Displaying items by tag: Grade 2

WEEK

LESSON

STRANDS

SUB-STRAND

SPECIFIC LEARNING OUTCOMES

KEY INQURY QUESTIONS

LEARNING EXPERIENCES

LEARNING RESOURCES

ASSESSMENT

REFLECTION

1

1

 

 

 

 

 

 

 

 

2

1

MOUN TING TECHNI QUES

Collage

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

Collect material from the environment that can be used to create collage.

How do we identify materials used to create collage?

In groups learners to be taken for environmental walks to collect materials that can be used to create collage e.g. natural materials stones / pebbles, dried fallen leaves, feathers, grass), colored papers, fabric, small plastics etc.

Regalia charts

Observation

Oral questions

 

 

2

 

Collage

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

Create simple pictures in collage using locally available materials

How do we create collage

A class discussion on collected items and sharing out some materials to those with fewer items

Regalia Charts

Observation

Oral questions

 

 

3

1

 

Collage

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

Have fun while creating simple pictures in collage

How do we create collage

Individually create simple collage pictures Learners to display and talk about their own and others work

Regalia Charts

Observation

Oral questions

 

 

 

2

DECOR ATING FORMS

Decorating egg shell

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

Observe teacher samples of decorated egg shells.

How do we decorate egg shells?

In groups learners could observe teacher samples of decorated egg shells. Individually learner to decorate egg shells by painting and pasting colored paper

Regalia charts

Observation

Oral questions

 

4

1

 

Decorating egg shell

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

Decorate egg shells by painting and pasting colored paper for self-expression

What materials are needed for decoration of egg shells

In groups learners could observe teacher samples of decorated egg shells. Individually learner to decorate egg shells by painting and pasting colored paper

Regalia Charts

Observation

Oral questions

 

 

 

2

 

Decorating egg shell

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

Have fun while decorating egg shells by painting and pasting colored paper

How do we decorate egg shell

Individually learner to decorate egg shells by painting and pasting colored paper

Regalia Charts

Observation

Oral questions

 

 

5

1

 

Decorating plastic containers

By the end of the sub strand, the learner should be able to Observe teacher samples plastic containers.

How do we decorate plastic containers?

In groups learners could observe teacher samples of decorated plastic containers

Regalia Charts

Observation

Oral questions

 

 

2

 

Decorating plastic containers

By the end of the sub strand, the learner should be able to Decorate plastic containers pasting colored paper for self-expression

What materials are needed for decoration of plastic containers

Individually learner to decorate plastic containers by pasting colored paper.

Learners to display and talk about their own and others work.

Regalia charts

Observation

Oral questions

 

 

6

1

 

Decorating plastic containers

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

Have fun while decorating plastic containers by painting and pasting colored paper.

What materials are needed for decoration of plastic containers

Individually learner to decorate plastic containers by pasting colored paper.

Learners to display and talk about their own and others work.

Regalia Charts

Observation

Oral questions

 

 

 

2

ORNA MENTS

Double strand Necklaces

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

Observe beaded ornaments from teachers samples to help in making necklaces using double strand beading.

What materials can be used from the environment in making beads?

Guide learners to observe beaded ornaments from teachers sample collections

Regalia Charts

Observation

Oral questions

 

 

7

1

 

Double strand Necklaces

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

Experiment with local materials to create necklaces using double strand beading.

What materials can be used from the environment in making beads?

In groups experiment with local materials and techniques to make double strand necklaces

Regalia Charts

Observation

Oral questions

Written questions

 

 

 

2

 

Double strand Necklaces

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

Enjoy making necklaces using double strand beading

How can learners borrow creative ideas from material culture in their locality on ornament making

Learners to display their work followed by a class discussion to appreciate own and each other’s necklaces

Regalia Charts

Observation

Oral questions

 

 

8

1

 

Double strand Bracelet s

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

Observe beaded ornaments from teacher’s samples to help in making bracelet using double strand beading.

.

What materials can be used from the environment in making beads?

The learner to observe beaded ornaments from teacher collection

Regalia charts

Observation

Oral questions

 

 

 

2

 

Double strand Bracelet s

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

Experiment with local materials to create bracelets using double strand beading

What are the suitable materials used in making bracelets at this level

Guide learners in groups to experiment with local materials and techniques to make two color bracelets

Regalia charts

Observation

Oral questions

 

 

9

1

 

Double strand Bracelet s

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

Enjoy making bracelets using double strand beading.

How can learners borrow creative ideas form material culture in their locality on ornament making

Learners to display their work followed by a class discussion to appreciate own and each other’s bracelets

Regalia charts

Observation

Oral questions

 

 

 

2

FABRI C DECOR ATION

Printing on fabric with cut - out stumps

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

Observe cut -out stump printed fabric from teacher samples to motivate them to print their own.

.

 

Which materials can be sourced from the environment to make cut out stumps for printing on fabric?

Guide learners to observe cut -out stump printed fabric from teacher collection

Regalia charts

Observation

Oral questions

 

 

10

1

 

Printing on fabric with cut - out stumps

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

Print fabric using cut-out stumps for decoration

How do we print on fabric using cut out stumps

Guide learners to individually print fabric using cut- out stumps

Regalia charts

Observation

Oral questions

 

 

 

2

 

Printing on fabric with cut - out stumps

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

Enjoy printing fabric with cut out stumps.

How do we print on fabric using cut out stumps

Display and talk about own and others works

Regalia charts

Observation

Oral questions

 

 

11

1

MODELLING

Slab technique

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

Observe items made using slab technique, materials and tools from the teachers collection and or digital media to motivate them make their own

How do we model clay items using slab technique

Learners to observe items made using slab technique, materials and tools from the teacher’s collection or digital media.

Regalia charts

Observation

Oral questions

 

 

 

2

 

Slab technique

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

Model simple objects using slab technique to acquire modelling skill

How do we model clay items using slab technique

Individually model simple shapes by exploring clay through slab technique

Regalia charts

Observation

Oral questions

 

 

12

1

 

Slab technique

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

Have fun as they model objects using slab technique

 

How do we model clay items using slab technique

Learners to display and talk about own and other’s work

Regalia charts

Observation

Oral questions

 

 

 

2

 

Pellet technique

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

Observe items made using pellet technique materials and tools from the teachers collection and or digital media to motivate them make their own

How do we model clay into forms using pellet technique

The learner to observe items made using pellet technique , materials and tools from the teachers collection and or digital media

Regalia charts

Observation

Oral questions

 

 

12

1

 

Pellet technique

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

Model simple objects using pellet technique and decorate them using incising and texturing

How do we model clay into forms using pellet technique

Individually model clay into forms of different sizes using simple technique of pellet and decorate them using incising and texturing

Regalia charts

Observation

Oral questions

 

 

 

2

 

Pellet technique

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

Have fun as they model objects using pellet technique

How do we model clay into forms using pellet technique

Learners to display and talk about own and others work

Regalia charts

Observation

Oral questions

 

 

14

CAT

 

WEEK

LESSON

STRAND THEME

SUB-SRAND

SPECIFIC LEARNING OUTCOME

KEY INQUIRY QUESTION

LEARNING EXPERIENCE

LEARNING RESOURCES

ASSEMENT METHOD

 

 

1

LISTENING

Listen to instructions and questions

By the end of the sub strand the learner should be able to listen attentively to simple sequenced instruction and use appropriate nonverbal communication

Who gives instruction?

Learners attentively series of instruction and interpret effectively

Store

Songs

Oral questions

 

 

2

SPEAKING

Responding to questions and instructions

Learner should be able to question and instruction on varied themes and use verbal and non-verbal cues to respond

How do you respond to questions when asked to do something?

Learners to role play giving and responding to instruction

Skits

Singing games

Oral questions

Observation

 

 

3-4

READING

Pair reading

Learner should be able assess self on reading speed and fluency

What is a good speed reading?

Learners to read aloud to teach each other in pairs

Pictures

Oral questions

 

 

5

WRITING

Word and sentence formation

Learner should be able to use familiar words and phrase to write simple sentences

How do we form a sentence?

Learners to be guided on how to build simple sentences structure through

identification of key words

Book 

Pencils

Oral questions 

Written exercise

 

 

1

LISTEN

Listening to instructions and questions

By the end of the lesson the learner should be able to demonstrate an understanding of set of instructions through appropriate responses

Who asks us questions?

Learners role play talking and listening to different audiences

Audio

Oral questions

 

 

2-3

SPEAKING

Responding to questions and instructions

Learners to ask questions to seek clarity on instruction

Why do we give instructions/

Learners play involving responding to instruction and answering questions

Songs

Oral questions

 

 

4

READING

Paired reading

Learners to make prediction before and during reading and ask questions to confirm extended of understanding of materials

What do you think will happen in the story

Learners to ask each other about what they have read

Newspaper 

Readers 

Magazines

Oral questions

 

 

5

WRITING

Words and sentence formation

Learners to identify and write upper and lower case letters in words and sentences correctly

What are upper and lower case letters?

Learners to be guided on how to write upper and lower letter

Sentences

strips

Written exercise

 

 

1

LISTENING

Word and sentence formation

By the end of the lesson the learner should be able to identify number of syllable in words

How do we form words?

Learners to practice individual sounds as they rhyme and recite poems

Rhyme poem

Oral questions

 

 

2

SPEAKING

Phonological awareness

Learner to be able to recognize an say multiple letter sounds to make syllable and words

What are some of the sounds we hear?

Learners to sound sight words representing multiple sounds in pairs of group

Storybooks pictures

Oral questions

 

 

3

READING

Group reading

Learner should be able to read text collectively with accuracy ,fluency and comprehension

What is the importance of reading in a group?

Learners reading are supported through guiding question e.g. who, what.

Readers

Newspapers

journal

Oral question

 

`

4-5

WRITING

Word an sentences formation

Learners should be able to use correct noun and verb form in making sentences

How do we form sentences?

Learners re- organize jumbled words to form logical sentences(paragraph)

Flash cards 

Books 

Pencils

Written exercise

 

 

1

LISTENNG

Word and sentence formation

By the end of the lesson the learner should be able to recognize words with similar sounds

How do we form words?

Learners to play rhyming and blending games to recognize words with similar sounds

Manila chart 

Sentence strip

Oral questions

 

 

 

2-3

 

SPEAKING

 

Phonological awareness

 

Lerner should be able to blend and segment syllables to form words e.g. the cat ran home

 

Which syllable can blend and segment

 

Learners to blend syllable to form words and sentences

Blending cards Sentence strips

 

Oral questions

 

 

 

 

4

READING

Group reading

Learner should be able to develop peer learning skills of self-assessment

What is the importance of group reading

Learners to be guided on peer learning and support

Newspaper 

Journals

Retelling stories

 

 

5

WRITING

Word sentence formation

Learner should be able to  use correct noun and verb in making sentences

How do we form words?

