate the importance of linking
words in paragraph development.
44
Approved by KICD - 2018 Edition
Background information
Ensure the learners have knowledge of various weather conditions and how to describe
them.
Learning resource
Weather charts, video clip
Introduction
Introduce the lesson by showing the learners a video clip on weather.
Pick a member from each group to tell the rest of the class what they have watched
from the video clip on weather.
Learning activities
1. In groups, ask the learners to discuss what they like to do in a given weather.
2. Ask the learners to copy the questions in the Pupil’s Book into their exercise books
and ll in the blank spaces with the correct answer from the bracket.
3. Ask learners to complete the questions in Activity 2 in the Pupil’s Book.
4. Ask the learners to discuss their answers in groups.
5. Read the correct answers to the learners and ask them to mark their partner’s work
with a pencil and a very small tick or x sign.
6. is lesson will equip the learners with eective communication and collaboration
as the learners engage in class discussions. Ensure participation of every learner in
this class activity.
Answers to the questions
1. Sun
2. Hot
3. Cold
4. Cloud
5. Clouds
6. Rain
7. Blow
8. Wind
Assessment
Ask the learners to write a sentence about each of the following weather conditions.
Ask the learners to draw the weather condition of the day.
45
Approved by KICD - 2018 Edition
Lesson 3: Reading
Specic learning outcome
By the end of the lesson, learners should be able to read accurately and with
understanding.
Background information
is lesson should ensure Learners focus on reading. Ensure they practise as much
reading as possible throughout the lesson.
Learning resources
Books
Introduction
Introduce the lesson to the learners by asking them if they have ever been to a farm,
what season it was and what they did.
Learning activities
1. Guide the learners in studying the pictures in the Pupil’s Book.
2. Engage them in a discussion on what is happening in the pictures.
3. Ask the learners to read the story individually.
4. Ask the learners to answer the questions from the story in groups.
5. is lesson will enhance the learners’ understanding of other subjects such as
Environmental Activities through the studying of agriculture and planting
seasons. It will also promote the learners’ values such as responsibility through
learning of farm work.
Answers to the questions in the Pupil’s Book
1. Heshima
2. Plant crops
3. Clear bushes and dig
4. Dry season
Assessment
Ask the learners to name dierent types of crops grown in farms.
46
Approved by KICD - 2018 Edition
Lesson 4: Writing
Specic learning outcome
By the end of the lesson, learners should be able to organise and clarify their thoughts
and ideas.
Background information
Be keen when observing the learners’ handwriting and sentence formation skills.
Learning resource
Books
Introduction
Introduce the lesson to the learners by asking them about the weather conditions
today. Randomly select three learners to tell the rest of the class.
Learning activities
1. Ask the learners to write down ve correctly punctuated sentences about the
weather today.
2. Ask the learners to compare the sentences they have written in groups.
Conclusion
Briey engage the learners in a discussion of their sentences. Go around the class and
look at the learners’ sentences. Correct their sentence formations and punctuation.
Assessment
Ask the learners to write a guided composition about an experience in the farm.
Lesson 5: Observing weather near the school
Expected learning outcome
By the end of the lesson, learners should be able to eectively communicate needs and
feelings in a variety of ways.
Background information
is lesson will expose the learners to a eld trip. Ensure every learner has a notebook
with the required information written down.
47
Approved by KICD - 2018 Edition
Learning resources
Pencil, notebooks
Introduction
Guide the learners on the activities they are going to undertake during the eld trip.
Ask them to pay attention to the environment and ll in the questions in their exercise
books.
Learning activities
1. Ask the learners to write down the incomplete sentences in the Pupil’s Book.
2. Take the learners on a tour of the school surrounding or out of school.
3. Ask the learners to ll the blank spaces with what they have seen and felt.
4. Learners will acquire the skills of living with others through interacting with the
environment.
Conclusion
Ask the students to talk about their experiences at the eld and what they learnt.
Assessment
1. Ask the learners to use the words in the Pupil’s Book to construct sentences.
For example: He loves football
2. Ask the learners to write down the sentences in their exercise books
3. Ask the learners to share the sentences with the rest of the class.
Week 5
Lesson development
Lesson 1: Saying how events follow each other
Expected learning outcomes
By the end of the lesson, the learner should be able to experiment with language choice
in imaginative writing.
Background information
is lesson should expose students to the concept of linking and connecting words.
48
Approved by KICD - 2018 Edition
Learning resources
Writing organizer, pencils
Introduction
Introduce the lesson by asking the learners how they normally go through their days
or weekends and whether their activities are usually scheduled.
Learning activities
1. Guide the learners in reading the information about Khalid in the speech bubbles.
2. Organise the learners in pairs and ask them to read what Khalid does in the
morning in the Pupil’s Book
3. Guide the learners in answering the questions that follow orally.
4. In this lesson, learners will learn the value of responsibility through planning their
days and time.
Answers to the questions
1. Six o’clock
2. Take a shower and put on his school uniform
3. Takes his breakfast
4. Waves goodbye to his parents and rushes to school
Conclusion
Engage the learners in reciting the poem on what they usually do when they wake up.
ey show by action as they recite.
Assessment
Ask the learners to write down an account of what they normally do in the morning
from the time they wake up to the time they go back home aer school. Let them
discuss this with parents and care givers at home.
Lesson 2: Linking words
Specic learning outcome
By the end of the lesson the learner should be able to use connecting words appropriately
and eectively in writing.
49
Approved by KICD - 2018 Edition
Background information
Ensure the learners have grasped the concept of the linking words. ey are expected
to use the linking words in their paragraph writing and sentence formation.
Learning resource
Writing organiser
Introduction
Introduce the lesson to the learners by asking them about the plans they have for the
evening aer school and for the weekdays and how they plan on executing them.
Learning activities
1. Guide the learners in studying Wendy’s weekday plan in the Pupil’s Book.
2. Ask the learners to ll in the blank spaces by referring to Wendy’s Plan.
3. Pick volunteers to read their answers to the rest of the class.
4. Learners will learn the value of responsibility as they plan their time. Answering
questions in class will build the self-esteem of the learners. Ensure participation of
the learners and cultivate the willingness for them to answer questions.
Conclusion
Conclude the lesson by telling the learners about your plan for any weekday, maybe the
favourite day of the week.
Assessment
Ask the learners to draw a plan of how they will spend the rst day of the school
holiday. Let them do this with the help of the parents or care givers who take care of
them back at home.
50
Approved by KICD - 2018 Edition
Lesson 3: Writing a paragraph
Expected lesson outcome
By the end of the lesson, learners should be able to use writing and other forms of
representation to generate and organise ideas.
Background information
e lesson will enhance the learner’s writing skills and sentence formation further.
Learning resource
Books
Introduction
Introduce the learners to the lesson by asking them to go through the assignment
from lesson 2 in pairs. Ask the learners to exchange their exercise books and read each
other’s work.
Learning activities
1. Ask the learners to use Wendy’s plan to construct sentences on how Wendy will
spend her weekday and write the sentences in their exercise books.
2. Ask the learners to ll the gaps in the Pupil’s Book using the words given.
3. Guide the learners in drawing up a plan of how they will spend the evening aer
school.
4. Ask the learners to write down a paragraph on how they will spend their favourite
weekday using their evening plan as a reference.
5. Ask learners to complete the take home assignment in the Pupil’s Book.
Answers
rst
then
aer
nally
Answers to the take home assignment
1. Every morning, Makau takes a bath.
2. He puts on his uniform and takes his breakfast.
3. Aer breakfast, he brushes his teeth.
51
Approved by KICD - 2018 Edition
4. He then runs o to school
Conclusion
Conclude the lesson by telling the learners the importance of drawing up a plan. ese
include time management and completion of all intended tasks.
Assessment
Ask the students to do the take home assignment in the pupils’ book. Parents or care
givers to assist them plan on time management in couple of given activities at home.
Lesson 4: Completing story
Expected learning outcome
By the end of the lesson, the learner should be able to write a variety of compound and
complex sentences.
Background information
is lesson should ensure the learners have the ability to ll in gaps using the correct
words from the sentences. is will gauge their understanding of the aspect of sentence
formation as they create sensible sentences.
Learning resources
Books
Introduction
Introduce the lesson to the learners by asking them to write down a step by step process
of making a paper football at home. Ask the learners to exchange their exercise books
and read each other’s work. Go around the class and read the learners’ work.
Learning activities
1. Ask the learners to write a paragraph on how to make a paper football and share it
with their classmates.
52
Approved by KICD - 2018 Edition
2. Ask the learners to use the words given in brackets to ll in the blank spaces.
Answers
First
en
Beginning
Next
Later
Next
End
Finally
Last
Conclusion
Engage the learners in a brief discussion on the procedure of preparing their favourite
meal. Let them work in groups.
Assessment
Ask the learners to use the words in brackets to construct their own paragraph.
Lesson 5: Writing in the correct order
Expected learning outcome
By the end of the lesson, the learners should be able to appreciate the use of logic in
writing.
Background information
e learners should have the ability to identify the misalignment in passages and
organise them in order. Ensure the learners have understood the process of sequencing
sentences in the right format.
Learning resources
Books
53
Approved by KICD - 2018 Edition
Introduction
Introduce the lesson to the learners by telling them a short story.
Learning activities
1. Ask the learners to arrange the pictures in the Pupil’s Book by numbering them in
the correct order.
2. Ask the learners to write a paragraph on what is happening in the pictures, to
create a story.
Conclusion
Conclude the lesson by asking two learners to narrate the short story you narrated at
the beginning of the lesson. Each learner can tell a part of the story and let another
learner take over.
Assessment
Ask the learners to name activities in the story in the sequence from beginning to the
end.
Take home assignment
1. Ask the learners to read the story in the Pupil’s Book and re-write it correctly.
Answers to the take home assignment
One day, Juma was going home from school. He found a small puppy in the middle of
the road. He took the puppy home and gave it food and water. He named the puppy
Bruno. Juma and Bruno became best friends.
54
Approved by KICD - 2018 Edition
Unit
2
Makosa the lazy boy
Specic learning outcomes
Strand 1.0
Listening and speaking
Strand 2.0
Reading
Strand 3.0
Writing
Sub-strand 1.2
Storytelling
By the end of the sub-
strand , the learner
should be able to:
a. use digital knowledge
to create stories,
b. acquire and
accurately use
appropriate words
and phrases from
stories,
c. develop an interest
in telling stories for
pleasure,
d. demonstrate
techniques of eective
storytelling.
Sub-strand 2.1 Reading
comprehension
By the end of the sub-
strand, the learner should
be able to:
a. read with accuracy,
uency, and
understanding,
b. read through texts
to make personal
judgments or opinions
on the subjects of the
text,
c. locate information in a
text,
d. use acquired words to
form sentences and
read them accurately
at an appropriate
speed,
e. develop an interest
in reading widely on
varied subjects.
Sub-strand 3.2 Spelling
instruction
By the end of the sub-strand,
the learner should be able to:
a. use a range of spelling
strategies to correct
misspelled words,
b. apply rules of spelling in
writing,
c. appreciate the
importance of accurate
spelling in texts.
55
Approved by KICD - 2018 Edition
Core competencies to be developed
1. Communication and collaboration
2. Critical thinking and problem solving
3. Digital literacy
Link to PCI’s
1. Life skills: Skills of knowing and living with others- eective communication.
2. Self ecacy.
3. Citizenship: Social cohesion.
Link to values
1. Respect
2. Love
3. Unity
4. Responsibility
Links to learning areas
All learning areas
Suggested non formal activity to support learning through application
1. Learners tell each other stories on valid themes.
2. Learners read to peers during free time.
3. Learners share and compare new learnt words with peers.
Suggested community service learning
1. Learners participate in cultural days where they get to listen and retell stories.
2. Learners participate in reading contests.
3. Learners engage older members of the community to conduct word studies of new
words and share with other learners in class.
Suggested learning resources
Digital tools e.g. computer, storybook, picture cards, audio stories, radios, props,
costumes, readers, newspapers, magazines, journals, ash cards , books, pencils, word
boards, various texts
56
Approved by KICD - 2018 Edition
Suggested assessment
1. Create a story
2. Question/answer, lling in blanks, cloze tests
3. Spelling tests (dictation)
Attention to special education needs
Support for multi-ability learning
• Encourage slow learners to
participate in discussions such
as the role-play and telling of
stories.
• Give fast learners extra activities
to avoid boredom and idling.
• Give both the slow and fast
learners equal chances to
participate in class activities. You
have the duty to ensure that they
accommodate one another and
learn to co-exist despite their
dierences.
Support for special needs learning
• For the visually impaired learners,
avail Braille, tactile pictures and for
those with sight diculties, provide
large print texts.
• For the learners with hearing
impairments make use of sign
language or avail a sign language
interpreter.
• Let the short-sighted learners sit at the
front of the class and the long-sighted
ones sit at the back.
• Allocate physically challenged learners
roles that they can handle such as
acting as the school head teacher or
the village elder. Give them enough
support and ensure other learners
do the same, for example, helping in
pushing of a wheelchair for a disabled
learner.
Lesson development
Week 6
Lesson 1: Talking about pictures
Specic learning outcome
By the end of the lesson, the learners should be able to use digital knowledge to create
stories.
57
Approved by KICD - 2018 Edition
Background information
This lesson should expose learners to adequate practice in story telling. It covers the
listening and speaking skill under Sub-strand 1.2(story telling).
is lesson will enhance life skills of knowing and living with other learners through
eective communication. erefore, ensure that every learner partakes in this class
activity to enhance collaboration and inclusion.
Learning resources
A collection of picture stories.
Introduction
Introduce the lesson by explaining to the learners what a picture story is. Use your own
sample as an illustration. Prompt the learners to predict the stories in the pictures.
Learning activities
1. Ask learners to study the pictures in the Pupils’ Book.
2. In pairs or small groups ask the learners to predict what the story is about. is will
ensure they acquire competence of critical thinking is developed.
3. Ask a few learners to explain to the class what is happening in the pictures.
4. Ask the learners to role-play the story they have just told.
Conclusion
Ask the learners to say the lesson they have learnt from the picture stories. is will
ensure that they acquire values of respect, responsibility, empathy and assertiveness.
Assessment
Ask the learners to write the picture stories down and share with their desk mates,
parents, care givers or peers.
Lesson 2: Listening to a story
Specic learning outcome
By the end of the lesson, the learners should listen to the story with understanding.
ey should acquire appropriate use of words and phrases as used in the story.
58
Approved by KICD - 2018 Edition
Background information
e lesson should ensure that learners are exposed to practise in the listening and
speaking skill under Sub-strand 1.2(Storytelling). You should also ensure the question
‘What does the story teach us’ is answered.
Learning resources
A chart with a picture story.
Introduction
Introduce the lesson by narrating the story of ‘Old man Puto’ to the learners and ask
them to take note of any new words as they listen.
Learning activities
1. Ask the learners to discuss the story in pairs and say what they have learnt from
the story.
2. Ask the learners to discuss the meaning of any new words as used in the passage.
3. Guide the pupils to retell the story you had narrated, in pairs. is will enhance
their communication and collaboration skills.
4. Encourage participation of all learners. As they share the moral lessons they have
learnt from the story they are able to develop critical thinking abilities. e learners
also gain values such as assertiveness and respect for others’ ideas.
Conclusion
Guide the learners on how to use facial expressions, voice variation and body language
as they retell the story. Explain to the learners that such non-verbal cues enhance
communication.
Assessment
Guide the learners to use phrases used in story telling e.g. Once upon a time, Long,
long ago. Ask them to retell stories they have heard before to their friends and family
members. Parents or care givers tell them stories related to what they have learnt in
school.
Lesson 3: Creating a picture story
Specic learning outcome
By the end of the lesson, the learners should be able to use digital knowledge to create
stories.
59
Approved by KICD - 2018 Edition
Background information
e lesson should expose learners to opportunities to observe pictures and create a
story from the pictures under sub-strand 1.2 (story telling). Give the learners enough
time to observe the pictures and come up with a story.
Learning resources
A picture story, picture cards
Introduction
Introduce the lesson by asking learners to study the picture story in lesson 1 to get the
main idea of the story.
Learning activities
1. Ask the learners to think of an exciting activity they have engaged in at home or
school.
2. In pairs, ask the learners to share their experiences.
3. Ask the learners to draw pictures creating a story of the activity individually.
Advise them to use different colours. They can display the pictures on the
classroom wall.
4. Ask the learners to retell the story they have created in pairs.
5. Ensure all learners participate in the activity. This enhances collaboration
and communication skills as the learners work together and tell their stories
respectively. This also enhances values such as respect and assertiveness.
Conclusion
While working in groups, ask the learners to exchange the books and check whether
the pictures can match the story. e learners can vote for the best picture story which
can be placed on the notice board or the school magazine.
Assessment
Ask learners to create a picture story of an activity they engaged in during the school
holiday. Parents or care givers to assist back at home.
Lesson 4: Planning a story
Specic learning outcome:
By the end of the lesson, learners should demonstrate techniques of eective storytelling.
60
Approved by KICD - 2018 Edition
Background information
e lesson will help learners to practise the listening and speaking skill especially those
under sub- strand 1.2 (story telling). Ensure that the learners are audible.
Learning resources
A chart with a picture story.
Introduction
Introduce the lesson by asking learners to use the picture story from the previous
lesson to ll in the gaps in their books.
Learning activities
1. Guide the learners to write down the story according to the plan they have made.
2. Remind learners to use different techniques of storytelling e.g. Use of phrases like
once upon a time, long time ago e.t.c
3. Ask a few volunteers to read the stories they have written to the class.
4. Ask the learners to vote for the best story.
Conclusion
Ask a volunteer to read the best story to the class.
Assessment
Give learners an assignment on planning a story of their choice, given by their parents
or caregivers in relation to the lesson taught.
Lesson 5: Dramatisation
Specic learning outcome
By the end of the lesson, the learners should demonstrate techniques of eective story
telling through dramatisation.
Background information
e lesson should enhance speaking and listening skills under sub-strand 1.2
(storytelling). Prepare the learners by asking them to collect the necessary costumes
and props required for dramatisation. Make sure that techniques of storytelling are
eectively applied while dramatising.
61
Approved by KICD - 2018 Edition
Learning resources
Costumes, props, audio stories.
Introduction
Introduce the lesson by demonstrating to the learners how to dramatise a story. Let
the learners dramatise the dierent roles and advise them to make use of storytelling
techniques learnt previously.
Learning activities
1. Ask learners to take roles in the story they created in the picture story.
2. Guide the learners on what costumes and props to use.
3. Guide them on the correct use of tone, pitch, tempo and body language.
4. Ask the learners to dramatise the story in pairs and as a group. Ensure the techniques
of storytelling are applied.
5. Encourage participation of all learners. This ensures there is inclusion of all
learners with different abilities. As the learners work together, collaboration
skills and values such as respect for each other, assertiveness and self esteem
are developed.
6. As an assignment, ask the learners to use tablets and phones to create stories and
share them with friends and family. This will develop their digital literacy.
Conclusion
Ask learners to change roles. Prompt them to discuss what they have learnt from the
stories they have been dramatising. Let a few learners share the lessons they have
discussed in their groups with the class.
Assessment
1. Ask the learners to listen to and retell as many stories as possible from people at
home, radio, t.v. or audio tapes, parents or care givers, elders and grandparents.
2. Ask learners to create a very interesting story. Let them record themselves as they
tell it. Ask them to share the recorded story with their friends and relatives.
62
Approved by KICD - 2018 Edition
Week 7
Lesson 1: Silent reading
Specic learning outcome:
By the end of the lesson, the learners should be able to silently read a given passage.
Background information
e lesson should expose learners to a lot of practise in reading under sub-strand
2.1(reading comprehension). Ensure learners are able to understand what they are
reading on their own by prompting them with oral questions.
Learning resources
Story books
Introduction
Introduce the lesson by asking learners to take note of new words and guess their
meaning as used in the story.
Learning activities
1. Ask the learners to look at the pictures on their books and make predictions on
what the story is about.
2. Tell the learners to conrm their predictions in pairs.
3. Instruct the learners to read the story silently.
4. In groups, ask the learners to discuss the story and lessons they have learnt from
the story.
5. Ask the learners to write the new words they have learnt from the passage and their
meanings.
6. Encourage the learners to read with understanding as this will provoke their
critical thinking and problem solving skills.
Conclusion
Ask a few volunteers to share with the class the lessons they have discussed in their
groups.
63
Approved by KICD - 2018 Edition
Assessment
Ask the learners to read a story book and write down the new words.
Lesson 2: Answering comprehension questions
Specic learning outcome
By the end of the lesson, the learners should be able to locate information from print
sources.
Background information
e lesson will expose learners to techniques of answering comprehension questions.
