Displaying items by tag: Schemes of Work

Wednesday, 15 February 2023 13:42

English Schemes - Grade 3 Schemes of Work Term 1 2023

Week

Lesson

 

Strand/Theme

Sub Strand/Sub theme

Specific Learning Outcomes

Key Inquiry Question(S)

Learning Experience

Learning Resources

Assessment

Remarks

1

1

Listening and Speaking

Attentive Listening

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

Listen attentively during a conversation as they talk about the happenings in the picture.

Pronounce the sounds /bl/ and /br/ correctly. 

Recognise new words used in the theme (s) to acquire a range of vocabulary.

Why do you look at someone’s face as they speak?

How do you pronounce the sounds /bl/ and /br/

Learners are helped to practice correct sitting posture in groups and pairs

Learners engage in drama to practice good eye contact, appropriate facial expressions and gestures in small groups and in pairs.

Learners demonstrate and interpret facial expressions and gestures as seen from posters, pictures, demonstration, and role play.

Learners practice pronunciation of the vocabulary and talk about activities related to the theme using the new words.

Pictures, photos, audio visual illustrations of attentive listening. 

New Progressive Primary English Learners Book/Grade 3 pg. 2-3

Observe learners posture, facial expressions and gestures as they tell and listen to stories. 

Portfolio.

 

 

2

Listening and Speaking

Language Structures and Functions.

Subject verb agreement

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

Construct sentences about daily activities using subject-verb agreement correctly.

Recognise the correct use of subject-verb agreement to form appropriate sentences.

What is Sarah holding?

Learners observe pictures showing singular and plural subjects and construct correct oral sentences.

Learners construct sentences on actions that have been demonstrated by classmates in pairs/small groups.

Regalia, pictures and photos, audio visual clips with sentence constructions subject –verb agreement.

New Progressive Primary English Learners Book/Grade 3 pg. 3

Oral questions, Portfolio, Observation

 

 

Time

 

3

Reading

Connected text and fluency

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

Read a text of about 200 words transitioning from phrasal to fluent reading,

Read at 90 words per minute accurately and fluently with expression,

Enjoy reading a variety of texts that are appropriate for the grade level.

What do you love reading?

Which books do you enjoy reading?

Learners are guided to read in small groups and pairs.

Learners read short passages, narratives or short poems aloud as modelled by the teacher.

Slides and flash cards with phrases, charts with poems, story books, audio recordings of stories to help learners with expression.

New Progressive Primary English Learners Book/Grade 3 pg. 4-5

Oral questions, Portfolio, Observation

 

2

1

Writing

Pre-Writing

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

Demonstrate appropriate posture in preparation for writing with ease,

Exhibit appropriate eye hand coordination in preparation for writing.

Appreciate the importance of positioning writing materials appropriately while writing.

How do you sit when writing?

How do you place your books?

Which materials do you use for writing?

Learners demonstrate appropriate sitting position in small groups and in pairs.

Learners are guided to sit appropriately, in preparation for writing.

Copy the words given correctly.

Regalia, charts, pictures/ photographs and models of good sitting postures in readiness for writing.

New Progressive Primary English Learners Book/Grade 3 pg. 5

Oral questions, Portfolio, Observation.

 

 

2

Listening and Speaking

Pronunciation and Vocabulary

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

Recognise new words used in the theme (s) to acquire a range of vocabulary.

Pronounce the sounds /ch/ /cl/ related to the theme correctly for effective communication.

 

Learners practice pronunciation of the vocabulary and talk about activities related to the theme using the new words.

Learners listen to the vocabulary used in oral and written sentences and use it in their own sentences and dialogues.

Learners are guided to use the vocabulary correctly through dramatization and role play in the classroom, use of regalia, pictures, verbal or situational contexts and synonyms.

Picture and word cards with the consonant blends, word wheels and computing devices that are available

New Progressive Primary English Learners Book/Grade 3 pg. 6-7

Oral questions, Portfolio, Observation.

 

 

3

Listening and Speaking

Language Structures and Functions 

Subject verb agreement Time.

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

Construct sentences about daily activities using subject-verb agreement correctly.

Recognise the correct use of subject-verb agreement to form appropriate sentences.

Appreciate the importance of subject verb agreement in achieving effective communication.

What are the girls holding?

What have they done?

Learners construct sentences using singular and plural subjects for things at home and around their environment like animals and utensils.

Learners listen to a story, poem or conversation read by the teacher or from computing devices, and respond to questions based on the theme ‘time’ or questions about time.

Regalia, pictures and photos, audio visual clips with sentence constructions subject –verb agreement.

New Progressive Primary English Learners Book/Grade 3 pg. 7

Oral questions, Portfolio, Observation

 

3

1

Reading

Comprehension

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

Make predictions based on the pictures and the title of the story ‘Who is there?’ and anticipate possible outcomes.

Appreciate the importance of connecting personal experiences with what happens in the story.

What do you think will happen in this story?

Learners talk about the picture/title before they read Who is there? And make predictions.

Learner answer questions after reading a text by getting clues from the story read.

Read and retell a poem to enhance oral communication.

Newspaper cuttings of simple stories, audio-visual narrations, picture books.

New Progressive Primary English Learners Book/Grade 3 pg. 8-10

Oral questions, Portfolio, Observation.

 

 

2

Writing

Handwriting

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

Form letters correctly in terms of shape and size for effective communication.

Write from left to right to communicate effectively.

 

Learners copy sentences.

Learners practice correct letter formation from models in on the board, chart, and pattern books.

Learners draw and label objects.

Learners practice writing letters and words from left to right.

Regalia, charts, pictures/ photographs and illustrations of writing.

New Progressive Primary English Learners Book/Grade 3 pg. 11

Oral questions, Portfolio, Observation

 

 

3

Listening and Speaking

 

 

Pronunciation and Vocabulary

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

Pronounce the Sounds /dr/ /fl/ related to the theme correctly for effective Communication.

How are these words pronounced?

Dress, flag.

Learners practice pronunciation of the vocabulary and talk about activities related to the theme using the new words.

Learners recite rhymes, sing songs, individually, in pairs or groups using the vocabulary related to the theme.

Picture and word cards with the consonant blends, word wheels and computing devices that are available. 

New Progressive Primary English Learners Book/Grade 3 pg. 12-13

Oral questions, Portfolio, Observation

 

4

1

Listening and Speaking

Language Structures and Functions.

Subject verb agreement

Time

Have, Has

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

Construct sentences about daily activities using subject-verb agreement correctly.

Appreciate the importance of subject verb agreement in achieving effective communication.

What have they done?

Learners observe pictures showing singular and plural subjects and construct correct oral sentences.

Learners construct sentences on actions that have been demonstrated by classmates in pairs/small groups.

Learners construct sentences using singular and plural subjects for things at home and around their environment like animals and utensils

Regalia, pictures and photos, audio visual clips with sentence constructions subject –verb agreement.

New Progressive Primary English Learners Book/Grade 3 pg. 13

Oral questions, Portfolio, Observation

 

 

2

Reading 

Connected text and fluency.

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

Read a text of about 200 words transitioning from phrasal to fluent reading,

Read at 90 words per minute accurately and fluently with expression,

Enjoy reading a variety of texts that are appropriate for the grade level.

Which books do you enjoy reading?

When should we lower or raise our voice when reading?

Learners are guided to read in small groups and pairs.

Learners read the story ‘A funny story’ and dialogues as they pay attention to punctuation marks and vary their voices in terms of pace, pitch and volume.

Learners play a reading game to see who completes reading a certain text first.

Slides and flash cards with phrases, charts with poems, story books, audio recordings of stories to help learners with expression.

New Progressive Primary English Learners Book/Grade 3 pg.14-15

Oral questions, Portfolio, Observation

 

 

3

Writing

Guided Writing

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

Write words from a picture prompt for effective communication.

Appreciate the importance of writing correct words to express meaning.

How do you get to your home from school?

Learners observe and respond to picture prompts appropriately.

Learners write a three word sentence using the prompts.

Regalia, charts, pictures/ photographs that prompt learners to write.

New Progressive Primary English Learners Book/Grade 3 pg. 15

Oral questions, Portfolio, Observation

 

5

1

Listening and Speaking.

Pronunciation and Vocabulary

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

Demonstrate the understanding of new words by applying them in relevant contexts, use the vocabulary learnt to communicate confidently in various contexts.

Pronounce the consonant blends /fr/ /gl/ correctly.

How do you use these words in sentences? Fruits, Gloves

Learners listen to the vocabulary used in oral and written sentences and use it in their own sentences and dialogues.

In pairs and in groups, learners play language games, use tongue twisters, and songs to practice vocabulary.

Learners interact with audio material to listen to the correct pronunciation of the vocabulary.

Picture and word cards with the consonant blends, word wheels and computing devices that are available.

New Progressive Primary English Learners Book/Grade 3 pg. 16-17

Oral questions, Portfolio, Observation

 

 

2

Listening and Speaking

Language Structures and Functions.  

Subject verb agreement

Time

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

Recognise the correct use of subject-verb agreement to form appropriate sentences.

Appreciate the importance of subject verb agreement in achieving effective communication

What have they done?

Learners construct sentences on actions that have been demonstrated by classmates in pairs/small groups.

Learners construct sentences using singular and plural subjects for things at home and around their environment like animals and utensils.

Regalia, pictures and photos, audio visual clips with sentence constructions subject –verb agreement.

New Progressive Primary English Learners Book/Grade 3 pg. 17-18

Oral questions, Portfolio, Observation

 

 

3

Reading

Word Reading

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

Read more and longer words without letter- sound correspondence for effective communication.

Read more and longer grade level vocabulary without letter sound correspondence in an appropriate text,

Enjoy reading grade level vocabulary for effective reading.

 

How many words can you make from a longer word?

How do you read words you have not seen before?

Learners recognise and read longer words as modeled by the teacher in group, pairs and individually through look and say, exposure and other word- attack skills.  

Learners practice reading unfamiliar words using strategies like chunking and finding roots and parts.

Newspapers, word wheels, word slides, flash cards, videos, tablets, multimedia word lists, tablets, charts

New Progressive Primary English Learners Book/Grade 3 pg. 18-19

Oral questions, Portfolio, Observation

 

6

1

Writing

Guided Writing

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

Write words from a picture prompt for effective communication.

Recognise the correct form and meaning of the words to be used in filling in gaps.

Appreciate the importance of writing correct words to express meaning.

What are the children doing?

Learners observe and respond to picture prompts appropriately.

Learners are guided in filling in the gaps correctly and meaningfully.

In groups and pairs, learners match pictures with words.

Regalia, charts, pictures/ photographs that prompt learners to write.

New Progressive Primary English Learners Book/Grade 3 pg. 20-21

Oral questions, Portfolio, Observation.

 

 

2

Listening and Speaking

Pronunciation and Vocabulary

.

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

Recognize new words used in the theme (s) to acquire a range of vocabulary.

Pronounce the sound consonants /pl/ and /cr/ correctly.

Demonstrate the understanding of new words by applying them in relevant contexts, use the vocabulary learnt to communicate confidently in various contexts.

How are these words spelt?

crown

Learners are guided to use the vocabulary correctly through dramatization and role play in the classroom, use of regalia, pictures, verbal or situational contexts and synonyms.

Learners interact with audio material to listen to the correct pronunciation of the vocabulary.

Picture and word cards with the consonant blends, word wheels and computing devices that are available.

New Progressive Primary English Learners Book/Grade 3 pg. 22-23

Oral questions, Portfolio, Observation.

 

 

3

Listening and Speaking

Language structures and  functions Indefinite pronouns: Nobody

 

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

Use indefinite pronouns to talk about daily activities at home and at school.

Enjoy using indefinite pronouns in their day to day communication.

Who has picked my pen?

Learners engage in question and answer dialogues using indefinite pronouns.

Learners participate in language games involving the use of the indefinite pronouns.

Flash cards with indefinite pronouns, word wheels, charts, audio clips with sentence constructions with indefinite pronouns.

New Progressive Primary English Learners Book/Grade 3 pg. 23

Oral questions, Portfolio, Observation.

 

7

1

Reading

Connected text and fluency.

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

Read the story ‘cleaning day’ of about 200 words transitioning from phrasal to fluent reading.

Read more and longer grade level vocabulary without letter sound correspondence in the text Cleaning day.

When should we lower or raise our voice when reading?

What should we remember to do when reading?

Learners play a reading game to see who completes reading ‘cleaning day’ text first.

Learners read ‘Cleaning day’ and dialogues as they pay attention to punctuation marks and vary their voices I terms of pace, pitch and volume.

Slides and flash cards with phrases, charts with poems, story books, audio recordings of stories to help learners with expression.

New Progressive Primary English Learners Book/Grade 3 pg. 24-25

Oral questions, Portfolio, Observation.