Learners are guided to identify nouns and verb in sentences

Sentence strips 

Flash card

Writing sentences

 

 

1-2

LISTENING

Word and sentence formation

By the end of the lesson be able to combine syllable to form words

How do we form words

Learners imitate teacher in pronouncing various words(diagraph, consonant cluster)

Manila chart Sentence strip

Segmenting drills

 

 

3

SPEAKING

Phonological awareness

Learner should be able to use appropriate words to make meaningful sentences

How do we make meaningful words?

Learners to be guided short meaningful sentences by using syllable

Chart 

Pictures

Oral questions

 

 

4

READING

Group reading

Learner should be able to improve confidence through peer support in group reading

How can we build up confidence through peer support group reading?

Lerner’s  are divided into reading teams to facilitate peer learning and support

Readers 

Journals

Oral questions

 

 

5

WRITING

Spelling instructions

Learners should be able to write an increasing number of words and spelling them correctly

Why is it important to spell words correctly

Learners to write newly learned on a word tree

Flash card 

Word tree

Written exercise

 

 

1

LISTEN

Word and sentence formation

By the end of the lesson the learner should be able to combine words to make simple sentences

How do we form sentences?

Learners to be guided on how to combine words to make simple sentences

Sentence strip

Oral questions

 

 

2-3

SPEAKING

Phonological awareness

The learner should be able to give words that rhyme

Which words rhyme

Learner give words that rhyme

Sentence strip

Oral questions

 

 

 

4

 

READING

 

Silent reading

 

The learner should be able to read text passage silently and answer questions correctly

When do we read silently

 

Learners are assisted in developing silent reading skills for efficient reading

Sentence strip

Oral questions

 

 

 

 

5

WRITING

Spelling instruction

Lerner should be able to spell words with short and long vowels and consonants cluster

Why do we spell words correctly?

learners to be guided on the use of spelling strategies including knowledge of letters

Word tree  

Flashcard

Written exercises

 

 

1

LISTENING

Word an sentence formation

By the end of the lesson the learner should be able to combine words to make simple sentences

How do we combine words to form sentences?

Learners to combine words to make simple sentences

 

Oral questions

 

 

2

SPEAKING

Talk about

The learner should be able to confidently talk about character’s and events in the story

How can we talk to others in a proper ay?

Learners discuss character and events in a thematic story

Resource person

Oral questions

 

 

3-4

READING

Silent reading

Learner should be able to predict the meaning of the unfamiliar words from the passage

How do we get meaning of the new passage?

Learners to identify new words from the passage and try to discuss their meaning in groups

Journal 

Magazines

Oral questions

 

 

5

WRITING

Spelling instruction

Learners should be able to use an write familiar and unfamiliar words

What is phonic knowledge?

Learners  to identify spelling errors in own writing to provide correct spelling

Flash cards 

Word trees

Oral questions  

Written exercise

 

 

1

LISTENIG

Story telling

By the end of the lesson the learner should be able to develop vocabulary through listening to stories

Why do tell stories?

Learners to develop vocabulary from the stories

Newspaper 

Magazines

Oral questions

 

 

2

SPEAKING

Talk about

The learner should be able to relate characters and event in a story to real life

How can we talk to others in a proper way?

Learners role play greeting people of different status

Magazines 

Journals

Oral questions

 

 

2

SPEAKING

Presentation skills

The learner should be able to relate various on order in which they occur

What does a good presenter do?

Learners practice making connections using transition words (relating on cultural events)

Pictures of various events

Oral questions

 

 

3

READEING

Presentation skills

The learner should be able to join text read by identifying main ideas

What was the main idea in the story?

Learners are guided to summarize text by retelling the main ideas

Journal

Filling in blacks

 

 

4-5

WRITING

Handwriting

The learner should be able to join to form meaningful words

Why should we write well

`the learner to be guided on how to join letters to form meaning words

Storybooks

Written exercise

 

 

1

LISTENING

Effective communication

By the end of the lesson the learner should be able to listen audio or audio visual stories and answer questions

Why do we need to communicate well

Learners to listen to audio or audio visual stories on varied theme

Visual and audio materials

Oral questions

 

 

2

SPEAKING

Group reading

Learner should be able to use appropriate tonal variation articulation and stress to express self confidently

What does a good presenter do?

Learners should be able to identify good and poor presentation skills

Pictures

Question/ answer

 

 

3

READING

Group reading

Learners should be able to read text collectively with accuracy fluency and comprehension

What is the importance of reading in groups

learners to be guided on how to read as a group and answer questions from the text

Readers journals

Written exercise

 

 

4-5

WRITING

Handwriting

Learners be able to use capitalization appropriately

When do we use capital letters

Learners to be guided when to use capital letters

Readers   Journals

Written exercise

 

 

1

Listening

Effective communication

By the end of the lesson the learner should be able to listen and pick out vocabulary from materials listened to

How do we communicate well?

Learners listen and pick out vocabulary listened to

Pictures

Assessment

 

 

2

SPEAKING

Responding to questions and instructions

Learners should be able to use display word chart and pictures with instruction to trigger for discussion

Why do we give instructions

Word chart

Oral questions

 

 

 

 

3-4

 

READING

 

Paired reading

 

The learner should be able to assess self on reading speed and fluency

What is good speed for reading?

Learners read aloud to each other to assess self on reading speed an fluency

Readers

 

Oral questions

 

 

 

5

Writing

Handwriting

The learner should be able to write dictated sentences well paying attention to the spacing

Why is it important to write well?

Learners write dictated sentences well paying attention to the spacing

Sentence strips

Oral questions

 

Thursday, 02 February 2023 13:57

Music Schemes - Grade 2 Schemes of Work Term 1 2023

WEEK

LESSON

STRAND

SUB STRAND

SPECIFIC LEARNING OUTCOMES

KEY INQUARY QUESTIONS

LEARNING EXPERIENCES

LEARNING RESOURC ES

ASSESSMENT

REFLECTION

1

1

PERFORMIN G

Songs

By the end of the of the lesson the learner should be able to identify different types of songs performed for different purposes to enhance comprehension

During which activities do you sing

Learners name types of songs performed in the community

Regalia charts

Observation

Oral questions

 

2

1

 

Songs

By the end of the of the lesson the learner should be able to sing a variety of age appropriate songs in unison paying attention to accuracy in pitch and rhythm for enjoyment,

During which activities do you sing

Learners are guided to listen to and watch a variety of live or recorded songs and be probed to identify occasions when the songs are performed

Regalia charts

Observation

Oral questions

 

3

1

 

Songs

By the end of the of the lesson the learner should be able to sing 2-part rounds for enjoyment

Which songs do you like singing?

Learners are guided in identifying the beat in familiar songs by tapping, clapping and stamping and vary the tempi and

dynamics to express feelings, ideas and emotions while singing

Regalia charts

Observation

Oral questions

 

4

1

 

Songs

By the end of the of the lesson the learner should be able to sing verse 1and 2 of the Kenya national anthem in English and/or Kiswahili with proper etiquette to enhance patriotism, cohesion and peaceful coexistence

When is the national anthem sung?

Learners are guided to sing verse 1 and 2 of the Kenya national anthem in English and /or Kiswahili in unison, paying attention to accuracy in pitch, rhythm, words and the etiquette during

Regalia charts

Observation

Oral questions

 

5

1

 

Songs

By the end of the of the lesson the learner should be able to execute the elements of music while singing as a basis of musicianship

What do the songs talk about

Learners are guided in identifying and discussing salient issues in topical and patriotic songs such as social cohesion, health, safety and values

Regalia charts

Observation

Oral questions

 

6

1

 

Songs

By the end of the of the lesson the learner should be able to use vocal techniques in singing for effective communication

What do the songs talk about

In groups, learners are guided in singing and dramatizing story and action songs

Regalia charts

Observation

Oral questions

 

7

1

 

Songs

By the end of the of the lesson the learner should be able to express ideas, feelings and emotions through singing for self- expression and effective communication

What do the songs talk about

In groups, learners are guided in singing and dramatizing story and action songs

Regalia charts

Observation

Oral questions

 

8

1

 

Singing games

By the end of the of the lesson the learner should be able to perform various singing games drawn from local and other cultures for enjoyment

What songs do you sing during play?

Learners are guided to watch a variety of live or recorded singing games from the locality and from other cultures

Regalia charts

Observation

Oral questions

 

9

1

 

Singing games

By the end of the of the lesson the learner should be able to apply the aspects of singing, movement, props and costumes in performing singing games to enhance the skills of performance

What songs do you sing during play?

In groups and individually, learners collect materials for use as costumes and props in performance of singing games

Regalia charts

Observation

Oral questions

 

10

1

 

Singing games

By the end of the of the lesson the learner should be able to take precautions during performance of singing games for own and others safety,

What roles do you like taking when performing singing games

Learners practice singing games with coordinated body movements

Practice and performance could be done in pairs and in groups to encourage team work and responsibility

Regalia charts

Observation

Oral questions

 

11

1

 

Singing games

By the end of the of the lesson the learner should be able to observe game etiquette for own and others respect,

What roles do you like taking when performing singing games

Practice and performance could be done in pairs and in groups to encourage team work and responsibility

Regalia charts

Common accidents and Basic First aid

 

12

1

 

Singing games

By the end of the of the lesson the learner should be able to share available resources during performance of singing games for equity and integrity

What are some of the materials or objects used while playing and singing?

In groups learners practice game etiquette and share available resources equitably during performance of singing games

Regalia charts

Observation Oral questions

 

13 & 14

CAT

 

WEEK LESSON STRANDS SUB-STRANDS SPECIFIC LEARNING OUTCOMES KEY INQUIRY QUESTIONS LEARNING EXPERIENCE LEARNING RESOURCES ASSESSMENT REFLECTION
1 1-5 OPENING AND PREPARATION  
2 1-5 1.0 Basic
motor
skills
Locomotor skills:

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

  1. name the parts of the body that are in use when hopping for body
    awareness,
  2. watch a video clip on grasshoppers
    hopping for digital literacy,
  3. perform hopping in different ways for strength, coordination, endurance,balance and space awareness,
  4. practice hopping in different ways for strength, coordination, endurance,
    balance and excellence,
  5. establish relationships through
    hopping for critical thinking and
    problem,
  6. appreciate hopping for strength,
    coordination, balance and self-esteem
  7. make appropriate play items for
    creativity and imagination,
  8. play simple games for enjoyment, collaboration, and peaceful
    coexistence,
  9. observe rules when playing games for own and others safety.
  1. Mention animals that hop?
  2. Name the parts of the body that are in use when hopping

Learners to answer questions on the
animals and insects that move by
hopping (kangaroo, playing mantis).