Under sub-strand 2.1 (reading comprehension). is will enhance their reading skills
as they read the story several times for a better understanding.
Learning resources
Reading materials
Introduction
Introduce the lesson by asking learners to read the story ‘Makosa e Lazy Boy’ once
more. Ask those who do not understand the story to read it again.
Learning activities
1. Ask the learners to read the story ‘Makosa the Lazy Boy’ silently again and
answer the questions in the Pupil’s Book. This will enable the learners to locate
information from print.
2. Supervise as you go round marking their answers.
3. In groups, ask the learners to discuss the questions.
4. Discuss the questions with the learners.
5. Ensure participation of all learners. This ensures there is inclusion of all learners
as they learn to respect each other’s ideas as they work in groups. Collaboration
skills are developed in the process.
Possible answers
1. Makosa
2. On top of a small hill
3. Maize , beans and potatoes
4. No. sometimes he went to play.
64
Approved by KICD - 2018 Edition
5. Because Makosa did not go to school as expected and he also disrespected Mzee
Odongo.
6. Five
7. Because of missing school without permission and being disobedient.
8. Be lazy anymore.
9. Onyango
Conclusion
Ask learners to do corrections on their books.
Assessment
Ask learners to read a story book.
Lesson 3: Giving opinions from a story
Specic learning outcome
By the end of the lesson, the learners should be able to identify the main idea from the
passage.
Background information
e lesson should help the learners to be able to identify the main idea in the story
under sub-strand 2.1 (reading comprehension). is will ensure that learners are able
to learn lessons from the stories given. Emphasise on the values brought out in the
story.
Learning resources
Story book
Books
Introduction
Introduce the lesson by asking learners to re-tell the story they had read in the
previous lesson to their deskmate
Learning activities
1. Ask the learners to read the story on ‘Makosa the Lazy Boy’ silently.
65
Approved by KICD - 2018 Edition
2. Ask the learners to do the questions on the passage in the Pupil’s Book. You can
do the rst example with them.
3. In groups ask the learners to discuss what they think about Makosa’s behaviour.
4. Ensure participation of all learners. This will enhance their communication and
collaboration skills. As the learners discuss the lessons learnt from the story
values such as responsibility and respect will be acquired.
Possible responses
1. Makosa the boy who did not like going to school
2. Disrespectfully/rudely.
3. No, he was angry with Makosa.
4. Politely/with respect.
5. Shouting at Mzee Dongo, failing to go to school.
6. No. It is not good.
7. at we should have respect, we should not pretend to be sick, and we should not
fail to go to school.
Conclusion
Discuss the questions with the learners and ask them to do corrections.
Assessment
Ask the learners to read a story and write down the lesson they have learnt from the
story they have read. Parents or care givers assist in reading and telling them lesson
learn from the story.
Lesson 4: Library reading
Specic learning outcome
By the end of the lesson, the learners should be able to read supplementary books with
understanding.
Background information
is lesson intends to enhance the learners reading skills under sub –strand 2.1
(Reading comprehension). Ask the learners to read as many story books as possible.
Introduction
Introduce the lesson by guiding the learners on the choice of story books to read. Ask
66
Approved by KICD - 2018 Edition
the learners to take note of new words and their meanings as used in the story. e
learners should also write down the lessons as they read.
Learning activities
1. Guide the learners to share in groups what they have read.
2. Let the learners share their opinions on what they have read.
3. Ask the learners to ll in the table in the Pupil’s Book.
4. As the learners discuss the story in groups. is way their communication and
collaboration skills are developed. Ensure participation of all learners.
Conclusion
In groups, ask learners to share what they have lled in their books. Ask them to share
the moral lessons they have learnt. is will help in instilling values.
Assessment
Ask learners to read more stories and share the moral lessons with their friends, family
members back at home and their peers in neighbourhood.
Lesson 5: Using puppets
Specic learning outcome
By the end of the lesson, learners should be able to develop interest in reading for
pleasure.
Background information
e lesson intends to encourage learners to develop a habit of reading for pleasure.
Under sub-strand 2.1 (reading comprehension). Dramatisation can be incorporated
to make the lesson interesting. Ask them to re-read the stories before so as to prepare
the costumes. ey should bring the costumes with them to class. Help the learners in
selecting a scene. is will encourage learners to read more stories for pleasure.
Learning resources
Costumes, props and video
Introduction
67
Approved by KICD - 2018 Edition
As a way of introducing the lesson, organise the learners into groups, show them a
video on puppets. Ask them to share what they saw from the video clip.
Learning activities
1. Assist the learners in setting up the stage they will use in dramatisation.
2. Show the learners how to operate the nger puppets.
3. Ask the learners to dramatise a scene from the story they had selected before.
4. Supervise and assist where the learners encounters challenges. Take care of all the
learners.
5. Ensure participation of all the learners. is ensures that there is inclusion of all
learners and their collaboration and communication skills are developed.
Conclusion
Ask the learners to vote for the group with the best presentation. is is to encourage
them to appreciate reading for pleasure.
Assessment
Ask learners to read more books and magazines and share what they read with their
friends, parents, care givers and peer.
Week 8
Lesson 1: Recognising sound patterns
Specic learning outcome
By the end of the lesson, learners should be able to identify dierent word patterns.
Background information
In this lesson the learners are expected to practise the skill of writing under sub –
strand 3.2(Spelling instruction). Expose the learners to a numbers of words and ask
them to study them. ey should be able to identify the dierent word patterns taking
note of the dierences and similarities in each.
Learning resources
Flash cards
68
Approved by KICD - 2018 Edition
Introduction
Introduce the lesson by showing the learners ash cards with sound /ee/ and /ea/. Ask
the learners to read the words and check on the spelling. e.g. meat, beat, mean, meal,
heel, beak, peak, peal, beam, tree, knee, free, three, bee and spree.
Learning activities
1. Dictate the same words to the learners.
2. Ask the learners to identify what is common in the words given.
3. In pairs, guide the learners in sorting out the words.
4. Ensure participation of all learners. This will enable the learners to develop critical
thinking and problem solving skills.
Expected answers
Meat
Beat
Mean
Meal
Beak
Peak
Peal
Peal
Beam
Tree
Knee
Free
Three
Bee
Spree
Conclusion
Discuss with the learners their ndings. Vote for the neatest work. is is to also
encourage the learners to do their work using a neat handwriting.
Assessment
Give the learners other relevant word patterns as an assignment to be assisted back at
home.
Lesson 2: Identifying similar sound patterns.
Specic learning outcome
By the end of the lesson, the learner should be able to use a range of spelling strategies
to correct misspelled words.
69
Approved by KICD - 2018 Edition
Background information
e lesson will help the learners to practise identifying and writing words with similar
sound patterns under sub-strand 3.2 (spelling instruction).
Learning resources
Books
Flash cards
Introduction
Introduce the lesson by asking the learners to say words with similar sounds that they
learnt from the previous lesson.
Learning activities
1. Guide the learners in reciting the poem.
2. In pairs, ask the learners to study the poem and write down words with the same
sound pattern.
3. Ask the learners to give three other words with a similar sound pattern.
4. Ensure participation of all learners. is will enhance inclusion of all learners with
dierent abilities. As the learners recite the poem their communication skills are
developed.
Conclusion
In pairs, ask the learners to give more relevant examples. Discuss the poem with the
learners and nd out whether they are able to identify similar sounds. Explain to the
learners that the words with similar sounds are known as rhyming words.
Assessment
Take home assignment.
Activity 1
Ask the learners to sing the rhyme on the Pupil’s Book.
Activity 2
1. Ask the learners what they have noted about the sounds in the rhyme.
2. Ask the learners to identify and write down the rhyming words.
3. Ask learners to give more example of rhyming words.
70
Approved by KICD - 2018 Edition
Lesson 3: Sorting of words according to sound patterns
Specic learning outcome
By the end of the lesson, learners should be able to apply the rules of spelling in writing.
Background information
In this lesson the learners are expected to apply the rules of spelling in writing the
words given. Expose the learners to as many words as possible.
Learning resources
A chart with word patterns
Introduction
Introduce the lesson by asking learners to compete in spelling words within their
environment. Time them as they spell these words. Give more spelling games to the
learners and ensure that the words are spelt correctly.
Learning activities
1. Ask the learners to study the words and read them aloud.
2. Ask the learners to sort the words according to their sound patterns as given on the
table below.
3. Ask learners to exchange the books and correct each other mistakes.
Answers
Been
Bee
Knee
Free
Seen
Glee
Read
Clean
Weak
Mean
Lean
Pet
Bet
Led
Hen
Peg
Ye t
Beg
Ten
Conclusion
Ask learners to write ve sentences using these words. Insist on good handwriting and
the use of punctuation marks correctly.
71
Approved by KICD - 2018 Edition
Assessment
Ask the learners to sort the words according to their sound patterns as given in the
examples on the table.
Lesson 4: Spellings
Specic learning outcome:
By the end of the lesson, learners should be able to use a range of spelling strategies to
correct misspelled words.
Background information
In this lesson learners should spell words correctly in written work under sub-strand
3.2(spelling instruction). e learners should also correct spelling mistakes in written
work.
Learning resources
Word cut outs, scrambled letters
Introduction
Introduce the lesson by prompting the learners to play spelling games like making
words from letter cut outs. You can also dictate to the learners a few words.
Learning activities
1. Give the learners a range of jumbled words and ask them to write them correctly.
2. Ask the learners to spell the given words correctly.
3. Ensure participation of all learners. This will enhance inclusion. As the learners
write the jumbled words correctly they enhance their critical thinking and problem
solving skills.
Conclusion
Ask the learners to arrange jumbled words in alphabetical order.
Assessment
Ask the learners to form words related to colour as shown in the example . Hint to the
learners the word blue. Insist on the use of good handwriting.
72
Approved by KICD - 2018 Edition
Lesson 5: Writing about myself
Specic learning outcome
By the end of the lesson, the learners should appreciate the importance of accurate
spelling in texts.
Back ground information
In this lesson learners should know the importance of writing texts in a very good
handwriting under sub-strand 3.1 (Handwriting). ey should also learn the
importance of going through their work to correct spelling mistakes.
Learning resources
A sample composition
Introduction
Introduce the lesson by explaining to the learners the importance of going through
their work aer writing.
Learning Activities
1. Read the sample composition to the learners.
2. Ask the learners to write a paragraph about their pets.
3. Ask two volunteers to read their paragraphs to the rest of the class.
4. Ensure participation of all learners, this will enhance inclusion.
Conclusion
Ask the learners to go through their work ensuring they have corrected all the spelling
mistakes. e learner should also ensure that punctuation marks are well used. Vote
for the neatest and well punctuated work.
Assessment
Tell the learners to write a composition about their best friend. Ask them to ensure that
they have corrected all the mistakes. Encourage the learners to use a good handwriting.
Take home assignment.
1. Ask learners to write a composition about themselves, let parents care givers assist.
2. Ask them to write using a good handwriting and to use punctuation marks
correctly.
73
Approved by KICD - 2018 Edition
Week 9
Unit
3
The fox without a tail
Specic learning outcomes
Strand 1.0
Listening and speaking
Strand 2.0
Reading
Strand 3.0
Writing
Sub-strand 1.3 Eective
communication(sharing
experiences)
By the end of the sub-
strand, the learner should
be able to:
a. use compound and
complex sentences to
link thoughts,
b. listen and use talk to
organize and clarify
thoughts and ideas,
c. eectively communicate
needs and feelings in a
variety of ways,
d. listen to concerns and
opinions of others and
present them in an
appropriate forum,
e. demonstrate willingness
to interact with others,
f. appreciate the
importance of sharing
one another’s feelings.
Sub- strand
2.2 Reading
comprehension.
By the end of the sub-
strand, the learner
should be able to:
a. read with accuracy,
uency, and
understanding,
b. read through texts
to make personal
judgments or
opinions on the
subjects of the texts,
c. locate information
in a text,
d. use acquired words
to form sentences
and read them
accurately at an
appropriate speed,
e. develop an interest
in reading widely on
varied subjects.
Sub-strand 3.3
Handwriting
By the end of the sub-
strand, the learner should
be able to:
a. use capital letters
correctly,
b. use appropriate
spacing between
words,
c. use legible and
neat handwriting
to communicate
eectively,
d. appreciate the
importance of linking
words in paragraph
development.
74
Approved by KICD - 2018 Edition
Core competencies to be developed
1. Communication and collaboration.
2. Critical thinking and problem solving
3. Learning to learn
Link to PCIs
1. Life skills: Skills of knowing and living with others- eective communication.
2. Life skills: Skills of knowing and living with oneself- self-ecacy.
Link to values
1. Respect
2. Responsibility
Links to other learning areas
All learning areas.
Suggested non-formal activity to support learning through application
1. Learners participate in informal discussion with peers in and out of class.
2. Learners read to peers during free time.
3. Learners share individual written work with peers.
Suggested community service learning
1. Learners attend barazas as they get information to share with their peers in the
community (age appropriate topics).
2. Learners participate in reading contests in worship places, prize giving days.
3. Learners partner with other children in the community to write and draw educative
posters for sharing with others.
Suggested resources
Audio recording machines, manila charts, various texts, newspapers, magazines,
papers, pencils, sentence strips, sentence charts, story books.
Suggested assessment:
1. Learners are asked to brainstorm on a topic of interest and share information
learned in class.
2. Question/ answer, lling in blanks, cloze tests
3. Learners to link sentences using linking words
75
Approved by KICD - 2018 Edition
Attention to special education needs
Support for multi-ability learning
• Encourage slow learners to
participate in discussions such
as the role-play and telling of
stories.
• Give fast learners extra activities
to avoid boredom and idling.
• Give both the slow and fast
learners equal chances to
participate in class activities.
You have the duty to ensure that
they accommodate one another
and learn to co-exist despite
their differences.
Support for special needs learning
• For the visually impaired learners,
avail Braille, tactile pictures and for
those with sight difculties, provide
large print texts.
• For the learners with hearing
impairments make use of sign
language or avail a sign language
interpreter.
• Let the short-sighted learners sit at the
front of the class and the long-sighted
ones sit at the back.
• Allocate physically challenged
learners roles that they can handle such
as acting as the school head teacher or
the village elder. Give them enough
support and ensure other learners do
the same, for example, helping in
pushing of a wheelchair for a disabled
learner.
Lesson development
Lesson 1: Talking about a community dance
Specic learning outcome
By the end of the lesson, the learner should be able to use compound and complex
sentences to link thoughts
Background information
is lesson helps the learner to practise listening and speaking skills under Sub-strand
1.3 Eective communication (sharing experiences). e teacher should assist the
learners to construct compound and complex sentences to express themselves. Let
them also identify compound and complex sentences in written texts.
76
Approved by KICD - 2018 Edition
Suggested resources
A picture of family members working on a farm, a picture of a guitar, maize grains or
any other grains, audio recording machines.
Introduction
Introduce the lesson by asking the learners to state, individually, what they can see in
the pictures in the Pupil’s Book.
Learning activities
1. Organise the learners into groups and let them discuss what they can see happening
in each picture. is will enhance eective communication as they participate in
group discussions.
2. Move round the class and ensure that every learner is participating in the group
discussion. e learners will develop the skills of knowing and living with others.
3. Tell the learners to sit facing you and listen as you read the story ‘e harvest
dance’.
4. Read the story at an appropriate speed. Take note of the punctuation marks to
bring out the tone and the mood of the story.
5. Repeat the reading if necessary.
6. Ask the learners to discuss, in pairs, the questions given in their book then write
the answers individually. is will support learning through application where
learners participate in informal discussion with peers in and out of class.
7. Correct the pupils’ work.
Answers to Activity 2
1. e harvest 2. Harvest season 3. Village square
4. Sindo 5. Girls and boys
Conclusion
Briey discuss the written work then ask the learners to correct what they have got
wrong.
Assessment
Write ve sentences about what your family members do at home with the assistance
of the parents or care givers in order to give correct information.
77
Approved by KICD - 2018 Edition
Lesson 2: Talking about activities on the farm
Specic learning outcome
By the end of the lesson, the learner should be able to listen and use talk to organize
and clarify thoughts and ideas.
Background information
e learners are exposed to the use of linking words in forming sentences. Ensure that
the learners understand what linking words are. ey might have learnt them in the
previous grades. is lesson is meant to enhance listening and speaking skills under
Sub-strand 1.3 Eective communication (sharing experiences). e teacher should
ensure that there is an integration of reading and writing in the lesson.
Learning resources
A chart of people working on the farm, Pictures of farm tools, a picture of maize cob
or maize plant, video.
Introduction
Begin the lesson by showing learners a video clip about people working in the farm.
Encourage them to describe the scene and the people using simple adjectives like big,
small, white, green, wide.
Learning activities
1. Tell them that they are going to create a story using the video clip. Help them to
develop a story.
2. Ask them to sit in pairs and develop a story using the rest of the pictures in their
own words. is activity will help the learners develop skills of knowing and
living with others through eective communication.
3. Allow a few of them to retell their stories to the class. e learner will be able
to develop the skill of knowing and living with oneself-self-ecacy and self
esteem.
4. Explain to the learners what linking words are. Examples of linking words are: but,
because, therefore, and, however, when, nevertheless, yet, or, apart from, aer
that, besides, if, unless, since, etc.
5. Assist the learners to identify the linking words they used in their stories.
6. Write the words on the chalkboard.
7. Ask a few of them to construct oral sentences using some of the words.
8. Let them write a paragraph on the pictures using linking words.
78
Approved by KICD - 2018 Edition
Conclusion
Let the learners mention some linking words they have learnt. Ensure that learners can
use them in sentences well.
Assessment
1. Write some sentences with linking words on the chalkboard and ask the learners
to identify them.
2. Give them the take home assignment where parents or care givers will assist them.
Discuss the work in the next lesson.
Answers to the assignment
1. besides 2. because 3. yet 4. when 5. aer that 6. therefore 7. if
Lesson 3: Sharing experiences in the farm
Specic learning outcome
By the end of the lesson the learner should be able to:
1. eectively communicate needs and feelings in a variety of ways
2. use legible and neat handwriting to communicate eectively.
Background information
is lesson addresses listening and speaking in Sub-strand 1.3 Eective communi-
cation (sharing experiences) and writing under Sub-strand 3.3 Handwriting. Since
the learners had discussed the activities on the farm in lesson 2, encourage them to tell
their friends their own experiences on the farm. Let them write and read to the class
their compositions.
Learning resources
A chart of people working on the farm, audio recording machines, papers, pencils.
Introduction
Introduce the lesson by reviewing what was discussed in lesson 2 on activities on the
farm. You can tell them to look at the pictures again.
Learning activities
1. Ask the learners to sit in pairs and discuss briey what happens on a farm. Guide
them to discuss a variety of activities such as looking aer animals, cleaning
79
Approved by KICD - 2018 Edition
animals’ shed, planting crops, weeding and harvesting. is activity helps to
enhance Education for sustainable development in Animal welfare Education
where learners take care of animals in cleaning their shed, feeding, watering them.
It also helps the learners to participate in informal discussion with peers in and
out of class.
2. Display a chart of people working on a farm, show a video clip. is will promote
community service learning learners partner with other children in the community
to assist in planting owers, trees on tree planting day or any other activity.
3. Explain to the learners that they are going to write about their own experiences at
the farm.
4. Let them write their experiences on the farm individually under the topic: My
day at the farm. is will support learning through application: learners share
individual written work with peers.
Conclusion
Let one or two pupils read their stories to the whole class. You can select the best
composition and pin on the class notice board.
Assessment
Draw ve farm tools and state how they are used for in the farm.
Lesson 4: Child labour
Specic Learning Outcome:
By the end of the lesson, the learner should be able to:
1. listen to concerns and opinions of others and represent them in an appropriate
forum,
2. appreciate the importance of sharing one another’s feelings, good or bad.
Background information
is lesson aims at creating awareness on the child abuse through child labour.
However, it is imperative for the teacher to explain to the learners the importance of
work. Helping at home, on their farms or sweeping their classrooms cannot be termed
as child labour. Learners develop a sense of responsibility. e lesson covers listening
and speaking under Sub-strand 1.3 Eective communication (sharing experiences).
Integrate reading and writing in the lesson.
80
Approved by KICD - 2018 Edition
Learning resources
Pictures of dierent occupations.
Introduction
Introduce the lesson by asking the learners to name the kind of work they do at home
and school. Ask them to mention the work they consider hard.
Learning activities
1. Tell the learners to study the pictures carefully.
2. Ask them to sit in pairs or small groups and talk about what is happening in the
pictures. is enables the learners to develop the skills of eective communication.
3. Allow them to describe in detail the work the boy is doing and why.
4. Ask them to name the people they know who are doing that kind of work (if there
is any).