 

 

2

Writing

Guided Writing

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

write words from a picture prompt for effective communication,

Recognize the correct form and meaning of the words to be used in filling in gaps.

Appreciate the importance of writing correct words to express meaning.

Who was at the river at night?

Learners observe and respond to picture prompts appropriately.

Learners write a three word sentence using the prompts.

Learners are guided in filling in the gaps correctly and meaningfully.

In groups and pairs, learners match pictures with words.

Regalia, charts, pictures/ photographs that prompt learners to write.

New Progressive Primary English Learners Book/Grade 3 pg. 25

Oral questions, Portfolio, Observation

 

 

3

Listening and Speaking.

Pronunciation and Vocabulary

.

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

Pronounce the sounds /st/ and /sn/ correctly.

Pronounce words with the sounds /st/ and /sn/ correctly.

Demonstrate the understanding of new words by applying them in relevant contexts, use the vocabulary learnt to communicate confidently in various contexts.

1. What other words have the same meaning as these words?

Learners are guided to use the vocabulary correctly through dramatization and role play in the classroom, use of regalia, pictures, verbal or situational contexts and synonyms.

Learners listen to the vocabulary used in oral and written sentences and use it in their own sentences and dialogues.

In pairs and in groups, learners play language games, use tongue twisters, and songs to practice vocabulary.

 

Oral questions, Portfolio, Observation

 

8

1

Listening and Speaking

Language Structures and Functions Indefinite pronouns: Anybody Somebody.

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

Identify indefinite pronouns in communication about home and school.

Enjoy using indefinite pronouns in their day to day communication.

Who can drink water?

Learners are guided to practice oral sentences using indefinite pronouns in pairs and in groups.

Learners listen to a story, poem or conversation read by the teacher or from computing devices and responds to questions based on indefinite pronouns.

Flash cards with indefinite pronouns, word wheels, charts, audio clips with sentence constructions with indefinite pronouns.

New Progressive Primary English Learners Book/Grade 3 pg. 27-28

Oral questions, Portfolio, Observation.

 

 

2

Reading

Word Reading

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

Read more and longer words without letter- sound correspondence for effective communication.

Read more and longer grade level vocabulary without letter sound correspondence in an appropriate text.

What are some of the new words that you know?

Why do you enjoy reading some words?

Learners recognise and read longer words as modeled by the teacher in group, pairs and individually through look and say, exposure and other word- attack skills.

Learners play word puzzle game by finding as they pronounce them.

Newspapers, word wheels, word slides, flash cards, videos, tablets, multimedia word lists, tablets, charts.

New Progressive Primary English Learners Book/Grade 3 pg. 29-30

Oral questions, Portfolio, Observation.

 

 

3

Writing

Guided Writing

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

Write words from a picture prompt for Effective communication,

Recognise the correct form and meaning of the words to be used in filling in gaps.

Appreciate the importance of writing correct words to express meaning.

What items are found at home?

Learners observe and respond to picture prompts appropriately.

Learners write a three word sentence using the prompts.

Learners are guided in filling in the gaps correctly and meaningfully.

In groups and pairs, learners

Regalia, charts, pictures/ photographs that prompt learners to write.

New Progressive Primary English Learners Book/Grade 3 pg. 31

Oral questions, Portfolio, Observation.

 

9

1

Listening and Speaking.

Pronunciation and Vocabulary

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

Recognise new words used in the theme to acquire a range of vocabulary.

Pronounce the vocabulary with the consonant sounds /wr/ /pr/ related to the theme correctly for effective communication.

How are these words pronounced?

 Pray, wrist.

Learners are guided to use the vocabulary correctly through dramatization and role play in the classroom, use of regalia, pictures, verbal or situational contexts and synonyms.

Learners listen to the vocabulary used in oral and written sentences and use it in their own sentences and dialogues.

In pairs and in groups, learners play language games, use tongue twisters, and songs to practice vocabulary.

Picture and word cards with the consonant blends, word wheels and computing devices that are available.

New Progressive Primary English Learners Book/Grade 3 pg. 32-33

Oral questions, Portfolio, Observation.

 

 

2

Listening and Speaking  Environment

Language structures and functions  

Singular and plurals of irregular nouns e.g. Tooth – Teeth

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

Use plural forms of irregular nouns to talk about things and people at home and in school for effective communication.

Identify singular and plural forms of irregular nouns for effective oral communication.

What are the plural forms of these nouns?

In small groups learners form plurals of specific words taking the singular and plural forms of irregular nouns.

Learners recite poems containing the singular and plural forms of irregular nouns.

Pictures, photos, regalia, computers, flash cards

New Progressive Primary English Learners Book/Grade 3 pg. 33-34

Oral questions, Portfolio, Observation.

 

 

3

Reading

Comprehension

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

Make predictions based on the pictures and titles and anticipate possible outcomes.

Read and retell a story, poem or conversation to enhance oral communication.

Answer simple direct and indirect questions based on the text ‘Komu and his axe.’

sub strand, the learner should be able to:

Spell and write words correctly that they can see in the environment for effective communication.

Appreciate the importance of writing words clearly, legibly and correctly for different purposes.

What do you think will happen in this story?

spell the name of this picture/object?

Learners talk about the picture/title before they read a short print or digital text and make predictions.

Learners practice reading a short text and retell a story, poem or conversation according to their understanding.

Learner answer questions after reading a text by getting clues from the story read.

 

Newspaper cuttings of simple stories, audio-visual narrations, picture books

New Progressive Primary English Learners Book/Grade 3 pg.34-35 multimedia word lists, flash cards

Oral questions, Portfolio, Observation.

 

 

10

1

Writing

Spelling

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

Spell and write
words correctly that they can see in the
environment for
effective
communication.

Appreciate the
importance of
writing words
clearly, legibly
and correctly for different purposes.

How do we  spell the name of this picture of object?

Learners confirm the spelling from the dictionary.

Learners discuss things in the environment.

Charts, posters, multimedia
word lists, flash cards

New Progressive
Primary English Learners
Book/Grade

Oral questions, Portfolio, Observation.  

 

2

Listening and Speaking

Pronunciation and Vocabulary

.

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

Pronounce the consonant sounds /sm/ and /st/ correctly.

Pronounce words with the consonant sounds /sm/ and /st/ correctly.

Pronounce the vocabulary related to the theme correctly for effective communication.

 

Learners practice pronunciation of the vocabulary and talk about activities related to the theme using the new words.

Learners are guided to use the vocabulary correctly through dramatization and role play in the classroom, use of regalia, pictures, verbal or situational contexts and synonyms.

Learners access meaning of vocabulary from pictorial dictionaries and practice them in sentences individually, in pairs and/ or groups.

Picture and word cards with the consonant blends, word wheels and computing devices that are available.

New Progressive Primary English Learners Book/Grade 3 pg. 36-37

Oral questions, Portfolio, Observation.

 

 

3

Listening and Speaking Environment

Language structures and functions  

Singular and plurals of irregular nouns e.g. One man – Many men

 

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

Distinguish between singular and plural irregular nouns for appropriate oral communication at home and in school.

Enjoy games involving the singular and plural forms of irregular nouns.

What is the plural forms of man?

Learners are guided to construct sentences based on pictures the singular and plural forms of irregular nouns.

Learners listen to a story, poem or conversation read by the teacher or from computing devices and respond to questions based on singular and plural forms of irregular nouns.

Pictures, photos, regalia, computers, flash cards

New Progressive Primary English Learners Book/Grade 3 pg. 37-38

Oral questions, Portfolio, Observation.

 

 

Wednesday, 15 February 2023 13:41

CRE Schemes - Grade 3 Schemes of Work Term 1 2023

Week

Lesson

Strand

Sub-Strand

Specific Learning Outcomes

Key Inquiry  Question(S)

Learning Experience

Learning Resources

Assessment Methods

Reflection

1

1

Creation

Self- Awareness Parts of the body 

By the end of the Sub strand, the learner should be able to:  appreciate himself/herself as created in the image and likeness of God for His glory

In whose image and likeness are you created?

Learners to read Genesis 1:27

Learners to recite Psalms 139:13

Learners to list in groups good thoughts and feelings e.g. loving others, sharing, helping parents, having joy

Movement and Creative Activities as they sing, dance, draw and color Languages Activities as they recite Bible verses Oxford growing in Christ pg. 2-3

Oral questions, portfolios, written quizzes, reciting, checklists, filling in blank spaces, puzzles

 

 

2

Creation

Self- Awareness 

How I think and feel

By the end of the Sub strand, the learner should be able to: make choices that are acceptable to God in their lives

 

What are the effects of the choices you make?

In pair’s learners to list effects of choices they make and present them before the class Learners to sing a song ‘I’ m happy today so happy in Jesus name I’m happy……………’

Movement and Creative Activities as they sing, dance, draw and color Languages Activities as they recite Bible verses Oxford growing in Christ pg. 4

Oral questions, portfolios, written quizzes, reciting, checklists, filling in blank spaces ,puzzles

 

 

3

Creation

Self- Awareness How I think and feel

By the end of the Sub strand, the learner should be able to: control thoughts and feelings in daily life

How do you control your thoughts and feelings?

Movement and Creative Activities as they sing, dance, draw and color Languages

Activities as they recite Bible verses Oxford growing in Christ pg. 2-3

Movement and Creative Activities as they sing, dance, draw and color Languages Activities as they recite Bible verses Oxford growing in Christ pg. 2-3

Oral questions, portfolios, written quizzes, reciting, checklists, filling in blank spaces, puzzles

 

2

1

Creation

Self-Awareness : Making the right choices

By the end of the Sub strand, the learner should be able to: make choices that are acceptable to God in their lives

What are the effects of the choices you make?

In pairs learners to list effects of choices they make and present them before the class Learners to sing a song ‘I’

Movement and Creative Activities as they sing, dance, draw and color Languages Activities as they recite Bible verses Oxford growing in Christ pg. 5-6

Oral questions, portfolios, written quizzes, reciting, checklists, filling in blank spaces, puzzles

 

 

2

Creation

My Family The head of the family

By the end of the Sub strand, the learner should be able to: recognize the head of the family and respect them

Who is the head of the family?

Learners to name the head of the family

Movement and Creative Activities as they sing, dance, draw and color Languages Activities as they recite Bible verses Oxford growing in Christ pg. 7-8

 

 

 

3

Creation

My Family: The extended family

By the end of the Sub strand, the learner should be able to: name family members in the nuclear and extended family for identification

Who are you? Family members?

Learners to name family members

Movement and Creative Activities as they sing, dance, draw and color Languages Activities as they recite Bible verses Oxford growing in Christ pg. 8-9

Oral questions, portfolios, written quizzes, reciting, checklists, filling in blank spaces, puzzles

 

3

1

Creation

My Family The family tree

By the end of the Sub strand, the learner should be able to: draw the family tree to understand relationships within the family

What is a family tree?

Learner to draw and color the family tree

Movement and Creative Activities as they sing, dance, draw and color Languages Activities as they recite Bible verses Oxford growing in Christ pg. 9-11

Oral questions, portfolios, written quizzes, reciting, checklists, filling in blank spaces, puzzles

 

 

2

Creation

Adam and Eve

Our first parents 

By the end of the Sub strand, the learner should be able to: acknowledge God as the creator of Adam and Eve as our first parents on earth

Who created? Adam and Eve?

Learners to read Genesis 2:7, 21

Learners to read Genesis 2:16-17

Learners to tell how man disobeyed God in Genesis 3:6-7

Movement and Creative Activities as they sing, dance, draw and color Languages Activities as they recite Bible verses Oxford growing in Christ pg. 12-13

Oral questions, portfolios, written quizzes, reciting, checklists, filling in blank spaces, puzzles

 

 

3

Creation

Adam and Eve disobeyed God

 

By the end of the Sub strand, the learner should be able to: describe how Adam and Eve disobeyed God and desire to obey God in their daily lives

How did man disobey God?

Learners to mention the result of man’s disobedience; Genesis 3:23

Learners to list the importance of obeying parents

Movement and Creative Activities as they sing, dance, draw and color Languages Activities as they recite Bible verses Oxford growing in Christ pg. 14-15

Oral questions, portfolios, written quizzes, reciting, checklists, filling in blank spaces, puzzles

 

4

1

Creation

Adam and Eve are punished

By the end of the Sub strand, the learner should be able to: state the results of disobeying God’s command to avoid sin explain the importance of obeying parents to live a harmonious family life

What was the result of man’s disobedience?

Why should you obey your parents?

Learners to recite Ephesians 6:2 Learners to compose a poem on the importance of obeying teachers

Movement and Creative Activities as they sing, dance, draw and color Languages Activities as they recite Bible verses Oxford growing in Christ pg. 16-17

Oral questions, portfolios, written quizzes, reciting, checklists, filling in blank spaces, puzzles

 

 

2

Creation

Adam and Eve are punished

By the end of the Sub strand, the learner should be able to explain the importance of obeying teachers to promote good relationships at school

Why should you obey teachers?