  • Learners could watch video clips
    of other learners performing the hop
    skill
    • Hop in different
      directions
      - forward,
      - backward,
      - to the right
      - to the left
    • Hop in different pathways
      - circular
      - straight
      - curved
      - zigzag
    • Hop in different levels
      - low
      - medium
      - high
  • Learners hop in varying levels and
    make shapes such as:
    - square
    - circle
    - rectangle
Regalia

Observation

Oral questions

 
3 1-5 1.0 Basic
motor
skills
Locomotor skills:

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

  1. name the parts of the body that are in use when hopping for body awareness,
  2. watch a video clip on grasshoppers hopping for digital literacy,
  3. perform hopping in different ways for strength, coordination, endurance,
    balance and space awareness,
  4. practice hopping in different ways for strength, coordination, endurance,
    balance and excellence,
  5. establish relationships through hopping for critical thinking and problem,
  6. appreciate hopping for strength, coordination, balance and self-esteem
  7. make appropriate play items for creativity and imagination,
  8. play simple games for enjoyment, collaboration, and peaceful coexistence,
  9. observe rules when playing games for own and others safety.
  1. Mention animals that hop?
  2. Name the parts of the body that are in use when hopping

Learners to answer questions on the
animals and insects that move by
hopping (kangaroo, playing mantis).

  • Learners could watch video clips
    of other learners performing the hop
    skills
    • Hop in different
      directions
      - forward,
      - backward,
      - to the right
      - to the left
    • Hop in different pathways
      - circular
      - straight
      - curved
      - zigzag
    • Hop in different levels
      - low
      - medium
      - high
  • Learners hop in varying levels and
    make shapes such as:
    - square
    - circle
    - rectangle
    - wavy lines
    - triangles
Regalia

Observation

Oral questions

 
4 1-5   1.2 Locomotor skills: Leaping By the end of the sub-strand, the
learner should be able to:
a) name the parts of the body that are in use when leaping for body
awareness,
b) watch a video clip of the leaping
skill for digital literacy,
c) perform leaping in different ways
for strength, coordination, endurance
and balance,
d) practice leaping in different ways
for strength, coordination, endurance,
balance and for excellence,
e) establish relationships through
leaping for critical thinking and
problem,
f) make appropriate play items for
creativity and imagination,
g) appreciate leaping for strength,
coordination, balance and self-esteem,
h) play simple games for creativity,
enjoyment and peaceful coexistence,
i) observe the rules when playing
games for own and others safety.
  1. Name the animals that move around by leaping?
  2. Name the parts of the body used for leaping
  • Learners to answer questions on parts of the body that are used for leaping.
  • Learners could watch videos clips of other learners performing the skill
    leaping.
    • leaping different directions
      - forward,
      - backward,
      - to the right
      - to the left
    • leaping in different pathways
      - circular
      - straight
      - curved
      - zigzag
    • leaping in different levels
      - low
      - medium
      - high
    • Learners establish relationships such mirroring, under, on, over, though, round and beside.
  • Learners in groups and individually to leap and make letters of the alphabet such as , I, L, H T, O.
  • Learners to leap making a combination of levels, pathways.
  • Learners to obey rules as they leap and play games
Regalia

Observation

Oral questions

 
5 1-5   1.2 Locomotor skills: Leaping

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

  1. name the parts of the body that are in use when leaping for body awareness,
  2. watch a video clip of the leaping skill for digital literacy,
  3. perform leaping in different ways for strength, coordination, endurance
    and balance,
  4. practice leaping in different ways for strength, coordination, endurance,
    balance and for excellence,
  5. establish relationships through
    leaping for critical thinking and
    problem,
  6. make appropriate play items for creativity and imagination,
  7. appreciate leaping for strength, coordination, balance and self-esteem,
  8. play simple games for creativity, enjoyment and peaceful coexistence,
  9. observe the rules when playing
    games for own and others safety.
  1. Name the animals that move around by leaping?
  2. Name the parts of the body used for leaping
  • Learners to answer questions on parts of the body that are used for leaping.
  • Learners could watch videos clips of other learners performing the skill leaping.
    • leaping different directions
      - forward,
      - backward,
      - to the right
      - to the left
    • leaping in different pathways
      - circular
      - straight
      - curved
      - zigzag
    • leaping in different levels
      - low
      - medium
      - high
  • Learners establish relationships such mirroring, under, on, over, though, round and beside.
  • Learners in groups and individually to leap and make letters of the alphabet such as , I, L, H T, O.
  • Learners to leap making a combination of levels, pathways.
  • Learners to obey rules as they leap and play games
Regalia

Observation

Oral questions

 
6 1-5   1.3 Locomotor Skill: Jumping for distance

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

  1. watch a video clip on triple jump for digital literacy,
  2. perform jumping for distance in different ways for strength, coordination, endurance, balance and
    space awareness,
  3. practice jumping for distance in different ways for strength, coordination, endurance, balance and
    for excellence,
  4. establish relationships through jumping for distance for critical
    thinking and problem solving,
  5. appreciate jumping for distance for strength, coordination, balance and
    self-esteem,
  6. make appropriate play items for creativity and imagination,
  7. play games for enjoyment,
    collaboration, and peaceful
    coexistence,
  8. observe the rules when playing games for own and others safety
  1. name the parts of the body that are used for jumping
  2. Which direction is easier to jump towards
  3. name insects that move by jumping
  • Learners to answer questions on the parts of the body that are use when jumping for distance.
  • Learners to watch video clips of other learners jumping for distance or the athletes performing the long jump.
  • learners to be guided on jumping in different ways by:
    • jumping in different directions such as forward, backward, to the right and left
    • jumping in different pathways such as circular, straight, curved and zigzag
    • jumping in different levels such low, medium and high
    • jumping using varying speed such as slowly fast and faster
  • Learners to practice jumping for distance using the following suggested physical activities:
    • jump and form the letters of the alphabet such as L, I, T, S among others
    • jump with legs together or apart
    • jump with arms in various positions, beside the body, held forward or backward
    • jump over objects on the ground
  • the learners to establish relationships such mirroring ,under, on ,over, through
  • Learners cooperate with others and play game that involve jumping for distance
  • Observe rules when playing games
    involving jumping for distance for
    own and others safety
Regalia Observation

Oral questions

 
7 1-5   Locomotor Skill: Jumping
for distance

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

  1. watch a video clip on triple jump for digital literacy,
  2. perform jumping for distance in different ways for strength, coordination, endurance, balance and
    space awareness,
  3. practice jumping for distance in different ways for strength, coordination, endurance, balance and
    for excellence,
  4. establish relationships through jumping for distance for critical
    thinking and problem solving,
  5. appreciate jumping for distance for strength, coordination, balance and self-esteem,
  6. make appropriate play items for creativity and imagination,
  7. play games for enjoyment, collaboration, and peaceful coexistence,
  8. observe the rules when playing games for own and others safety
  1. name the parts of the body that are used for jumping
  2. Which direction is easier to jump towards
  3. name insects that move by jumping
  • Learners to answer questions on the parts of the body that are use when jumping for distance.
  • Learners to watch video clips of other learners jumping for distance or the athletes performing the long jump.
  • learners to be guided on jumping in different ways by:
    • jumping in different directions such as forward, backward, to the right and left
    • jumping in different pathways such as circular, straight, curved and zigzag
    • jumping in different levels such low, medium and high
    • jumping using varying speed such as slowly fast and faster
  • Learners to practice jumping for distance using the following suggested physical activities:
    • jump and form the letters of the alphabet such as L, I, T, S among others
    • jump with legs together or apart
    • jump with arms in various positions, beside the body, held forward or backward
    • jump over objects on the ground
  • the learners to establish relationships such mirroring ,under, on ,over, through
  • Learners cooperate with others and play game that involve jumping for distance
  • Observe rules when playing games involving jumping for distance for
    own and others safety
Regalia Observation

Oral questions

 
8 1-5   Non-Locomotor skills: Pulling and pushing

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

  1. watch a video clip on pulling and pushing activities for digital literacy,
  2. perform pulling and pushing in different ways for coordination,
    strength, and endurance,
  3. practice pulling and pushing for strength, coordination, balance and self-esteem,
  4. establish relationships through pulling and pushing for creativity,
  5. appreciate pulling and pushing for strength, endurance and selfawareness,
  6. play games for enjoyment, collaboration , and peaceful
    coexistence,
  7. observe rules when pulling and pushing for own and others safety.
  1. How can you move a heavy object from one place to another?
  2. Name the body parts used for pulling and pushing
  • Learners to watch videos clips or picture cut outs of people pulling and pushing.
  • Learners to practice pulling and pushing using the following suggested physical activities:
    • Four learners to hold a rope two on either side and pull each other
    • learners push and pull each other into different directions (forward, backwards, left, right)
  • learners push and pull in different levels (high, medium, low)
  • learners push and pull at different speed (slow, fast, faster)
  • Learners obey rues when playing games for safety
Regalia

Observation

Oral questions

 
9 1-5   Non-Locomotor skills: Pulling and pushing

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

  1. watch a video clip on pulling and pushing activities for digital literacy,
  2. perform pulling and pushing in different ways for coordination,
    strength, and endurance,
  3. practice pulling and pushing for strength, coordination, balance and self-esteem,
  4. establish relationships through pulling and pushing for creativity,
  5. appreciate pulling and pushing for strength, endurance and selfawareness,
  6. play games for enjoyment,collaboration , and peaceful coexistence,
  7. observe rules when pulling and pushing for own and others safety.
  1. How can you move a heavy object from one place to another?
  2. Name the body parts used for pulling and pushing
  • Learners to watch videos clips or picture cut outs of people pulling and pushing.
  • Learners to practice pulling and pushing using the following suggested physical activities:
    • Four learners to hold a rope two on either side and pull each other
    • learners push and pull each other into different directions (forward, backwards, left, right)
  • learners push and pull in different levels (high, medium, low)
  • learners push and pull at different speed (slow, fast, faster)
  • Learners obey rules when playing games for safety
Regalia

Observation

Oral questions

 
10 1-5   2.2 Non-Locomotor skills: Turning

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

  1. watch a video clip of animals playing and turning for digital
    literacy,
  2. perform turning in different ways for agility and self-awareness,
  3. practice turning in different ways for agility and space awareness,
  4. establish relationships through turning for creativity,
  5. appreciate turning for agility and self-awareness,
  6. play games for enjoyment , collaboration, and peaceful coexistence,
  7. observe rules when playing games for own and others safety
  1. Which parts of the body is touching the ground when you lie on the ground and face up?
  2. Name parts of the body that you can turn
  • learners to watch video clips of animals turning such as donkey’s dog’s cat’s lions.
  • Learners to turn to different directions such as right, left
  • Learners to make, quarter turns, half turns and complete turns (360%)
  • Learners lie on the ground on their back and then turn onto their stomach
  • learners turn using varying levels (low, medium and high) to a given direction
  • learners to pair up and turn to each other as they give a high five
  • Learners to play games for enjoyment
  • Learners to obey rules for safety.
Regalia

