Sesotho Home Language in Grade 5 focuses on developing communicative competence in listening, speaking, reading, and writing. The curriculum introduces learners to various text types, including information texts, poetry, dramas, and folklore, while ensuring they master essential language structures. To ensure you have a complete roadmap for the year, it is essential to consult the full Grade 5 Annual Teaching Plans (ATPs).
This guide outlines the 2026 Sesotho Home Language Grade 5 ATP, providing a structured weekly breakdown from Information Texts in Term 1 to the major Creative Writing Project in Term 3 and Final Exams in Term 4.
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Download ATP HereSesotho Home Language Grade 5 ATP 2026
The Annual Teaching Plan for Grade 5 emphasizes the development of vocabulary, reading stamina (through daily reading of a novel), and the mastery of language structures like tenses and parts of speech.
Download: Sesotho Home Language Grade 5 ATP 2026 PDF
Term 1: Information, Novels, and Instructions
Focus: The first term introduces learners to reading for information and enjoyment, covering text types from information texts to newspaper articles and instructions.
- Weeks 1–2: Information Texts (Tema ya tlhahisoleseding)
- Reading: Reading information texts and social texts (SMS/email).
- Writing: Writing a 3–4 paragraph information text or an SMS/email.
- Language: Verbs (Maetsi); Present and Future tense (Lekgathe lejwale, lekgathe le tlang).
- Weeks 3–4: The Novel (Padi)
- Listening: Listening to extracts from a novel.
- Reading: Reading extracts; predicting from titles and pictures.
- Writing: Writing a book review/summary (Tekolobotjha ya buka/kgutsufatso) using a frame.
- Language: Pronouns (Maemedi), Adjectives (Mahlalosi); Past tense (Lekgathe lefitile).
- Weeks 5–6: Story Writing (Moqoqo)
- Reading: Reading a narrative story; discussing plot, characters, and setting.
- Writing: Writing a narrative or descriptive story (3 paragraphs).
- Language: Common and Proper nouns (Mabitso le mabitsobitso); Synonyms (Mahlalosongwe).
- Weeks 7–8: Newspaper Articles (Atikele ya lesedinyana)
- Reading: Reading an article; scanning for specific details (who, what, where, when, why).
- Writing: Writing a newspaper article with a headline.
- Language: Prepositions/Adverbs (Mahlalosi); Antonyms (Malatodi).
- Weeks 9–10: Instructional Texts (Ditaelo)
- Reading: Reading instructions containing a sequence of steps.
- Writing: Writing instructions (e.g., how to make a sandwich).
- Language: Adverbs of manner, time, and place; Simple and compound sentences (Polelonolo, polelomararane).
Term 2: Poetry, Drama, and Reports
Focus: Term 2 explores creative genres like poetry and drama, alongside functional texts like weather reports, culminating in the mid-year exam.
- Weeks 1–2: Poetry (Thothokiso)
- Reading: Analyzing poems for metaphors, similes, and sound devices.
- Speaking: Performing a poem with appropriate tone and expression.
- Language: Collective nouns (Mabitsokgoboka); Present continuous tense (Lekgathe le jwale, letswelli).
- Weeks 3–4: Weather Reports (Tlaleho ya boemo ba lehodimo)
- Reading: Interpreting weather maps, symbols, and forecasts.
- Writing: Writing a weather report using visual data.
- Language: Verbs (Active/Passive voice); Future tense; Synonyms and Antonyms.
- Weeks 5–6: Drama (Papadi)
- Reading: Reading a play script; understanding dialogue and characters.
- Writing: Writing a dialogue or play script.
- Language: Direct and Indirect speech (Puommui le puopehelo).
- Weeks 7–8: Formal Reports (Tlaleho)
- Reading: Reading reports with visuals (tables/charts/graphs).
- Writing: Writing a report based on investigation facts.
- Language: Past and Future continuous tense; Pronouns and Conjunctions.
- Weeks 9–10: Assessment
- Task: Mid-Year Controlled Test (Comprehension, Visual Text, Summary, Language).
Term 3: The Creative Writing Project
Focus: The third term is dominated by the Creative Writing Project (CWP), which spans research and writing, alongside the study of folklore and advertisements.
- Weeks 1–2: Folklore (Ditshomo)
- Reading: Distinguishing between realistic and unrealistic events in folklore (myths/legends).
- Writing: Writing a descriptive paragraph about a character.
- Language: Direct and Indirect speech; Diminutives (Dihlongwapele le dihlongwanthao).
- Weeks 3–4: Project Stage 1 (Research – Dipatlisiso)
- Activity: Researching a specific genre (Poetry, Drama, or Story).
- Skills: Gathering information, taking notes, and compiling a bibliography.
- Weeks 5–6: Project Stage 2 (Writing – Ho Ngola)
- Activity: Drafting the creative piece based on the research (e.g., writing the poem or story).
- Process: Planning, drafting, editing, and producing a final version (30 marks).
- Weeks 7–8: Advertisements (Papatso)
- Reading: Analyzing ads for target audience and layout.
- Writing: Creating an advertisement with persuasive language.
- Language: Comparative Adjectives (Dikgato tsa papiso).
- Weeks 9–10: Poetry (Thothokiso)
- Reading: Discussing rhyme, rhythm, and sound effects.
- Writing: Writing a poem using figures of speech.
Term 4: Revision and Final Assessment
Focus: The final term revisits key text types, finalizes the oral component of the project, and prepares learners for the end-of-year exams.
- Weeks 1–2: Folklore (Animal Characters)
- Reading: Reading stories featuring animals.
- Writing: Writing a story with a plot, setting, and animal characters.
- Language: Idioms (Maele) and Proverbs (Dikapolelo).
- Weeks 3–4: Reports (News/Topical)
- Listening: Discussing current issues or news.
- Speaking: Presenting a formal oral report.
- Language: Conjunctions (Makopanyi); Synonyms and Antonyms.
- Weeks 5–6: Information Texts (Visuals)
- Reading: Interpreting texts with maps or diagrams.
- Writing: Writing a 3–4 paragraph information text.
- Language: Noun clauses (Polelwanabitso).
- Weeks 7–8: Oral Assessment
- Task: Oral Presentation of the Creative Writing Project (started in Term 3).
- Revision: Reviewing all language structures.
- Weeks 9–10: Final Exams
- Task: End-of-Year Controlled Test (Comprehension, Visual Text, Summary, Language).
FAQ: Sesotho Home Language Grade 5
Q: What is the “Read Aloud” (Ho balla hodimo) assessment? A: This is a formal oral assessment where learners read a text aloud to the teacher. It usually starts in Term 1 but marks are recorded in Term 2.
Q: How does the Creative Writing Project work? A: It is a 3-step process starting in Term 3. Step 1 is Research (10 marks), Step 2 is Writing the creative piece (30 marks), and Step 3 is the Oral Presentation of the project (20 marks), which is often finalized in Term 4.
Q: What is the daily reading requirement? A: Learners are expected to engage in “Reading for Enjoyment” daily. This involves reading a novel or reader for at least 30 minutes every day to build fluency and vocabulary.