Learners to recite Ephesians 6:2

Learners to compose a poem on the importance of obeying teachers

Movement and Creative Activities as they sing, dance, draw and color Languages Activities as they recite Bible verses Oxford growing in Christ pg. 16-19

Oral questions, portfolios, written quizzes, reciting, checklists, filling in blank spaces, puzzles

 

 

3

The Holy Bible

The Bible as the word of God

By the end of the Sub strand, the learner should be able to: differentiate the Bible from other books as a Holy Book used by Christians

What is the Bible?

 

 

Learners to sing the song “My Bible and

Learners to read 2 Timothy 3:16 and discuss why they should respect the Bible

Movement and Creative Activities as they sing, dance, draw and color Languages Activities as they recite Bible verses Oxford growing in Christ pg. 20-21

Oral questions, portfolios, written quizzes, reciting, checklists, filling in blank spaces, puzzles

 

5

1

The Holy Bible

The Bible as the word of God

By the end of the Sub strand, the learner should be able to: explain how the writing of the Bible was different from other books and respect it

Who wrote the? Bible

In pairs, learners to state the number of books in the New Testament

Movement and Creative Activities as they sing, dance, draw and color Languages Activities as they recite Bible verses Oxford growing in Christ pg. 21

Oral questions, portfolios, written quizzes, reciting, checklists, filling in blank spaces, puzzles

 

 

3

The Holy Bible

The Bible as the word of God

By the end of the Sub strand, the learner should be able to: name the four Gospel books in the New Testament and relate them to the teachings of Jesus Christ Appreciate the Bible as a guide in their daily lives

What are the four Gospel books in the?

New Testament?

Why is the Bible important in your daily lives?

Learners to discuss the importance of reading the Bible always

The learners to recite Psalms 119:105

Movement and Creative Activities as they sing, dance, draw and color Languages Activities as they recite Bible verses Oxford growing in Christ pg. 25

Oral questions, portfolios, written quizzes, reciting, checklists, filling in blank spaces, puzzles

 

6

1

The Holy Bible

The Bible Story: Moses and the Burning Bush

By the end of the Sub strand, the learner should be able to: narrate what happened in the story of Moses and the burning bush and relate it with the holy places of worship

What happened to Moses at Mt.Sinai?

In groups, learners to role play the story of Moses and the burning bush In pairs, learners to discuss the value of obedience

Movement and Creative Activities as they sing, dance, draw and color Languages Activities as they recite Bible verses Oxford growing in Christ pg. 26-27

Oral questions, portfolios, written quizzes, reciting, checklists, filling in blank spaces, puzzles

 

 

2

The Holy Bible

The Bible Story: Moses and the Burning Bush

By the end of the Sub strand, the learner should be able to: discuss how Moses expressed obedience and apply it in their daily lives

What did Moses do to show that the place was holy?

In groups, learners to role play the story of Moses and the burning bush In pairs, learners to discuss the value of Obedience

Movement and Creative Activities as they sing, dance, draw and color Languages Activities as they recite Bible verses Oxford growing in Christ pg. 26-27

Oral questions, portfolios, written quizzes, reciting, checklists, filling in blank spaces, puzzles

 

 

3

 

The Bible Story: Moses and the Burning Bush

By the end of the Sub strand, the learner should be able to: narrate what happened in the story of Moses and the burning bush and relate it with the holy places of worship

How did Moses Express obedience

Learners to read Exodus 3:1-6 Learners to watch a video of Moses and the burning bush in groups, learners to role play the story of Moses and the burning bush

In pairs, learners to discuss the value of Obedience

Movement and Creative Activities as they sing, dance, draw and color Languages Activities as they recite Bible verses Oxford growing in Christ pg. 28-29

Oral questions, portfolios, written quizzes, reciting, checklists, filling in blank spaces, puzzles

 

7

1

 

The Bible Story: Moses and the Burning Bush

By the end of the Sub strand, the learner should be able to: discuss how Moses expressed obedience and apply it in their daily lives

How did Moses express obedience

Learners to read Exodus 3:1-6

Learners to watch a video of Moses and the burning bush in groups, learners to role play the story of Moses and the burning bush

In pairs, learners to discuss the value of obedience

Movement and Creative Activities as they sing, dance, draw and color

Languages Activities as they recite Bible verses Oxford growing in Christ pg. 29-30

Oral questions, portfolios, written quizzes, reciting, checklists, filling in blank spaces, puzzles

 

 

2

Bible Story;

 

The big fish swallows Jonah

By the end of the Sub strand, the learner should be able to: narrate the story of Jonah and be obedient to God

How did Jonah disobey God

In pairs, learners to draw and color the big fish In groups, learners to state why they should be obedient to God and others

Movement and Creative Activities as they sing, dance, draw and color Languages Activities as they recite Bible verses Oxford growing in Christ pg. 31-32

Oral questions, portfolios, written quizzes, reciting, checklists, filling in blank spaces, puzzles

 

 

3

Bible Story;

 

The big fish swallows Jonah

By the end of the Sub strand, the learner should be able to: explain results of Jonah’s disobedience and desire to obey God

What was the result of Jonah’s disobedience?

In pairs, learners to draw and color the big fish In groups, learners to state why they should be obedient to God and others

Movement and Creative Activities as they sing, dance, draw and color Languages Activities as they recite Bible verses Oxford growing in Christ pg. 31-32

Oral questions, portfolios, written quizzes, reciting, checklists, filling in blank spaces, puzzles

 

8

1

Bible Story;

 

Naaman is Healed

By the end of the Sub strand, the learner should be able to: describe the healing of Naaman

 

Which disease was Naaman suffering from?

Learners to read the story of Naaman in 2 Kings 5:1-14 In groups, learners to list instructions given to Naaman by prophet Elisha Learners to watch a video clip on Naaman’s healing Learners to dramatize the story of Naaman

Movement and Creative Activities as they sing, dance, draw and color Languages Activities as they recite Bible verses Oxford growing in Christ pg. 35-36

Oral questions, portfolios, written quizzes, reciting, checklists, filling in blank spaces, puzzles

 

 

2

Bible Story;

 

Naaman is Healed

By the end of the Sub strand, the learner should be able to: Explain desire to have faith in God 

 

Which instructions were given to Naaman? By Prophet Elisha?

Learners to read the story of Naaman in 2 Kings 5:1-14 In groups, learners to list instructions given to Naaman by prophet Elisha Learners to watch a video clip on

Naaman’s healing Learners to dramatize the story of Naaman

Movement and Creative Activities as they sing, dance, draw and color Languages Activities as they recite Bible verses Oxford growing in Christ pg. 35-36

Oral questions, portfolios, written quizzes, reciting, checklists, filling in blank spaces, puzzles

 

 

3

Bible Story;

 

Naaman is Healed

By the end of the Sub strand, the learner should be able to: explain how God helps us

Which instructions were given to Naaman by Prophet Elisha?

In groups, learners to list instructions given to Naaman by prophet Elisha

Learners to watch a video clip on Naaman’s healing Learners to dramatize the story of Naaman

Movement and Creative Activities as they sing, dance, draw and color Languages Activities as they recite Bible verses Oxford growing in Christ pg. 36-37

Oral questions, portfolios, written quizzes, reciting, checklists, filling in blank spaces, puzzles

 

9

1

The Holy Bible

The three Hebrew men are rescued from fire.

By the end of the Sub strand, the learner should be able to: narrate the story of the three Hebrew men 

 

What happened to the three Hebrew men?

Learners to tell why the three men were thrown into the fire

Learners to draw and color the three Hebrew men and the fourth person who rescued them

Movement and Creative Activities as they sing, dance, draw and color Languages Activities as they recite Bible verses Oxford growing in Christ pg. 40-41

Oral questions, portfolios, written quizzes, reciting, checklists, filling in blank spaces, puzzles

 

 

2

The Holy Bible

The three Hebrew men are rescued from fire.

By the end of the Sub strand, the learner should be able to: narrate the strengthen their relationship with God

What happened to the three Hebrew men?

Learners to tell why the three men were thrown into the fire

Learners to draw and color the three Hebrew men and the fourth person who rescued them

Movement and Creative Activities as they sing, dance, draw and color Languages Activities as they recite Bible verses Oxford growing in Christ pg. 40-41

Oral questions, portfolios, written quizzes, reciting, checklists, filling in blank spaces, puzzles

 

 

3

The Holy Bible

The three Hebrew men are rescued from fire.

By the end of the Sub strand, the learner should be able to: trust God to cope with daily challenges

Who rescued the three Hebrew men from fire?

Learners to tell why the three men were thrown into the fire

Learners to draw and color the three Hebrew men and the fourth person who rescued them

Movement and Creative Activities as they sing, dance, draw and color Languages Activities as they recite Bible verses Oxford growing in Christ pg. 40-41

Oral questions, portfolios, written quizzes, reciting, checklists, filling in blank spaces, puzzles

 

10

1

The Holy Bible

Elisha and the Boys

By the end of the Sub strand, the learner should be able to: explain the story of Elisha  explain the boys and relate it to their day to day lives

Why was Elisha annoyed with the boys?

Learners to read 2 Kings 2: 23-24

Learners to mention the number of boys in the story

Learners to draw, color and display pictures of two bears

Movement and Creative Activities as they sing, dance, draw and color Languages Activities as they recite Bible verses Oxford growing in Christ pg. 42-43

Oral questions, portfolios, written quizzes, reciting, checklists, filling in blank spaces, puzzles

 

 

2

 

Elisha and the Boys

By the end of the Sub strand, the learner should be able to: apply the story in their daily lives by respecting the elderly at home, church, school and the community

How many boys were there?

Learners to sing a simple song on Elisha and the boys

Movement and Creative Activities as they sing, dance, draw and color Languages Activities as they recite Bible verses Oxford growing in Christ pg. 42-43

Oral questions, portfolios, written quizzes, reciting, checklists, filling in blank spaces, puzzles

 

 

3

The Early Life of Jesus Christ

Wise men guided by the Star

By the end of the Sub strand, the learner should be able to: identify the star that guided the wise men and desire to be led by God in their daily lives Respecting the elderly

Who were the wise men?

Matt 2:1-2 Learners to role play, “wise men guided by the star’’

Learners to draw  stars and color them

Learners to watch a video clip on the wise men from the East

Learners to sing a song about the stars

Movement and Creative Activities as they sing, dance, draw and color Languages Activities as they recite Bible verses Oxford growing in Christ pg. 42-43

Oral questions, portfolios, written quizzes, reciting, checklists, filling in blank spaces, puzzles

 

WK 

LSN

STRAND

SUB-STRAND

SPECIFIC LEARNING OUTCOME

KEY INQUIRY QUESTION

LEARNING EXPERIENCES

LEARNING RESOURCES

ASSESSMENT

REMARKS

1

1

DRAWING

Animal forms

By the end of the lesson, the learner should be able to:observe animal forms in the environment and digital media to use in drawing;

What animals are found in your environment

In groups learners could be taken for environmental walks and/or digital tours to identify animals

Paper, pencil, computer, pictures of animals Longhorn Art and Craft Activities BK 3 Teachers Guide Pg,17-20

Observation, signed questions, discussions

 

 

2

DRAWING

Animal forms

By the end of the lesson, the learner should be able to draw animal forms for self-expression

How do animals help people?

How do we care for animals?

Individually the learner draws simple forms of animals using a pencil and colored pencil.

Individually the learner draws simple forms of animals using ICT tools

Paper, pencil, computer, pictures of animals Longhorn Art and Craft Activities BK 3 Teachers Guide Pg,20-21

Observation, signed questions, discussions

 

2

1

DRAWING

Animal forms

By the end of the lesson, the learner should be able to Have fun as they draw and display animal forms.

How do animals help people?

How do we care for animals?

Class discussion on the different types of animals in the environment and digital media.

Learners to display and sign about own and others work

Paper, pencil, computer, pictures of animals Longhorn Art and Craft Activities BK 3 Teachers Guide

Pg,22-23

Observation, signed questions, discussions

 

 

2

DRAWING

Human forms

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

observe human forms in the school compound and digital media to use in drawing

Who do you admire in the community?

How do learners react and appreciate the media used in drawing human forms?

Class discussion on members of the school environment.

Paper, pencil, computer, animals Longhorn Art and Craft Activities BK 3 Teachers Guide Pg,23-26

Observation, signed questions, discussions.

 

3

1

DRAWING

Human forms

By the end of the lesson, the learner should be able to draw human forms free hand or using digital tools for self-expression

Who do you admire in the community?

How do learners react and appreciate the media used in drawing human forms?

Individually draw simple human forms using pencils and colored pencils.

