| 1 | 1 | 3.0 WRITING | 3.3 Handwriting | By the end of the sub strand, the learner should be able to; a) use appropriate spacing between words | 1. Learners observe displayed model handwriting Learners are guided to write for sustained period individually and in pairs Learners practice effective punctuation (capitalization, commas, and full stop). Learners are provided with reading material as triggers to writing Learners are guided through think- pair- share to discuss linking words? | - | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 2 | 3.0 WRITING | 3.3 Handwriting | By the end of the sub strand, the learner should be able to; a) use legible and neat handwriting to communicate effectively | 1. Learners observe displayed model handwriting Learners are guided to write for sustained period individually and in pairs Learners practice effective punctuation (capitalization, commas, and full stop). Learners are provided with reading material as triggers to writing Learners are guided through think- pair- share to discuss linking words? | - | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 3 | 3.0 WRITING | 3.3 Handwriting | By the end of the sub strand, the learner should be able to; a) appreciate the importance of linking words in paragraph development | 1. Learners observe displayed model handwriting Learners are guided to write for sustained period individually and in pairs Learners practice effective punctuation (capitalization, commas, and full stop). Learners are provided with reading material as triggers to writing Learners are guided through think- pair- share to discuss linking words? | - | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 4 | 3.0 WRITING | 3.3 Handwriting | By the end of the sub strand, the learner should be able to; a) appreciate the importance of linking words in paragraph development | 1. Learners observe displayed model handwriting Learners are guided to write for sustained period individually and in pairs Learners practice effective punctuation (capitalization, commas, and full stop). Learners are provided with reading material as triggers to writing Learners are guided through think- pair- share to discuss linking words? | - | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 5 | 3.0 WRITING | 3.3 Handwriting | By the end of the sub strand, the learner should be able to; a) appreciate the importance of linking words in paragraph development | 1. Learners observe displayed model handwriting Learners are guided to write for sustained period individually and in pairs Learners practice effective punctuation (capitalization, commas, and full stop). Learners are provided with reading material as triggers to writing Learners are guided through think- pair- share to discuss linking words? | - | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 2 | 1 | 3.0 WRITING | 3.3 Handwriting | By the end of the sub strand, the learner should be able to; a) appreciate the importance of linking words in paragraph development | 1. Learners observe displayed model handwriting Learners are guided to write for sustained period individually and in pairs Learners practice effective punctuation (capitalization, commas, and full stop). Learners are provided with reading material as triggers to writing Learners are guided through think- pair- share to discuss linking words? | - | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 2 | 3.0 WRITING | 3.3 Handwriting | By the end of the sub strand, the learner should be able to; a) appreciate the importance of linking words in paragraph development | 1. Learners observe displayed model handwriting Learners are guided to write for sustained period individually and in pairs Learners practice effective punctuation (capitalization, commas, and full stop). Learners are provided with reading material as triggers to writing Learners are guided through think- pair- share to discuss linking words? | - | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 3 | 3.0 WRITING | 3.3 Handwriting | By the end of the sub strand, the learner should be able to; a) appreciate the importance of linking words in paragraph development | 1. Learners observe displayed model handwriting Learners are guided to write for sustained period individually and in pairs Learners practice effective punctuation (capitalization, commas, and full stop). Learners are provided with reading material as triggers to writing Learners are guided through think- pair- share to discuss linking words? | - | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 4 | 3.0 WRITING | 3.3 Handwriting | By the end of the sub strand, the learner should be able to; a) appreciate the importance of linking words in paragraph development | 1. Learners observe displayed model handwriting Learners are guided to write for sustained period individually and in pairs Learners practice effective punctuation (capitalization, commas, and full stop). Learners are provided with reading material as triggers to writing Learners are guided through think- pair- share to discuss linking words? | - | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 5 | 3.0 WRITING | 3.3 Handwriting | By the end of the sub strand, the learner should be able to; a) appreciate the importance of linking words in paragraph development | 1. Learners observe displayed model handwriting Learners are guided to write for sustained period individually and in pairs Learners practice effective punctuation (capitalization, commas, and full stop). Learners are provided with reading material as triggers to writing Learners are guided through think- pair- share to discuss linking words? | - | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 3 | 1 | 3.0 WRITING | 3.3 Handwriting | By the end of the sub strand, the learner should be able to; a) appreciate the importance of linking words in paragraph development | 1. Learners observe displayed model handwriting Learners are guided to write for sustained period individually and in pairs Learners practice effective punctuation (capitalization, commas, and full stop). Learners are provided with reading material as triggers to writing Learners are guided through think- pair- share to discuss linking words? | - | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 2 | 3.0 WRITING | 3.3 Handwriting | By the end of the sub strand, the learner should be able to; a) appreciate the importance of linking words in paragraph development | 1. Learners observe displayed model handwriting Learners are guided to write for sustained period individually and in pairs Learners practice effective punctuation (capitalization, commas, and full stop). Learners are provided with reading material as triggers to writing Learners are guided through think- pair- share to discuss linking words? | - | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 3 | 3.0 WRITING | 3.3 Handwriting | By the end of the sub strand, the learner should be able to; a) appreciate the importance of linking words in paragraph development | 1. Learners observe displayed model handwriting Learners are guided to write for sustained period individually and in pairs Learners practice effective punctuation (capitalization, commas, and full stop). Learners are provided with reading material as triggers to writing Learners are guided through think- pair- share to discuss linking words? | - | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 4 | 3.0 WRITING | 3.4 Creative writing | By the end of the sub strand, the learner should be able to; a) develop strategies for writing creative texts | 1. Why is it important to use linking words when writing paragraphs? | - Learners practice creative writing(drafting, revising, editing, proofreading and publishing creative texts), in pairs and groups | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
| 5 | 3.0 WRITING | 3.4 Creative writing | By the end of the sub strand, the learner should be able to; a) experiment with language choice in imaginative writing | 1. Why is it important to use linking words when writing paragraphs? | - Learners practice creative writing(drafting, revising, editing, proofreading and publishing creative texts), in pairs and groups | Approved course textbooks, realia, charts | - Observation - Oral questions - Written exercises | (Handwritten after lesson) |