5. Let them discuss the dierence between the children in the second picture and the
boy in the rst picture.
6. Initiate a discussion on why young boys and girls engage in such kind of work.
Explain to the learners that such kind of work done by underage children is
called child labour. e learners will be able to participate in community
service learning, where they attend barazas, weddings, graduations as they get
information to share with their peers in the community.
7. Tell them that young boys and girls should be in school instead of doing such kind
of work. Explain to the learners the other forms of child labour.
8. Let them answer the questions in the Pupil’s book individually.
9. Accept any reasonable answer.
Possible answer for activity 1
1. Pushing a heavy cart
2. He has been asked to work
3. No, it’s too much for him
4. Advise him to go back to school
Conclusion
Ask the learners to state what they have learnt in this lesson.
Assessment
Prepare a poster on child labour.
81
Approved by KICD - 2018 Edition
Lesson 5: Reading at an appropriate speed
Specic Learning Outcomes
By the end of the lesson, the learner should be able to:
1. read with accuracy, uency and understanding
2. appreciate the importance of sharing one another’s feelings.
Background information
e main aim of this lesson is to assist the learners to develop the ability to read at an
appropriate speed and with understanding. e teacher should articulate the words
and punctuation marks well for the learners to imitate. is lesson covers reading
under Sub-strand 2.2 Reading comprehension.
Learning resources
Various texts, newspapers, magazines.
Introduction
Begin the lesson by discussing the meaning of a miser. Explain that a miser is someone
who does not like to spend his or her money. Tell them that you are going to read the
story as they listen, then they will read it in turns. ey should listen very carefully
because they will imitate as your are reading.
Learning activities
1. Read the story to the learners as they listen. Read at an appropriate speed paying
attention to the pronunciation of words, tone and the mood of the characters. Let
the use of punctuation marks come out clearly. is will help the learners develop
the skill of eective communication.
2. Read the story again if necessary for the slow learners and for those who have not
understood it.
3. Ask the learners to identify some words that are new to them. Write them on the
board and explain their meanings.
4. Let a few learners use the words to construct oral sentences.
5. Ask the learners to read the story in turns. e learners will develop communication
and collaboration by answering and generating questions from texts. ey will
also develop critical thinking and problem solving skills by sharing their opinion
on texts read.
82
Approved by KICD - 2018 Edition
6. Assist them to read at a good speed, taking note of the pronunciation, punctuation
marks, intonation and stress of words.
7. Ask the learners to re-read the story ‘e Miser’ in the pupil’s Book and answer the
questions in the Pupil’s Book.
Possible responses
1. He buried his money in a secret place in his garden.
2. ree: the miser, the thief and the man passing by.
3. e thief.
4. e miser loved his money.
5. He learnt to use his money to help himself and his family.
Take home assignment responses
1. (a) Sweets
(b) Fruits
(c) Juice
(d) Food
2. As brothers and sisters
Love one another
A sign of unity
Conclusion
Ask the learners to state what they have learnt from the story.
Assessment: In pairs or small groups, let the learners share experiences of people,
learners they know who are misers.
Week 10
Lesson 1: Reading
Specic learning outcome.
By the end of the lesson, the learner should be able to read with accuracy, uency, and
understanding.
83
Approved by KICD - 2018 Edition
Background information
is lesson aims at improving the accuracy, uency and understanding of the learners.
e lesson still covers reading under Sub-strand 2.2 Reading comprehension.
Ensure that the learners can read with understanding for them to be able to respond to
questions correctly. e moral lesson they need to learn from the story is respect for
self, others and other people’s property.
Learning resources
Drawings of foxes on a chart or sketches on the chalkboard.
Introduction
1. Introduce the lesson by asking the learners if they have ever seen a fox, either in a
picture, on television or a real one.
2. Ask the learners to study the picture in their book and discuss what they think the
story is all about.
Learning activities
1. Ensure that each child has a book to read.
2. Tell them that they are going to read the story ‘e Fox without a Tail’ silently.
3. Explain to them the good reading habits. For instance the learners should avoid
tracing words, moving their lips or heads (let them move their eyes only) and
bending their backs- they should sit upright, read from le to right.
4. Let them read individually and silently. Life skills developed here are the skills
of knowing and living with oneself-self-ecacy. e learners learn to accept
themselves the way they are. Let them understand that sometimes things happen
to us that make us feel dierent from others.
5. Assist those with reading problems.
6. Ask the learners to state whether the story matched their earlier prediction. is
will enhance their critical thinking and problem solving skills. Learners share
their opinion on text read.
Conclusion
Ask the learners to identify new words in the story and write them down in their
books.
Assessment
1. In pairs, let the learners work out the meanings of the words as used in the story.
84
Approved by KICD - 2018 Edition
Lesson 2: Retelling a story
By the end of the lesson, the learner should be able to:
1. read through texts to make personal judgments or opinions on the subjects of the
text,
2. develop an interest in reading widely on varied subjects.
Background information
is lesson will help the learners to develop skills of eective communication. By
retelling the story, the learners will appreciate the importance of sharing one another’s
feelings. e teacher should pay keen attention to the pronunciation of words and
the speed of speech. e lesson covers reading under Sub-strand 2.2 Reading
comprehension.
Learning resources: audio recording machines, manila charts.
Introduction
Introduce the lesson by asking the learners to state the new words they learnt from
the story. Tell them to look at the pictures again and state what is happening in the
pictures.
Learning activities
1. Ask the learners to make oral sentences using the new words they learnt from the
story.
2. Tell them that they are going to retell the story of The Fox Without a Tail in their
own words. The life skills developed here are the skills of knowing and living
with others – effective communication. The learners should appreciate the fact
that people are different and can never be the same.
3. In groups of three’s or four’s, let the learners retell the story. Group work enhances
the values of respect, responsibility and patience.
4. Encourage each member of the group to participate in the storytelling.
5. Appoint a few learners to retell the story to the whole class.
Conclusion
Ask the learners to state what they have learnt from the story.
85
Approved by KICD - 2018 Edition
Assessment
Ask the learners to go and read any other story which they will share in class in the
next lesson, they can do so with the help of parents or care givers.
Lesson 3: Answering comprehension questions
Specic learning outcomes
By the end of the lesson, the learner should be able to locate information in a text.
Background information
e learner is required to read a text, understand it and be able to respond to the
questions correctly. Ensure that the learners have understood the story well before
attempting the questions given. is lesson is under reading Sub-strand 2.2 Reading
comprehension.
Learning resources
text books, manila charts
Introduction
Begin the lesson by allowing a few learners to tell the stories they were given as
assignment in the previous lesson.
Learning activities
1. Ask them questions based on their stories.
2. Let the learners sit in pairs or groups and discuss the questions in the Pupil’s Book.
Learners develop skills of eective communication.
3. You can generate more questions from the story if need be.
4. Accept sensible responses.
5. Tell them to write the answers to the questions individually in their books. is
will enhance skills of knowing and living with one self-self-ecacy.
6. Check their work and correct wrong responses.
Possible answers
1. Beautiful and bushy
2. He kept away from other foxes.
3. To advise the other foxes to lose their tails.
86
Approved by KICD - 2018 Edition
4. e foxes were caught by dogs and hunted by men for their tails. ey could also
not run fast enough.
5. ey laughed loudly.
6. We should learn to accept ourselves the way we are.
Conclusion
Ask the learners to express their feelings about the story of e Fox Without a Tail.
Lesson 4: Vocabulary
Specic learning outcome
By the end of the lesson, the learner should be able to use acquired words to form
sentences and read them accurately at an appropriate speed.
Background information
e learner is expected to read a text, acquire new words and use them correctly in
sentences. e teacher should therefore assist the pupils to learn the meanings of the
new words. Help them to use the words in both oral and written sentences correctly.
is helps the learner to develop eective communication. is lesson covers writing
Sub-strand 3.3 Handwriting.
Learning resources
sentence strips, sentence charts.
Introduction
Show the learners a chart with words they encountered in the story e Fox Without
a Tail. ese words should be dierent from the ones they are going to use in activity
1. Ask them if they can remember the meanings of the words.
Learning activities
1. Show them the chart with the words. Tell the learners to read the words then
discuss their meanings person from their groups.
2. Tell them to construct written sentences using the following words:
(trap, dangerous, trouble, smiling, together).
87
Approved by KICD - 2018 Edition
3. e aim here is to enable learners acquire the skills of knowing and living with
others –eective communication. It also enhances community service learning
where learners participate in reading contests during parents day and prize giving.
4. Collect their books and mark the work.
Conclusion
Divide the class into two groups and let them compete in mentioning the words learnt
from the story.
Assessment
Tell the learners to read their sentences in an appropriate speed.
Lesson 5: Guided composition
Specic learning outcomes
By the end of the lesson, the learner should be able to:
1. use appropriate spacing between words,
2. use legible and neat handwriting to communicate effectively.
Background information
e lesson is aimed at assisting the learners to write creatively. It should also help the
learners to use capital letters and punctuation marks correctly. e teacher should
insist on good handwriting and proper spacing of words. e lesson covers writing
under Sub-strand 3.3 Handwriting.
Ensure that listening speaking and reading are integrated.
Learning resources
Sentence charts, story books.
Introduction
Begin the lesson by either reading an interesting paragraph from a story book, or
narrating a short story.
Learning activities
1. Tell the learners to read the broken passage carefully without answering.
2. Help them ll in a few spaces using the words given.
3. Let the learners complete the rest of the story with the words given in their book,
in pairs. e competence developed here is communication and collaboration:
88
Approved by KICD - 2018 Edition
learners develop the skills of eective communication.
4. Ask them to read their stories to the class. Correct where necessary.
5. Briey discuss with them how to write the composition on My Best Friend.
6. Let them write the story individually. By writing a composition, learners develop
the competence of learning to learn: they practice good handwriting.
Answers to the broken passage
1. is 2. his 3. driver 4. a 5. family 6. lived 7. because
8. from 9. bicycle 10. thanked 11. walking 12. and 13. well
Conclusion
You can read one of the compositions to the class.
Assessment
Possible responses
1. When I went home yesterday, I found my grandfather milking the cows.
2. ey served tea and cake to the homeless.
3. Nyaboke, Dakolo, Akruriot and Mwenda are going to school.
4. Matopeni Primary School won the trophy last term.
5. I went to the market last Friday.
6. For pupils to do well in exams, they need to work hard.
7. Nairobi and Mombasa are big cities in Kenya.
8. In our school we learn English. Mathematics, Kiswahili and Science.
9. River Tana ows into the Indian Ocean.
10. Maria and Aisha are great friends.
89
Approved by KICD - 2018 Edition
Term 2
Week 1
Unit
4
Wekesa and the stranger
Specic learning outcomes
Strand 1.0
Listening and speaking
Strand 2.0
Reading
Strand 3.0
Writing
Sub-strand 1.4 Talk about
By the end of the sub-
strand, the learner should
be able to:
a. identify messages
conveyed in thematic
story and engage in oral
discussions,
b. use appropriate
expressions to describe
people, situations and
events,
c. build on one’s ideas in a
conversation by linking
them to those given by
others,
d. develop an interest to
read stories and texts,
e. acquire and accurately
use appropriate words
and phrases from
stories.
Sub-strand
2.2 Reading
comprehension
By the end of the sub-
strand, the learner
should be able to:
a. read with accuracy,
uency and
understanding,
b. read through texts
to make personal
judgments or
opinions on the
subjects of the text,
c. locate information
in a text,
d. use acquired words
to form sentences
and read them
accurately at an
appropriate speed,
e. develop an interest
in reading widely
on varied subjects.
Sub-strand 3.4 Creative
writing
By the end of the lesson,
the learner should be able
to:
a. develop strategies for
writing creative texts,
b. experiment with
language choice in
imaginative writing,
c. compose simple texts
in written and digital
formats,
d. engage in writing
activity for a sustained
period,
e. demonstrate a sense
of ownership in the
written work,
f. use connecting words
appropriately and
eectively in writing,
e. develop an interest in
writing for pleasure.
90
Approved by KICD - 2018 Edition
Core competencies to be developed
1. Communication and collaboration.
2. Critical thinking and problem solving.
Links to PCIs
1. Life skills: Skills of knowing and living with others-eective communication.
2. Life skills: skills of knowing and living with oneself-self ecacy.
3. Citizenship: social cohesion.
Link to values
1. Respect
2. Responsibility
3. Unity
4. Empathy
Links to other learning areas
All learning areas
Suggested non-formal activity to support the learning
1. Learners retell stories to peers.
2. Learners read to peers during free time.
3. Learners write stories and share them with peers.
Suggested community service learning
1. Learners retell folklores from their community.
2. Learners participate in reading contests.
3. Learners listen to stories as a springboard to creative writing.
Suggested resources
Resource person, various texts, newspapers, magazines, books, pencils, newspaper
cuttings, costumes, props
Suggested assessment
1. Learners retell stories, question and answer, role play.
2. Question/answer, lling in blanks, cloze tests.
3. Provide a writing topic to learners as a basis to write short stories or texts.
91
Approved by KICD - 2018 Edition
Attention to special education needs
Support for multi-ability learning
• Encourage slow learners to
participate in discussions such as
the role-play and telling of stories.
• Give fast learners extra activities
to avoid boredom and idling.
• Give both the slow and fast
learners equal chances to
participate in class activities.
You have the duty to ensure that
they accommodate one another
and learn to co-exist despite their
differences.
Support for special needs learning
• For the visually impaired learners,
avail Braille, tactile pictures and for
those with sight difculties, provide
large print texts.
• For the learners with hearing
impairments make use of sign
language or avail a sign language
interpreter.
• Let the short-sighted learners sit at
the front of the class and the long-
sighted ones sit at the back.
• Allocate physically challenged
learners roles that they can handle
such as acting as the school head
teacher or the village elder. Give
them enough support and ensure
other learners do the same, for
example, helping in pushing of a
wheelchair for a disabled learner.
Lesson development
Lesson 1: Good manners when talking with others
Specic learning outcome
By the end of the lesson, the learner should be able to use appropriate expressions to
describe people, situations and events.
Background information
In this lesson, the learners will be learning about good mannerisms when engaging in
a conversation with people hence practising the listening and speaking skills. Under
sub-strand 1.4 identifying messages conveyed in thematic story and engage in oral
discussion. Encourage every learner to participate in the activities of this lesson to
achieve the purpose of the lesson
92
Approved by KICD - 2018 Edition
Suggested resources
Books
Introduction
Introduce the lesson by engaging the learners in a discussion on how the learners
talk to their age mates and senior people. Ask a few learners to share with the class a
conversation between the learner and their parents or other elderly relatives.
Learning activities
1. Ask the learners to study the pictures in the Pupil’s Book and suggest what is
happening in the pictures.
2. Organize the learners in groups and ask them to discuss the events in the pictures.
is discussion will develop the learner’s collaboration and communication
skills.
3. Ask the learners to write down their prediction on what is happening in Picture 1,
Picture 2 and the dierence between picture 1 and 2 in their exercise books.
4. Ask the learners, still in groups, to discuss how they should behave when talking
to someone and when someone is talking to them. As the learners practise the
importance of mannerisms in their conversation with people, value such as respec t
and unity will be cultivated.
5. Supervise the learners’ discussion to ensure that only one member of the group
speaks at a time so as to enforce the listening and speaking skills being taught in
this lesson as they practice turn taking.
6. Ask the learners to write down their conclusions on how they should behave when
talking to someone and when someone is talking to them.
Conclusion
Conclude the lesson by asking a member of each group to present the write-ups of
their group to the rest of the class.
Assessment
Ask the learners to write down ve mannerisms to be observed when talking to a
person and ve mannerisms to be observed when listening to a speaker both in school
and at home. Parents/care givers should assist them to do this.
93
Approved by KICD - 2018 Edition
Lesson 2: Role-playing a member of the family
Specic learning outcome
By the end of the lesson, the learner should be able to identify messages conveyed in
thematic story and engage in oral discussions.
Background information
is lesson helps the learner to practise listening and speaking skills under sub-strand
1.4 (use of appropriate expressions to describe people, situations and events). e
learners will be required to talk about their engagement with their family members
and imitate the actions and speech of a member of the family.
Suggested resources
Books
Introduction
Introduce the lesson by showing learners a video on members of the family:
a. How many are they in the family?
b. How many siblings do they have?
c. Who is the favourite member of their family? Why?
Learning activities
1. Ask the learners to watch the video keenly.
2. Ask the learners to answer oral questions from the video.
3. Ask the learners to tell the members of their groups about the things they talk
about with their families. is will develop the communication and collaboration
skills of the learners. Ensure participation of every learner, competence such as
citizenship since we have peace education.
4. As a class, engage the learners in a discussion on whether their family members
observe the rules of a conversation when talking. Allow volunteers to share their
answers with the class. is will enhance the unity and respect among of the
learners as they engage in class discussions.
Conclusion
Conclude the lesson by asking the learners to share the rules of a conversation. Select
volunteer learners to give their answers. You can pick on the silent learners to answer
the question to ensure inclusion of all the class members.
94
Approved by KICD - 2018 Edition
Assessment
Ask the learners to go home and share the rules of a conversation with the members of
their families, parents or care givers.
Lesson 3: Dramatising a village conversation
Specic learning outcome
By the end of the lesson, the learner should be able to build on one’s ideas in a
conversation by linking them to those given by others.
Background information
is lesson helps the learners to practice listening and speaking skill under sub-strand
1.4 on building on one’s ideas in a conversation by linking them to those given by
others. e learners will be required to be able to role-play conversations and also keep
the ow of a conversation by building on ideas given by others.
Learning resources
Books
Introduction
Introduce the learners to the lesson by showing a video of a forest, natural or man
made forest, ask them what they saw there. Let a few learners share their experiences,
ensuring gender balance and inclusion in selection of the learners who will share their
experiences.
Learning activities
1. Ask the learners to report what they have seen from the video.
2. Let the learners discuss what they have seen in a forest, natural or man made.
3. Ask three learners from each group to pick a character in the conversation and
read the character’s part in the Pupil’s Book.
4. If there are more than three members in each group, give a chance to the members
who have not read to pick roles and read the conversation again.
5. Select a group to go to the front of the class and act the scene at the river. is
interaction will boost citizenship through social cohesion as the learners act the
scene together.
95
Approved by KICD - 2018 Edition
Conclusion
Conclude the lesson by asking them about the importance of trees. is will be in
relation to the Environmental activities subject where the learners have been taught
about environmental conservation. It will also remind the learners on the value of
responsibility as you remind them to take care of the environment.
Assessment
Ask the learners to write down a conversation with three characters on how they will
plant trees to prevent the stream from drying up, based on the conversation between
Ketoo, Kemunto and Mueni at the stream. Attend a tree planting exercise where they
will plant various types of trees in the locality.
Lesson 4: Listening to and re-telling an audio story
Specic learning outcome
By the end of the lesson, the learner should be able to develop an interest to read
stories and texts.
Background information
is lesson helps the learner to practise listening and speaking under sub-strand 1.4
(acquiring and accurately use of appropriate words and phrases from stories)
is lesson is expected to develop the learner’s interest in reading stories on their own
so that they can share it with other learners during their free time or when they are
required to do so in class. Set up your audio device in a position that all the can hear
clearly from.
Learning resources
Radio/mobile phone/ any device with a pre-recorded story on it
Introduction
Introduce the lesson by asking the learners if they know any stories. Select one learner
to share a short story with the rest of the class.
Learning activities
1. Ask the learners to be silent so that every learner can hear the story playing.
2. Ask the learners to listen carefully, to the story. is will enable them to put to use,
the listening skills that they learnt in the previous lessons.
96
Approved by KICD - 2018 Edition
3. Ask the learners to write the answers on what the title of the story is and what it is
about.
4. Organise the learners in groups and let them re-tell the story in parts such that every
learner narrates a little part of the story to give a chance to each members of the
group to narrate the story. is will enhance the learners’ skills in communication
and collaboration. It will also ensure inclusion of all the class members despite of
their gender and physical state.
Conclusion
Conclude the lesson by telling the learners a short story.
Assessment
Ask the learners to re-tell the story you narrated to them to the members of their
families, parents, or care givers.
Lesson 5: Introducing a story
Specic learning outcome
By the end of the lesson, the learner should be able to acquire and accurately use
appropriate words and phrases from stories.
Background information
is lesson helps the learner to practise listening and speaking under sub-strand 1.4
(acquiring and accurately use of appropriate words and phrases from stories)
e learners will be introduced to aspects of story telling such as introduction phrases.
Read the story aloud so that all the learners can hear you clearly and be able to re-tell
the story and answer the questions that follow.
Learning resources
Story books
Introduction
Introduce the lesson by asking the learners if they know any phrases used in introducing
stories and where they learnt them from. Ask a few learners to share their answers.