Paper, pencil, computer, animals Longhorn Art and Craft Activities BK 3 Teachers Guide Pg,26-27

Observation, signed questions, discussions.

 

 

2

DRAWING

Human forms

By the end of the lesson, the learner should be able to draw human forms free hand or using digital tools for self-expression

Who do you admire in the community?

How do learners react and appreciate the media used in drawing human forms?

Individually draw simple human forms using pencils and colored pencils.

Paper, pencil, computer, animals

Longhorn Art and Craft Activities BK 3 Teachers Guide Pg,26-27

Observation, signed questions, discussions.

 

4

1

DRAWING

Human forms

By the end of the lesson, the learner should be able to have fun as they draw human forms

Who do you admire in the community?

How do learners react and appreciate the media used in drawing human forms?

Individually draw simple human forms using ICT tools.

The learner to display and sign about own and others work

Paper, pencil, computer, animals Longhorn Art and Craft Activities BK 3 Teachers Guide Pg,27-29

Observation, signed questions, discussions.

 

 

2

DRAWING

Human forms

By the end of the lesson, the learner should be able to have fun as they draw human forms

Who do you admire in the community?

How do learners react and appreciate the media used in drawing human forms?

Individually draw simple human forms using ICT tools.

The learner to display and sign about own and others work

Paper, pencil, computer, animals Longhorn Art and Craft Activities BK 3 Teachers Guide Pg,27-29

Observation, signed questions, discussions.

 

5

1

DRAWING

Painting

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

Observe samples of  painted pictures based on stories from teacher’s collection to motivate them paint their own

What picture is in the story?

Class discussion on the simple painted pictures based on stories.

Paper, pencil, computer, paint, print media. Longhorn Art and Craft Activities BK 3 Teachers Guide Pg,30-32

Observation, signed questions, discussions

 

 

2

DRAWING

Painting

paint simple pictures based on stories for self-expression using brushes

What picture is in the story?

The learner could be guided to paint simple pictures based on simple stories for self-expression.

The learner could be guided to paint simple pictures based on their simple stories using digital tools

Paper, pencil, computer, paint, print media. Longhorn Art and Craft Activities BK 3 Teachers Guide Pg,30-32

Observation, signed questions, discussions

 

6

1

DRAWING

Painting

By the end of the lesson, the learner should be able to: paint simple pictures based on stories for self-expression using brushes

What do you like in the picture?

The learner could be guided to paint simple pictures based on simple stories for self-expression.

The learner could be guided to paint simple pictures based on their simple stories using digital tools

Paper, pencil, computer, paint, print media. Longhorn Art and Craft Activities BK 3 Teachers Guide Pg,32-33

Observation, signed questions, discussions

 

 

2

DRAWING

Painting

By the end of the lesson, the learner should be able to: have fun as they paint pictures based on simple stories for self-expression

What do you like in the picture?

What materials have been used to make the picture

The learner to display and sign about own and others work

Paper, pencil, computer, paint, print media. Longhorn Art and Craft Activities BK 3 Teachers Guide Pg,32-33

Observation, signed questions, discussions

 

7

1

PATTERN MAKING

Hand printed patterns

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

observe hand printed patterns from teachers’ samples to help in creating decorations for beauty

What patterns can you see?

How do we make patterns?

In groups, learners to observe hand printed patterns from teacher’s samples to help in creating decorations for beauty.

Paper, pencil, paint. Longhorn Art and Craft Activities BK 3 Teachers Guide Pg,34-36

Observation, signed questions, discussions.

 

 

2

PATTERN MAKING

Hand printed patterns

By the end of the lesson, the learner should be able to: print patterns using hands, for decoration

What patterns can you see?

How do we make patterns?

Individually the learner to print patterns using hands for decoration.

The learner to display and discus own and other’s work

Paper, pencil, paint. Longhorn Art and Craft Activities BK 3 Teachers Guide Pg,34-36

Observation, signed questions, discussions.

 

8

1

PATTERN MAKING

Hand printed patterns

By the end of the lesson, the learner should be able to: have fun printing patterns with hands.

How do we make patterns?

What materials have been used to make the pattern?

Individually the learner to print patterns using hands for decoration.

The learner to display and discus own and other’s work

Paper, pencil, paint. Longhorn Art and Craft Activities BK 3 Teachers Guide Pg,36-38

Observation, signed questions, discussions.

 

 

2

PATTERN MAKING

Leaf printed patterns

By the end of the lesson, the learner should be able to: observe leaf printed patterns from teachers’ samples to help in creating decorations for beauty

What patterns can you see?

In groups learners could be taken for environmental walks to identify leaves that could be used to make colored prints.

Individually the learners print colored patterns with leaves for decoration.

Paper, pencil paint, leaf.

Longhorn Art and Craft Activities BK 3 Teachers Guide Pg,38-41

Observation, signed questions, discussions.

 

9

1

PATTERN MAKING

Leaf printed patterns

By the end of the lesson, the learner should be able to: print colored patterns using leaves, for decoration have fun printing colored patterns with leaves.

How do we make colored leaf printed patterns

In groups learners could be taken for environmental walks to identify leaves that could be used to make colored prints.

Individually the learners print colored patterns with leaves for decoration.

Paper, pencil paint, leaf.

Longhorn Art and Craft Activities BK 3 Teachers Guide Pg,38-41

Observation, signed questions, discussions.

 

 

2

PATTERN MAKING

Block printed patterns

By the end of the lesson, the learner should be able to: observe block printed patterns from teachers’ samples to help in creating decorations for beauty

What materials can be used for block printing?

How do we print patterns with blocks for decoration

In groups learners could observe printed patterns from teacher’s samples to help in creating decorations for beauty

Paper, paint, blocks.

Longhorn Art and Craft Activities BK 3 Teachers Guide Pg,41-43

Observation, signed questions, discussions.

 

10

END TERM SSESSMENT TEST

 

Wednesday, 15 February 2023 07:55

Literacy Schemes - Grade 2 Schemes of Work Term 3 2023

Week

Lesson

Strand/Theme

Sub Strand/Sub theme

Specific Learning Outcomes

Key Inquiry Question(S)

Learning Experience

Learning Resources

Assessment

Remarks

1

1

Listening

Effective Communication

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

Use non-verbal cues in oral communication to express feelings and experiences.

What makes us happy?

Learners interact with audio and audio-visual teaching aids to relate to the experiences and feelings of others

Learners listen to songs and poems related to feelings

Audio-recording devices, learners KLB Visionary English Activities Grade 2 pg. 108-109

Question and answer, Observation of non-verbal cues as the learners share experiences, Role play (drills)

 

 

2

Listening

Effective Communication

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

Use non-verbal cues in oral communication to express feelings and experiences.

What makes us happy?

Learners interact with audio and audio-visual teaching aids to relate to the experiences and feelings of others

Learners listen to songs and poems related to feelings

Audio-recording devices, learners KLB Visionary English Activities Grade 2 pg. 108-110

Question and answer, Observation of non-verbal cues as the learners share experiences, Role play (drills)

 

 

3

Speaking

Presentation skills

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

Express self appropriately using acquired vocabulary to communicate effectively

Relate various community activities in order in which they occur

What does a good presenter do?

Learners express personal feelings orally using the learnt vocabulary

Learners are encouraged to participate in speaking competitions

Audio visual aids, role models, pictures of various events KLB Visionary English Activities Grade 2 pg. 111-112

Matching pictures with events, question/answer

 

 

4

Reading

Answering comprehension questions

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

Locate specific details in response to questions from texts read

Why is it important to understand the meaning of what you read?

Learners respond to comprehension questions from texts on varied themes

Learners relate personal experiences to a story read.

Readers, newspapers, magazines, journals KLB Visionary English Activities Grade 2 pg. 112-113

Question/answer, filling in blanks

 

 

 

5

Writing

Handwriting

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

Use conventional spacing between words

Use basic punctuation appropriately.

Why should I write Well?

Learners write dictated sentences, paying attention to the spacing (between and within words), punctuation and legibility.

Learners use a variety of handwriting activities to practice letter patterns, word patterns, and sentence patterns

Learners observe and practice handwriting as is displayed

Books, pencils, crayons, word puzzles, story books

KLB Visionary English Activities Grade 2 pg. 114-115

teacher to provide a written text modelling good handwriting for the learners to copy in their book

 

 

2

1

Listening

Effective Communication

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

Use non-verbal cues in oral communication to express feelings and experiences.

What makes us happy?

Learners interact with audio and audio-visual teaching aids to relate to the experiences and feelings of others

Learners listen to songs and poems related to feelings

Audio-recording devices, learners

KLB Visionary English Activities Grade 2 pg. 108

Question and answer, Observation of non-verbal cues as the learners share experiences, Role play (drills)

 

 

 

2

Listening

Effective Communication

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

Use non-verbal cues in oral communication to express feelings and experiences.

What makes us happy?

Learners interact with audio and audio-visual teaching aids to relate to the experiences and feelings of others

Learners listen to songs and poems related to feelings

Audio-recording devices, learners

KLB Visionary English Activities Grade 2 pg. 110

Question and answer, Observation of non-verbal cues as the learners share experiences, Role play (drills)

 

 

 

3

Speaking

Presentation skills

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

Express self appropriately using acquired vocabulary to communicate effectively

Relate various community activities in order in which they occur

What does a good presenter do?

Learners express personal feelings orally using the learnt vocabulary

Learners are encouraged to participate in speaking competitions

Audio visual aids, role models, pictures of various events

KLB Visionary English Activities Grade 2 pg. 111

Matching pictures with events, question/answer

 

 

 

4

Reading

Answering comprehension questions

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

Locate specific details in response to questions from texts read

Why is it important to understand the meaning of what you read?

Learners respond to comprehension questions from texts on varied themes

Learners relate personal experiences to a story read.

Readers, newspapers, magazines, journals

KLB Visionary English Activities Grade 2 pg. 110-114

Question/answer, filling in blanks

 

 

 

5

Writing

Handwriting

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

Use conventional spacing between words

Use basic punctuation appropriately.

Why should I write well?

Learners write dictated sentences, paying attention to the spacing (between and within words), punctuation and legibility.

Learners use a variety of handwriting activities to practice letter patterns, word patterns, and sentence patterns

Learners observe and practice handwriting as is displayed

Books, pencils, crayons, word puzzles, story books

KLB Visionary English Activities Grade 2 pg.114-115

teacher to provide a written text modelling good handwriting for the learners to copy in their book

 

 

3

1

Listening

Conversation

By the end of the sub strand, the learner should be able to: listen attentively and actively participate in conversations in different contexts

Who do we talk to?

Learners role play or dramatize a conversation involving issues relating to the theme my home

Learners participate in collaborative conversation on different themes (check on Fluency, accuracy with words and pronunciation, turn taking skills, in pairs and small groups

Audio tapes, videos on conversations related to theme, Phones

KLB Visionary English Activities Grade 2 pg. 116-117

Question and answer, role play, dramatization

 

 

 

2

Speaking

Presentation skills

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

Relate various community activities in order in which they occur

Use appropriate tonal variation, articulation and stress to express self-confidently.

 

Learners identify good and poor presentation skills(videos recording of presentations or role playing by teacher)

Learners present poems and sing songs on various themes.

Audio visual aids, role models, pictures of various events

KLB Visionary English Activities Grade 2 pg.118

matching pictures with events, question/answer

 

 

 

3

Reading

Answering comprehension questions

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

Summaries texts read by identifying main ideas.

Determine the meaning of unknown words in context

Why is it important to understand the meaning of what you read?

Learners use context clues to determine word meanings

Learners are guided to summarize texts by retelling or identifying the main ideas

Readers, newspapers, magazines, journals

KLB Visionary English Activities Grade 2 pg.118

Question/answer, filling in blanks

 

 

 

4

Writing

Creative writing

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

Apply knowledge of creative writing process to write own texts.

Exhibit artistic expression through writing.

How do we organize ideas to make a story interesting?

Learners are guided on the writing process through picture stories in scrapbooks/ journals (planning, drafting, edited, proofreading, publishing)

Learners give feedback on their classmate's writing

Newspaper

cutting, story maps, print materials, books, glue, scissors, sentence strips

KLB Visionary English Activities Grade 2 pg.119-120

Learners write a story based on a given picture story.

 

 

 

5

Writing

Creative writing

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

Apply knowledge of creative writing process to write own texts.

Exhibit artistic expression through writing.

How do we organize ideas to make a story interesting?

Learners are guided on the writing process through picture stories in scrapbooks/ journals (planning, drafting, edited, proofreading, publishing)

Learners give feedback on their classmate's writing

Newspaper cutting, story maps, print materials, books, glue, scissors, sentence strips

KLB Visionary English Activities Grade 2 pg.121-122

Learners write a story based on a given picture story.