Observation

Oral questions

 
11 1-5   3.1 Manipulative skills: Kicking

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

  1. name the parts of the body that are in use when kicking for body
    awareness,
  2. watch a video clip on a game of soccer and observe kicking for digital literacy,
  3. perform kicking in different ways for strength, coordination, endurance, balance and space awareness,
  4. practice kicking in different ways for strength, coordination, endurance, balance and for excellence ,
  5. establish relationships through kicking for critical thinking and
    problem solving,
  6. appreciate kicking for strength, coordination, balance and self-esteem,
  7. make appropriate play items for creativity and imagination,
  8. play games for enjoyment,
    collaboration, and peaceful coexistence,
  9. observe rules when playing games
    for own and others safety.
  1. Name some of the items that are safe to kick
  2. Which parts of the body are used in kicking
  • Learners to name the body parts that are in use when kicking.
  • Learners could be shown video clips of people kicking balls
  • Learners to be guided on kicking in different ways by:
    • kicking in different directions such as forward, backward, to right and left
    • kicking in different pathways such as circular, straight, curved and zigzag
    • kicking in different levels such low, medium and high
    • kicking using varying speed such as slowly fast and faster
    • kick the ball and form the letters of the alphabet such as I, L, N, M, K
  • Learners to make different balls and use them for playing games using the kicking skill
Regalia Observation

Oral questions

 
12 1-5   3.1 Manipulative skills: Kicking

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

  1. name the parts of the body that are in use when kicking for body
    awareness,
  2. watch a video clip on a game of soccer and observe kicking for digital literacy,
  3. perform kicking in different ways
    for strength, coordination, endurance,
    balance and space awareness,
  4. practice kicking in different ways
    for strength, coordination, endurance,
    balance and for excellence ,
  5. establish relationships through kicking for critical thinking and
    problem solving,
  6. appreciate kicking for strength, coordination, balance and self-esteem,
  7. make appropriate play items for creativity and imagination,
  8. play games for enjoyment, collaboration, and peaceful coexistence,
  9. observe rules when playing games
    for own and others safety.
  1. Name some of the items that are safe to kick
  2. Which parts of the body are used in kicking
  • Learners to name the body parts that are in use when kicking.
  • Learners could be shown video clips of people kicking balls
  • Learners to be guided on kicking in different ways by:
    • kicking in different directions such as forward, backward, to right and left
    • kicking in different pathways such as circular, straight, curved and zigzag
    • kicking in different levels such low, medium and high
    • kicking using varying speed such as slowly fast and faster
    • kick the ball and form the letters of the alphabet such as I, L, N, M, K
  • Learners to make different balls and use them for playing games using the kicking skill.
Regalia

Observation

Oral questions

 
13 END OF TERM ASSESSMENT AND CLOSING  

WEEK

LESSON

STRAND THEME

SUB STRAND

SPECIFIC LEARNING OUTCOMES

KEY INQUIRY QUESTIONS

LEARNER EXPERIENCE

LEARNING RESOURCES

ASSESSMENT METHODS

REFLECTION

1

1

NUMBERS

Numbers concept Reading 1-50

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

Read   1-50   in symbols

Can count numbers from 1-50 in symbols

Learners to read number names from 1-50 from the chart

Chart

Number

cards

Oral questions

Observation

 

 

2

NUMBERS

Representing number 1-50

Represent number 1-50 using concrete objects in the environment

What can we use to represent number 1- 50?

Learners in groups to represent number 1-50 using safe concrete objects

Concrete objects Counters

Oral questions

Observation

 

 

3

NUMBERS

Filling in missing numbers

Filling in number 1-50 in their work books

How can we find missing numbers

Learners to fill in missing numbers from 1-50

Chart

Oral questions

Written exercise

 

 

4

NUMBERS

Reading numbers 50- 100

Read numbers 50-100 using symbols in the chart

Can you find number of objects from number 50- 100?

Learners read number names from 50-100 from the chart

Chart

Oral questions

observations

 

 

5

NUMBERS

Representing numbers 50-100

Represent number 50- 100 using concrete objects in the environment

What can we use to represent number 50-100?

Learners to represent numbers from 50-100 using safe concrete objects

Counters

Oral questions

observations

 

2

1

NUMBERS

Filling in missing numbers

Fill in missing numbers from number 50- 100 using in their books

How can we find missing numbers

Learners to fill in missing numbers from 50-100

Chart

Oral

 

 

2

NUMBERS

Playing games

Playing games with numbers

How many times in groups can they count numbers 1- 100

Learners to play games of have you counted?

Concrete objects representing groups with numbers

Observations

 

 

3

NUMBERS

Filling in missing numbers

Fill in missing numbers from  1- 100 in their workbooks

Which is the missing number?

Learners to fill in missing numbers 1-100

Chart

Oral questions

Written exercise

 

 

4

NUMBERS

Whole numbers

By the end of the sub strand the learner should be able to count numbers 1-50 forward and backwards in a sequence

What is the next number?

Learners to count numbers 1-50 forward and backwards

Number

line chart

Observation

Oral questions

 

 

5

NUMBERS

Whole numbers

By the end of the sub strand the learner should be able to count numbers 50 forward and backwards in a sequence

What is the next number?

Learners to count numbers 50-100 forward and backwards

Number

line chart

Observation

Oral questions

 

3

1

NUMBERS

Counting in 2s forward

Count numbers in 2s forward in pairs or groups

What is the next number going forward?

Learners in 2s should be able to count in 2s forward

Number

line

Oral questions

 

 

2

NUMBERS

Counting in 2s backward

Count numbers in 2s backward in pairs or groups

What is the next number going backward?

Learners in 2s should be able to count in 2s backward

Number line

Oral questions

 

 

3

NUMBERS

Whole numbers

By the end of the sub strand the learner should be able to count

How do you get the next number in a pattern?

Learners to count in 5s forward in groups or pairs

Number line

Oral questions

Observation

 

4

1

NUMBERS

Fractions- Circular cut outs in quarter

Fold circular paper cut outs in to 4 equal parts and make a quarter

How many parts are shaded?

Learners in pairs to fold paper cuts to get 4 equal parts and identify it as a quarter

Paper cut outs

Observation

Oral questions

 

 

2-3

NUMBERS

Rectangular cut outs in 4 equal parts

Fold rectangular paper cut outs in to 4 equal parts and make a quarter

How many parts are they?

Learners in pairs to fold paper cuts to get 4 equal parts and identify it as a quarter

Paper cut outs

Observation

Oral questions

 

 

4-5

NUMBERS

Comparing fractions in size

Compare fractions in size to find out which is bigger or smaller

Which one is big?

Learners should be able to compare sizes of fractions

Paper cut outs

Observation

Oral questions

 

5

1

NUMBERS

Digital games with fractions

Play digital games with fractions

Which fractions can you see?

Learners should be able to play digital games involving fractions

Laptops

Observation

Oral questions

 

 

2-3

NUMBERS

Fractions

Practice cutting out halves and quarters

How many parts do you get when you share a fruit among 2?

Learners in pairs/groups making halves and quarters of a whole

Paper cut outs A fruit

Observation

Oral questions

 

 

4

NUMBERS

Addition

By the end of the sub strand, the learner should be able to add single digits horizontally

How do you arrange digits when adding horizontally?

Learners to add single digits horizontally

Number

line

Written exercise

 

 

5

NUMBERS

Addition

Add single digits vertically

How do you add single digits vertically?

Learners to add single digits vertically

Number line

counters

Written exercise

 

6

1

NUMBERS

Addition

Work out word problems involving single digits

How do we add single digits?

Learners to come up with additional word problems

Counters

Written exercise

 

 

2-3

NUMBERS

Addition

The learner should be able to add a 2 digit number to a 1 digit number with sum not exceeding 100 without regrouping

How we align a 2 digit number and a 1 digit number vertically in order to add?

Learners to a 2 digit number to a 1 digit number without regrouping

Counters

Written exercise

Observations

Oral questions

 

 

4-5

NUMBERS

Addition

Add a 2 digit number to a 1 digit number with sum not exceeding 100 with regrouping

When do we regroup?

Learners to a 2 digit number to a 1 digit number with regrouping

Counters

Written exercise

 

7

1

NUMBERS

Addition

The learner should work out word problems involving 2 digit and 1 digit

Which word means same as addition?

Learners to understand other words that mean same as addition

Counters

Written exercise

Observation

 

 

2

NUMBERS

Addition

The learner should be able to add single digit number up to a sum of 20 horizontally

How do we get the sum of 3 single digits?

Learners in pairs/ groups to practice addition of 3 single digits

Counters

Written exercise

Observation

 

 

3

NUMBERS

Addition

The learner should be able to add single digit number up to a sum of 20 vertically

How do you align numbers when working with 3 digit numbers?

Learners to work out sum of 3 digit

numbers vertically according to place value

Bottle tops Counters

Written exercise

 

 

4-5

NUMBERS

Addition

The learner should be able to work out word problems involving 3 single digits

How we arrange numbers when working with 3 digit numbers?

Learners should be able to collect different safe objects and use hem in addition of 3 single digit numbers

Counters

Written exercise

 

8

1

NUMBERS

Addition

The learner should be able to practice addition by skipping on the number line

How do we use a number line when counting?

Learners to practice addition by skipping on the number line

Number line drawn on the floor

Written exercise

 

 

2-4

NUMBERS

Addition

The learner should be able to practice breaking numbers apart to make 10

When do you break apart numbers to make 10?

Learners to break numbers apart to make 10

workbooks

Written exercise

 

 

5

NUMBERS

Addition

The learner should be able to come up with different ways of adding 2- digit numbers without regrouping

How can you align a 2 digit number vertically in order to add?

Learners to add a 2- digit numbers without regrouping

Counters

Written exercise

 

9

1-2

NUMBERS

Addition

The learner should be able to come up with different ways of adding 2- digit numbers with regrouping

How can you align a 2 digit number vertically in order to add?

Learners to add a 2- digit numbers with regrouping

Counters

Written exercise

 

 

3

NUMBERS

Addition

The learner should be able to play digital games involving addition

Which digital games can you play involving addition?

Learners to play digital games involving addition

Laptop

Observation

 

 

4

NUMBERS

Addition

The learner should be able to make patterns in groups using numbers up to 100

How can you make patterns in groups using numbers up to 100

Learners in groups to make patterns using numbers up to

Number chart

Written exercise

 

 

5

NUMBERS

Addition

The learner should be able to work out missing numbers involving addition of whole numbers up to 100

How do work out missing numbers in patterns involving addition?

Learners work out missing numbers involving addition in patterns

Counters

Written exercise

 

 

1

NUMBERS

Addition

The learner should be able to work out missing numbers involving addition of whole numbers up to 100

How do work out missing numbers in patterns involving addition?

Learners work out missing numbers involving addition in patterns

Counters

Written exercise

 

 

2

NUMBERS

Subtraction

The learner should be able to work out subtraction of single digits

How do work out subtraction of 2 single digits numbers

Learners work out subtraction of 2 single digits numbers

Counters

Written exercise

 

 

 

3

 

NUMBERS

 

Subtraction

 

The learner should be able to work out subtraction of 1 digit number from 2 digit number

How do work out subtraction 1 digit number from 2 digit number

Learners work out subtraction 1 digit number from 2 digit number

 

Counters

 

Written exercise

 

 

 

 

4-5

NUMBERS

Subtraction

The learner should be able to work out subtraction up to 2 digit number without regrouping

What is the place value

Learners work out subtraction up to 2 digit number without regrouping

Counters

Written exercise

 

 

1-2

NUMBERS

Subtraction

The learner should be able to work out subtraction up to 2 digit number with regrouping

How do we regroup?