Learning activities
1. Ask the learners to study the pictures in the Pupil’s Book in groups and say what
they see and what they think is happening.
97
Approved by KICD - 2018 Edition
2. Read the part of Mzee Abdi to the learners while they read the children’s response.
3. Read the story below to the learners. Use Mzee Abdi’s introductory phrase or any
other phrase used in introducing a story. e story will teach the learners the value
of empathy when the lion welcomes the tortoise in the story.
4. Ask the learners to orally answer the questions on the characters in the story,
how many they were and what they did. Sharing reading materials resources and
collaborating to perform follow-up tasks will improve the communication and
collaboration ability of the learners.
e Old Tortoise
Once upon a time, there lived an old tortoise. He was so old that his shell had started
cracking and falling o. is forced him to stay under a shade at all times. Aer
sometime, it became very dry because the rains had not fallen. e trees shed their
leaves and the water points dried up. ere was dry soil every where and a strong wind
kept blowing. e wind peeled the old tortoise’s shell little by little aer destroying his
house. e old tortoise was worried. He could no longer look for food or stay under
shades because all the trees had dried up. He began walking around looking for a place
to hide. He went to the Hyena’s house rst. e Hyena was a very close neighbour.
“Mr. Hyena let me stay in your house until this drought is over. I am old and the sun is
too hot” the tortoise said.
“Oh Mr. Tortoise, I have two children already, I have no room for you,” the Hyena said,
laughing.
e Tortoise walked away, sad and hungry. He went to Mr. Hare’s house.
He knocked and knocked and knocked but the hare did not open. e hare had seen
the tortoise coming and had run to lock the door. e Tortoise walked away. He was
beginning to feel very thirsty and he feared that he would collapse before he found a
place to stay for the night. en the tortoise remembered his old friend Mr. Lion. Lion
and Tortoise had been friends for so long but aer the drought struck the forest, they
did not visit each other. e distance between their houses was so long and the sun was
so hot that they could not cover the distance.
“I will go to the Lion’s den,” the Tortoise thought and he walked on towards the direction
of the Lion’s house.
Aer walking for an hour, the Tortoise got to the Lion’s door. It had been so long since
he last saw his friend and he was very eager to see him. He knocked with excitement
until he heard a feeble voice say, “Come in, the door is open”. It was the Lion. He was
very sick and could not even walk. He could not look for food and had gone hungry for
several days.
98
Approved by KICD - 2018 Edition
“ank you for coming to see me my friend” the Lion said, feeling a little stronger. e
Tortoise cooked some food that the Lion had stored up before he fell ill and they both
ate. ey talked far into the night and just before they went to bed, they heard the
thunder roar. e wind blew hard and they knew that the drought was over. ey went
to bed happy.
5. Guide the learners to re-tell the story in groups. Ask them to use the various
statements used in introducing stories that they know.
Conclusion
Conclude the lesson by asking the learners to discuss the lessons they learned from the
story, which character they liked the most and why.
Assessment
Ask the learners to go home and ask their parents or care givers to tell them a story.
Alternatively, they can read a story of their choice and narrate it to their friends during
their free time.
Week 2
Lesson development
Lesson 1: Reading
Specic learning outcome
By the end of the lesson, the learner should be able to read with accuracy, uency and
understanding.
Background information
is lesson helps the learners to practise reading under sub-strand 2.2 (read with
accuracy, uency and understanding)
e learner’s reading uency, understanding, speed and accuracy will be tested in this
lesson.
Learning resources
Books
99
Approved by KICD - 2018 Edition
Introduction
Introduce the lesson by asking the learners how fast they think they can read. Let a
few learners share their time estimates with the rest of the class and if they have ever
timed themselves, how oen they read stories and how fast they can complete a book
or a story.
Learning activities
1. Before the learners start reading the story, ask them to study the picture in the
story in the Pupil’s Book and ask them to discuss what they think is happening and
what the story could be about.
2. Ask the learners to silently read the story. e story will teach the learners the value
of responsibility as they learn to be careful in their engagements with strangers.
3. In pairs, ask the learners to read the story while timing each other and record the
time taken by each member of the pair to read the story.
4. Ask every learner to say how long it took them to read the story and declare the
learner who took the shortest time reading the story, ‘Wekesa and the stranger’
to and the s the class. e sharing of reading resources will enhance the learners’
collaboration ability.
5. e reading contest will enable the learners to desire to read more in order to
improve on their reading speed with uency, accuracy and understanding.
Challenge them to beat the Reading Champion in the next contest.
Conclusion
Conclude the lesson by asking the learners the lessons they have picked from the story
and how they can apply it in their daily lives.
Assessment
Ask the learners to read a story of their choice from a magazine or a newspaper and
write down the new words they nd and the meanings of those new words as used in
the story. is they will do in and out of school.
Lesson 2: Vocabulary building
Specic learning outcome
By the end of the lesson, the learner should be able to use acquired words to form
sentences and read them accurately at an appropriate speed.
100
Approved by KICD - 2018 Edition
Background information
is lesson helps the learner to practise reading under sub-strand 2.2 (Reading
comprehension)
e learners will be put to test on their acquisition and use of new words from the stories
they have read in class and independently during their free time or as an assignment.
Learning resources
Books
Introduction
Introduce the lesson by asking the learners to share the new words from the assignment
in lesson 1, in groups.
Ask the learners if there is any word that they totally found dicult and ask other
learners in the class to try and guess the meanings. If the learners nd it really
challenging, give them the meaning of the words and use it in a sentence form as an
example, then ask them to write two dierent sentences using the words.
Learning activities
1. Ask the learners to read the story on Wekesa and the stranger and write down any
new words they encounter.
2. Ask the learners to get the meanings of the new words as used in the story. is will
enhance the learners’ critical thinking and problem solving ability as they try to
nd the meanings of the new words.
3. In case of a word whose meaning all the learners nd dicult to identify, give
them the meaning of the word and use it in a sentence so that the learners can
understand it better.
4. Ask the learners to construct sentences using the new words.
5. Select a few learners to read their sentences to the rest of the class.
6. Ask the learners to create a personal dictionary of all the new words they encounter
in all their readings and write down the meanings of all the words.
Conclusion
Conclude the lesson by asking the learners to keep practising writing sentences and
passages using the new words from their personal dictionary.
Assessment
Ask the learners to write a paragraph on an encounter with a stranger and make use of
101
Approved by KICD - 2018 Edition
the new words in the paragraph. ey can then share their write-ups with their friends,
parents, peers or care givers.
Lesson 3: Locating information in a text
Specic learning outcome
By the end of the lesson, the learner should be able to locate information in a text.
Background information
is lesson helps the learner to practise reading under sub-strand 2.2 (Reading
comprehension)
is lesson will test the learners’ ability to read a text with understanding and be able
to locate information in the text when answering the questions.
Learning resources
Books
Introduction
Introduce the lesson by asking the learners if they have ever disobeyed their parents,
teachers or any elderly person, what they did and what consequence they faced. Select
three learners, a boy, a girl and one usually silent learner to share their experience.
Learning activities
1. Ask the learners to study the picture in the story before reading the story.
2. Briey, ask the learners to discuss with their partner, what they think the story is
going to be about.
3. Ask the learners to silently read the story.
4. Let the learners answer the oral questions as a class. Give equal opportunity to
all the learners, picking on those learners living with disabilities to answer the
questions alongside the rest of the class members while also ensuring gender
inclusion in this activity. is activity will enhance the learners’ communication
and collaboration skills as they answer questions from the text read.
5. is lesson will also enhance the learners’ knowledge of obedience and respect
taught in other learning areas such as Religious Activities. Ask the learners if
they have been taught about the importance of obedience in this subject so that
they can make the connection between the two subjects.
102
Approved by KICD - 2018 Edition
Conclusion
Conclude the lesson by asking the learners to share any other lesson they have learned
from the story.
Assessment
Ask the learners to read a story of their choice, generate questions from the story and
write the answers to the story.
Lesson 4: Making personal judgements and opinion
Specic learning outcome
By the end of the lesson, the learner should be able to read through texts to make
personal judgements or opinions on the subjects of the text.
Background information
is lesson helps the learner to practise reading under sub-strand 2.2 (Reading
comprehension) reading through texts to make personal judgements or opinions on
the subjects of the text.
is lesson will test the learner’s ability to think critically and form opinions from the
story they have read. ey will be able to apply this in several other aspects of their
lives.
Learning resources
Various texts
Introduction
Introduce the lesson by asking the learners to share their assignment answers. Ask
them to begin by giving a synopsis of the story before reading the questions they
generated and their answers. Ask the learners to share in pairs during their free time.
Learning activities
1. Ask the learners to re-read the story on Rumi and the Magic Tree.
2. Organise the learners in groups and ask them to discuss the questions in the Pupil’s
Book and write down their answers in their exercise books. is will enhance the
learner’s critical thinking and problem solving skills as they engage each other in
how they would handle tough situations.
3. Pick a learner from each group to read their answers to the rest of the class.
103
Approved by KICD - 2018 Edition
Conclusion
Conclude the lesson by talking to the learners on why obedience and respect for elders
is important.
Assessment
Ask the learners to read a story of their choice, identify the conict of the characters
and write down how they would react if they were the characters in the story. Ask the
learners to share this during their free time, in and out of school with peers, parents
or care givers.
Lesson 5: Dramatisation
Specic learning outcome
By the end of the lesson, the learner should be able to, develop an interest in reading
widely on varied subjects.
Background information
is lesson helps the learner to practise reading under sub-strand 2.2 (Reading
comprehension).
In this lesson, the learner’s will dramatise the story of Rumi and the Magic Tree. Prepare
the learners and the venue where they are going to do the dramatisation. If they are
going to set up props and wear costumes, help them out with dressing up and setting
up the stage or moving the chairs or desks if you will use the classroom for this activity.
Learning resources
Costumes, props
Introduction
Introduce the lesson by asking the learners to read through the story on Rumi and the
Magic Tree and ask the learners to take role for the characters who will dramatise the
story. Let it be voluntary.
Learning activities
1. Give a brief training to the learners chosen to act and help them with practising
their role.
104
Approved by KICD - 2018 Edition
2. Ask the rest of the learners to watch as the learners to dramatise act their parts.
is will enhance collaboration and communication among the learners and
improve their self-esteem.
3. Responsibility as a value will also be enhanced as learners play their chosen roles.
Conclusion
Conclude the lesson by asking the learners to pick, select the best actor or actress and
ask the learners to give their reason for choosing those specic characters.
Assessment
Ask the learners to complete the assessment in the Pupil’s Book.
Week 3
Lesson development
Lesson 1: Creative Writing - Coming up with ideas
Specic learning outcome
By the end of the lesson, the learner should be able to develop strategies for writing
creative texts.
Background information
is lesson helps the learner to practise reading under sub-strand 3.4 (creative writing)
e learners will be required to study the pictures in the Pupil’s Book and come up
with a story. is lesson will equip the learners with the initial steps they can take to
enhance their creative writing by providing picture story as a guidance to boost their
creativity. Ensure the learners get this concept.
Learning resources
Books
Introduction
Explain to the learners what creativity is. Introduce the lesson by asking the learners
if they have ever written a creative composition. How did they organise their ideas
before starting on the story. Select a few learners to share their experiences.
105
Approved by KICD - 2018 Edition
Learning activities
1. Ask the learners to carefully study the pictures in the Pupil’s Book and ask them if
they note any problem.
2. Let a few learners tell the rest of the class what problems they have noticed.
3. Ask the learners to rearrange the pictures in the appropriate order and write down
the numbers in the correct way.
4. Organise the learners in manageable groups and ask them to discuss what is
happening in the pictures. is will enhance the learners’ life skills, particularly
the skills of knowing and living with others through eective communication as
they share their ideas on what they think about the events in the pictures.
5. Ask the learners to write one sentence for each picture to describe what is
happening. is will revise their sentence formation skills learnt in Unit 1.
Conclusion
Conclude the lesson by asking the learners what they would do if they found a nestling
by the roadside.
Assessment
Ask the learners to write ten sentences on what they would do with a nestling if they
found it by the roadside. Let parents or care givers assist them.
Lesson 2: Strategies for writing creative texts
Specic learning outcome
By the end of the lesson, the learners should be able to develop strategies for writing
creative texts.
Background information
is lesson helps the learner to practise writing under the sub-strand 3.4 (creative
writing). e learners will build the story from the previous lesson further by building
on the sentences they had written down in the previous lesson. Check to conrm that
every learner has the sentences written down in their exercise books.
Learning resources
Books, pencils, rubbers
106
Approved by KICD - 2018 Edition
Introduction
Introduce the lesson by going through the sentences the learners formed in the
previous lesson. Ask a few learners to read their sentences to the rest of the class. is
will help you see if the learners are on the right track regarding creating a story from
the pictures.
Learning activities
1. Ask the learners to build on the sentences they had written down in the previous
lesson.
2. Ask the learners to use the questions in the Pupil’s Book as a guide on how to
build the ideas up and further the story. Ask them to do this categorically for each
picture.
3. Encourage the learners to also add their own ideas to the story to make it better.
4. To enhance collaboration and communication, ask the learners to discuss with
their partners if they nd it necessary.
Suggested response
Picture 1
(a) It fell
(b) Weak
Picture 2
(a) On her way
(b) Happy
(c) Taking it home
Picture 3
(a) Home
(b) Felt pity or sympathy
Picture 4
(a) Home
(b) To protect it
Picture 5
(a) It is hungry
(b) House or home
Picture 6
(a) Brother
(b) Happy
Conclusion
Conclude the lesson by asking three volunteers to read their stories to the rest of the
class.
Assessment
Ask the learners to use creative strategy in writing a composition titled e day I will
never forget.
107
Approved by KICD - 2018 Edition
Lesson 3: Using connecting words
Specic learning outcome
By the end of the lesson, the learner should be able to use connecting words appropriately
and eectively in writing.
Background information
e learners will be introduced to the use of connecting words. Guide them on the use
of these connecting words so that they are able to apply them accordingly.
Learning resources
Books
Introduction
Introduce the lesson by asking the learners if they know of any connecting words and
how they are used. Give the learners a few connecting words and tell them how it can
be used in a sentence case.
Learning activities
1. Ask the learners to use the connecting words in the Pupil’s Book to connect the
sentences they had written in the previous lesson to form a paragraph.
2. Ask the learners to exchange their exercise books and read their partner’s work.
3. Select a few learners to read their work to the class. To ensure that every learner
has understood the use of connecting words, pick the slow learners and one or two
fast learners in your class to read their stories to the class. Be keen and observe how
they their use the connecting words and correct them where they seem to have
used the words inappropriately.
Conclusion
Ask the learners to listen to stories in and outside of the school as this will boost their
creativity.
Assessment
Ask the learners to think of a topic of their choice and write a paragraph using the
connecting words given in the Pupil’s Book or any other connecting words they know
as they are assisted by parents or caregivers.
108
Approved by KICD - 2018 Edition
Lesson 4: Revising the story
Specic learning outcome
By the end of the lesson, the learner should be able to demonstrate a sense of ownership
in the written work.
Background information
is lesson helps the learner to practise writing under the sub-strand 3.4 (creative
writing). e learners will be revising the story they wrote in lesson 3.
Learning resources
Books
Introduction
Introduce the lesson by asking three learners to read the story they wrote for their
assignment to the rest of the class.
Learning activities
1. Ask the learners to read the story they wrote in lesson 3.
2. As they read through, ask them to look out for errors that involve punctuation
marks and spelling.
3. Ask the learners to check their choice of words and see if they can frame the story
in a better way or if they are contented with what they have.
4. Ask the learners to read the story again.
5. Revision of the work will help the learners take full responsibility for their work
and hence promotes this value.
Conclusion
Conclude the lesson by asking two learners to read the revised copy of their work to
the class. Ask the class if they have made any changes in their work and what they have
changed. Pick volunteers to answer these questions.
Assessment
Ask the learners to write a story on their pet.
109
Approved by KICD - 2018 Edition
Lesson 5: Publishing a story in print and digital form
Specic learning outcome
By the end of the lesson, the learner should be able to compose simple texts in written
and digital formats.
Background information
is lesson helps the learner to practise writing under the sub-strand 3.4 (compose
simple text in written on digital formats).
e learners will be required to type their stories. Provide a laptop, a tablet or a phone
on which the learners will do the typing.
Learning resources
Computer, tablet, phone, a desktop, printer
Introduction
Introduce the lesson by asking the learners if they have ever used an electronic machine
and what they used it for. Make this a brief discussion.
Learning activities
1. Organise the learners in groups and ask them to type the story created in lesson 4.
Ensure that every group has a gadget they can use for typing.
2. Ask the learners to read through the story and ensure it has no typing errors.
3. Assist the learners in printing their stories.
4. Guide the learners in displaying the stories on the class notice board.
5. Ask the learners to vote for the best story and display it on the school notice board.
6. Ask the learners to share their stories with their families and friends.
7. Publish the story in a school magazine, if the school has a magazine.
8. is lesson will develop the learners’ communication and collaboration skills as
learners work in groups to produce the written pieces.
Conclusion
Conclude the lesson by engaging the learners in a discussion on how they found the
experience of typing and publishing and if they would like to write more stories.
Assessment
Ask the learners to choose a topic of their own, write a story and type it at their own
time when at home let parents or care givers assist. Print and bring it to school and
share with their friends.
110
Approved by KICD - 2018 Edition
Week 4
Unit
5
The tricks of Peter and John
Specic learning outcomes
Strand 1.0
Listening and speaking
Strand 2.0
Reading
Strand 3.0
Creative writing
Sub –strand 1.5
Presentation skills
By the end of the sub-
strand, the learners
should be able to:
a. question decisions
made in their
environment and ask
critical questions,
b. engage in decision
making in their
environment,
c. sequentially position
their views using
appropriate words
e.g. rstly, secondly,
lastly,
d. demonstrate an
interest in making
decisions in their
environment
through
contributions and
valid suggestions.
Sub-strand 2.2 Reading
comprehension
By the end of the sub-
strand, the learners
should be able to:
a. read with accuracy,
uency, and
understanding,
b. read through texts
to make personal
judgements or
opinions on the
subjects of the text,
c. locate information
in a text,
d. use acquired words
to form sentences
and read them
accurately at an
appropriate speed,
e. develop an interest
in reading widely on
varied subjects.
Sub-strand 3.4 Creative
writing
By the end of the sub-
strand, learners should be
able to:
a. develop strategies for
writing creative texts,
b. experiment with
language choice in
imaginative writing,
c. compose simple texts
in written and digital
formats,
d. engage in writing
activities for a sustained
period,
e. demonstrate a sense of
ownership in written
work,
f. use connecting words
appropriately and
eectively in writing,
g. develop an interest in
writing for pleasure.
111
Approved by KICD - 2018 Edition
Core competencies to be developed
Communication and collaboration.
Creativity and critical thinking.
Link to PCI’s
1. Life skills: skill of knowing and living with others- eective communication.
2. Life skills: eective decision making skills-decision-making.
3. Life skills: skills of knowing and living with oneself-self-ecacy.
Link to values
1. Respect,
2. Responsibility
3. Unity.
Link to other learning areas
All learning areas
Suggested non-formal activity to support learning through application
1. Learners participate in informal presentations.
2. Learners share individual written work with peers.
3. Learners read to peers during free time.
Suggested community service learning
1. Learners make presentations during cultural and special days in the community,
school.
2. Learners participate in reading contests at competitions, during prize giving.
3. Learners listen to stories as a springboard to creative writing from parents, care
givers.
Suggested resources
Various texts, magazines, newspapers, books, pencils, newspaper cuttings, audio visual
tapes
Suggested assessment
1. Oral presentations.
2. Question/answer, lling in blanks, cloze tests.
3. Provide a writing topic to learners as a basis to write short stories or texts.
112
Approved by KICD - 2018 Edition
Attention to special education needs
Support for multi-ability learning
• Encourage slow learners to
participate in discussions such
as the role play and telling of
stories.
• Give fast learners extra activities
to avoid boredom and idling.
• Give both the slow and fast
learners equal chances to
participate in class activities.
You have the duty to ensure that
they accommodate one another
and learn to co-exist despite
their dierences.
Support for special needs learning
• For the visually impaired learners, avail
Braille, tactile pictures and for those
with sight diculties, provide large
print texts.
• For the learners with hearing
impairments make use of sign language
or avail a sign language interpreter.
• Let the short-sighted learners sit at the
front of the class and the long-sighted
ones sit at the back.
• Allocate physically challenged learners
roles that they can handle such as acting
as the school head teacher or the village
elder. Give them enough support and
ensure other learners do the same,
for example, helping in pushing of a
wheelchair for a disabled learner.