 

 

4

1

Listening

Conversation

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

listen attentively and actively participate in conversations in different contexts

Who do we talk to?

Learners role play or dramatize a conversation involving issues relating to the theme my home

Learners participate in collaborative conversation on different themes (check on Fluency, accuracy with words and pronunciation, turn taking skills, in pairs and small groups

Audio tapes, videos on conversations related to theme, Phones

KLB Visionary English Activities Grade 2 pg.116-117

Question and answer, role play, dramatization

 

 

 

2

Speaking

Presentation skills

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

Relate various community activities in order in which they occur

Use appropriate tonal variation, articulation and stress to express self-confidently.

What does a good presenter do?

Learners identify good and poor presentation skills(videos recording of presentations or role playing by teacher)

Learners present poems and sing songs on various themes.

Audio visual aids, role models, pictures of various events

KLB Visionary English Activities Grade 2 pg.118

matching pictures with events, question/answer

 

 

 

3

Reading

Answering comprehension questions

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

Summaries texts read by identifying main ideas.

Determine the meaning of unknown words in context

Why is it important to understand the meaning of what you read?

Learners use context clues to determine word meanings

Learners are guided to summarize texts by retelling or identifying the main ideas

Readers, newspapers, magazines, journals

KLB Visionary English Activities Grade 2 pg. 118

Question/answer, filling in blanks

 

 

 

4

Writing

Creative writing

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

Apply knowledge of creative writing process to write own texts.

Exhibit artistic expression through writing.

How do we organize ideas to make a story interesting?

Learners are guided on the writing process through picture stories in scrapbooks/ journals (planning, drafting, edited, proofreading, publishing)

Learners give feedback on their classmate's writing

Newspaper cutting, story maps, print materials, books, glue, scissors, sentence strips

KLB Visionary English Activities Grade 2 pg.119-120

Learners write a story based on a given picture story.

 

 

 

5

Writing

Creative writing

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

Apply knowledge of creative writing process to write own texts.

Exhibit artistic expression through writing.

How do we organize ideas to make a story interesting?

Learners are guided on the writing process through picture stories in scrapbooks/ journals (planning, drafting, edited, proofreading, publishing)

Learners give feedback on their classmate's writing

Newspaper cutting, story maps, print materials, books, glue, scissors, sentence strips

KLB Visionary English Activities Grade 2 pg.121

Learners write a story based on a given picture story.

 

 

5

1

Listening

Conversation

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

Listen attentively and actively participate in conversations in different contexts.

Appreciate taking turns while engaged in collaborative conversations.

Who do we talk to?

Learner’s role play or dramatize a conversation involving issues relating to the theme my home.

Learners participate in collaborative conversation on different themes (check on Fluency, accuracy with words and pronunciation, turn taking skills, in pairs and small groups.

Audio tapes, videos on conversations related to theme, Phones

KLB Visionary English Activities Grade 2 pg.122

Question and answer, role play, dramatization

 

 

 

2

Speaking

Presentation skills

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

Use appropriate tonal variation, articulation and stress to express self confidently

Recall ideas on the themes in a logical manner.

What does a good presenter do?

Learners are encouraged to participate in speaking competitions

Learners practice making connections using transition words (relating to months, special days e.g. birthdays, cultural events, planting seasons, religious festivals)

Learners identify good and poor presentation skills (videos recording of presentations or role playing by teacher)

audio visual aids, role models, pictures of various events

KLB Visionary English Activities Grade 2 pg.123-124

Matching pictures with events, question/answer

 

 

 

3

Reading

Answering comprehension questions

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

Summarize texts read by identifying main ideas

Determine the meaning of unknown words in context.

Why is it important to understand the meaning of what you read?

Learners use context clues to determine word meanings

Learners are guided to summarize texts by retelling or identifying the main ideas.

Readers, newspapers, magazines, journals

KLB Visionary English Activities Grade 2 pg.125-126

Question/answer, filling in blanks

 

 

 

4

Writing

Creative writing

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

Write clearly with a variety in sentence structure, length, and Pattern

Use appropriate connecting words to sequence sentences

Exhibit artistic expression through writing.

How do we organize ideas to make a story interesting?

Learners practice sequencing sentences to form creative texts in pairs and groups

Learners are provided with pictures as a trigger to creative writing

Learners imagination could be stimulated through games e.g.

Newspaper cutting, story maps, print materials, books, glue, scissors, sentence strips

KLB Visionary English Activities Grade 2 pg.127

Learners write a story based on a given picture story

 

 

 

5

Writing

Creative writing

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

Write clearly with a variety in sentence structure, length, and pattern

Use appropriate connecting words to sequence sentences

Exhibit artistic expression through writing.

How do we organize ideas to make a story interesting?

Learners practice sequencing sentences to form creative texts in pairs and groups

Learners are provided with pictures as a trigger to creative writing

Learners imagination could be stimulated through games e.g.

Newspaper cutting, story maps, print materials, books, glue, scissors, sentence strips

KLB Visionary English Activities Grade 2 pg.128

Learners write a story based on a given picture story

 

 

6

1

Listening

Conversation

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

Listen attentively and actively participate in conversations in different contexts.

Appreciate taking turns while engaged in collaborative conversations.

Who do we talk to?

Learner’s role play or dramatize a conversation involving issues relating to the theme my home.

Learners participate in collaborative conversation on different themes (check on Fluency, accuracy with words and pronunciation, turn taking skills, in pairs and small groups.

Audio tapes, videos on conversations related to theme, Phones

KLB Visionary English Activities Grade 2 pg.122

Question and answer, role play, dramatization

 

 

 

2

Speaking

Presentation skills

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

Use appropriate tonal variation, articulation and stress to express self confidently

Recall ideas on the themes in a logical manner.

What does a good presenter do?

Learners are encouraged to participate in speaking competitions

Learners practice making connections using transition words (relating to months, special days e.g. birthdays, cultural events, planting seasons, religious festivals)

Learners identify good and poor presentation skills (videos recording of presentations or role playing by teacher)

audio visual aids, role models, pictures of various events

KLB Visionary English Activities Grade 2 pg.123-124

Matching pictures with events, question/answer

 

 

 

3

Reading

Answering comprehension questions

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

Summarize texts read by identifying main ideas

Determine the meaning of unknown words in context.

Why is it important to understand the meaning of what you read?

Learners use context clues to determine word meanings

Learners are guided to summarize texts by retelling or identifying the main ideas.

Readers, newspapers, magazines, journals

KLB Visionary English Activities Grade 2 pg.125

Question/answer, filling in blanks

 

 

 

4

Writing

Creative writing

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

Write clearly with a variety in sentence structure, length, and pattern

Use appropriate connecting words to sequence sentences

Exhibit artistic expression through writing.

How do we organize ideas to make a story interesting?

Learners practice sequencing sentences to form creative texts in pairs and groups

Learners are provided with pictures as a trigger to creative writing

Learners imagination could be stimulated through games e.g.

Newspaper cutting, story maps, print materials, books, glue, scissors, sentence strips

KLB Visionary English Activities Grade 2 pg.127

Learners write a story based on a given picture story

 

 

 

5

Writing

Creative writing

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

Write clearly with a variety in sentence structure, length, and pattern

Use appropriate connecting words to sequence sentences

Exhibit artistic expression through writing.

How do we organize ideas to make a story interesting?

Learners practice sequencing sentences to form creative texts in pairs and groups

Learners are provided with pictures as a trigger to creative Writing.

Learners imagination could be stimulated through games e.g.

Newspaper cutting, story maps, print materials, books, glue, scissors, sentence strips

KLB Visionary English Activities Grade 2 pg.128

Learners write a story based on a given picture story

 

 

7

1

Listening

Conversation

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

Listen attentively and actively participate in conversations in different contexts.

Appreciate taking turns while engaged in collaborative conversations.

What do we talk about?

Learners participate in collaborative conversation on different themes(check on Fluency, accuracy with words and pronunciation, turn taking skills, in pairs and small groups

Learners associate the keywords displayed with those in the conversation listened to.

Audio tapes, videos on conversations related to theme, Phones

KLB Visionary English Activities Grade 2 pg.129-130

Question and answer, role play, dramatization.

 

 

 

2

Speaking

Presentation skills

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

Express self appropriately using acquired vocabulary to communicate effectively

Relate various community activities in order in which they occur.

What does a good presenter do?

Learners express personal feelings orally using the learnt vocabulary

Learners are encouraged to participate in speaking competitions.

Learners present poems and sing songs on various themes.

Audio visual aids, role models, pictures of various events

KLB Visionary English Activities Grade 2 pg. 131-132

Matching pictures with events, question/answer

 

 

 

3

Reading

Answering comprehension questions

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

Locate specific details in response to questions from texts read.

Summarize texts read by identifying main ideas.

Determine the meaning of unknown words in context.

Why is it important to understand the meaning of what you read?

Learners respond to comprehension questions from texts on varied themes

Learners relate personal experiences to a story read

Learners use context clues to determine word meanings

Learners are guided to summarize texts by retelling or identifying the main ideas.

Question/answer, filling in blanks

KLB Visionary English Activities Grade 2 pg.133-134

Readers, newspapers, magazines, journals

 

 

 

4

Writing

Creative writing

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

Write clearly with a variety in sentence structure, length, and pattern.

Use appropriate connecting words to sequence sentences

Exhibit artistic expression through writing choice activities

How do we organize ideas to make a story interesting?

Learners practice sequencing sentences to form creative texts in pairs and groups

Learners are provided with pictures as a trigger to creative writing

Learners imagination could be stimulated through games e.g. story train as a basis for writing, picture spark

Newspaper cutting, story maps, print materials, books, glue, scissors, sentence strips

KLB Visionary English Activities Grade 2 pg.135-136

Learners write a story based on a given picture story

 

 

 

5

Writing

Creative writing

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

Write clearly with a variety in sentence structure, length, and pattern.

Use appropriate connecting words to sequence sentences

Exhibit artistic expression through writing choice activities

How do we organize ideas to make a story interesting?

Learners practice sequencing sentences to form creative texts in pairs and groups

Learners are provided with pictures as a trigger to creative writing

Learners imagination could be stimulated through games e.g. story train as a basis for writing, picture spark

Newspaper cutting, story maps, print materials, books, glue, scissors, sentence strips

KLB Visionary English Activities Grade 2 pg.137

Learners write a story based on a given picture story

 

 

8

1

Listening

Conversation

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

Listen attentively and actively participate in conversations in different contexts.

Appreciate taking turns while engaged in collaborative conversations.

What do we talk about?

Learners participate in collaborative conversation on different themes(check on Fluency, accuracy with words and pronunciation, turn taking skills, in pairs and small groups

Learners associate the keywords displayed with those in the conversation listened to.

Audio tapes, videos on conversations related to theme, Phones

KLB Visionary English Activities Grade 2 pg.129-130

Question and answer, role play, dramatization.

 

 

 

2

Speaking

Presentation skills

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

Express self appropriately using acquired vocabulary to communicate effectively

Relate various community activities in order in which they occur.

What does a good presenter do?

Learners express personal feelings orally using the learnt vocabulary

Learners are encouraged to participate in speaking competitions.

Learners present poems and sing songs on various themes.

Audio visual aids, role models, pictures of various events

KLB Visionary English Activities Grade 2 pg.131-132

Matching pictures with events, question/answer

 

 

 

3

Reading

Answering comprehension questions

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

Locate specific details in response to questions from texts read.

Summarize texts read by identifying main ideas.

Determine the meaning of unknown words in context.

Why is it important to understand the meaning of what you read?

Learners respond to comprehension questions from texts on varied themes

Learners relate personal experiences to a story read

Learners use context clues to determine word meanings

Learners are guided to summarize texts by retelling or identifying the main ideas.

Question/answer, filling in blanks

KLB Visionary English Activities Grade 2 pg.133

Readers, newspapers, magazines, journals

 

 

 

4

Writing

Creative writing

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

Write clearly with a variety in sentence structure, length, and pattern.

Use appropriate connecting words to sequence sentences

Exhibit artistic expression through writing choice activities

How do we organize ideas to make a story interesting?

Learners practice sequencing sentences to form creative texts in pairs and groups

Learners are provided with pictures as a trigger to creative writing

Learners imagination could be stimulated through games e.g. story train as a basis for writing, picture spark

Newspaper cutting, story maps, print materials, books, glue, scissors, sentence strips

KLB Visionary English Activities Grade 2 pg.135-136

Learners write a story based on a given picture story

 

 

 

5

Writing

Creative writing

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

Write clearly with a variety in sentence structure, length, and pattern.

Use appropriate connecting words to sequence sentences

Exhibit artistic expression through writing choice activities

How do we organize ideas to make a story interesting?