Learners work out subtraction up to 2 digit number with regrouping

Counters

Written exercise

 

 

3-4

NUMBERS

Subtraction

The learner should be able to work out subtraction up to 2 digit number with regrouping

How do we regroup?

Learners work out subtraction up to 2 digit number with regrouping

Counters

Written exercise

 

 

5

NUMBERS

Subtraction

The learner should be able to work out  a mixed exercise subtraction with and without regrouping

How do we regroup?

Learners work out subtraction with and without regrouping

Counters

Written exercise

 

 

JUMA

KIPINDI

MADA

MADA NDOGO

MATOKEO MAALUMU YANAYOTARAJIWA

MASWALI DADISI

MAPENDEKEZO YA SHUGHULI ZA UFUNZAJI

NYENZO

TATHMINI

 

1

1-2

Shuleni

Sauti ya majina ya herufi ya Kiswahili 

Kusikilizana na kuogea

Kufika mwisho wa kipndi mwanzafunzi aweze kutamka sauti nne za herufi moja ili kuimarisha mazungumzo

Je? sauti zipi unazojua kutamka?

Mwanafunzi aweze kutambua kutamka sauti g/d/d/na/ r katika maneno

Kazi ya vikundi Charti iliyo na michoro ya vitu vinavyo patikana shuleni

Maswali mepesi ya kauli

 

 

3

Shuleni

Sauti ya majina ya herufi ya Kiswahili 

Msamiati

Kufika mwisho wa kipndi mwanzafunzi aweze kutambua majina ya herufi moja iliyofunzwa katika kujenga stadi ya kusilizana

Je? sauti ni sauti gani tuliyosoma jana?

Mwanafunzi aweze kutambua sauti za herufi ambazo tulijifunza katika somo lililopita

Charti

Daftari na Kalamu

Maswali mepesi ya kauli Zoezi

 

2

1

Shuleni

Sauti ya majina ya herufi ya Kiswahili 

Kuandika

Kufika mwisho wa kipndi mwanzafunzi aweze kutambua maina ya herufi sauti lengwa katika kujenga stadi ya kusikiliza

Je? Unaweza kutambua herufi gani katika sentensi?

Mwanafunzi aweze kutumia teknolojia kuskiliza matamshi ya sauti lengwa

Tarakilishi Charti

Maswali mepesi ya kauli Zoezi madaftarini

 

 

2

Shuleni

Sauti ya majina ya herufi ya Kiswahili 

Kusoma

Kufika mwisho wa kipndi mwanzafunzi aweze;

Kusoma herufi za sauti moja katika

kujenga stadi ya kusoma

Je,unajua kusoma herufi na maneno gani?

Mwanafunzi asome herufi kwa sauti moja kadi za herufi

Tarakilishi Charti za herufi Kadi za herufi

Maswali mepesi ya kauli

 

 

 

3

 

Shuleni

 

Sauti ya majina ya herufi ya Kiswahili

 

Kufika mwisho wa kipndi mwanzafunzi aweze;

Kusoma maneno kutumia silabi zinazotokana na herufi ili kujenga stadi ya kusoma

Je,unajua kusoma herufi na maneno gani?

 

Mwanafunzi aambatanishe silabi ya kusoma maneno yanayotokana na herufi lengwa

Charti za herufi Kadi za herufi

 

Maswali mepesi ya kauli

 

 

3

1

Shuleni

Sauti ya majina ya herufi ya Kiswahili  

Kusoma

Kufika mwisho wa kipndi mwanzafunzi aweze;

Kusoma maneno kutumia silabi zinazotokana na herufi ili kujenga stadi ya kusoma

Je,waweza kusoma kusoma sautina maneno za Kiswahili?

Mwanafunzi asome maneno kwa kutumia silabi au kwa kugawa maneno marefu

Vitabu vya kusoma

Maswali mepesi ya kauli Kuwatazama Wanafunzi wanaposoma

 

 

2

Shuleni

Sauti ya majina ya herufi ya Kiswahili  

Kuandika

Kufika mwisho wa kipndi mwanzafunzi aweze;

Kuandika herufi zinazowakilishwa na sauti lengwa katika kujenga stadi ya kusoma

Je,waweza kusoma kuandika sauti na maneno za Kiswahili?

Mwanafunzi aweze kuandika maneno alizosoma

Kadi za herufi 

Kalamu na daftari

Maswali mepesi ya kauli Zoezi vitabuni

 

 

3

Shuleni

Sauti ya majina ya herufi ya Kiswahili

Kufika mwisho wa kipndi mwanzafunzi aweze;

Kutumia maneno yanayojumulisha sauti zilizofunzwa ilikujenga

Je,unajua herufi zipi?

Mwanafunzi kutumia maneno ya kujumulisha sauti zilizofunzwa

Charti za herufi Kadi za herufi

Maswali mepesi ya kauli

 

4

1

Shuleni

Kusikilizana kuzungumuza maamkuzi ya nyakati za siku

Kufika mwisho wa kipndi mwanzafunzi aweze;

Kutambua maneno yanayotumiwa katika nyakati za siku ili kuimarisha stadi ya kusikilizana kuzungumza

Tunaakuana vipi wakati wa asubuhi, mchana na jioni

Mwanafunzi aigize maamziki ya nyakati za asubuhi, mchana na jioni

Charti za kuonyesha maamziki ya nyakati Kadi za herufi mbalimbali

Maswali mepesi ya kauli

 

 

2

Shuleni

Kusikilizana kuzungumuza maamkuzi ya nyakati

mwanzafunzi aweze; Kutambua maneno yanayotumika katika maamkuzi ili kuuimarisha stadi ya kusoma

Kwanini tunasalimiana

Wanafunzi wasalimiane na kasha washirikishwe katika mjadala kuhusu maamkizi

Kazi ya vikundi

Vitabu vya kusoma

Mjadala Maswali mepesi ya kauli

 

 

3

Shuleni

Msamiati

mwanzafunzi aweze; Kutambua kwa kutaja msamiati wa shule katika kuimarisha lugha

Je, unavifaa gani vya shuleni?

Mwanafunzi aonyeshe vifaa halisi vinavyopatikana shuleni ili aweze kuchora

Vifaa halisi kama bendera, dawati, darasa, ofisi, vyoo

Maswali mepesi ya kauli

 

5

1

Shuleni

Msamiati

mwanzafunzi aweze; kusoma maneno na sentensi zinazio jumlisha msamiati shuleni ili kuuimarisha stadi ya kusoma

Taja vifaa mbalimbali vinavyo patikana shuleni na umuhimu wake

Mwanafunzi msamiati wa shuleni katika kadi au charti  na aandike majina ya vitu vinavyo patikana shuleni

Vifaa halisi kama bendera, dawati, darasa, ofisi, Michoro vitabuni

Maswali mepesi ya kauli

 

 

2

Shuleni

Msamiati

mwanzafunzi aweze; kutaja msamiati wa shuleni katika kuimarisha umilisi wa lugha

Je, unajua vifaa gani vya shuleni?

Mwanafunzi aonyeshe vifaa halisi vinavyopatikana shuleni

Kadi za michoro ya vitu vya shuleni

Maswali mepesi ya kauli

Kutizama kazi ya wnafunzi

 

 

3

Shuleni

Kusikilizana na kuzungumza masimulizi

mwanzafunzi aweze; kutaja majina ya vitu vinavyo patikana shuleni ilikuimarisha stadi ya kuzungumuza na kusikiza

Ni Vifaa vipi vinavyopatikana shuleni?

Mwanafunzi

asimulie kisa kuhusu shule zna kufafanua umuhimu wa vitu vinavyopatikana shuleni

Vifaa halisi vinavyopatikana shuleni

Michoro ya vitu shuleni

Majadiliano

Maswali

Mepesi ya kauli

 

6

 

1

 

Shuleni

 

Kusikilizana na kuzungumza masimulizi

Mwanzafunzi aweze; kusikiliza kwa makini ili kuimarisha stadi za kuzungumza na pia aweze kusimulia kuhusu vitu mbali mbali vinavyopatikana shuleni ili kuimarisha stadi za kusikilizana

Ni nani anayetumia vifaa vinavyopatikana shuleni?

Mwanafunzi awze kushiriki katika wimbo na mashairi kuhusu vifaa vinavyopatikana shulenina pia atazame picha na michoro inavyoonyesha vifaa vinavyopatikana shuleni na wajadiliane katika vikundi

Vifaa halisi vinavyopatikana shuleni

Majadiliano kati ya wanafunzi na mwalimu

Hadithi fupi

Maswali Mepesi ya kauli

 

 

2

Shuleni

Kusoma hadithi

Mwanzafunzi aweze;kutambua picha za vitu vinavyopatikana shuleni

Katika kujenga stadi ya kusoma pia aweze kueleza picha katika hadithi ili kuimarisha stadi za kuszungumuza

Unaona ninikatika picha?

Mwanafunzi ajadili picha zinazojumulishwa kwenye hadithi Mwanafunzi

atabiri kitakacho tokea

Vitabu vya hadithi vifaa halisi  vya shuleni

Maswali mepesi ya kauli

Majadiliano

 

 

3

Shuleni

Kusoma hadithi

Kusikiliza hadithi ikisomwa na mwalimu kuhusu vitu vinavyopatikana shuleni ilikuimarisha umakinifu

Nini knacho tendeka katika hadithi?

Mwanafunzi Kumsikiliza mwalimu anaposoma kasha pamoja na mwalimu na baadaye asome pekee yake kwa sauti .

Wanafunzi wasome wawili wawili au kwa vikundi

Vitabu vya hadithi

Maswali kauli Kutoka kwa hadithi

 

7

 

1

 

Shuleni

 

Kusoma hadithi

 

Mwanafunzi aweze kusoma hadithi kuhusu shuli ilikuimarisha stadi ya kusoma na pia aweze kufahamu hadithi alisoma nakusomewa ilikupata mafunzo ya hadithi

Ni nani wahusika katika hadithi?

 

Mwanafunzi aweze kusoma vitabu vya hadithi mbele ya darasa na pia aweze kuuliza na kujibu maswali yanayopatikana na ufahamu

Vitabu vya hadithi

 

Maswali mepesi ya kauli

 

 

 

2

Shuleni

Msamiati nambari 11-50

Mwanafunzi aweze kutambua nambari 11-50 kwa maneno ilikuimarisha mawasiliano

Ni nambari gani ambazo zipo jati ya 11-50?

Mwanafunzi aweze kutambua nambari 11-50 kwa maneno

Kadi za nambari na majina ya nambari hizo

Maswali mepesi ya kauli Zoezi

 

 

3

Shuleni

Kusoma nambari 11-50

Mwanafunzi aweze kutambua nambari 11-50 kwa maneno ilikuimarisha stadi ya kusoma

Je waweza kusoma nambari 11-50?