Lesson development
Lesson 1: Making decision
Specic learning outcome
By the end of the lesson, the learner should be able to question the decisions made in
their environment and ask critical questions.
Background information
is lesson will help the learners to practise the speaking and listening skill under sub-
strand 1.5 (presentation skills). rough oral questions the teacher should prompt
the learners to question decisions made in their environment.
Learning resources
Real objects
113
Approved by KICD - 2018 Edition
Introduction
Introduce the lesson by showing learners a video of dierent type of dress code.Asking
learners to talk about the decisions they make when they wake up in the morning. e.g.
how they dress in dierent types of weather and why they do it. Pair the learners and
let them discuss other decisions they make and why they make them.
Learning activities
1. Ask the learners to study the video clips.
2. In groups, let them discuss the video clips. As the learners discuss and chose the
type of dress code they would wear with the track suit, their critical thinking and
decision making skill is enhanced.
3. In groups, ask the learners to analyse the decision they have made using the
decision making wheel.
4. Encourage a few volunteers to share their ndings with the class.
5. Encourage all learners to participate. Life skills such as eective communication
and collaboration are developed. Values such as unity and respect for others’ idea
are also developed.
Conclusion
Stress to the learners the importance of having good and valid reasons for whatever
decisions they make.
Assessment
Ask the learners to share some of the major decisions they have made and why they
made them with the help of parents and care givers.
Possible response
1. It has same colour
2. It is the same size
3. It can t in very well
4. Colours match
5. Same material
Lesson 2: Justifying your decision
Specic learning outcome
By the end of the lesson, the learners should be able to engage in decision making in
their environment.
114
Approved by KICD - 2018 Edition
Background information
is lesson intends to develop the learners listening and speaking skill as they justify
the decisions they make under sub-strand 1.5 (Presentation skills). Present the
students with opportunities to talk about the dierent decisions they have made and
guide them into giving reasons for their decisions.
Learning resources
Audio visual tape
Introduction
Introduce the lesson by showing learners a tape of sports men in action. Ask the
learners whether they know any of the sports men. Ask them what their favourite
sport is and why they chose that particular sport.
Learning activities
1. Ask learners what they would like to be when they grow up.
2. Pair the learners and let them share the reasons as to why they chose the particular
careers. eir collaboration and communication skills are developed as they
share and work in pairs. eir critical thinking is also developed as they analyse
the reasons.
3. Ask the learners to write their reasons down and share with other group members.
4. Encourage all learners to participate. is ensures there is inclusion of all learners.
Conclusion
Conclude the lesson by encouraging the learners to always justify, in a wise way, some
of the decisions they make.
Assessment
Ask learners to talk about their hobbies with parents or care givers and give reasons
why they chose those particular hobbies.
Lesson 3: Making decisions in a dilemma situation
Specic learning outcome
By the end of the lesson, learners should be able to justify the decisions they make in
dilemma situations.
115
Approved by KICD - 2018 Edition
Background information
In this lesson, listening and speaking skills are practised especially those under the
sub-strand 1.5 (Presentation skills),as the learners justify their decisions. Expose the
students to many situations that present a dilemma, let them make decisions and later
on give reasons for the decisions they have made.
Learning resources
Real items
Introduction
Introduce a dilemma situation to the learners for example telling a pupil to choose
between a sweet and a biscuit. Give other relevant examples to the learners. In pairs,
ask the learners to say what they would choose in the dierent scenarios.
Learning activities
1. In groups, ask the learners to discuss the dilemma situation in the Pupil’s Book.
2. Ask them to give reasons for their decisions.
3. Ask the groups to make their presentations in class. As the learners give reasons for
their answers, link to values such as respect and unity is enhanced when learners
work together. eir communication and collaboration skills are also enhanced as
they work together.
4. Ensure participation of all learners. is ensures inclusion of all students.
Conclusion
Stress to the learners the importance of making the right decisions based on their
values when faced by a dilemma situation.
Assessment
Give other relevant dilemma situations to the learners and ask them what they can do in
the given situation. e learners can also come up with dilemma situations of their own.
Lesson 4: Making decisions in real life situations
Specic learning outcome
By the end of the lesson, the learners should be able to sequentially position their views
using appropriate words e.g rstly, secondly, lastly.
116
Approved by KICD - 2018 Edition
Background information
In this lesson, the speaking and listening skill is practised when learners discuss real
life situations under sub-strand 1.5 (Presentation skills). Expose the learners to real
life scenarios that require decision making and let them discuss the situations.
Learning resources
Audio visual tape of someone in a dilemma situation
Introduction
Introduce the lesson by showing the learners several video clips of people in dilemma
situations. Ask the learners to discuss in pairs what they would do in every given
situation. Insist on the use of appropriate words as the learners sequentially position
their views.
Learning activities
1. Ask the learners to discuss what they would do in the given dilemma situations in
the Pupil’s Book. Let them work in groups.
2. Ask the learners to give reasons for their decisions. is will enhance their creativity
and critical thinking as the learners make and justify their decisions.
3. Choose a few group representatives and ask them to share the decisions they
have discussed. ey should also justify their reasons. is enhances their
communication skills.
4. Encourage participation of all learners. As the learners analyse the dierent
situations their decision making skills are also enhanced.
Conclusion
Encourage learners to make wise decisions whenever they are faced with dilemma
situations by instilling the values of love and respect.
Assessment
Ask the learners to make a presentation about themselves to their peers. Encourage
them to use appropriate connecting words like rstly, secondly, lastly when they are
sequentially positioning their views.
Prepare the learners for the next lesson by asking them to carry costumes and props
for dramatistion. Share some roles they will engage in.
117
Approved by KICD - 2018 Edition
Lesson 5: Role playing different professionals
Specic learning outcome
By the end of the lesson, the learners should demonstrate an interest in making
decisions in their environment through valid contributions and suggestions.
Background information
In this lesson the learners should practise the listening and speaking skill as they
role-play dierent scenarios under sub-strand 1.5 (Presentation skills) .You should
prepare the learners to bring the necessary costumes and props and any other thing
they will need for dramatisation.
Learning resources
Costumes and props
Books
Introduction
Introduce the lesson by prompting the learners to share in class what they would like
to be when they grow up. Pick one of the learners and ask them to role play their
profession.
Learning activities
1. Divide the learners into small groups or in pairs.
2. Ask the learners to take the role of a news reporter and report to the others what
they saw on their way to school.
3. Ask them to exchange roles. Encourage participation of all learners as this will
enhance inclusion.
4. Introduce the second activity by asking the groups to choose a few volunteers who
can take the role of a doctor. ey should make a presentation on healthy living.
5. Life skills such as eective communication are developed as students work with
each other.
Conclusion
Ask the learners to vote for the best presentation. is will make the leaners develop
interest in initiating conversations in a topic.
Assessment
Ask the learners to act out more roles with their peers and family members, parents
and care givers to assist them.
118
Approved by KICD - 2018 Edition
Week 5
Lesson 1: Reading with accuracy, ﬂuency and understanding
Specic learning outcome
By the end of the lesson, the learners should be able to read with accuracy, uency and
understanding.
Background information
e learners will practise reading skills under sub-strand 2.2 (Reading comprehension)
as they read the story of ‘Peter and John’.
Learning resources
Pupil’s Book
Introduction
Introduce the lesson by asking the learners to observe the pictures in the Pupil’s Book.
Ask them to predict what the story is talking about. In pairs, let them talk about their
observations.
Learning activities
1. Ask the learners to read the story loudly in turns. is will help in building
condence and self-esteem. It also enhances their communication skills.
2. Ask the learners to share what the story is all about in pairs.
3. Ask them whether their predictions matched their story.
4. In groups, ask the learners to talk about the lessons they have learnt from the story.
Accept varied answers. is will help the learners develop values such as respect
and responsibility.
5. Ensure all learners participate in the exercise. is will enhance inclusion of all
learners.
Conclusion
Conclude the lesson by emphasising on the values learnt from the moral lesson of the
story.
119
Approved by KICD - 2018 Edition
Assessment
Ask learners to read the story of ‘Peter and John’ to their family members. is will help
learners to gain condence and develop an interest in reading.
Lesson 2: Locating information in a text
Specic learning outcome
By the end of the lesson, the learners should be able to locate information from a text.
Background information
In this lesson the learners will improve reading skills under sub-strand 2.2 (Reading
comprehension) by reading the comprehension ‘Peter and John’ with an aim of locating
information from a text.
Learning resources
A story book
Pupil’s Book
Introduction
Ask the learners to read the story ‘Peter and John’ silently and with understanding.
Learning activities
1. Individually, ask the pupils to answer the questions in their books. is will enhance
the competence of critical thinking and problem solving.
2. Discuss the questions with the learners. Find out and assist those with diculties
in locating information from the text.
Expected answers
1. Peter and John
2. Peter
3. Soer
4. eir father
5. Neighbour’s garden
6. To apologise to Peter
7. Eating supper
8. e elderly neighbour
120
Approved by KICD - 2018 Edition
Conclusion
Ask the learners to do corrections of the questions they did not get.
Assessment
Give the learners a story to read and encourage them to share what they have read with
their friends and family members, parents and care givers to assist.
Lesson 3: Making personal judgements or opinions on a text
Specic learning outcome
By the end of the lesson, the learners should be able to read through texts and make
personal judgements or opinions.
Background information
In this lesson the learners will read and develop the reading skill under sub-strand
2.2(Reading comprehension). ey should be able to make judgements or opinions
from the story they read in the previous lesson.
Learning resources
Story books
Introduction
Introduce the lesson by asking the learners to silently read the story ‘Peter and John’.
Discuss with them the rst question.
Learning activities
1. Individually, ask the learners to do the questions on the Pupil’s Book.
2. Ask the learners to share their opinions in pairs. Ensure that you listen to the
discussions as you walk around.
3. Hold a whole class discussion and let the learners share their opinions. Accept any
reasonable answers.
Expected responses
1. No, ghting is not good.(accept any reasonable response)
2. ey were not good/not responsible. (accept any reasonable response)
3. You should ask the owner for permission or borrow from the owner. (accept any
reasonable response)
121
Approved by KICD - 2018 Edition
4. ey should have apologised.(accept any reasonable response)
5. Yes, they should. Because it is wrong to steal.(accept any reasonable response)
6. Say no, because stealing is wrong.(accept any reasonable response)
Conclusion
Instil the values of honesty, co-operation and love to the learners as they express their
opinions and judgements.
Assessment
Ask learners to read stories of their choice and share their opinions and judgements
with their peers and family members.
Lesson 4: Using acquired words to make sentences
Specic learning outcome
By the end of the lesson, the learners should be able to use new words learnt from the
passage to make sentences.
Background information
In this lesson the learners will read and develop the reading skill under sub-strand
2.2(Reading comprehension). ey should be able to make sentences from the new
words learnt in the text. Further they should read their sentences aloud.
Learning resources
Various texts
Introduction
Introduce the lesson by asking the learners to write down the new words they learnt in
the story ‘Peter and John’.
Examples of the new words
Swell, yelled, apologise, forehead, whisper, manure, responsibility, surprised,
unwillingly, bully.
Note that learners might nd other new words.
Learning activities
1. In pairs, ask the learners to discuss the meaning of the new words as used in the
passage. is will enhance the competence of critical thinking.
2. Help the learners to get the meaning of the dicult word from their context in the
story.
122
Approved by KICD - 2018 Edition
3. Ask the learners to construct sentences using the words learnt.
4. Ask the learners to read out aloud the sentences they have constructed in pairs.
is will develop their communication skills.
5. Ensure participation of all learners. is enhances inclusion. As the learners work
together, their collaboration skills are developed and also values such as respect
and unity are acquired.
Conclusion
Assist the learners in correcting the spelling and grammatical mistakes. Present the
neatest work to the learners.
Assessment
Ask learners to read a newspaper or a magazine and take note of new words. ey
should use them to construct sentences.
Lesson 5: Developing interest in reading
Specic learning outcomes
By the end of the lesson, the learners should be able to develop an interest in reading
widely on varied subjects
Background information
In this lesson the learners will practise the skill of reading dierent reading materials
under sub-strand 2.2 (Reading comprehension). Ask learners to bring reading
materials to school raging from newspapers, magazines, story books and journals. You
can use the school library as well. Ensure the reading materials are relevant to their age.
Learning resources
Magazines, newspapers, journals, story books
Introduction
Introduce the lesson by reading a text from a newspaper. Ask the learners what they
have learnt from the text.
Learning activities
1. Ask the learners to read the varied reading materials. ey should choose what
interests them. is will link the learners to all learning areas.
123
Approved by KICD - 2018 Edition
2. Ask the learners to share what they have read in small groups. Ask them to write
down the new words and their meanings as used in the texts. As the learners work
in groups, this will develop their communication and collaboration skills.
3. Assist the learners to pronounce the dicult words.
4. Ask the learners to exchange their reading materials. is is to expose the learners
to more varied subjects.
5. Ensure participation of all learners. is enhances inclusion.
Conclusion
Encourage the learners to read on varied subjects during their leisure time. Help
learners get the meaning of dicult words. Insist on the values learnt.
Assessment
Ask learners to read on varied subjects and share with their peers and family members
what they have read.
Week 6
Lesson 1: Developing ideas
Specic learning outcome
By the end of the lesson, the learners should be able to develop strategies for writing
creative texts.
Background information
In this lesson the learners should be guided on how to develop their ideas into writing
creative texts under sub-strand 3.4 (creative writing).
Learning resources
A picture story
Introduction
Introduce the lesson by asking the learners to observe what is happening in all the
pictures in the Pupil’s Book.
Learning activities
1. In groups, ask the learners to discuss what is happening in the pictures.
2. Ask the learners to write a sentence for each of the questions as guided by the
pictures. is will enhance the competence of critical thinking.
3. Ask the learners to compare what they have written down. is will enhance the
124
Approved by KICD - 2018 Edition
competence of communication and collaboration as they work together.
4. Encourage all learners to participate to ensure their in inclusion of all learners with
dierent abilities.
Expected sentences
Picture 1
1. Any name e.g Ali.
2. e boy was walking home from school/ to school because he was in uniform and
on his back he carried a school bag.
3. e boy looked dirty and unkempt. His clothes had not been washed for a long
time. His hair was long and shaggy.
Picture 2
1. e boy picks a piece of bread from the garbage site and eats it.
Picture 3
1. e boy gets a stomach upset for eating the dirty/rotten bread.
2. He is in pain.
Picture 4
1. e boy is taken to hospital.
2. A doctor injects him.
Picture 5
1. e boy is treated and he gets well.
2. He leaves the hospital smiling.
Picture 6
1. e boy looks clean and neat
2. He washes his hands before eating his food.
Conclusion
1. Ask the learners to read to the class what they have written down.
2. Discuss what the learners have learnt from the story. Encourage them to be clean
and tidy so as to avoid diseases.
Assessment
Ask the learners to think of a story they can create from pictures.
125
Approved by KICD - 2018 Edition
Lesson 2: Developing paragraphs using connecting words
Specic learning outcome
1. By the end of the lesson, the learners should experiment with language choice in
imaginative writing
2. Use connecting words appropriately and eectively in writing.
Background information
In this lesson the learners will practise writing skills under sub-strand 3.4 (creative
writing) by joining sentences to form paragraphs using linking words. Give learners a
wide range of linking words.
Learning resources
Books, pencils, pictures.
Introduction
Introduce the lesson by giving the learners a range of linking words. Show the learners
how to build linking words by doing the rst paragraph together. Read the paragraph
out aloud and ask them to continue with the story.
Learning activities
1. Ask the learners to join sentences from the pictures in the previous lesson to form
the other paragraphs. Ask them to use linking words as they build the paragraph.
Guide them to use descriptive words.
2. Go round checking ensuring the learners are doing the right thing. Assist learners
with diculties in building up paragraphs. Insist on the learners writing in a neat
handwriting and observing all the punctuation marks.
3. Ask learners to join these paragraphs to make one big story.
4. Ensure all learners participate. As they create the paragraphs their creativity and
critical thinking skills are enhanced.
Example; Paragraph 1
ere was once a young boy called Mchafu. Mchafu did not like bathing and so he
was always dirty and smelly. Mchafu had long unkempt hair that had neither seen
126
Approved by KICD - 2018 Edition
water nor a comb for many days. One sunny aernoon, Mchafu was walking home
from school. He felt lazy and tired because he had played the whole day and yet he had
forgotten to carry something to eat. His stomach rumbled as he wondered where he
would get something to eat.
Conclusion
Ask the learners to ensure they have completed the story.
Assessment
Ask the learners to read the story they have created to their family members.
Lesson 3: Editing and proofreading
Specic learning outcome
By the end of the lesson, the learners should be able to engage in a writing activity for
a sustained period.
Background information
In this lesson the learners will practise skill of writing under sub-strand 3.4 (Creative
writing) by editing and proofreading their work.
Learning resources
Pencils and rubbers.
Introduction
Introduce the lesson by telling the learners to mention some of the things they should
check while proofreading and editing their work. ese are:
a. Punctuation marks: commas, full stops, capital letters, apostrophe, question marks.
b. Spelling mistakes,
c. Ensure all the letters are shaped neatly.
Learning activities
1. Ask the learners to go through the story they had written in lesson 2
2. Ask them to edit the story and check on the items listed during the introduction.
3. Ask the learners to exchange the books and assist each other in checking for any
mistakes that could have been le out.
4. Ask the learners to read the story to their group members. As they read the learners
will develop their communication skills.
127
Approved by KICD - 2018 Edition
5. Ensure there is participation of all learners. is enhances inclusion of all learners.
Conclusion
Emphasise to the learners the importance of proofreading their work. Ask the
learners to vote for the neatest work. This is to emphasise the importance of neat
work.
Assessment
Ask the learners to read their story to their peers at school and home. Let parents and
care givers assist them.
Lesson 4: Sharing the story with others
Specic learning outcome
By the end of the lesson, the learners should be able to compose digital texts in written
and digital formats.
Background information
In this lesson the learners will practise writing skills under sub-strand 3.4 (Creative
writing) by publishing the story they have created. e teacher should organise
resources for publishing the story.
Learning resources
Computer, tablets, phones.
Introduction
Organise the learners in groups. Make sure the publishing resources are available for
each group. Give the instructions on how to use the gadgets where necessary.
Learning activities
1. In groups, ask the learners to type their story.
2. Ask the learners to read the story they have typed and correct all the mistakes. is
will enhance the competence of collaboration and communication as the learners
do the work together.
3. Ask the learners to print the story and share with the other group members in
class.
4. Vote for the best story and display it on the notice board.
5. Ensure participation of all learners. As the learners use the dierent gadgets their
128
Approved by KICD - 2018 Edition
digital literacy is developed.
Conclusion
Ask the learners to collect all the published stories and put them together to make a
magazine.
Assessment
1. Ask the learners to create more stories and share them with peers through their
gadgets.
2. Encourage learners to participate in essay writing competitions.
Lesson 5: Creating your own story
Specic learning outcomes
1. By the end of the lesson, the learners should demonstrate a sense of ownership in
the written work.
2. Develop an interest in writing for pleasure.
Background information
In this lesson the learners should practise writing skills under sub-strand 3.4 (creative
writing) by creating their own story.
Learning resources
Sample stories
Introduction
Guide the learners in coming up with ideas of stories. Expose the learners to sample
stories and let them read.
Learning activities
1. Ask the leaners to come up with an idea of a story.
2. Ask the learners to write down the idea.
3. Ask the learners to build up the story in paragraphs using linking words.
4. Ask the learners to proofread and edit their work.
5. Ask the learners to share their work with their peers. As they do this their
communication and collaboration skills are developed.
129
Approved by KICD - 2018 Edition
Conclusion
Encourage the learners to write and share as many stories as possible using digital
tools.
Assessment
Give learners various topics to write on. Ensure you link these topics to all learning
areas. Emphasise on the learners capturing the values of respect and responsibility in
their writing.
130
Approved by KICD - 2018 Edition
Term 3
Unit
6
A visit to Dr Juma’s clinic
Specic learning outcomes
Strand 1.0
Listening and speaking
Strand 2.0
Reading
Strand 3.0
Writing
Sub-strand 1.6 Talk about
By the end of the sub-
strand, the learner should
be able to:
a. use appropriate
expressions to describe
people, situations and
events,
b. build on one’s ideas in a
conversation by linking
them to those given by
others,
c. develop an interest to
read stories and texts.
d. acquire and accurately
use appropriate words
and phrases from
stories.
Sub-strand 2.6
Independent reading
By the end of the sub-
strand, the learner
should be able to:
a. locate information
in a text,
b. silently read a given
passage,
c. read supplementary
books with
understanding,
d. read through
texts and to make
personal judgments
or opinions on
subjects of the text.