Learners practice sequencing sentences to form creative texts in pairs and groups

Learners are provided with pictures as a trigger to creative writing

Learners imagination could be stimulated through games e.g. story train as a basis for writing, picture spark

Newspaper cutting, story maps, print materials, books, glue, scissors, sentence strips

KLB Visionary English Activities Grade 2 pg.137

Learners write a story based on a given picture story

 

 

9

ASSESMENT

 

Wednesday, 15 February 2023 07:55

Music Schemes - Grade 2 Schemes of Work Term 3 2023

WEEK

LESSON

STRAND

SUB-STRAND

SPECIFIC LEARNING OUTCOMES

KEY INQUARY QUESTIONS

LEARNING

EXPERIENCES

LEARNING RESOURCES

ASSESSMENT

REFLECTION

1

1

CREATING/ COMPOSING

Melody

By the end of the lesson the learner should be able to: identify melodic variations in familiar simple tunes in preparation for own compositions,

How can one tell if a tune has changed?

Familiar tunes are played/sang with minimal variations and learners are guided to identify the variations

Regalia charts

Observation

Oral questions

 

2

1

 

Melody

By the end of the lesson the learner should be able to: improvise simple melodic variations on familiar tunes as a foundation for composition and for enjoyment

How can one tell if a tune has changed?

In groups and individually, learners use new words to familiar tunes

Regalia charts

Observation

Oral questions

 

3

1

 

Melody

By the end of the lesson the learner should be able to: improvise new words to known tunes for creativity

How can a familiar tune be made more interesting?

In groups and individually, learners use new words to familiar tunes

Regalia charts

Observation

Oral questions

 

4

1

 

Melody

By the end of the lesson the learner should be able to: appreciate own and others compositions

How can a familiar tune be made more interesting?

Learners are guided in singing own melodic variations and those of others

Regalia charts

Observation

Oral questions

 

5

1

LISTENING AND RESPONDING

Elements of Music

By the end of the lesson the learner should be able to: express initial personal reactions to musical performances for self- expression

What is the source of the sound in the music? Is it from an instrument or voice?

Learners listen to live/recorded music from ICT devices for appreciation

Regalia charts

Observation

Oral questions

 

6

1

 

Elements of Music

By the end of the lesson the learner should be able to: imitate short melodies with accuracy in pitch and rhythm for aural acuity development,

What is the source of the sound in the music? Is it from an instrument or voice?

Short melodies are played and learners asked to imitate observing accuracy in pitch and rhythm

Regalia charts

Observation

Oral questions

 

7

1

 

Elements of Music

By the end of the lesson the learner should be able to: relate specific music to appropriate events in the community for effective communication

How does the music make you feel

Learners sing familiar topical songs with appropriate expression such

as sad or happy in relation to the text

Regalia charts

Observation

Oral questions

 

8

1

 

Elements of Music

By the end of the lesson the learner should be able to: respond to live or recorded performances with appropriate audience behaviour to enhance etiquette

How does the music make you feel

Learners are guided to listen to and relate specific music to appropriate events.

Regalia charts

Observation

Oral questions

 

9&10

ASSESSMENT

Wednesday, 15 February 2023 07:55

Movement Schemes - Grade 2 Schemes of Work Term 3 2023

WEEK

LESSON

STRAND

SUB-TRAND

SPECIFIC LEARNING OUTCOMES

KEY INQUARY QUESTIONS

LEARNING EXPERIENCES

LEARNING RESOURCES

ASSESSMENT

REFLECTION

1

1

Swimming

Horizontal float

By the end of the lesson the learner should be able to: name some objects that may float in water

name different positions for floating in water

Learners to name objects that can float in water

Regalia charts

Observation

Oral questions

 

 

2

 

Horizontal float

By the end of the lesson the learner should be able to: perform the horizontal float technique in water for survival

name different positions for floating in water

Learners to watch video clips of the horizontal float.

Regalia charts

Observation

Oral questions

 

 

3

 

Horizontal float

By the end of the lesson the learner should be able to: perform the horizontal float technique in water for survival

name different positions for floating in water

Learners to watch video clips of the horizontal float.

Regalia charts

Observation

Oral questions

 

 

4

 

Horizontal float

By the end of the lesson the learner should be able to: practice floating in water using the horizontal float for excellence

name different positions for floating in water

Learners individually and in pairs to practice the horizontal float

Regalia charts

Observation

Oral questions

 

 

5

 

Horizontal float

By the end of the lesson the learner should be

able to: practice floating in water using the horizontal float for excellence

name different positions for floating in water

Learners individually and in pairs to practice the horizontal float

Regalia charts

Observation

Oral questions

 

2

1

 

Horizontal float

By the end of the lesson the learner should be able to: appreciate floating on water in different directions using the horizontal float for survival

why is it important to float in water

Learners to cooperate while playing simple water games

Regalia charts

Observation

Oral questions

 

 

2

 

Horizontal float

By the end of the lesson the learner should be able to: play simple water games for enjoyment, collaboration and peaceful co-existence,

why is it important to float in water

Learners to cooperate while playing simple water games

Regalia charts

Observation

Oral questions

 

 

3

 

Horizontal float

By the end of the lesson the learner should be able to: play simple water games for enjoyment, collaboration and peaceful co-existence,

why is it important to float in water

Learners to cooperate while playing simple water games

Regalia charts

Observation

Oral questions

 

 

4

 

Horizontal float

By the end of the lesson the learner should be able to play simple water games for enjoyment, collaboration and peaceful co-existence,

 

why is it important to float in water

Learners to cooperate while playing simple water games

Regalia charts

Observation

Oral questions

 

 

5

 

Horizontal float

By the end of the lesson the learner should be able to: obey swimming pool rules for own and others safety

why is it important to float in water

Learners to obey swimming pool rules for safety

Regalia charts

Observation

Oral questions

 

3

1-2

 

Gliding

By the end of the lesson the learner should be able to name some animals that live in water

Name some of the animals you know that live in water

Learners to name some animals that live in water

Regalia charts

Observation

Oral questions

 

 

3-4

 

Gliding

By the end of the lesson the learner should be able to perform gliding in water for confidence

Name some of the animals you know that live in water

Learners to individually and in groups to practice gliding in water.

Regalia charts

Observation

Oral questions

 

 

5

 

Gliding

By the end of the lesson the learner should be able to practice gliding in water for self-esteem

Name some of the animals you know that live in water

Learners to individually and in groups to practice gliding in water.

Regalia charts

Observation

Oral questions

 

4

1-2

 

Gliding

By the end of the lesson the learner

should be able to

establish relationships while gliding in water for creativity and imagination

Name some of the animals you know that live in water

Learners to individually and in groups to practice gliding in water.

Regalia charts

Observation

Oral questions

 

 

3-4

 

Gliding

By the end of the lesson the learner should be able to play simple water games for enjoyment creativity and peaceful coexistence

Name some of the animals you know that live in water

Learners to play simple water games while gliding in water

Regalia charts

Observation

Oral questions

 

 

5

 

Gliding

By the end of the lesson the learner should be able to obey

rules while playing water games for own and others safety

Name some of the animals you know that live in water

Learners to obey swimming pool rules for own and others safety.

Regalia charts

Observation

Oral questions

 

5

1-2

Gymnastics

Back to back balance

By the end of the lesson the learner should be able to name the parts of the body that are involved in back to back balance

Name parts of the body involved in back to back balance

Learners to name the parts of the body that are involved in back to back balance

Regalia charts

Observation

Oral questions

 

 

3-4

 

Back to back balance

By the end of the lesson the learner should be able to perform back to back balance for strength

Name parts of the body involved in back to back balance

Learners to perform back to back balance

Regalia charts

Observation

 Oral questions

 

 

5

 

Back to back balance

By the end of the lesson the learner should be able to practice back to back

balance for strength and creativity,

Name parts of the body involved in back to back balance

Learners to perform back to back balance

Regalia charts

Observation

Oral questions

 

6

1

Gymnastics

Wheel barrow balance

By the end of the lesson the learner should be able to name the parts of the body that are in use when performing the wheel barrow balance for body awareness

How many types of gymnastic balances do you know

Learners to answer questions on the parts of the body that are used when performing the wheel barrow balance

Regalia charts

Observation

Oral questions

 

 

2

 

Wheel barrow balance

By the end of the lesson the learner should be able to perform the wheel barrow balance for strength

How many types of gymnastic balances do you know

Learners to be guided in performing the wheel barrow balances

Regalia charts

Observation

Oral questions

 

 

3

 

Wheel barrow balance

By the end of the lesson the learner should be able to practice the wheel barrow balance for strength and creativity

How many types of gymnastic balances do you know

Learners to be guided in performing the wheel barrow balances

Regalia charts

Observation

Oral questions

 

 

4

 

Wheel barrow balance

By the end of the lesson the learner should be able to play simple games for enjoyment, collaboration, and peaceful co-existence

How many types of gymnastic balances do you know

Learners to pair up and practice the wheelbarrow balance

Regalia charts

Observation

Oral questions

 

 

5

 

Wheel barrow balance

By the end of the lesson the learner should be able to obey rules for own and others safety.

How many types of gymnastic balances do you know

Learners to obey rules when performing the wheel barrow balance for own and others safety

Regalia charts

Observation

Oral questions

 

7

1

Gymnastics

Forward roll

By the end of the lesson the learner should be able to name the parts of the body that are in use when performing forward roll for body awareness,

Name any roll you know

Learners mention gymnastic rolls they know

Regalia charts

Observation

Oral questions

 

 

2

Gymnastics

Forward roll

By the end of the lesson the learner should be able to perform forward roll in different ways for agility flexibility and balance

Name any roll you know

Learners perform the forward roll

Regalia charts

Observation

Oral questions

 

 

3

Gymnastics

Forward roll

By the end of the lesson the learner should be able to practice performing the forward roll in different ways for agility, flexibility , balance and for excellence

Name any roll

you know

Learners to practice the forward roll

Regalia charts

Observation

Oral questions

 

 

4

Gymnastics

Forward roll

By the end of the lesson the learner should be able to appreciate performing the forward roll in different ways for agility, flexibility, balance and self-esteem

Name any roll you know

Learners play simple games using various rolls

Regalia charts

Observation

Oral questions

 

 

5

Gymnastics

Forward roll

By the end of the lesson the learner should be able to establish relationships through performing the forward roll in different ways for agility, flexibility , balance and for critical thinking and problem solving,

Name any roll you know

Learners play simple games using various rolls

Regalia charts

Observation

Oral questions

 

8

1

 

Wheelbarrow walk

By the end of the lesson the learner should be able to explore the different ways of moving from one point to the next for self-esteem

Mention ways in which the body can move on the

ground

Learners identify ways the body can move from one point to another

Regalia charts

Observation

Oral questions

 

 

2

 

Wheelbarrow walk

By the end of the lesson the learner should be able to perform the wheelbarrow walk for strength and balance

Mention ways in which the body can move on the ground

Learners to perform the wheelbarrow walk

Regalia charts

Observation

Oral questions

 

 

3

 

Wheelbarrow walk

By the end of the lesson the learner should be able to practice the wheelbarrow walk for strength and balance

Mention ways in which the body can move on the ground

Learners to practice the wheelbarrow walk in groups

Regalia charts

Observation

Oral questions

 

 

4

 

Wheelbarrow walk

By the end of the lesson the learner should be able to play simple games for enjoyment creativity, collaboration, and peaceful coexistence,

Mention ways in which the body can move on the ground

learners to play games for enjoyment

Regalia charts

Observation

Oral questions

 

 

5

 

Wheelbarrow walk

By the end of the lesson the learner should be able to obey rules for own and others safety

Mention ways in which the body can move on the

ground

Observe the rules when performing the wheelbarrow walk.

Regalia charts

Observation

Oral questions

 

9&10

ASSESSEMENT

Week

Lesson

Strand

Sub-strand

Specific learning outcomes

Key Inquiry questions

Learning Experiences

Learning Resources

Assessment

Remarks

1

1

Measurement

Capacity

By the end of the lesson the learner should be able to measure capacity using fixed units

What can you use to measure capacity of different containers?

Learners in pairs/groups to use small containers of equal capacity to fill bigger containers of same capacity but different shapes with water and count the number of small containers used to fill them

Containers 

Water

Jkf primary mathematics learner’s activities book 2 page 83

Observation Oral exercise

 

 

2

Measurement

Capacity

By the end of the lesson the learner should be able to measure capacity using fixed units

What can you use to measure capacity of different containers

Learners in pairs/groups to use small containers of equal capacity to fill bigger containers of same capacity but different shapes with water and count the number of small containers used to fill them

Jkf primary mathematics learner’s activities book 2

page 83 Water

Containers

Observation writing exercise

 

 

3

Measurement

Capacity

By the end of the lesson the learner should be able to measure capacity using fixed units

How many small containers were used?