Wanafunzi wasome kadi za nambari 11-50 na aweze kutunga sentensi ya nambari 11-50

Kadi za nambari Majina yake

Maswali mepesi ya kauli Zoezi

 

8

1-3

Msami ati

Kuandika nambari

Mwanafunzi aweze kuandika nambari 11-50 kwa maneno ilikujenga stadi ya kuandika pia awezekutumia nambari 11-50 kwa maneno ilikuimarisha mazungumuzo yake

Je waweza kutumia nambari 11-50 katika sentensi?

Mwanafunzi aweze kuandika nambari 11-50 kwa maneno pia atunge sentensi akitumia majina ya nambari 11-50

Kadi za nambari

Daftari na kalamu

Maswali mepesi ya kauli Zoezi

 

9

1-3

 

Sarufi

 

Matumizi ya ako na enu

Mwanafunzi aweze kutambua Matumizi ya ako na enu katika mawasiliano na pia aweze kusoma sentensi zinazojumulisha - ako na -enu katika kujenga stadi ya kusoma

Je ni maneno gani unawaweza kutumia kuonyesha kitu nicha nani

Mwanafunzi atunge sentensi zenye matumizi ako na –enu na pia kutumia sentensi zinazojumulisha ako na -enu

Kazi ya vikundi

 

Kuchumguza jinsi

wanafunzi wanavyotumi

a ako na – enu katika sentensi

10

1-3

Haki Zangu

Msamiati “kusoma”

Mwanafunzi aweze kusoma msamiati kuhusu haki za watoto ili kuimarisha stadi za kusoma

Ni msamiati gani za haki za watoto unazoweza kutumia katika sentensi

Mwanafunzi ajadiline na wenzake kuhusu maana ya msamiati kuhusu haki za watoto

Kazi ya vikundi

Kuuliza maswali kuhusu haki za watoto

Kuwachungu za wanafunzi wanavyojadili ana

11

1-3

Haki Zangu

Msamiati  “kuandika”

Mwanafunzi kutunga sentensi akitumia msamiati wa haki za watoto kuandika sentensi akitumia msamiati wa haki za watoto kuimarisha stadi za kuandika

Ni haki gani za watooto unazozijua?

Mwanafunzi aandike msamiati Mwanafunzi atunge senensi kwa kutumia haki za watoto

Nyimbo na Mashairi kuhusu usafi wa mwili

Kazi ya vikundi

Maswali mepesi kuhusu haki za watoto

12

1

Haki Zangu

Kusikilizana na Kuzungumuz a “Masimulizi”

Mwanafunzi kutaja haki zake ilikuimarisha ujuzi na masuala yanayomwatjiri pia aweza kelelza umuhimu wa haki za watoto ili kuteteta haki zake zinapokaukiwa

Je unazijua haki zako?

Mwanafunzi ataje haki za watoto Wanafunzi wjadili michoro kwnye chato au pcha zinazozingatia haki za watoto

Vitabu vya hadithi kuhusu haki za watoto

Kuwachungu za wanafunzi wanavyojadili maswali

 

 

3

 

Haki Zangu

 

Kusoma hadithi

 

Mwanafunzi aweze kutambua picha kuhusu haki za watoto ilikufahamu hadithi vizuri na pia kufahamu hadithi za mwalimu kuhusu haki za watoto katika kuimarisha stadi za kusikiza na kusoma

Ni maswali yapi uliyojifunza katika hadithi uliyosoma?

Mwanafunzi ataje haki za watoto

Mwanafunzi ajadili picha zinazojumulishw a kwwenye hadithi pia atabiri kile ambacho kitakacho tokea katika hadithi

Vitabu vya hadithi kuhusu haki za watoto

 

Kuwachungu za wanafunzi wanavyojadili maswali  

Maswali mepesi ya kauli

13

1-2

Haki Zangu

Kusoma hadithi

Mwanafunzi aweze kusoma hadithi kuhusu haki za watoti ya kuimarisha stadi za kusoma na pia aweze kufahamu hadithi aliyosomewa kupata mafunzo yanayolengwa ya hadithi

Ni haki gani zimezingatiwa katika hadithi?

Mwanafunzi atabiri kile ambacho kitakacho tokea katika hadithi adhihirishe ufahamu wa matumizi ya haki za watoto

Daftari na kalamu

Maswali mepesi ya kauli Zoezi

 

3

Haki Zangu

Sarufi matumizi ya vizuri na vibaya

Mwanafunzi aweze kutambua matumizi yafaayo matumizi ya vizuri na vibaya katika mawasilianopia aweze kutumia vizuri na vibaya katika sentensi sahihi ili kuimarisha mawasiliano

Utatumia maneno yapi kueleza jinsi mtu alivyofanya jambo?

Mwanafunzi arejele vitendo mbalimbali kwa kutumia vizuri na vibaya kwa mfano: Mwanafunzi amesoma vizuri; Mtoto anacheza vibaya

Kazi ya Vikundi

Kuwachungu za wanafunzi wanavyotumia

Kuwachungu za wanafunzi wanavyojadili maswali katika sentensi

14

 

1-3

 

Haki Zangu

 

Sarufi matumizi ya vizuri na vibaya “Kuandika”

 

Mwanafunzi aweze kusoma na kuandika sentensi zinzajumulisha vizuri na vibaya ilikuiarisha uandishi mwafaka

 

Utatumia maneno yapi kueleza vile unavyofanya jambo?

 

Mwanafunzi

Arejele vitendo mbalimbali kwa kutumia vizuri na vibaya kwa mfano: Mwanafunzi afanye zoezi zinazojumulisha vizuri na vibaya Madaftarini mwao

Daftari na kalamu

 

Maswali mepesi ya kauli Zoezi

 

WEEK

LESSON

STRAND

SUB-STRAND

SPECIFIC LEARNING OUTCOME

KEY INQUIRY QUESTIONS

LEARNING EXPERIENCE

LEARNING RESOURCES

ASSESSMENT METHOD

REFLECTION

1

1-2

Health practices

Importance of breakfast

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

State the meaning of the word breakfast

Identify when breakfast is taken during the day

What is breakfast?

When do we take breakfast?

Guide learners to brainstorm on meaning of the word breakfast

Pictures

oral questions

 

2

1-2

Health practices

Items taken during breakfast

Name food items taken during breakfast

Which food items are taken during breakfast?

Learners name food items they eat and drink in the morning

Slices of bread

Arrowroots

Sausages

Sweet potatoes

Eggs

Oral questions

 

3

1-2

Health practices

Drawing food item

Draw and color food eaten for breakfast

Which food items are eaten during breakfast?

Learners draw and color foods eaten for breakfast

Pencils Crayons

Observation

 

4

1-2

Health practices

Importance of eating breakfast

Tell the importance of eating breakfast as healthy habits

What is the importance of eating breakfast?

Learners are guide to tell the importance of eating breakfast as a habit

Pictures

Observation

 

5

1-2

Health practices

Good oral habits

Identify good oral habits that promote development of healthy teeth

What things do I do that are good for my teeth?

Learners are guided to identify good oral habits

Milk

Sweets

Biscuits

Oral questions

 

6

1

Health practices

Oral hygiene

Identify harmful oral habits that damage teeth

What is harmful to our teeth?

Learners are guided to identify harmful oral habits that damage teeth

Pencils

Tooth picks

Oral questions

 

 

2

Health Practices

Oral hygiene

Brush their teeth

What do we use to brush our teeth?

Learners are guided on how to brush their teeth

Tooth brush

Observation

 

7

1

Practices

Cleaning utensils at home

Cleaning utensils at home

Utensils?

Reasons for cleaning utensils at home

Healthy and unhealthy person

 

 

 

2

Health practices

Materials used for cleaning utensils

Identify materials used for cleaning utensils at home

What do we use to clean the utensils?

Learners identify materials for cleaning utensils

Soap

Soap dish

Sponge/sisal fiber

Piece of cloth

Oral questions

 

8

1

Health practices

Cleaning, drying and storing utensils

Clean, dry and store the utensils used at home

How do we dry and store the utensils?

Learners peer teach on how to clean, dry and store utensils and they do it practically

Utensils

Soap

Sponge

Oral questions

Experiment

 

 

2

Health practices

Danger of second hand smoking

By the end of the sub strand, the learner should be able to mention substances that people smoke that are harmful to our health Mention places where people smoke these substances

Which are the harmful substances that people smoke?

Which places/areas do people smoke from?

Learners brainstorm on substances that people smoke and are harmful to our health

Learners to mention areas and places where people smoke these substances

Pictures

Posters

Video clip

Oral questions

 

9

1

Health practices

Dangers of second hand smoking

State the meaning of the word

second hand smoke and its effects on health

What is second hand smoking?

Learners are guided to explain the meaning of the second hand smoke

Pictures Posters

Observation

Oral questions

 

 

2

Health practices

Keeping water safe from contamination

By the end of the sub strand, the learner should be able to: Tell what is water contamination

Carry out experiment to demonstrate water contamination

What is water contamination?

Learners are guided to brainstorm on the meaning of contaminated water

Learners are guided to carry out a simple experiment to illustrate how water is contaminated

Pictures

Real objects

Observation

Experiment

 

10

1

Health practices

Keeping water safe from contamination

The learner should be able to mention changes in water that is contaminated

State ways in which we can prevent water from contamination

What happens when water is contaminated?

Learners to experiment and observe physical changes that occur in contaminated water

Learners to be guided to tell how they can prevent contamination of water

Pictures

Real objects

Oral questions

Observations

Oral reports

 

 

2

Health practices

Re-using water and soap at home

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

explain the meaning of word re-using

What do we use water and soap for?

Learners to brainstorm on the meaning of reusing

Water and soap

Oral questions

 

11

1

Health practices

Ways of reusing water and soap at home

The learner should be able to mention ways of re-using water and soap at home

How can we use water and soap?

Learners to be guided to tell activities

Water and soap

Oral questions

 

 

2

Health practices

Makin soap gel

The learner should be able to make a soap gel from left over soap

How do we make a soap gel?

Learners to observe a demonstration on how to make a soap gel using left over soap from home

Regalia (left over soap, water, bottles)

Observation

Experiments

 

12

1

Health practices

Re-using water and soap to minimize wastage in the home

The learners should be able to re-use water and soap to minimize wastage in the home

How can we re-use water and soap?

Learners practice how to make the soap gel and use it for hand washing

Soap Water

Observation

Experiment

 

 

2

Personal hygiene

Use and care of personal items

By the end of the sub strand the learner should be able to identify the items used for personal cleanliness

What items do we use for personal cleanliness?

Learners to be guided on mentioning items for personal cleanliness

Nail cutter

Toothpaste

Cotton buds

Shoes

Body lotion

Oral questions

observation

 

13

1

Personal hygiene

Personal items

Identify personal items and give reasons why we should not share them

Which are the personal items?

Learners are guided to identify personal items and give reasons why they should be shared

Towel

Handkerchief

Combs

Sock

Oral questions

Observation

 

 

2

Personal hygiene

Cleaning a handkerchief

State the procedure used for cleaning a handkerchief

How do we clean a handkerchief?