Sub-strand 3.6 Creative
writing
By the end of the sub-
strand, the learner should
be able to:
a. develop strategies for
writing creative texts,
b. experiment with
language choice in
imaginative writing,
c. compose simple texts
in written and digital
formats,
d. engage in writing
activity for a sustained
period,
e. demonstrate a sense
of ownership in the
written work,
f. use connecting words
appropriately and
eectively in writing,
g. develop an interest in
writing for pleasure.
131
Approved by KICD - 2018 Edition
Core competencies to be developed
1. Communication and collaboration.
2. Critical thinking and problem solving.
Links to PCIs
1. Life skills: Skills of knowing and living with others-eective communication.
2. Life skills: skills of knowing and living with oneself-self ecacy.
3. Citizenship: social cohesion
Link to values
1. Responsibility.
2. Unity.
Links to other learning areas
All learning areas
Suggested non-formal activity to support the learning
1. Learners retell stories to peers.
2. Learners read to peers during free time.
3. Learners write stories and share them with peers.
4. Learners share messages from independent reading with peers.
Suggested community service learning
1. Learners retell folklores from their community.
2. Learners participate in reading contests.
3. Learners listen to stories as a springboard to creative writing.
4. Learners share messages from what they have read with members of the family.
Suggested resources
Resource person, readers, newspapers, magazines, journals, newspaper cuttings,
Computers, pictures, crayons
Suggested assessment
1. Learners retell stories, question and answer, role play
2. Question/answer, lling in blanks, cloze tests.
3. Provide a writing topic to learners as a basis to write short stories or texts.
132
Approved by KICD - 2018 Edition
Attention to special education needs
Support for multi-ability learning
• Encourage slow learners to
participate in discussions such as
the role-play and telling of stories.
• Give fast learners extra activities to
avoid boredom and idling.
• Give both the slow and fast learners
equal chances to participate in
class activities. You have the duty
to ensure that they accommodate
one another and learn to co-exist
despite their dierences.
Support for special needs learning
• For the visually impaired learners,
avail Braille, tactile pictures and for
those with sight diculties, provide
large print texts.
• For the learners with hearing
impairments make use of sign language
or avail a sign language interpreter.
• Let the short-sighted learners sit at the
front of the class and the long-sighted
ones sit at the back.
• Allocate physically challenged learners
roles that they can handle such as
acting as the school head teacher or
the village elder. Give them enough
support and ensure other learners
do the same, for example, helping in
pushing of a wheelchair for a disabled
learner.
Week 7
Lesson development
Lesson 1: Talking about diseases
Specic learning outcome
By the end of the lesson, the learner should be able to use appropriate expressions to
describe people, situations and events.
Background information
is lesson helps the learner to practise listening and speaking under the sub-strand
1.6 (Talk about). e learners will be expected to talk about the diseases they know
thereby boosting their listening and speaking skills as they engage in a talk about the
diseases they know and what they know about those diseases.
133
Approved by KICD - 2018 Edition
Learning resources
Books, resource person
Introduction
Introduce the lesson by asking the learners if they have ever been to a hospital and for
what reason. Engage the learners in a brief discussion on what their experience was
like. Allow a few volunteers to share their experience with the class.
Learning activities
1. Ask the learners to list the diseases they know in their exercise books.
2. Ask the learners to ll in the questions in Activity 2 of the Pupil’s Book based on
their experience.
3. Organise the learners in groups and ask them to share on what diseases they have
suered from, how they felt, how they were treated and who treated them. is
discussion will develop the learner’s collaboration and communication skills.
4. e lesson is linked to other learning areas such as Hygiene and Nutrition
activities. If the subject’s teacher is available, ask him/her to be present during the
class and give more information to the learners during this lesson.
5. Supervise the learners’ discussion to ensure that only one member of the group
speaks at a time so as to enforce the listening and speaking skills being taught in
this lesson.
6. Ask the learners to feel free to ask the Environmental Studies teacher any questions
they may have regarding a certain disease.
Conclusion
Conclude the lesson by asking the learners if they have learned any new disease,
its causes and treatment. ey could have acquired this new information from the
Hygiene and Nutrition teacher present or from other learners.
Assessment
Ask the learners to list ve diseases and their causes. ey can seek assistance from
their parents or care givers.
134
Approved by KICD - 2018 Edition
Lesson 2: Making connections between texts read and real life
Specic learning outcome
By the end of the lesson, the learner should be able to read through texts and to make
personal judgements or opinions on subjects of the text.
Background information
is lesson helps the learner to practise listening and speaking under the sub-strand
1.6 (Talk about). e learners will be expected to make connections between the
story they read and a real life experience they had. is will enhance their ability to
make connections and build ideas on a person’s conversation or experience.
Learning resources
Books
Introduction
Introduce the lesson by asking the learners to exchange their exercise books and read
their partners assignment from the previous lesson. Select three learners randomly to
read their partner’s assignment to the rest of the class.
Learning activities
1. Ask the learners to study the picture in the Pupil’s Book in pairs.
• What can they see?
• Where is that place?
• Who is in the picture?
• What do you call a sick person?
Ask these questions to trigger the learners’ minds.
2. Ask the learners to maintain silence as you read aloud the story in the Pupil’s Book.
Be audible and ensure every learner gets you clearly.
3. Ask the learners to answer the questions orally as a class. Guide them through the
session by asking a learner to read a question and their answers. Ensure inclusion
and gender balance in picking the learners for the answering session.
Conclusion
Conclude the lesson by asking the learners if they have ever been to a clinic. Let them
make comparisons between the clinic they have been to and Dr. Juma’s clinic.
135
Approved by KICD - 2018 Edition
Assessment
Ask the learners to write an experience on their visit to a doctor.
Lesson 3: Locating information from a text
Specic learning outcome
By the end of the lesson, the learner should be able to locate information in a text.
Background information
is lesson helps the learner to practise listening and speaking under the sub-strand
1.6 (Talk about). e learner is expected to read with understanding and be able to
answer questions from texts.
Learning resource
Books
Introduction
Introduce the lesson by selecting three learners to come to the front of the class and
read their composition from the assignment you gave in the previous lesson.
Learning activities
1. Ask the learners to read the passage in the Pupil’s Book in groups.
2. Ask the learners to discuss the questions from the passage in groups and write
down their answers. As the learners share their opinion on the text read, their
critical thinking and problem solving ability will be boosted alongside their
collaboration and communication skills.
3. Pick one member from each group to read the answers of the group to the rest
of the class. Select learners living with disability, the slow learners and also those
learners with high interactive skills and public speaking talents to present to the
class to ensure inclusion of all class members.
Possible answers to the questions
1. She had a severe stomachache.
2. Because her belly was empty.
3. ey could not nd what the problem with Becca was.
4. No, she just does not like home-made food.
5. Becca’s mother.
136
Approved by KICD - 2018 Edition
Conclusion
Conclude the lesson by asking the learners if they love home cooked meals, what meals
they do not like and why.
Assessment
Ask the learners to read a story book, generate questions from the story and answer
them with the help of parents and care givers.
Lesson 4: Finding answers to questions through independent
reading
Specic learning outcome
By the end of the lesson, the learner should be able to:
i. silently read a given passage,
ii. read supplementary books with understanding.
Background information
is lesson helps the learner to practise listening and speaking under the sub-strand
1.6 (Talk about). is lesson will enable the learners to read independently and nd
the information they require. Encourage the learners to enjoy their reads and come up
with detailed answers to the questions asked.
Learning resources
Books
Introduction
Introduce the lesson by asking the learners if they have had a stomach upset or any
illness that caused them to diarrhoea. Allow willing learners to share their experience
or the experience of someone else.
Learning activities
1. Ask the learners what diarrhoea is and what causes it.
2. Ask the learners to copy the questions in the Pupil’s Book into their exercise books
and carry the exercise book to the library.
3. Ask the learners to go to the library, choose a book with the information on
diarrhoea and write down the answers to the questions.
137
Approved by KICD - 2018 Edition
Conclusion
Conclude the lesson by asking the learners what causes diarrhoea and the signs of
diarrhoea.
Assessment
Ask the learners to share information they found with the rest of the class members.
Lesson 5: Organising ideas into paragraphs
Specic learning outcome
By the end of the lesson, the learner should be able to compose simple texts in written
formats.
Background information
is lesson helps the learner to practise listening and speaking under the sub-strand
1.6 (Talk about). e learners will be introduced to the idea of organisation in coming
up with a paragraph. Encourage the learners to use simple clear language and a neat
handwriting to make their work presentable and enjoyable to read.
Learning resources
Books
Introduction
Introduce the lesson by selecting three learners to read their answers to the questions
regarding diarrhoea studied in the previous Lesson 4.
Learning activities
1. Ask the learners to use the information they gathered in lesson 4 to write a short
composition on diarrhoea.
2. Guide the learners in using the organisation given in the Pupil’s Book to write
three paragraphs on diarrhoea. is lesson is linked to Hygiene and nutrition
where learners learn on the causes of diseases.
3. Ask the learners to remove the titles in the previous activity and write the whole
paragraph. Ask the learners to use connecting words to make the story ow.
Conclusion
Conclude the lesson by asking one learner to read his/her story to the rest of the class.
138
Approved by KICD - 2018 Edition
Assessment
Ask the learners to complete the take home assignment in the Pupil’s Book.
Week 8
Lesson 1: Generating ideas for a story
Specic learning outcome
By the end of the lesson, the learner should be able to develop strategies for writing
creative texts.
Background information
is lesson helps the learner to practise listening and speaking under the sub-strand
1.6 (Talk about). e learners will be required to creatively write a story from
observing pictures. Ensure every learner has access to the pupil’s Book to be able to
undertake this task eciently.
Learning resources
Books
Introduction
Introduce the lesson by asking two learners to read their composition from the
previous assessment. Encourage the learners to exchange their books and read each
others stories during their free time.
Learning activities
1. Ask the learners to study the pictures in the Pupil’s Book in groups and predict
what could be happening. is will enhance the learners’ collaboration and
communication skills as they engage in a discussion on what could be happening
in the pictures. e learner’s critical thinking capacity will also be enhanced as
they try to come up with a possible story for the pictures.
2. Ask the learners to write one sentence in answering each of the questions above.
Conclusion
Conclude the lesson by asking two learners from dierent groups to present their
group discussion.
139
Approved by KICD - 2018 Edition
Assessment
Ask the learners to develop a story idea based on what they see on their way home
from school today.
Lesson 2: Organising ideas
Specic learning outcome
By the end of the lesson, the learner should be able to experiment with language choice
in imaginative writing.
Background information
is lesson helps the learner to practise listening and speaking under the sub-strand
1.6 (Talk about). e learners will organise their ideas before writing the nal story.
is will help them in maintaining a ow for their compositions.
Learning resources
Writing organisers
Introduction
Introduce the lesson by asking three learners to present to the class, their assignment
from Lesson 1. Encourage the learners to exchange their books and read each other’s
work during their free time.
Learning activities
1. Ask the learners to construct sentences from the picture story to answer all the
questions in the Pupil’s Book.
2. Once they have nished, ask them to join the sentences to form one paragraph.
3. Ask the learners to exchange their exercise books with their partners and read
their paragraphs. is activity will enhance the learners’ unity as they share their
work and also eective communication as they help each other in correcting each
other’s stories.
Conclusion
Ask the learners to say whose story they think is the best and why.
140
Approved by KICD - 2018 Edition
Assessment
Ask the learners to write a paragraph about their favorite food. Be helped by parents
and care givers.
Lesson 3: Adding ideas
Specic learning outcome
By the end of the lesson, the learner should be able to engage in writing activity for a
sustained period.
Background information
is lesson helps the learner to practise listening and speaking under the sub-strand
1.6 (Talk about). e learners will be building their story up by adding ideas onto
what they had written down in Lesson 2.
Learning resources
Books
Introduction
Introduce the lesson by asking the learners to read through their stories and see if they
had le out anything. Encourage them to restructure the sentences in this lesson if
they nd the previous ones inappropriate.
Learning activities
1. Ask the learners to add on to the story they had written previously by adding one
or two new ideas to each sentence. Ask them to use linking words or any phrases
applicable in the story.
2. Ask the learners to exchange their exercise books and read each other’s sentences.
3. Encourage them to look out for sentence formations, spelling mistakes and correct
use of the punctuation marks. is activity will enhance the learners’ unity as they
do the activity together and responsibility as they ensure their partner’s work is
well done.
Conclusion
Conclude the lesson by looking at the learners’ books. If you have many pupils in
your class, collect the exercise books and see if the learners are doing the right thing.
Correct or advise them where necessary.
141
Approved by KICD - 2018 Edition
Assessment
Ask the learners to read a story from a news paper, a magazine or a storybook and re-
write it in their own words in their homework books.
Lesson 4: Revising the story
Specic learning outcome
By the end of the lesson, the learner should be able to demonstrate a sense of ownership
in the written work.
Background information
is lesson helps the learner to practise listening and speaking under the sub-strand
1.6 (Talk about). e learners will revisit the story and apply the use of punctuation
and spelling learned earlier on in the subject in editing their work
Learning resources
Books
Introduction
Ask the learners to read through the story they wrote in the previous lesson.
Learning activities
1. Ask the learners to re-read the story they wrote.
2. Ask the learners to pay attention to their punctuation marks and spellings to ensure
they are correct.
3. Aer the corrections, ask the learners to read the story again.
4. Pair the learners up and ask them to exchange their exercise books and proofread
their partner’s work. is will develop the collaboration skills of the learners as
they pair up to improve each other’s work. Unity will also be enhanced by this
activity.
Conclusion
Let the learners share the challenges they have faced so far in the writing of their story
and solve any issue that they have had pending.
Assessment
Ask the learners to share their story with their parents or guardians.
142
Approved by KICD - 2018 Edition
Lesson 5: Publishing a story
Specic learning outcome
By the end of the lesson the learners should be able to develop an interest in writing
for pleasure.
Background information
e learners will be required to type and publish their stories. Avail laptops, desktops
or phones if possible.
Learning resources
Computers, pictures, crayons
Introduction
Introduce the lesson by asking the learners to talk about their experience of sharing
their stories with their parents or guardians. Select a few volunteers to tell the rest of
the class.
Learning activities
1. Ask the learners to re-read their story from Lesson 4.
2. If there are computers available, ask the learners to type their stories.
3. In case of lack of the computers, hand each learner a foolscap and ask them to
neatly copy their story from their exercise books into the foolscap.
4. Encourage the learners to draw pictures or use colours in their stories but maintain
the neatness.
5. Ask the learners to re-read the stories and ensure they have no errors.
Conclusion
Conclude the lesson by asking the learners to vote for the best story.
Assessment
Ask the learners to think of a topic of their choice and write a story following the
process they have learned throughout the week. Collect the learners’ exercise books
and check if all the assignments have been done by the learners.
143
Approved by KICD - 2018 Edition
Unit
7
My shopping experience
Specic learning outcomes
Strand 1.0
Listening and speaking
Strand 2.0 Reading Strand 3.0 Writing
Sub-strand 1.1 Talk about
By the end of this sub-
strand, the learner
should be able to:
a. identify the
messages conveyed
in thematic story
and engage in oral
discussions,
b. use appropriate
expressions to
describe people,
situations and
events,
c. build on one’s ideas
in a conversation
by linking them
to those given by
others,
d. develop and interest
to read stories and
texts.
Sub-strand 2.1 Independent
reading
By the end of the sub-strand,
the learner should be able to:
a. silently read a given
passage,
b. locate information from
print sources,
c. develop interest in reading
for pleasure,
d. read supplementary books
with understanding,
e. read through texts to make
personal judgments or
opinions on subjects of the
texts,
f. identify the main idea in a
passage,
g. read with uency, accuracy
and understanding.
Sub-strand 3.1
Sentence formation
By the end of the
sub-strand, learners
should be able to:
a. write a variety of
compound and
complex sentence
structures
correctly,
b. develop strategies
for making and
organizing notes,
c. use writing and
other forms
representation
to generate and
organize ideas.
Core competencies to be developed
Communication and collaboration
Critical thinking and problem solving
144
Approved by KICD - 2018 Edition
Link to PCIs
1. Life skills: Skills of knowing and living with others – eective communication.
2. Life skills: Skills of knowing and living with oneself – self ecacy.
3. Citizenship: Social cohesion.
4. Education for sustainable development: Gender and inclusion.
Link to values
1. Respect.
2. Responsibility.
3. Unity.
Links to other learning areas
All learning areas
Suggested non-formal activity to support the learning
1. Learners retell stories to peers.
2. Learners share messages from independent reading with peers.
3. Learners read to peers during free time.
4. Learners practise writing in and out of class with peers.
Suggested community service learning
1. Learners retell folklores from their community.
2. Learners share messages from what they have read with members of the family.
3. Learners participate in reading contests.
4. Learners join a writing club in the community.
Suggested resources
Resource persons, books, readers, newspapers, magazines, various texts, pencils,
costumes
Suggested assessment
1. Learners retell stories, question and answer, role-play.
2. Question/ answer, reading competitions, cloze tests
3. Question/answer, lling in blanks, cloze tests.
4. Composition writing, lling blanks
145
Approved by KICD - 2018 Edition
Attention to special education needs
Support for multi-ability learning
• Encourage slow learners to
participate in discussions such as
the role-play and telling of stories.
• Give fast learners extra activities to
avoid boredom and idling.
• Give both the slow and fast learners
equal chances to participate in class
activities. You have the duty to
ensure that they accommodate one
another and learn to co-exist despite
their differences.
Support for special needs learning
• For the visually impaired learners,
avail Braille, tactile pictures and for
those with sight difculties, provide
large print texts.
• For the learners with hearing
impairments make use of sign
language or avail a sign language
interpreter.
• Let the short-sighted learners sit at
the front of the class and the long-
sighted ones sit at the back.
• Allocate physically challenged
learners roles that they can handle
such as acting as the school head
teacher or the village elder. Give
them enough support and ensure
other learners do the same, for
example, helping in pushing of a
wheelchair for a disabled learner.
Week 9
Lesson development
Lesson 1: Reading with understanding
Specic learning outcome
By the end of the lesson, the learner should be able to read with uency, accuracy and
understanding.
Background information
is lesson will help learners practise listening and speaking skills and also reading
with understanding. Model the learners to listen as you read the story to them and let
them read the story in the Pupil’s Book and follow the instructions given aerwards.
146
Approved by KICD - 2018 Edition
Learning resources
Books
Introduction
Introduce the lesson by asking learners if they have ever gone shopping, where they
went and what items they bought. Give the learners a chance to briey state their
answers.
Learning activities
1. Ask the learners to study the picture in the Pupil’s Book in groups and discuss
what they can see in the picture, where the people in the picture are and what they
seem to be doing. Ensure participation of every learner as they will improve their
collaboration and communication skills as they talk about the picture.
2. Read the story in the Pupil’s Book to the learners as they listen carefully.
3. Ask the learners to answer the questions in pairs and write down the answers in
their exercise books.
4. Ask the learners to exchange their exercise books with the next pair and read each
others answer.
Conclusion
Ask the learners what they like about shopping and name a few items that they would
buy if they were to go to a supermarket.
Assessment
Ask the learners to write a short passage on their own shopping experience.
Lesson 2: Retelling a story in pictures
Specic learning outcome
By the end of the lesson, the learner should be able to identify the messages conveyed
in thematic story and engage in oral discussions.
Background information
This lesson will expose the learners to using pictures to tell stories. It will also boost
their creativity and listening and speaking skills as they listen to the story and
number the pictures.
147
Approved by KICD - 2018 Edition
Learning resources
Books
Introduction
Ask the learners to exchange their exercise books and read the assignment story of
their friend. Select three learners to make comments on their friends’ stories.
Learning activities
1. Pair the learners up. Ask one learner to read the story while the other numbers the
pictures in the order in which they appear in the story.
2. Ask the other learner to read the story while the other also numbers the pictures as
they appear in the story. is will enhance unity among the learners as they help
each other in solving the problem. Citizenship will be promoted through social
cohesion as the learners work together.
3. Ask the learners to compare their numbering and see if they have the same pattern.
If not, ask the learners to re-read the story and conrm the numbering.
4. Ask the learners to say their numbering as a class and conrm if they are right.
5. e learners might give separate numbers for ower shop and bookshop.
Expected answers
1. Shoe shop
2. Supermarket
3. Flower shop/bookshop
4. Hotel
5. Shopping mall
Conclusion
Conclude the lesson by asking the learners on which day they usually go shopping,
who they prefer to go with and why.
Assessment
Ask the learners to list down ve items they bought when they went shopping and
write a paragraph on the order in which they bought the items. Encourage the learners
to use linking words such as rst, then, nally etc.