Learners to identify the number of small containers that they used to fill the big containers with water

Container

Water Jkf primary mathematics learner’s activities book 2 page 84

Observation writing exercise

 

 

4

Measurement

Capacity

By the end of the lesson the learner should be able to identify the liter as a unit of measuring capacity

Which unit can we use to measure capacity?

Learners in pairs/groups to use 1-liter containers to fill big containers with water and count the number of liters used to fill the big containers

1-liter bottles/glasses

Water drums

Water Jkf primary mathematics learner’s activities book 2 page 84

Observation

 

 

5

Measurement

Capacity

By the end of the lesson the learner should be able to identify the liter as a unit of measuring capacity

Which unit can we use to measure capacity?

Learners in pairs/groups to use 1-litre containers to fill big containers with water and count the number of liters used to fill the big containers

Jkf primary mathematics learner’s activities book2 page 85 Water containers

Observation Writing exercise

 

2

1

Measurement

Capacity

By the end of the lesson the learner should be able to measure capacity in liters

How many liters?

Learners in pairs/groups to measure the capacity of different containers

1-liter containers

Observation

 

 

2

Measurement

Capacity

By the end of the lesson the learner should be able to measure capacity in liters

How many liters?

Learners in pairs/groups to use large containers to fill 1-litre containers

Containers

Cups /glasses

Water

Observation Writing exercise

 

 

3

Measurement

Capacity

By the end of the lesson the learner should be able to measure capacity in liters

How many containers were used?

Learners in pairs/groups to use large containers to fill 1-litre containers

Containers

Cups /glasses

Water Jkf primary mathematics learner’s activities book2 page 88-90

Observation Writing exercise

 

 

4

Measurement

Capacity

By the end of the lesson the learner should be able to measure capacity

in liters

How many liters are there?

Learners to play games involving capacity

Tablet/laptops Jkf primary mathematics

learner’s activities book2 page 91

Observation Oral exercises

 

 

5

Measurement

Time

By the end of the lesson the learner should be able to relate the months

of the year with various

activities

In which month do you celebrate your birthday?

Learners in pairs/groups to discuss activities that take place in the months of the year

Charts

Calendar Jkf primary mathematics learner’s activities book2 page 92

Writing exercise Oral exercise

 

3

1

Measurement

Time

By the end of the lesson the learner should be able to relate the months

of the year with various

activities

In which month do we celebrate the new year?

Learners in pairs/groups to discuss activities that take place in the months of the year

Charts

Calendar Jkf primary mathematics learner’s activities book2 page 92-93

Writing exercise Oral exercise

 

 

2

Measurement

Time

By the end of the lesson the learner should be able to recite the number of days in each month of the year

Which month has the least number of days?

Learners in pairs/groups to sing songs, rhymes related to number of days in the months of the year

Calendar

Charts

Chalkboard

Songs Jkf primary mathematics learner’s activities book2 page 94

Oral exercise

Recitation

Singing

 

 

3

Measurement

Time

By the end of the lesson the learner should be able to recite the number of days in each month of the year

Which months have the same number of days?

Learners in pairs/groups to sing songs, rhymes related to number of days in the months of the year

Calendar

Charts

Chalkboard

Songs Jkf primary mathematics learner’s

activities book2 page 94

Oral exercise

Recitation

Singing

 

 

4

Measurement

Time

By the end of the lesson the learner should be able to measure time using arbitrary units

At what time of the day is your shadow longest?

Learners in pairs/groups to measure time taken to perform an activity using arbitrary units

Jkf primary mathematics learner’s activities book2 page 95 Charts

Observation Writing exercise

 

 

5

Measurement

Time

By the end of the lesson the learner should be able to measure time using arbitrary units

At what time of the day is your shadow shortest?

Learners in pairs/groups to measure time taken to perform an activity using arbitrary units

Jkf primary mathematics learner’s activities book2 page 95-96

Charts

Observation Writing exercise

 

4

1

Measurement

Time

By the end of the lesson the learner should be able to identify the clock face

Do you know a clock?

Learners to observe a clock face and discuss the minute hand and the hour hand

Clock Jkf primary mathematics learner’s activities book2 page 97-98

Observation

 

 

2

Measurement

Time

By the end of the lesson the learner should be able to identify the clock face

Where can you find a clock?

Learners to observe a clock face and discuss the minute hand and the hour hand

Clock

Charts Jkf primary mathematics learner’s activities book2 page 97-98

Observation Oral exercise

 

 

3

Measurement

Time

By the end of the lesson the learner should be able to read, tell and write time by hour

What is the time?

Learner to discus how to read tell and write time by the hour using both analog and digital clock

Digital watch/clock

Analog clock

Observation Writing exercise Oral questions

 

 

4

Measurement

Time

By the end of the lesson the learner should be able to read, tell and write time by hour

What is the time?

Learner to discuss how to read tell and write time by the hour using both analog and digital clock

Digital watch/clock

Analog clock

Observation Writing exercise Oral questions

 

 

5

Measurement

Money

By the end of the lesson the learner should be able to identify the Kenyan currency coins and notes up to ksh100

How can you

Identify different Kenya currencies?

Learners in pairs/groups to sort out Kenyan currency coins and notes according to their features up to 100

Coins note s Jkf primary mathematics learner’s activities book2 page 101

Observation

 

5

1

Measurement

Money

By the end of the lesson the learner should be able to identify the Kenyan currency coins and notes up to ksh100

Ho we sort and group different currencies?

Learners in groups/pairs to put different coins and notes together and separate them according to their values and features

Coins Notes Jkf primary mathematics learner’s activities book2 page 102

Observation Oral exercise

 

 

2

Measurement

Money

By the end of the lesson the learner should be able to count money in sh.1, sh.5, sh.10, sh.20, sh.40, sh.50 up to sh100

How do we count different currencies?

Learners in pairs/groups to count money in sh.5.sh.10, sh.20, sh.40, sh.50 up to sh.100

Coins Notes Jkf primary mathematics learner’s activities book2 page 103

Writing exercise

oral exercise observation

 

 

3

Measurement

Money

By the end of the lesson the learner should be able to count money in sh.1, sh.5, sh.10, sh.20, sh.40, sh.50 up to sh100

Can we find the value of currencies?

Learners in pairs/groups to count money in sh.5.sh.10, sh.20, sh.40, sh.50 up to sh.100

Coins Notes Jkf primary mathematics learner’s activities book2 page 103

Writing exercise

oral exercise observation

 

 

4

Measurement

Money

By the end of the lesson the learner should be able to represent same amount of money in different denominations

How do we represent money of different denominations?

Learners in pairs/groups to make same amount of money using different denominations

Coins Jkf primary mathematics learner’s activities book2 page 104

Oral exercise observation

 

 

5

Measurement

Money

By the end of the lesson the learner should be able to represent same amount of money in different denominations

How do we represent money of different denominations?

Learners in pairs/groups to make same amount of

money using different denominations

Coins

Jkf primary

mathematics learner’s activities book2 page 105

Observation Writing

exercise

 

6

1

Measurement

Money

By the end of the lesson the learner should be able to relate money to goods and services up to sh,100

How can you identify goods?

Learners in groups to discuss items they cannot do without and those that are necessary but they can do without up to a value of sh.100

Chalkboard

Charts Jkf primary mathematics learner’s activities book2 page 106

Observation Writing exercise

 

 

2

Measurement

Money

By the end of the lesson the learner should be able to differentiate between needs and wants in real life context

How do you differentiate needs and wants?

Learners in groups /pairs to classify needs and wants

Work books Jkf primary mathematics learner’s activities book2 page 108

Observation Writing exercise

 

 

3

Measurement

Money

By the end of the lesson the learner should be able to appreciate spending and saving of

money in real life situations

How can you save money?

Learners to discuss the importance of saving Learners to play digital games involving money

Jkf primary mathematics learner’s activities book2 page 109

Writing exercise observation

 

 

4

Geometry

Lines

By the end of the lesson the learner should be able to draw and model straight lines

What types of lines do you know?

Learners in pairs/groups to model straight and curved lines using sticks plasticine /clay/paper Mache

sticks plasticine /clay/paper Mache

Jkf primary mathematics learner’s activities book2 page 111

Observation Writing exercise

 

 

5

Geometry

Lines

By the end of the lesson the learner should be able to draw and model straight lines

What types of lines do you know?

Learners in pairs /groups to model straight and curved lines using strings

Strings

Observation Writing exercises

 

7

1

Geometry

Lines

By the end of the lesson the learner should be able to draw and model curved lines

What types of lines do you know?

Learners in groups/pairs to model straight and curved lines by holding their hands Learners to model straight and curved lines using learner digital devices

Jkf primary mathematics learner’s activities book 2 page 113

Observation Oral exercise

 

 

2

Geometry

Shapes

By the end of the lesson the learner should be able to identify rectangles, circles, triangles, ovals and squares

What shapes can you identify in your environment?

Learners in pairs/groups to sort and group to discuss types of lines making different shapes

Objects within the environment Jkf primary mathematics learner’s activities book 2 page 115

0bservation Oral exercises

 

 

3

Geometry

Shapes

By the end of the lesson the learner should be able to identify rectangles, circles, triangles, ovals and squares

What shapes can you identify in your environment?

Learners in pairs/groups to discuss types of lines making different shapes

Cartons

Balls Jkf primary mathematics learner’s activities book 2 page 117

Observation Writing exercise

 

 

4

Geometry

Shapes

By the end of the lesson the learner should be able to appreciate making patterns involving rectangles, circles, ovals and squares

What shapes can you identify in your environment?

Learners to make patterns of their choice using the five shapes

Learners in groups to make patterns, color them and share with other groups

Jkf primary mathematics learner’s activities book 2 page 118

Writing exercise

 

 

5

Geometry

Shapes

By the end of the lesson the learner should be able to appreciate making patterns involving rectangles, circles, ovals and squares

What shapes can you identify in your environment?

Learners to make patterns of their choice using the five shapes

Learners in groups to make patterns, color them and share with other groups

Jkf primary mathematics learner’s activities book 2 page 119

Observation Writing exercise

 

8

ASSESSMENT

WIKI

KIPINDI

MADA

MADA NDOGO

MATOKEO MAALUM YANAYOTOKEA

MASWALI DADISI

MAPENDEKEZO YA SHUGLI ZA UFUNZAJI

KAZI YA ZIADA

NYEZO

MAONI

1

1

Kuandika

Sauti na majina ya Kiswahili sh, th

kutambua sauti za herufi mbili katika kuimarisha matamshi bora kutamka sauti za Kiswahili za herufi mbili katika kuimarisha matamshi bora kusoma silabi za sauti zinazoundwa kutokana na sauti mbili ili kuimarisha usomaji

Je, ni maneno kama gani ambayo yana sauti /sh /na /th /?

Mwanafunzi atambue sauti /sh/na /th/ katika maneno

Mwanafunzi asikilize sauti lengwa ikitamkwa na mwalimu kisha atamke pamoja na mwalimu na mwishowe atamke akiwa peke yake, wawili na kama darasa nzima.

Mwanafunzi aweza kutumia vifaa vya kiteknolojia kama vile papaya, tarakilishi na projekta kusikiliza sauti lengwa ikitamkwa.

Mwalimu asikilize wanafunzi wakitaja maneno ambayo yana sauti sh.

Tarakilishi

Mwalimu

Mwanafunzi

Nyota ya Kiswahili uk147

 

 

2

Sarufi

Nafsi ya pili wakati uliopita

Kufikia mwisho wa mada, mwanafunzi aweze: kutambua maneno na viambishi vinavyowakilisha nafsi ya pili wakati uliopita ili kuimarisha mawasiliano kusoma vifungu vya maneno yanayoashiria nafsi ya pili wakati uliopita ili kuimarisha usomaji

Je, unatumia neno gani kumzungumzia mwenzako aliye karibu?

Mwanafunzi atumie nafsi ya pili wakati uliopita hali ya umoja na wingi katika mazungumzo. Mwanafunzi atumie nafsi ya pili wakati uliopita hali ya umoja na wingi katika sentensi.

Mwanafunzi aweza kujaza mapengo kwa kutumia maneno na viambishi vinavyowakilisha nafsi ya pili wakati uliopita kama vile, wewe, u, li, nyinyi na m hali ya umoja na wingi

Mwalimu asikilize wanafunzi wakitaja maneno yaliyo katika nafsi ya pili wakati uliopita.

Tarakilishi

Mwalimu

Mwanafunzi

Nyota ya Kiswahili uk148

 

 

3

kusoma

Alfabeti ya kiswahili

Kufikia mwisho wa mada, mwanafunzi aweze: kutambua alfabeti ya Kiswahili ili kuimarisha usomaji kusoma alfabeti ya Kiswahili kwa mfuatano ufaao katika kuimarisha matumizi ya kamusi baadaye

Je, lugha ya Kiswahili ina herufi ngapi?