Learners are guided on how to clean a handkerchief?

Handkerchief

Oral questions

 

14

1

Personal hygiene

Cleaning a handkerchief

State the procedure used for cleaning a handkerchief

What do we need to clean a handkerchief?

Learners to clean their handkerchief

Handkerchief

Salt

Warm water

Soap

Observation

 

 

2

Personal hygiene

Cleaning a comb

Clean a comb correctly

How do we clean a comb?

Learners to be guided on how to clean a comb.

Comb

Soft brush

Water

Soap

Oral questions

Observation

 

WEEK

LESSON

STRANDS

SUB STANDS

SPECIFIC LEARING OUT COMES

KEY INQURY QUESTIONS

LEARNING EXPERIENCES

LEARNING RESOURCES

ASSESSMENT

REF

1

 

 

 

 

 

 

 

 

 

2

1-5

1.0 Environment and its resources

Weather

 

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

state different weather conditions

state ways of responding to different weather conditions

Respond appropriately to different weather conditions to limit risks to self, others and the environment

Appreciate differences in weather conditions

 

What are the different weather conditions?

How could we respond to different weather conditions

Learners to observe and discuss prevailing weather conditions, as an outdoor activity

Learners to think, pair and share experiences on how they could respond to different weather conditions (hot, cold, rainy)

Using pictures, video clips, learners identify ways of responding to

Video clips

Weather charts

Observation

Oral questions Written questions

 

3

1-5

Environment and its resources

Recording weather conditions

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

describe weather conditions at different times of the day

draw weather symbols to represent different weather conditions create a weather record using symbols for a period of one week

How is the weather today?

What symbols are used to record different weather conditions?

How could we record weather conditions?

Learners to observe the weather at different times of the day as an outdoor activity

Learners to describe different weather                conditions (sunny, windy, cloudy, calm, rainy)

Learners identify weather symbols from charts and other learning resources

Video clips

Weather charts

Observation

Oral questions Written question

 

4

1-5

 

Interpreting weather messages

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

interpret weather charts correctly communicate weather messages accurately

develop interest in interpreting and communicating

How could we use symbols to communicate weather messages

How could we communicate weather messages to others?

Learners to use weather charts to interpret different weather symbols In pairs, learners practice using weather symbols to interpret weather messages

In a class contest, learners to compete                narrating weather occurrences for a past week weather chart recording

Learners to gather more information on weather from parents or guardians

Video clips

Weather charts

Observation

Oral questions Written questions

 

5

1-5

Environment and its resources

Storing water

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

state the importance of storing water at home and school

identify ways of storing water in the home and school

store water appropriately in the home and school appreciate safe water storage to prevent health risks to self and others.

 

Why do we store water at home and school?

How could we store water at home and school?

Learners to explore and observe various ways of storing water at home and in the school

In groups, learners to share their experiences on why water is stored at homes and school.

In groups, learners to share their experiences on how water is stored at homes and school.

Learners to use video clips,

Pictures and photographs to identify appropriate ways of storing water at home and school

Learners to gather more information on ways of storing water in the at

home and report back

Regalia charts

Observation

Oral questions Written questions

 

6

1-5

Environment and its resources

Transporting Water

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

identify different ways of transporting water at home and school

demonstrate suitable ways of carrying small quantities of water at home and school

Appreciate different means of transporting water at home and school.

How is water transported at home and school

In groups, learners share experiences on various ways in which water is transported at home and school

Using pictures and video clips, learners to identify ways of transporting water

Learners read, tell, or listen to stories about transporting water Using age-appropriate containers, learners to carry and store water for personal use

Learners to find out how water is transported and stored.

Regalia Charts

Observation

Oral questions Written questions

 

7

1-5

Environment and its resources

 

Soil

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

a) model objects with different types of soil

What objects could we make with soil?

Which type of soil make good ribbons

model objects (balls, ribbons, pots) with different types of soils (clay, loam, sand)

Regalia Charts

Observation

Oral questions Written questions

 

8

1-5

Environment and its resources

Exploring the soil

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

determine the soil that makes long smooth ribbons

What objects could we make with soil?

Which type of soil make good ribbons

In groups, learners to model soil ribbons using the soil samples provided (clay, loam, sand). Learners to observe to find out which soil samples make smooth long ribbons

Regalia charts

Observation

Oral questions Written questions

 

9

1-5

Environment and its resources

 

By the end of the sub-strand, the learner should be able to: ) appreciate different types of soil in the immediate environment

What objects could we make with soil?

Which type of soil make good ribbons

Learners to visit the school neighborhood to observe or take pictures of different types of soils and their uses (sand for construction, clay for modeling, loam for farming

Regalia Charts

Observation

Oral questions Written questions

 

10

1-5

Environment and its resources

Exploring parts Of plant

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

Identify parts of a plant draw different parts of a plant from the immediate environment show interest in parts of a plant for learning and enjoyment.

What are the different parts of a plant?

In a nature walk, learners to explore different plants in the immediate environment.

Learners to observe parts of the plants (roots, stem, leaves, flowers, fruits) from different types of plants

What are the different parts of a plant?

Learners draw or take photographs of parts of a plant.

Learners are guided to display their work for further learning and peer

Regalia Charts

Observation

Oral questions Written questions

 

11

1-5

Environment and its resources

Exploring parts of plant

By the end of the sub-strand, the learner should be able to: ) draw different parts of a plant from the immediate environment

What are the different parts of a plant?

In a nature walk, learners to explore different plants in the immediate environment.

Learners to observe parts of the plants (roots, stem, leaves, flowers, fruits) from

different types of plants

What are the different parts of a plant?

Learners draw or take photographs of parts of a plant.

Learners are guided to display their work for further learning and peer

Regalia charts

Observation

Oral questions Written questions

 

12

1-

5

Environment and its resources

Exploring parts Of plant

By the end of the sub-strand, the learner should be able to: show interest in parts of a plant for learning and enjoyment.

What are the different parts of a plant

In a nature walk, learners to explore different plants in the immediate environment. Learners to observe parts of the plants (roots, stem, leaves, flowers, fruits) from different types of plants

What are the different parts of a plant?

Regalia Charts

Observation

Oral questions Written questions

 

13 & 14

 

 

 

 

 

 

 

 

 

WEEK

LESSON

STRAND THEME

SUB STRAND

SPECIFIC LEARNING OUTCOMES

KEY INQUIRY QUESTIONS

LEARNER EXPERIENCE

LEARNING RESOURCES

ASSESSMENT METHODS

REFLECTION

1

1-2

SCHOOL

Language structure and function The verb “to be”

By the end of the sub strand the learner should be able to use past forms of The verb “to be” correctly to construct simple sentences about things in the past.

As you were coming to school how many did you see?

Learners to be describe their own and other constructed action using was and were

Flash cards Regalia

Written exercises

 

 

3

SCHOOL

Language structure and function

By the end of the sub strand the learner should be able to use past forms of The verb “to be” in the sentences.

What are they doing?

In small groups learners describe how people using the past form of the verb “to be”

Models of verb using “was “and “were”

Written exercises

Oral questions

 

2

1-3

SCHOOL

Language structure The verb “to be”

By the end of the sub strand the learner should be able to use past forms of The verb “to be” in their day to day conversations.

What are other things did you see?

Learners take part in role play and language games that allow them to take part in various actions

Dialogue

Written exercises

Oral questions

 

3

1-3

Activities at home subject verb agreement “was” and “were”

Language structure

The verb “to be”

By the end of the sub strand the learner should be able to correct use of subject in agreement sentences

What is Sarah holding? What are the girls holding

Learners to construct correct sentences based on pictures showing singular and plural subjects

Pictures

Oral questions

 

4

1-2

Activities at home subject verb agreement “was” and “were”

Language structure and function

The learner should be able to construct simple sentences about activities at home

What was she doing?

In small groups/ pairs learners to construct on demonstrated actions by one r more learners. Construct sentences using displayed regalia representing singular and plural

Regalia

Written exercises

 

4

 

3

 

Activities at home subject verb agreement “was” and “were”

Language structure and function

The learner should be able to construct correct sentences in conversation for effective communication

What were they holding?

The learner should be able to construct correct sentences with subject verb agreement in conversation for effective communication

Pictures

Dialogue on subject verb agreement

Oral questions

 

5

1-2

Transport

Objective him, her, them and you, us, me

The learner should be able to use objective pronoun correctly to construct simple sentences about transport

What do you use to come to school?

Learners to work in pairs to construct sentences using objective pronouns

Pictures Dialogue

Oral questions

 

 

3

Transport

Objective him, her, them and you, us, me

The learner should be able to pick out objective pronoun to improve oral communication

What does your mother use to go to the market?

Learners to construct sentences on the means of transport using locally available and the objective pronounce. This car belongs to Amina. This car belongs to her.

Regalia Pictures

Oral questions Written exercise

 

6

1-3

Transport

Objective him, her, them and you, us, me

The learner should be able to use objective pronoun for effective communication in a story, poem or conversation

What use to visit your aunt and uncle?

Learners to listen to a story, poem or conversation on communication

Story books Pictures

Oral questions

 

7

1-3

Time and months of the year

The verb to have

  • Have
  • Has
  • Had

The learner should be able to use various forms of the verb to have A main verb to talk about months of the year, o’clock, am and pm for effective objective pronoun for effective communication

How many months does a year have?

Learners to work in pairs to construct sentences using singular and plural subjects on different forms of the verb to have

chart

Oral questions

 

8

1-3

Time and months of the year

The verb to have

  • Have
  • Has
  • Had

The learner should be able to recognize correct use of the verb in different contexts

How many fingers do you have?

Learners construct sentences on their body parts

Body parts

Oral questions

 

9

1-3

Time and months of the year

The verb to have

  • Have
  • Has
  • Had

The learner should be use the verb to have for effective communication

Can you name some of the things you see at home?

Learners to construct sentences on the things they have at home and at school

Regalia

Oral questions Written exercises

 

 

1-2

Shopping Things w buy

Plurals of irregular nouns (-ies, -ves)

The learner should be able to distinguish between singular and plural nouns including irregular nouns for clear communications

How do we change irregular nouns to plural?

Learners in groups to construct sentences about the market, shop, supermarket and shopping list using plural of irregular nouns

Regalia

Oral questions Written exercises

 

10

3

Shopping Things w buy

Plurals of irregular nouns (-ies, -ves)

The learner should be able to construct sentences based on pictures of nouns that take plural of irregular nouns ies, -ves)

What can you see in the picture?

Learners in groups to construct sentences about based on pictures of nouns that take the taught form

Pictures

Oral questions Written exercises

 

11

1-2

The garden

Present continuous tense

The learner should be able to use Present continuous tense to talk about food we eat/ health and nutrition for effective communications

What are you doing?

Learners construct sentences from ongoing demonstrations

Construct sentences based on pictures

Pictures

Oral questions Written exercises

 

 

3-

The garden

Present continuous tense

The learner should be able to use Present continuous tense a given context

What is the teacher doing?