148
Approved by KICD - 2018 Edition
Lesson 3: Dramatisation
Specic learning outcome
By the end of the lesson, the learner should be able to use appropriate expressions to
describe people, situations and events.
Background information
Learners will dramatise the story Shopping with mother. is will capture their ability
to imitate. Set up a venue for the dramatisation or create enough space at the front of
the class for the learners to dramatise in two groups.
Learning resources
Costumes and any other resource that will enhance your teaching of this lesson.
Introduction
Introduce the lesson by asking the class to select a manageable number of the learners
who will dramatise.
Learning activities
1. Ask the learners to quickly read the story Shopping with Mother in groups.
2. Ask the learners to dramatise the story in their group.
3. Ask the learners to tell the members of their group which character they like and
why.
4. Ask the chosen members of the class to dramatise for the rest of the class.
Conclusion
Conclude the lesson by congratulating those that dramatised for the class and encourage
the others to take part in this activity next time.
Assessment
Ask the learners to dramatise the story for their parents, guardians and siblings at
home.
149
Approved by KICD - 2018 Edition
Lesson 4: Relating the story with real life
Specic learning outcome
By the end of the lesson, the learner should be able to read through texts to make
personal judgments or opinions on subjects of the texts.
Background information
Learners will relate the story with real life in this lesson. ey will share real life
shopping experiences. Encourage the participation of other learners.
Learning resources
Books
Introduction
Introduce the lesson by telling the learners your own shopping experience, if you shop,
where you went shopping and what you bought.
Learning activities
1. Organise the learners in manageable groups and ask them to discuss the questions
in the Pupil’s Book and answer the questions.
2. Ask the learners to write two paragraphs on the experience of the last time they
went shopping
Conclusion
Conclude the lesson by asking the learners whose shopping experience they liked the
most and why.
Assessment
Ask the learners to share the story they have written with their family members.
Lesson 5: Completing a story
Specic learning outcome
By the end of the lesson, the learner should be able to build on one’s ideas in a
150
Approved by KICD - 2018 Edition
conversation by linking them to those given by others.
Background information
e learners will play a completing the story game. Start from a specic position in the
class so that all the learners get to tell their part of the story.
Learning resources
Books
Introduction
Introduce the lesson by asking the learners to think of the stories they wrote on their
shopping experience because they will be required to use it in this game.
Learning activities
1. Organise the learners in sizeable groups.
2. Begin the lesson by reading the beginning line of the story in the Pupil’s Book. Ask
the learners to continue by adding to the story, from their own experience. is
will enhance the unity of the learners and boost their skills of knowing and living
with others through eective communication.
3. Go around the groups and supervise their game to ensure every learner is
participating. Encourage the group members not to take too much time on telling
their part of the story so that every learner can get a chance to add to their story
before the lesson is over. is will ensure inclusion of all class members in the
activity.
Conclusion
Conclude the lesson by asking the learners if they enjoyed the game and if everyone
participated.
Assessment
Ask the learners to play the completing a story game with their friends and siblings
outside of the class.
151
Approved by KICD - 2018 Edition
Week 10
Lesson development
Lesson 1: Reading with ﬂuency
Specic learning outcome
By the end of the lesson, the learner should be able to read with uency, accuracy and
understanding.
Background information
e learners’ ability to read with uency and understanding will be tested in this
lesson. Ensure every learner has a copy of the Pupil’s Book and has access to the story
so that no one is le out.
Learning resources
Books
Introduction
Introduce the lesson by asking the learners how frequently they read and if they
understand what they read. Ask the learners if they inquire about things that they do
not understand.
Learning activities
1. Pair the learners up and ask them to read the story in the Pupil’s Book.
2. Once they are done, ask the learners to come up with ve questions, still in pairs,
on the passage they have just read. is will enhance the learners’ critical thinking
as they come up with questions from the story read.
3. Ask the learners to exchange their questions with another pair and attempt to
answer them. is activity will enhance the learners’ problem solving ability as
they nd answers to the questions.
4. Ask the learners to give back the answered questions and each pair to mark the
work.
5. Ask random pairs to give the answers their friends scored. Ask for a pair that got
all the answers correct. Ask the class to clap for them.
6. e learners will come up with varied questions with various answers. Ensure they
are within the context of the story.
152
Approved by KICD - 2018 Edition
Conclusion
Conclude the lesson by encouraging the learners to read widely as a hobby and make
a habit of asking questions where they do not understand.
Assessment
Ask the learners to read a story of their choice in pairs, ask each members of each
pair to come up with ve questions for their partners and let the partners answer the
questions.
Lesson 2: Answering comprehension questions
Specic learning outcome
By the end of the lesson, the learner should be able to locate information from print
sources.
Background information
e learners will be required to answer comprehension questions. is will test their
ability to read with understanding and locate information in a text read.
Learning resources
Books
Introduction
Introduce the lesson by asking the learners about their experience while doing the
assessment question in Lesson 1. Allow the learners to briey share what they read and
if their partners got the answers right.
Learning activities
1. Ask the learners to read the story e supermarket in the Pupil’s Book.
2. Ask the learners to answer the comprehension questions.
3. Ask the learners to exchange their books with their desk mates and compare their
answers. is will instill values such as unity as learners work together to fulll a
class activity. is will further enhance the learners’ citizenship through social
cohesion.
Conclusion
Conclude the lesson by asking the learners how they found the learning experience.
153
Approved by KICD - 2018 Edition
Assessment
Ask the learners to read a storybook and answer the questions at the back of the
storybook
Lesson 3: Giving personal opinions and judgements
Specic learning outcome
By the end of the Lesson, the learner should be able to read through texts to make
personal judgments or opinions on subjects of the texts
Background information
e learners will share their personal opinions thereby engaging in a listening and
speaking session. Remind the learners of the rules of listening and speaking and ask
them to apply these skills throughout this lesson.
Learning resources
Books
Introduction
Introduce the lesson by asking the learners to mention what they remember about the
story on the supermarket.
Learning activities
1. Ask the learners to time each other and quickly read through the story, e
Supermarket again.
2. Engage the learners in a class discussion on what they think of the story.
• Did they enjoy it? Which part of the story and why?
• Do boys and girls of the learners’ age go to the supermarket? Ask the learners
to explain their various answers.
• Ask the learners what they usually do at the supermarket, who goes with them
and what items they usually buy from the supermarket.
Conclusion
Conclude the lesson by asking the learners if they prefer shopping at the supermarket
or at their local shops.
154
Approved by KICD - 2018 Edition
Assessment
Ask the learners to write down ve reasons why they prefer shopping at the supermarket.
Lesson 4: Independent reading
Specic learning outcome
By the end of the lesson, the learner should be able to:
1. silently read a given passage
2. use writing and other forms representation to generate and organize ideas.
Background information
e learners will be introduced to independent reading as an aspect of reading. ey
will be required to silently read a given passage and generate questions or answer
questions from the passage. is will also test their ability to read with understanding.
Take the learners to the school library for this reading lesson, if the school has no
library, provide the learners with reading materials such as magazines and newspapers
that are age appropriate.
Learning resources
Magazines, newspapers, books
Introduction
Introduce the lesson by asking the learners if they have a favorite storybook. Engage
them in a brief discussion on why they love the said books.
Learning activities
1. Ask the learners to silently choose a storybook from the school library and silently
read or silently read the reading materials that you have handed them if the school
has no library. Train the learners to read without pointing what they are reading
as this slows them down. e learners will be reading on their own with less
supervision hence developing the value of responsibility.
2. Ask the learners to generate questions from the story they have read and answer
them.
155
Approved by KICD - 2018 Edition
Conclusion
Conclude the lesson by encouraging the learners to make a habit of reading a storybook
everyday and sharing the stories with their friends.
Assessment
Ask the learners to nd a member of the class who has read the same storybook as
theirs in the library lesson. Ask the learners to share on the story, play the completing
the story and generate and answer questions from the story during their free time.
Lesson 5: Answering questions from independent reading
Specic learning outcome
By the end of the lesson, the learner should be able to:
1. locate information from print sources,
2. develop interest in reading for pleasure,
3. read supplementary books with understanding.
Background information
e learners will be answering questions from the independent reading they did in the
previous lesson.
Learning resources
Books
Introduction
Introduce the lesson by asking the learners if they found partners for the assessment
they did in the Lesson 4.
Learning activities
1. Organise the learners in groups and ask them to re-tell the stories they read in
Lesson 4.
2. Ask the learners to discuss the assignment they did in Lesson 4 and share the answers
given by their partners. is discussion will enhance the learners’ communication
and collaboration skills as they talk about the assignments they did.
3. Engage the learners in a session of sharing the lessons they learnt from the dierent
stories they read.
156
Approved by KICD - 2018 Edition
Conclusion
Conclude the lesson by asking the learners which story they found interesting from all
those shared by the group members and ask them to borrow the storybook from the
library and read it.
Assessment
Ask the learners to share the story they have read with their family members.
157
Approved by KICD - 2018 Edition
Unit
8
Mr Big Ben’s clothes
Specic learning outcomes
Strand 1.0
Listening and speaking
Strand 2.0
Reading
Strand 3.0
Writing
Sub-strand Listening
By the end of this sub-
strand, the learner
should be able to:
a. acquire varied
sentence structures
to express themselves
appropriately,
b. listen to and retell a
story,
c. use digital
knowledge to create
a story,
d. describe how to tell
time depending on
the activities being
carried out around
them.
Sub-strand Reading
By the end of the sub-strand,
the learner should be able to:
a. identify the main idea in
a passage,
b. locate information from
print sources,
c. identify dierent
types of animals
and talk about their
characteristics,
d. to read and say the
seven days of the week.
Sub-strand Sentence
formation
By the end of the sub-strand,
learners should be able to:
a. count and write down
the numbers in words,
b. construct grammatical
sentences from the
words given,
c. use writing and other
forms of representation
to generate and organise
ideas,
d. to write a diary and
also explain the various
components of a diary.
Core competencies to be developed
1. Communication and collaboration
2. Critical thinking and problem solving
3. Learning to learn
Link to PCIs
1. Life skills: Skills of knowing and living with others – eective communication
2. Life skills: Skills of knowing and living with oneself – self ecacy
158
Approved by KICD - 2018 Edition
Link to values
1. Respect
2. Responsibility
3. Unity
Links to other learning areas
All learning areas
Suggested non-formal activity to support the learning
1. Leaners tell each other stories on varied themes.
2. Learners share messages from independent reading with peers.
3. Learners practise writing in and out of class with peers.
4. Learners participate in informal discussion with peers in and out of class.
Suggested community service learning
1. Learners participate in a community baraza and listen to the proceedings (age-
appropriate topics).
2. Learners share messages from what they have read with members of the family.
3. Learners join a writing club in the community.
Suggested resources
Charts, books, videos, readers, newspapers, magazines, writing organisers, pencils,
Manilla paper
Suggested assessment
1. Question/ answer, reading competitions, cloze tests
2. Composition writing, lling blanks
159
Approved by KICD - 2018 Edition
Attention to special education needs
Support for multi-ability
learning
• Encourage slow learners to
participate in discussions such
as role-plays and storytelling.
• Give fast learners extra
activities to avoid boredom
and idling.
• Give both the slow and fast
learners equal chances to
participate in class activities.
You have the duty to ensure
that they accommodate one
another and learn to co-exist
despite their dierences.
Support for special needs learning
• For the visually impaired learners, avail
Braille and tactile pictures and for those
with sight diculties, provide large print
texts.
• For the learners with hearing impairments
make use of sign language or avail a sign
language interpreter.
• Let the short-sighted learners sit at the
front of the class and the long-sighted
ones sit at the back.
• Allocate physically challenged learners
roles that they can handle such as acting
as the school head teacher or the village
elder. Give them enough support and
ensure other learners do the same,
for example, helping in pushing of a
wheelchair for a disabled learner.
Week 1
Lesson development
Lesson 1: Imitating storytelling techniques
Specic learning outcome.
By the end of the lesson, the learner should be able to listen to a story and then retell it
in the same manner the story was told.
Background information
is lesson will help learners to practise the listening and speaking skill. e teacher
should encourage the learners to retell the story and give them ample time to come up
with the questions in the story. Make an eort to integrate reading and writing in the
lesson using appropriate contexts.
160
Approved by KICD - 2018 Edition
Learning resources
An audio story.
Introduction
Introduce the lesson by asking learners to narrate a brief story that they may have
been told by someone else. Ensure you appreciate the learners who come forward to
contribute.
Learning activities
1. Guide the learners to narrate their own stories condently and audibly.
2. Ask the learners to attentively listen to the audio story.
3. Select some of the learners to retell the audio story, it could be a contest to make it
more exciting.
4. In groups guide the learners to form questions based on the audio story.
5. Ask the dierent groups to exchange the questions formed then instruct them to
answer the questions.
6. Supervise the group work and encourage the learners to ask questions where
necessary.
7. Ensure the participation of every learner. is will enhance communication and
collaboration among learners and bring out values such as respect and unity as
they interact with each other in the class activities.
Expected answers.
Accept any relevant answers depending on the story.
Conclusion
Ask the learners to elaborate what they have learnt from the audio story.
Assessment
Ask the group leaders to present the answers to the questions they had received from
the other groups.
Lesson 2: Creating a digital story
161
Approved by KICD - 2018 Edition
Specic learning outcome.
By the end of the lesson, the learner should be able to use digital knowledge to create
a story and demonstrate techniques of eective story telling.
Background information
is lesson will help learners to practise the listening and speaking skill. It will also
expose learners to digital literacy which is a means for creating stories. Furthermore, it
would enhance creativity and critical thinking as learners attempt to create their own
stories. Make an eort to integrate reading and writing in the lesson using appropriate
contexts.
Learning resources
Digital tools like computers, tablets etc.
Props and costumes
Picture cards
Story books
Introduction
Introduce the lesson by familiarising the learners with various digital tools in terms of
how to operate them.
Learning activities
1. Ask the learners to tell their favourite story
2. Ask the learners to choose the best story.
3. Guide the learners to use a phone or a tablet to record themselves as they tell the
stories.
4. Guide the learners to share the digital stories with each other.
5. Ensure every learner records their own story. is will promote critical thinking
and eective communication. In addition to that it will enhance digital literacy
and problem solving skills as the learners recite the stories.
Conclusion
Ask the learners to vote for the best story and acknowledge the winner.
Assessment
Ask the learners to write down the stories they had created.
162
Approved by KICD - 2018 Edition
Lesson 3: Share the story
Specic learning outcome
By the end of the lesson, the learner should be able to eectively communicate their
needs and feelings, demonstrate willingness to not only interact with others but also
appreciate the importance of sharing one another’s feelings through the stories.
Background information
is lesson will help learners to practise the listening and speaking skill, the teacher
should encourage the learners to share their stories, and give them ample time to
digest on each story shared. Make an eort to integrate reading and writing in the
lesson using appropriate contexts.
Learning resources
Story Books
Tablets
Introduction
Introduce the lesson by asking learners to summarise the stories they recorded in
lesson two above in terms of the major events, character, the conict and how it was
resolved.
Learning activities
1. Guide the learners to make nal necessary changes in the story
2. Ask the learner to type the nal story.
3. Ask the learners to share the stories with other learners.
Conclusion
Ask the learners to read their stories in class
Assessment
Ask the learners to elaborate what they have learnt from the stories
Lesson 4: Make sentences
163
Approved by KICD - 2018 Edition
Specic learning outcome
By the end of the lesson, the learner should be able to join words to form sentences.
Background information
e lesson will enhance the learner’s writing skill, which is the ability to construct
correct sentences. However, every eort should be made to integrate the other skills in
the lesson using appropriate contexts.
Learning resources
Manila charts
Books
Introduction
Introduce the lesson by asking learners to construct simple sentence about something
or someone for instance the classroom, themselves, their friends etc.
Learning activities
1. Ask learners to attempt activity one in pairs.
2. Supervise for proper coordination.
3. Guide the learners to do the activity individually
4. Guide the learner to read out loud the poem
5. In groups, ask the learners to create a poem about a building close to where they
live, this will inculcate collaboration and enhance eective communication skills
Expected answers
1. You can get bread at the bakery.
2. Can you buy shoes at the shoe store?
3. Can you get cassava at the food shop?
4. You can buy fruits at the fruits stall.
5. You can get medicine at the hospital.
6. Can you get money at the bank?
Conclusion
Vote the most creative poem
Assessment
Ask the groups to present the poems they have written to the class.
164
Approved by KICD - 2018 Edition
Lesson 5: Say the jobs
Specic learning outcome
By the end of the lesson, the learner should be able to describe and name various jobs
done by people.
Background information
is lesson will expose the learners to various occupations as well as widen their
vocabulary. Make an eort to integrate reading and writing in the lesson using
appropriate contexts.
Learning resources
Charts
Books
Introduction
Introduce the lesson by asking learners to say what they would like to be when they
grow up, let them explain what each job entails.
Learning activities
1. Select learners to role play some jobs for example a teacher, lawyer, doctor etc.
2. In pairs let the learners attempt the activity.
3. Supervise the group work and encourage the learners to ask questions where
necessary.
4. Guide the learners in doing activity 1 and 2.
5. Ensure the participation of every learner. is will enhance communication and
collaboration among learners and bring out values such as respect and unity as
they interact with each other in the class activities.
Expected answers
Activity 1
1. Farmer
2. Banker
3. Doctor
4. Driver
165
Approved by KICD - 2018 Edition
Activity 2
1. Pilot
2. Doctor
3. Baker
4. Mechanic
5. Taxi driver
Conclusion
Encourage the students to work hard in school so that they can achieve their career
dreams.
Assessment
Ask the learners to spend a day with a role model who is in their eld of interest. ey
should write a story explaining how the experiences were.
Week 2
Lesson 1: Tell the time
Specic learning outcome.
By the end of the lesson, the learner should be able to describe how to tell time depending
on the activities being carried out around them. e lesson aims at promoting critical
thinking and responsibility.
Background information
is lesson will expose the learners to various activities carried out during a given time
of the day.
Learning resources
Charts
Books
Manila papers
Introduction
Introduce the lesson by engaging the learners on various day to day activities, let them
share some of the things they do while at home and the time.
166
Approved by KICD - 2018 Edition
Learning activities
1. Guide the learners to individually describe what is happening in the pictures
2. Lead the learners in a discussion on the appropriate time to carry out the above
activities
3. Discuss both the traditional and modern ways of telling time
4. Discuss the importance of carrying out activities at the designated time, this will
ensure collaboration, respect and more importantly responsibility
Expected answers
Activity 1
1. We can use the following to tell time; clock, the sun, some animals like the donkey
when it brays or when the cock crows, the presence of the moon.
2. e time is early in the morning.
Conclusion
Conclude the lesson by emphasising the importance of time management both at
school and at home.
Assessment
You can provide various pictures with various activities and backgrounds and ask the
learner to identify the time, in addition you could provide a number of clock faces and
ask the learners to identify the time.
Lesson 2: Read and say
Specic learning outcome
By the end of the lesson, learners should be able to name the seven days of the week
Background information
is lesson aims at introducing the seven days of the week. e teacher should explain
some activities carried out on specic days for instance prayers. However, every eort
should be made to integrate listening, speaking and writing skills in the lesson using
appropriate contexts
167
Approved by KICD - 2018 Edition
Learning resources
Calendar
Charts
Books
Introduction
Introduce the lesson by asking the learners if they know what day it is that day and
respond accordingly depending on the feedback
Learning activities
1. Guide the learners on how to play the game in Activity 1.
2. Pairing the learners facilitate learning through support and enhance unity.
3. Declare the fastest learner as the winner so as to promote competition.
4. Guide the learners on how to carry out Activity 2
5. Ensure every learner is involved so as to boost self-ecacy
Conclusion
Ask volunteers to tell the class what they do on dierent days of the weeks
Assessment
Ask the learners to write what they do on various days of the week
Lesson 3: Locate the answers
Specic learning outcome
By the end of the lesson, learners should be able to locate answers from written texts
and use them to answer the questions asked.
Background information
is lesson aims to promote understanding in reading comprehension in which
learners are expected to read a text and use the text to answer the questions asked.
Learning activities
1. Guide the learners to read the text out loudly then silently
2. Ask the learners to locate the answers from the story
168
Approved by KICD - 2018 Edition
Expected Answers
1. Plays football
2. Helps her mother to cook.
3. Visits her aunt.
4. Rides her bicycle.
5. Goes to the market
6. Goes to church
7. Visits her grandparents
Conclusion
Conclude the lesson by repeating the seven days of the week.
Assessment
Ask a volunteer to retell to the whole class what they do each day.
Lesson 4: Days of the week
Specic learning outcome
By the end of the lesson, learners should be able to name the days of the week with
uency and accuracy.
Background information
Learners’ comprehension is supported through guided questions. . is lesson covers
life skills on how to live with oneself and be responsible However, every eort
should be made to integrate listening, speaking and writing skills in the lesson using
appropriate contexts.
Learning resources
Calendar
Charts
Books
Introduction
Introduce the lesson by asking the learners to repeat the days of the week learnt in the
previous lesson.
169
Approved by KICD - 2018 Edition
Learning activities
1. Ask the learners to write all the days of the week
2. Remind the learners that the days of the week must begin with capital letters
3. Ask the learners to list what they do each day of the week, this promotes creativity.
Possible answers Activity 1
1. Monday
2. Tuesday
3. Wednesday
4. ursday
5. Friday
6. Saturday
7. Sunday
Possible answers Activity 2
Accept any relevant answer.
Conclusion
Conclude the lesson by repeating the seven days of the week.
Assessment
Pair students and have them randomly ask each other what they do each day of the
week.
Lesson 5: Months of the year
Specic learning outcome
By the end of the lesson, learners should be able to name the months of the year and
identify months with special holidays or events.
Background information
is lesson covers life skills. e learners should be exposed to the various aspects of
social cohesion and citizenship through the public holidays as a way of enhancing
national unity.
However, every eort should be made to integrate listening, speaking and writing
skills in the lesson using appropriate contexts.
170
Approved by KICD - 2018 Edition
Learning resources
Calendar
Charts
Books
Introduction
Introduce the lesson by asking some learners the month they celebrate their birthdays
Learning activities
1. In groups, ask the learners to name at least six months.
2. Create a song with names of the months and teach the learners how to sing it.
3. Ask the learners to list months with special events such as holidays, Mother’s Day
etc.
Possible answers Activity 1
1. January - 31 days
2. February - 28 days in a common year and 29 days in leap years
3. March - 31 days
4. April - 30 days
5. May - 31 days
6. June - 30 days
7. July - 31 days
8. August - 31 days
9. September - 30 days
10. October - 31 days
11. November - 30 days
12. December - 31 day
Conclusion
Conclude the lesson by repeating the names of the months and the months with special
events nationwide.
Assessment
Ask the learners to identify months with 30 days and those with 31.
171
Approved by KICD - 2018 Edition
Week 3
Lesson 1: Name the clothes
Specic learning outcome
By the end of the lesson, the learner should be able to identify dierent types of
clothing. ey should also be able to talk about the occasions in which they should
wear the dierent types of clothes.
Background information
is lesson will help learners to practise the listening and speaking skill, in sub strand
1.2{Imitation}. e learners should be able to identify dierent types of clothes and
the occasions in which they are worn. Ask the learners to sing the clothes song. Make
the lesson as interesting as possible. Make an eort to integrate reading and writing in
the lesson using appropriate contexts.
Learning resources
Manila charts with dierent types of clothes
Introduction
Introduce the lesson by asking learners to mention the dierent types of clothes they
know. In groups, ask them to study the chart with the dierent types of clothes.
Learning activities
1. In groups, guide the learners to discuss the pictures on the manila chart and the
Pupils’ Book.
2. Ask them to talk about various occasions and the appropriate clothes to put on.
3. Ask a few volunteers to share with the class what they have discussed in their
groups.
4. Join the learners and sing the clothes song in the Pupils’ Book. Guide the learners
into demonstrating the song.
5. Allow them time to sing other clothes songs that they know of. ey should
demonstrate the song. Make the lesson as interesting as possible.
6. Ensure participation of every learner. As they make their presentations and work
together in groups their communication and collaboration skills are enhanced.
172
Approved by KICD - 2018 Edition
Correct answers for activity 1
1. Dress
2. Shirt
3. Shorts
4. Trousers
Conclusion
Conclude the lesson by telling learners that they should choose what to wear in regards
to the occasion they are to attend or in accordance with the type of weather.
Assessment
Ask the learners to write down dierent types of clothes they can wear in dierent
kinds of weather conditions.
Lesson 2: Construct sentences
Specic learning outcome.
By the end of the lesson, the learner should be able to construct correct grammatical
sentences from the words given.
Background information
e lesson should expose learners to sentence formation. Read out words to the learners
and ask them to explain the meaning of the words, form sentences and punctuate
them correctly. Make an eort to integrate reading and speaking in the lesson using
appropriate contexts.
Learning resources
Books
Chart with dierent names of clothes
Introduction
Introduce the lesson by asking learners to mention some punctuation marks they
learnt earlier on and their uses. Ask the learners to study the words that you will read
to them.
173
Approved by KICD - 2018 Edition
Learning activities
1. In groups, ask the learners to discuss the meaning of the words given.
2. Ask the learners to individually form sentences from the words given.
3. Supervise to ensure that the learners are doing the correct thing.
4. Ask a few volunteers to read the sentences to the class.
5. Guide them in making corrections.
6. Ensure participation of every learner. As they make their presentations and work
together in groups their communication and collaboration skills are enhanced.
Conclusion
Ask the learners to construct more sentences using the words given below
1. Vest
2. Jacket
3. Sweater
4. Rain coat
Assessment
Ask the learners to write sentences explaining when the above clothes are worn.
Lesson 3: Read and say
Specic learning outcome
By the end of the lesson, the learner should be able to enjoy reading as they take note
of similar sounding words.
Background information
e lesson should expose learners to reading for fun. Let the learners enjoy the reading
session by asking them to read in unison. Also tell them to take note of the similar
sounding words. is exercise will encourage learners to read widely and also to read
for fun.
Learning resources
Books
Introduction
Introduce the lesson by asking learners to mention some words with similar sounds.
174
Approved by KICD - 2018 Edition
Learning activities
1. In groups, ask the learners to read the story in unison.
2. Ask the learners to write down the words with similar sounds and to underline the
sounds. Explain to them that the use of similar sounds at the beginning of words
make the text enjoyable to read.
3. Supervise to ensure that the learners are doing the correct thing.
4. Ask the learners to discuss the lessons they have learnt from the story.
5. Ensure participation of every learner. As they make their presentations and work
together in groups their communication and collaboration skills are enhanced.
Values such as unity and respect are also developed.
Conclusion
Ask the learners to attempt the activity on the Pupils’ book.
Assessment
Ask learners to go to the library at their free time and write down short poems that
have words with similar sounds at the beginning.
Lesson 4: What to wear
Specic learning outcome.
By the end of the lesson, the learner should be able to say when to wear a certain type
of clothes.
Background information
e lesson should expose learners to dierent types of clothing and when to wear
them. Explain to the learners the importance of dressing appropriately i.e. warm
clothes when it is cold to avoid becoming sick. Make an eort to integrate reading and
speaking in the lesson using appropriate contexts.
Learning resources
A chart with dierent types of clothes.
Books
Introduction
Introduce the lesson by asking learners to mention some types of clothes they learnt
in the previous lesson.
175
Approved by KICD - 2018 Edition
Learning activities
1. In groups, ask the learners to draw the following pictures.
1. A boy dressed for a rainy day
2. A girl dressed for a sunny day
3. Children going to school on a muddy day
2. As the learners work together in drawing the pictures their creativity is enhanced.
3. Ask the learners to share the pictures with members from other groups.
4. Ask the learners to vote for the best picture.
5. Let them display the pictures on the noticeboard.
6. Ensure participation of every learner. As the learners work together in groups their
communication and collaboration skills are enhanced. is lesson will link to
other learning areas such as environmental activities
Conclusion
Conclude the lesson by emphasising to the learners that they should dress appropriately
for the weather.
Assessment
Ask the learners to answer the questions on the Pupils’ Book.
Accept varied correct answers.
Lesson 5: Write a story
Specic learning outcome.
By the end of the lesson, the learner should be able to develop grammatical paragraphs.
Background information
e lesson should expose learners to paragraph formation. ey should be able to
develop grammatical and well punctuated sentences which they combine to form
paragraphs. Make an eort to integrate reading and speaking in the lesson using
appropriate contexts.
Learning resources
Books
Crayons
Pencils
176
Approved by KICD - 2018 Edition
Introduction
Introduce the lesson by asking learners to talk about their school uniform. ey should
talk about the colours, dierent parts of their uniform and their sport’s attire.
Learning activities
1. In groups, ask the learners to write down sentences about their uniform.
2. Let a few volunteers read their sentences.
3. Make corrections if need be.
4. Ask the learners to individually write paragraphs about their uniform from the
sentences they have read.
5. Encourage a few learners to read their paragraphs to the class.
6. Ensure participation of every learner. As they make their presentations and work
together in groups their communication and collaboration skills are enhanced.
Conclusion
Ask the learners to draw a boy and girl from their school wearing the school uniform.
e learners should use crayons to shade their work.
Assessment
Ask the learners to display their work. Award the learners with the neatest work.
Week 4
Lesson 1: Counting
Specic learning outcome
By the end of the lesson, the learners should be able to count and write down the
numbers in words.
Background information
e lesson should expose the learners to numbers. ey should be able to write down
the numbers in words. Explain to the learners that they should use letters to write
down numbers in their sentences and paragraphs. Make an eort to integrate reading
and speaking in the lesson using appropriate contexts.
177
Approved by KICD - 2018 Edition
Learning resources
Books
Manilla charts with numbers written on them.
Manilla papers
Plain drawing paper
Introduction
Introduce the lesson by asking learners to sing numbers from number 1-100. Divide
them into groups and ask them to write the numbers on the plain papers.
Learning activities
1. Once they have drawn the numbers ask them to write down the numbers in words.
Go round while guiding those who are stuck. Time the learners and for those who
will not have nished the task, ask them to carry it home as a take home assignment.
2. Engage the learners in Activity 1. Explain to them how they can achieve the pattern.
As they work on this task their critical thinking and problem solving skills are
developed.
Expected answers
1. 10, 12, 14
2. 9,11,13
3. 400,500,600
4. 4000,5000,6000
Correct answers
2. Eleven
3. Twelve
4. irteen
5. Fourteen
6. Fieen
7. Sixteen
8. Seventeen
9. Eighteen
10. Nineteen
178
Approved by KICD - 2018 Edition
3. Ensure participation of every learner. As they work together in groups their
communication and collaboration skills are enhanced.
Conclusion
Ask the learners to do activity 2.
Assessment
Ask the learners to nish the task of writing down the numbers in words.
Lesson 2: Tell the position
Specic learning outcome
By the end of the lesson, the learners should be able to identify ordinates.
Background information
e lesson should expose the learners to ordinals. Explain to the learners that ordinals
are numbers like 1
st
, 2nd and 3
rd
that show the position of something in a list of things.
Using relevant examples explain to the learners how they are used in sentences. Make
an eort to integrate writing and reading in the lesson using appropriate contexts.
Learning resources
Books
Introduction
Introduce the lesson by explaining to the learners what ordinals are. Write examples
on the board.
Learning activities
1. Explain to the learners how ordinals are used in sentences.
2. Guide the learners in doing activity 1 and 2.
Correct answers for activity 1
1. second
2. third
3. fourth
Correct answers for activity 2
1. Fourth
179
Approved by KICD - 2018 Edition
2. Fih
3. Sixth
4. Seventh
5. Eighth
3. Ensure participation of every learner. As they work together in groups their
communication and collaboration skills are enhanced.
Conclusion
Ask the learners to do corrections of the questions they did not get right.
Assessment
Ask the learners to write ve sentences with correct use of ordinals.
Lesson 3: Write the answers
Specic learning outcome
By the end of the lesson, the learners should be able to write ordinals in words.
Background information
e lesson should expose learners to writing ordinals in words. Using relevant examples
explain to the learners how they are used in sentences. Make an eort to integrate
speaking and reading in the lesson using appropriate contexts.
Learning resources
Books
Introduction
Introduce the lesson by asking learners to mention the ordinals they remember from
the last lesson.
Learning activities
1. Give the learners a list of ordinals and ask them to write them in words.
2. Write the ordinals on the board and ask a few volunteers to write them in words on
the board.
3. Ask the learners to do corrections.
4. Ensure participation of every learner. As they work together in groups their
communication and collaboration skills are enhanced.
180
Approved by KICD - 2018 Edition
Correct answers
1. Twelh
2. Fourteenth
3. Fieenth
4. Sixteenth
5. Seventeenth
6. Eighteenth
Conclusion
Guide the learners in answering the questions in the Pupils’ Book
Assessment
Ask the learners to write ve sentences with correct use of ordinals.
Lesson 4: Positions of the months of the year
Specic learning outcome
By the end of the lesson, the learners should be able to say the position of the months
in the year.
Background information
e lesson should expose the learners to the positions of the months of the year. First
start by asking them to mention the months then explain to them the positions of
these months. Make an eort to integrate reading and speaking in the lesson using
appropriate contexts.
Learning resources
Books
Calendar
Introduction
Introduce the lesson by asking learners to mention the months of the year. Give the
learners a calendar to study in groups.
181
Approved by KICD - 2018 Edition
Learning activities
1. Ask the learners to write down the months of the year on their books.
2. Guide them in assigning the positions.
3. Ask the learners to do the task in the Pupil’s Book.
Expected answers
2. Second
3. March
4. April
5. Fih
6. Sixth
7. Seventh
8. August
9. September is the ninth month of the year.
10. October is the tenth month of the year.
11. November is the eleventh month of the year.
12. December is the twelh month of the year.
4. Ensure participation of every learner. As they work together in groups their
communication and collaboration skills are enhanced.
Conclusion
Ask the learners to correct their work as you revise with them.
Assessment
Ask a few learners to read their sentences to the class.
Lesson 5: Think and write
Specic learning outcome
By the end of the lesson, the learners should be able to name the days of the week,
months of the year and write numbers in words.
Background information
e lesson will act as a build-up of lessons taught on months of the year, days of the
week and writing numbers in words. Make an eort to integrate reading and speaking
in the lesson using appropriate contexts.
182
Approved by KICD - 2018 Edition
Learning resources
Books
Calendar
Introduction
Introduce the lesson by asking learners to mention the days of the week and months
of the year.
Learning activities
1. Guide the learners on doing activity 1 and 2. ey should work on their own.
Expected answers for activity 1
1. Sunday
2. March
3. ursday
4. Monday
5. December
Expected answers for activity 2
1. 762
2. Twenty-four
3. 77
4. 99
5. 144
6. 11
2. Correct the work as you discuss with the learners.
3. Ensure participation of every learner. is lesson will link to other learning areas
such as mathematical activities.
Conclusion
Ask the learners to draw the multiplication table.
Assessment
Ask the learners to do corrections.
183
Approved by KICD - 2018 Edition
Week 5
Lesson 1: Talking about compass points
Specic learning outcome
By the end of the lesson, the learners should be able to give directions by use of compass
points.
Background information
e lesson should expose the learners to compass directions. Explain to the learners
about the four cardinal points which are North, South, East and West. Link the lesson
to their day to day experiences by stating that the sun rises in the east and sets in
the West. Ask them to observe the sun as it rises and sets and to write down their
experiences. Make an eort to integrate reading and writing in the lesson using
appropriate contexts.
Learning resources
Books
Map of Kenya
Compass
Introduction
Introduce the lesson by taking the learners out for an excursion. Engage the learners
by explaining to them that the sun rises in the East and sets in the West. Point to them
where the sun rises and sets from and explain to them that that is the east and west
respectively.
Learning activities
1. Once the learners are back in class, engage them in a discussion of experiences they
have previously had of the sun rising and setting. As the learners work together
their collaboration and communication skills are developed.
2. Ask two learners to share their experiences with the class.
3. In groups, using the map of Kenya, point out to the learners the four cardinal
points. Mention some places found in the four cardinal points.
4. Ask the students to mention where their school is using the compass. ey should
also go ahead and locate three places found in the North, South, East and West of
their school. is lesson will link to other learning areas such as environmental
activities.
184
Approved by KICD - 2018 Edition
5. Supervise as the learners engage in this activity. Assist those who have diculties.
6. Ensure participation of every learner. As they work together in groups their
communication and collaboration skills are enhanced.
Conclusion
Ask a few learners to read the sentences they have written down to the class. Correct
any mistakes made.
Assessment
Ask the learners to write down a paragraph of the experiences they have had as they
watched the rising or setting of the sun.
Ask learners to prepare newspaper cuttings of animals and to carry them in the next
lesson.
Lesson 2: Read and complete
Specic learning outcome.
By the end of the lesson, the learners should be able to identify dierent animals and
talk about their characteristics.
Background information
e lesson should expose the learners to the dierent types of animals through
enhancing their reading skill. e writing skill is also incorporated as the learners ll
in the answers in the Pupils’ Book.
Learning resources
Books
Charts with dierent types of animals
Introduction
Introduce the lesson by asking learners to observe the charts with the dierent types
of animals drawn on them. Ask the learners to also observe the newspaper cuttings of
animals they brought to class.
Learning activities
1. In groups, ask the learners to say what animals they can observe on the chart. Let
them also discuss the characteristics of these animals.
185
Approved by KICD - 2018 Edition
2. Ask the learners to also discuss and write down the characteristics of animals they
can observe from the newspaper cuttings.
3. Ask dierent groups to exchange their sentences for comparison.
4. Pick a few volunteers to read to the class the sentences that have the characteristics.
5. Ensure participation of every learner. As they work together in groups their
communication and collaboration skills are enhanced.
Conclusion
Ask the learners to do the task in the Pupils’ Book. Guide them where necessary.
Assessment
Ask the learners to write a paragraph of their pets.
Lesson 3: Guessing game
Specic learning outcome
By the end of the lesson, the learners should be able to use animal specic characteristics
to identify animals being talked about.
Background information
e lesson should expose the learners to a variety of animals and their characteristics.
is will be a build up from the previous lesson. Read the characteristics to the students
and let them make the guesses. Make the lesson as interesting as possible by making it
very competitive. Award the learners who get the answers right.
Learning resources
Books
Manilla charts with characteristics of animals written on them.
Pencils
Crayons
Introduction
Introduce the lesson by asking the learners to mention the animals they learnt in the
previous lesson and their characteristics.
Learning activities
1. Divide the learners into dierent groups.
186
Approved by KICD - 2018 Edition
2. Read the characteristics in the Pupils’ Book and let the group that guesses the
correct answer rst be awarded marks.
3. Ask the learners to draw the animals they listed at the beginning of the lesson.
ey should also shade them with dierent colours.
4. Choose the neatest picture and display it on the class noticeboard.
5. Ensure participation of every learner. As they work together in groups their
communication and collaboration skills are enhanced.
Conclusion
Award the group that answered the highest number of questions. Also award the group
that had the neatest picture.
Assessment
Ask the learners to write a paragraph on how we can take care of animals.
Lesson 4: Read and write
Specic learning outcome
By the end of the lesson, learners should be able to write a diary and also explain the
various components of a diary.
Background information
is lesson covers life skills and writing skills. e teacher should clearly explain the
concept of keeping a diary and its signicance to the learners.
Learning resources
Sample diary
Books
Introduction
Introduce the lesson by asking the learners whether or not they keep diaries or if they
have ever come across a diary
Learning activities
1. In groups, ask the learners to discuss what should be written in a diary.
2. Guide the learners on how to write a diary.
187
Approved by KICD - 2018 Edition
3. Guide the learners to do activity two individually so as to enhance creativity and
responsibility
Possible answers Activity 2
Accept any relevant diary with the correct format and content.
Conclusion
Conclude the lesson by encouraging the learners to start keeping diaries.
Assessment
Ask the student to keep and record a diary for a week and then share with others.
Lesson 5: Read and complete
Specic learning outcome
By the end of the lesson, learners should be able to derive dierent forms of words
from given words so as to correctly ll in the blank spaces in a sentence.
Background information
is lesson covers writing skills. It also aims at enhancing problem solving skills. e
teacher should ensure that the words formed have the correct spelling.
However, every eort should be made to integrate listening, speaking and writing
skills in the lesson using appropriate contexts.
Learning resources
Charts
Books
Introduction
Introduce the lesson by showing the learners how words can be formed from other
words for instance by suxes or prexes or even past tense.
Example
Able – disable
Fool- foolish
Forget – forgot
188
Approved by KICD - 2018 Edition
Learning activities
1. In groups, ask the learners to discuss how various words can be formed from other
words.
2. Guide the learners in answering the questions in the Pupils’ Book.
Possible answers Activity 2
1. Read
2. Ran
3. Taught
4. Talked
5. Greeted
6. Rained
7. Asked
8. Wrote
9. Told
10. Bought
3. Ask the learners to do corrections of the questions they did not get right.
Conclusion
Ask the learners to write down the past tense of the following words.
1. Meet
2. Eat
3. Brush
4. Cook
5. Laugh
Correct answers
1. Met
2. Ate
3. Brushed
4. Cooked
5. Laughed
Assessment
Ask the learners to use the words above to form grammatical sentences.