Learners compete in groups in changing verbs from Present continuous tense

Pictures

Oral questions Written exercises

 

12

1-3

The garden

Present continuous tense

The learner should be able to demonstrate by asking and answering questions using Present continuous tense

What are you doing?

Learners to take part in

demonstrations , ask and answer questions using Present continuous tense

Pictures

Oral questions

 

13

1-2

Accidents

Past continuous tense

The learner should be able to describe actions using past continuous tense for effective communications

What was your parent doing when you got home?

Learners to construct sentences using past continuous tense

Pictures

Oral questions

 

 

3

Accidents

Past continuous tense

The learner should be able to change verbs from present simple continuous to enhance communication past continuous tense about hygiene, simple injuries and first aid

What were you doing yesterday when it rained?

In groups Learners to take part in changing verbs from simple present to questions using past continuous tense  past continuous tense

Flash cards

Oral questions Written exercises

 

14

1-3

Accidents

Past continuous tense

The learner should be able to respond to questions using

What was she doing?

Learners to respond to simple

Workbook

Oral questions Written

 

Thursday, 02 February 2023 13:54

CRE Schemes - Grade 2 Schemes of Work Term 1 2023

WEEK

LESSON

STRAND THEME

SUB-STRAND

SPECIFIC LEARNING OUTCOMES

KEY INQUIRY QUESTIONS

LEARNING EXPERIENCE

LEARNING RESOURCES

ASSESSMENT METHODS

REFLECTION

1

1

Creation

Self awareness (Myself)

By the end of the sub strand the learner should be able to state what they like about themselves as God’s creation

What is your name? Are you a boy or a girl?

Learners to mention what they like about themselves

Learners

Oral questions

 

 

2

Creation

Learners similarities and differences

By the end of the sub strand the learner should be able to state the similarities and differences among themselves

How many are short?

How many are tall?

Learners to state their similarities and differences

Learners

Observation Oral questions

 

 

3

Creation

Chores done at home as service to God

By the end of the sub strand the learner should be able to state different chores done at home as service to God

Which chores do you perform home at?

Learner to state different chores they do at home as service to God

Pictures

Oral questions

 

2

1

Creation

Role play (chores done at home)

By the end of the sub strand the learner should be able to role play different chores they do at home as service to God

Which chores do you perform at home?

Learners to role play chores they do at home as service to God

Realia

(broom utensils mop)

Observation Oral questions

 

 

2

Creation

My family Members of a nuclear family

By the end of the sub strand the learner should be able to name members of the nuclear family

Whom do you live with?

Learners to name members of a nuclear family

Pictures

Drawing Oral questions

 

 

3

Creation

My relatives (extended family)

By the end of the sub strand the learner should be able to identify members of an extended family to enhance a sense of belonging

Who are your relatives?

Learners to name members of an extended family

Draw members of an extended family

Pictures

Drawing Oral questions

 

3

1

Creation

Items shared at home

By the end of the sub strand the learner should be able to state items shared at home for family unity

What do we share at home?

Why do we share at home?

Learners to state items shared at home for family unity

Realias

Fruits

Drawing

Oral questions

 

 

2

Creation

Items that are not shared at home

The learner to state items that are not shared at home for healthy living

Which are some of the things we cannot share at home

Learners to state items that are not shared at home

Realia

Handkerchief

Socks

Comb

Drawing Oral questions

 

 

3

Creation

Creation of the sky, moon and the stars Observing the sky

The learner should be able to state heavenly bodies created by God

Who created the sky, moon and stars?

Learners to observe the sky and the heavenly bodies Learners to state who created the heavenly bodies

The sky
Chart showing the sky and heavenly bodies

Observation Oral questions

 

4

1

Creation

Drawing and colouring heavenly bodies

The learner should be able to draw the heavenly bodies created by God in their work books

What are the heavenly bodies that God created?

Learners to draw and colour heavenly bodies created by God

Pictures on the chart

Observation Drawing

 

 

2

Creation

Making cut outs and mount heavenly bodies in their work book

The learner to make cut outs of heavenly bodies and mount them in their books

What is the shape of the sun?

Learners to make cutouts of heavenly bodies and mount them in their books

Manila papers Pair of scissors

Glue

Observation Oral questions

 

 

3

Creation

Order of creation

State the order of creation from day one to day six

Who created everything?

Learners to state the order of creation State the creator of everything

Surrounding environment

Oral questions

 

5

1

The Holy Bible

The Bible as a guide in daily lives (reasons for reading the Bible)

By the end of the sub strand the learner should be able to identify reasons for reading the Bible to

Strengthen their faith in God

Why do you read the bible?

Learners to identify reasons for reading the Bible

Bible

Oral questions

 

 

2

The Holy Bible

Listening to a video clip

Appreciate the Bible as a guide to Christian living

Why do you read the Bible

Learners to watch a clip of children reading the Bible

Laptops

Observation Oral questions

 

 

3

The Holy Bible

Memory verse

Recite a memory verse from 119:105 about the Bible

Why do we read the Bible?

Learners to sing a song about the Bible Recite a memory verse about the Bible

Bible

Oral questions

 

6

1-2

The Holy Bible

Divisions of the Bible

By the end of the sub strand the learner should be able to state the number of books in the old testament

Why do we read the Bible?

Learners to state the number of books in the old testament

Bible

Oral questions

 

 

3

The Holy Bible

First books of the old testament (law books)

Identify the first two books of the old testament to be familiar with the Bible

Which is the first book of the Bible?

Learners to identify the first two books of the Bible Make flash cards on the first two books of the Bible

Flash cards Bible

Observation Oral questions

 

7

1

The Holy Bible

Role play (number of book in the old testament)

By the end of the sub strand the learner should be able to state the names of the books of the old testament to be familiar with the Bible

Which are the first books of the old testament?

Learners to state the names of the books of the old testament

Flash cards

Observation Oral questions

 

 

2

The Holy Bible

Bible story the call of Samuel

Describe the call of Samuel and relate it to their daily lives

Who called Samuel?

Learn to describe the call the call of Samuel and relate it to their daily lives by obeying God

Bible

Oral questions

 

 

3

The Holy Bible

The call of Samuel

Describe the call of Samuel according to what they watched

How many times was Samuel called?

Learners to watch a video clip on the call of Samuel

Bible

Oral questions

 

8

1

The Holy Bible

The call of Samuel

By the end of the sub strand the learner should be able to describe the call of Samuel after role playing

How many times was Samuel called?

Learners to role play a skit on the call of Samuel

Bible

Observation Oral questions

 

 

2

The Holy Bible

Reasons why God chose Noah

The learner should be able to state reasons why God chose Noah to build the ark.

Why did God choose Noah to build the ark.

Learners to state reasons why God chose Noah to build the ark.

Bible

Oral questions

Written quizzes

 

 

3

The Holy Bible

The story of Noah and the ark

Narrate the story of Noah and the ark and relate it to their lives by obeying God and their parents.

Who built the ark?

Learners to narrate the story of Noah and the ark

Bible

Written quizzes Listening

 

9

1

The Holy Bible

Importance of obeying parents

By the end of the sub strand the learner should be able to state the importance of obeying parents at home.

Why do you obey parents?

Learners to state the importance of obeying parents

Bible

Oral questions

 

 

2

The Holy

Bible

Noah and the ark (Role play)

Narrate the story od Noah and relate it to their lives by obeying God and parents

How did Noah respond to God?

Learners to role play the story of Noah and the ark.

Picture cut out of the ark

Observation check list

 

 

3

The Holy Bible

Daniel prays to God

Mention number of times Daniel prayed to God and relate it to their lives

How many times did Daniel pray in a day?

Learners to mention number of times Daniel prayed to God

Bible

Oral questions

 

10

1

The Holy Bible

Daniel in the den of lions

By the end of the sub strand the learner should be able to narrate the story of Daniel in the den od lions

Why was Daniel thrown in the den of lions?

Learners to listen and answer questions from the story

Pictures

Oral questions

 

 

2

The Holy Bible

Watch a video clip

Watching a video clip about Daniel in the den and how he was rescued

How did God save Daniel from the den of lions?

Learners to watch a video on story of Daniel in the den of

lions

Video clips

Oral questions

 

 

3

The Holy Bible

Daniel is rescued from the den of lions

Role play the story of Daniel

Who rescued Daniel from the den of lions

Learners to role play Daniel in the den of lions and how he is rescued

Bible

Observation

 

11

1-2

The Holy

Bible

The widow of Zarephath

By the end of the sub strand the learner should be able to narrate the story of the widow of Zarephath

Why did Elijah go to Zarephath

Learners to narrate the story of the widow of Zarephath

Pictures

Oral questions

 

 

3

The Holy Bible

Drawing and colouring

To draw and colour a loaf of bread in the workbook

Who fed Elijah while at Zarephath

Learners to draw and colour a loaf of bread

Bread

Observation

 

12

1

The Holy Bible

Role play

By the end of the sub strand the learner should be able to role play the story of Elijah and widow of Zarephath

How did the widow get enough flour?

Learners to role play the story of Elijah and the widow of Zarephath

Flour jars

Observation

Oral questions

 

 

2

The early life of Jesus Christ

Kidness of the wisement

Narrate how they celebrate their birthday

How do we celebrate birthdays?

Learners to narrate how they celebrate birthday

Pictures

Oral questions

 

 

3

The early life of Jesus Christ

The birth of Jesus Christ

Narrate the birth of Jesus Christ

Who announced the birth of Jesus Christ

Learners to narrate the birth of Christ

Pictures showing baby Jesus Christ

Oral questions

 

13

1

The early life of Jesus

Christ

Visitors who visited baby Jesus

By the end of the sub strand the learner should be able to name people who visited baby Jesus and where they came from

Who visited baby Jesus?

Learners to name the people who visited baby Jesus

Pictures

Oral questions

 

 

2

The early life of Jesus Christ

The gifts brought to baby Jesus

To name the gifts brought to baby Jesus

Which gifts were brought to baby Jesus?

Learners to list gifts given to baby Jesus and develop the value of sharing

Pictures

Oral questions

 

 

3

The early life of Jesus Christ

Jesus Christ worked

Name some of the simple chores done at school home, church and school

What do you do during school holidays?

Learners to name some of the simple chores done at school, home and church

Pictures

Oral questions

 

14

1

The early life of Jesus Christ

Joseph the father of Jesus

By the end of the sub strand the learner should be able to discuss the type of work Joseph the father of Jesus did

What type of work did Jesus’ father do?

Learners to discuss the type of work Joseph the father of

Jesus did

Pictures showing Joseph doing some work

Oral questions

 

 

2

The early life of Jesus Christ

Jesus helps his father Joseph

To list how Jesus helped his father Joseph

How did Jesus help his father?

Learners in a group to list how Jesus helped his father.

Pictures

Oral questions Observation

 

 

3

The early life of Jesus

Poem about Jesus

To write and say a poem about “Jesus worked”

How did Jesus work?

Learners to write a poem on how Jesus worked

Pictures

Observation

 

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