Je, ni herufi gani  unazoweza kusoma?

Mwanafunzi asome alfabeti ya Kiswahili kwa mfuatano: a, b, ch, d, dh, e, f, g, gh, h, i, j, k, l, m, n, ng’, ny, o, p, r, s, sh, t, th, u, v, w, y, z.

Mwanafunzi aweza kusoma alfabeti kwenye chati.

Mwanafunzi aweza kuimba wimbo wa alfabeti.

Mwalimu asikilize wanafunzi wakitaja alfabeti za Kiswahili.

Tarakilishi

Mwalimu

Mwanafunzi

Nyota ya Kiswahili uk151

 

2

1

msamiati

Kusikiliza na kuzungumza

Kufikia mwisho wa mada, mwanafunzi aweze: kutambua msamiati ambao hutumiwa katikahali ya anga ili kuelezea hali ya anga ifaavyo kutambua hali ya anga ya siku husika ili kuimarisha mawasiliano

Je, ni vipi unavyoweza kuelezea upepo?

Mwanafunzi atoe maana ya msamiati unaohusu hali ya anga.

Mwanafunzi atunge sentensi sahihi akitumia msamiati unaohusu hali ya anga kama vile upepo, jua, mvua na mawingu.

Mwanafunzi aweza kutazama video inayoonyesha hali mbalimbali za anga.

Mwalimu asikilize msamiati wa hali ya anga kutoka kwa wanafunzi.

Tarakilishi

Mwalimu

Mwanafunzi

Nyota ya Kiswahili uk152-153

 

 

2

sarufi

Matumizi ya nafsi ya pili wakati uliopita.

Kufikia mwisho wa mada, mwanafunzi aweze: kutambua maneno na viambishi vinavyowakilisha nafsi ya pili wakati uliopita ili kuimarisha mawasiliano kusoma vifungu vya maneno yanayoashiria nafsi ya pili wakati uliopita ili kuimarisha usomaji

Je, unatumia neno gani kumzungumzia mwenzako aliye karibu?

Mwanafunzi atumie nafsi ya pili wakati uliopita hali ya umoja na wingi katika mazungumzo.

Mwanafunzi atumie nafsi ya pili wakati uliopita hali ya umoja na wingi katika sentensi.

Mwanafunzi aweza kujaza mapengo kwa kutumia maneno na viambishi vinavyowakilisha nafsi ya pili wakati uliopita kama vile, wewe, u, li, nyinyi na m hali ya umoja na wingi.

Mwalimu awape wanafunzi zoezi.

Tarakilishi

Mwalimu

Mwanafunzi

Nyota ya Kiswahili uk155-156

 

 

3

kusoma

Safari ya jangwani

Kufikia mwisho wa mada, mwanafunzi aweze: kutambua picha za kuonyesha hali ya anga ili kuimarisha ufahamu kutambua maneno yanayohusiana na hali ya anga ili kuimarisha usomaji

Je, ni hadithi zipi ambazo umewahi kusoma?

Mwanafunzi ajadili picha zilizojumuishwa kwenye hadithi.

Mwanafunzi atabiri kitakachotokea kwenye hadithi.

Mwanafunzi afahamu matumizi ya msamiati uliotumika kwenye hadithi.

Mwalimu awasikilize wanafunzi wakisoma.

Tarakilishi

Mwalimu

Mwanafunzi

Nyota ya Kiswahili uk157-158.

 

3

1

Msamiati

Hali ya anga

Kufikia mwisho wa mada, mwanafunzi aweze: kutambua msamiati ambao hutumiwa katika hali ya anga ili kuelezea hali ya anga ifaavyo kutambua hali ya anga ya siku husika ili kuimarisha mawasiliano

Je, ni vipi unavyoweza kuelezea upepo?

Mwanafunzi atoe maana ya msamiati unaohusu hali ya anga.

Mwanafunzi atunge sentensi sahihi akitumia msamiati unaohusu hali ya anga kama vile upepo, jua, mvua na mawingu.

Mwanafunzi aweza kutazama video inayoonyesha hali mbalimbali za anga.

Mwalimu asikilize misamiati kuhusu hali ya anga kutoka kwa wanafiunzi.

Tarakilishi

Mwalimu

Mwanafunzi

Nyota ya Kiswahili uk159-160

 

 

2

sarufi

Matumizi ya hili na haya

kuandika sentensi zinazojumuisha hili na haya katika kuimarisha uandishi Kuchangamkia matumizi ya huyo na hayakatika maawasiliano.

Unatumia neno gani kuuliza swali kuhusu mwenzako?

Mwanafunzi aandike sentensi zinadhihirisha matumizi ya hili na haya

Mwanafunzi aweza kujaza mapengo kwa kutumia huyo na hili

Mwanafunzi aigize vitendo vya kuwaashiria watu mbalimbali kwa kutumia hili na haya

Mwalimu awape wanafunzi zoezi .

Tarakilishi

Mwalimu

Mwanafunzi

Nyota ya Kiswahili uk161

 

 

3

shairi

Giza mchana

Kufikia mwisho wa mada, mwanafunzi aweze: kutambua picha za kuonyesha hali ya anga ili kuimarisha ufahamu kutambua maneno yanayohusiana na hali ya anga ili kuimarisha usomaji

Unakumbuka nani katika hadithi hiyo?

Mwanafunzi ajadili picha zilizojumuishwa kwenye shairi.

Mwanafunzi atabiri kitakachotokea kwenye hadithi.

Mwanafunzi afahamu matumizi ya msamiati uliotumika kwenye hadithi.

Mwalimu asikilize mwanafunzi akisoma shairi.

Tarakilishi

Mwalimu

Mwanafunzi

Nyota ya Kiswahili uk162-163

 

4

1

Kuandika

Alphabeti ya kiswahili

Kufikia mwisho wa mada, mwanafunzi aweze: kubainisha irabu za Kiswahili ili kuelewa jinsi silabi huundwa kubainisha konsonanti za Kiswahili ili kuelewa jinsi silabi huundwa

Alfabeti ni nini?

Lugha ya Kiswahili ina konsonanti ngapi?

Mwanafunzi aweza kusoma alfabeti kwenye chati.

Mwanafunzi aweza kuimba wimbo wa alfabeti.

Mwanafunzi aweza kusikiliza alfabeti ya Kiswahili ikikaririwa kwenye vifaa vya kiteknolojia kama vile kinasasauti.

Mwalimu atazame wanafunzi akiandika alfabeti.

Tarakilishi

Mwalimu

Mwanafunzi

Nyota ya Kiswahili uk164-165

 

 

2

masimulizi

Kusikiliza na

kuzungumza

kusimulia kuhusu hali mbalimbali za anga ili kuimarisha stadi ya kuzungumza kusikiliza masimulizi kuhusu hali ya anga ili kujenga umakinifu

Unaona nini katika chati ya hali ya anga?

Mwanafunzi aweza kutazama video inayohusu hali ya anga.

Wanafunzi waweza kupewa nafasi kwenda nje ya darasa na kujadiliana kuhusu hali ya anga wakati huo.

Mwanafunzi ashiriki katika majadiliano kuhusu hali za anga.

Mwalimu asikilize masimulizi ya wanafunzi kuhusu hali ya anga.

Tarakilishi

Mwalimu

Mwanafunzi

Nyota ya Kiswahili uk166

 

 

3

Kusoma

Siku ya mvua

Kufikia mwisho wa mada, mwanafunzi aweze: kusikiliza hadithi za mwalimu kuhusu hali ya anga ili kujenga stadi ya kusoma na kusikiliza kufahamu hadithi aliyoisoma kuhusu hali ya anga ili kupata ujumbe

Unakumbuka nani katika hadithi hiyo?

Mwanafunzi aweza kusikiliza hadithi ikisomwa kwa kutumia tarakilishi na projekta.

Mwanafunzi asome hadithi kutoka kwa jitabu mbele ya darasa.

Mwanafunzi aweza kusoma hadithi kutoka kwa kitabu cha hadithi.

Mwalimu awasikilize wanafunzi wakisoma hadithi.

Tarakilishi

Mwalimu

Mwanafunzi

Nyota ya Kiswahili uk167

 

5

1

Lishe bora

Kusoma

Kufikia mwisho wa mada, mwanafunzi aweze: kutambua vyakula vinavyofaa mwili ili kuimarisha stadi ya kuzungumza

kuzungumzia juu ya chakula anachokipenda ili kuimarisha mazungumzo

Unapenda kula chakula gani?

Chakula unachokila husaidiaje mwili

Mwanafunzi ataje baadhi ya vyakula kwa kuonyeshwa michoro na vyakula halisi.

Wanafunzi wajadiliane

kuhusu umuhimu wa vyakula mbalimbali k.m. vinavyompa mtu nguvu,

Mwalimu asikilize umuhimu wa lishe bora kutoka kwa wanafunzi.

Tarakilishi

Mwalimu

Mwanafunzi

Nyota ya Kiswahili uk169-170

 

 

2

Sarufi

Matumizi ya

hiki na hivi

Kufikia mwisho wa mada, mwanafunzi aweze: kutambua matumizi ya hiki na hivi katika kuimarisha mawasiliano kutumia hiki na hivi katika sentensi ili kuimarisha mawasiliano

kusoma vifungu vinavyojumuisha hiki na hivi katika kuimarisha stadi ya kusoma

Ni nini wingi wa hiki?

Mwanafunzi aweza kujaza mapengo kwenye vifungu au sentensi zinazojumuisha hiki na hivi

Mwanafunzi aonyeshe vitu mbalimbali kama vile vyakula ili kuvitungia sentensi katika vikundi k.m. Chakula hiki – vyakula hivi.

Mwalimu asikilize matumizi ya hiki

Tarakilishi

Mwalimu

Mwanafunzi

Nyota ya Kiswahili uk170-171

 

 

3

Msamiati

Vitamin na proteni

Kufikia mwisho wa mada, mwanafunzi aweze: kutambua vyakula vinavyofaa mwili ili kuimarisha stadi ya kuzungumza

kuzungumzia juu ya chakula anachokipenda ili kuimarisha mazungumzo

Chakula unachokila husaidiaje mwili?

Mwanafunzi ashiriki katika mjadala kuhusu chakula kinachodhuru afya k.m. vibanzi, biskuti

Mwanafunzi aweza kumsikiliza mgeni mwalikwa akisimulia kuhusu lishe bora na madhara ya vyakula vinavyodhuru afya

Mwalimu awape wanafunzi kazi ya ziada.

Tarakilishi

Mwalimu

Mwanafunzi

Nyota ya Kiswahili uk183

 

6

1

kusoma

Mashidano ya riadha

Kufikia mwisho wa mada, mwanafunzi aweze: kusoma hadithi kwa mtiririko ufao ili kuimarisha stadi ya kusoma

kufahamu hadithi aliyosoma na kusomewa ili kuelewa ujumbe katika hadithi

kuchangamkia kusoma hadithi ili kuendelea kujenga stadi ya kusoma.

Ni hadithi ipi iliyokufurahisha zaidi?

Mwanafunzi atabiri kitakachotokea kwenye hadithi.

Mwanafunzi afahamu matumizi ya msamiati uliotumika kwenye hadithi.

Mwanafunzi asikilize mwalimu anaposoma hadithi, asome pamoja na mwalimu kisha asome peke yake, wakiwa wawili wawili au katika vikundi.

Mwalimu awasikilize wanafunzi wkisoma.

Tarakilishi

Mwalimu

Mwanafunzi

Nyota ya Kiswahili uk188-18

 

 

2

Msamiati

Matumizi ya hiki na hivi

Kufikia mwisho wa mada, mwanafunzi aweze: kutambua matumizi ya hiki na kuimarisha mawasiliano kutumia hiki na hivi katika sentensi ili kuimarisha mawasiliano

kusoma vifungu vinavyojumuisha hiki na hivi katika kuimarisha stadi ya kusoma hivi katika

Ni nini wingi wa hiki?

Mwanafunzi aonyeshe vitu mbalimbali kama vile vyakula ili kuvitungia sentensi katika vikundi k.m. chakula hiki – vyakula hivi.

Mwanafunzi aweza kupewa vifungu vyenye mapengo wakamilishe kwa kutumia hiki na hivi wakiwa wawili wawili k.m. chakula (hiki), vyakula (hivi).

Mwalimu awape wanafunzi zoezi

Tarakilishi

Mwalimu

Mwanafunzi

Nyota ya Kiswahili uk185

 

 

3

Kusoma

Faida ya chakula bora

Kufikia mwisho wa mada, mwanafunzi aweze: kuzungumzia juu ya chakula kinachodhuru afya ili kuelewa madhara ya vyakula hivyo

kusikiliza masimulizi kuhusu lishe bora ili kujenga stadi ya kusikiliza

Chakula unachokila husaidiaje mwili?

Mwanafunzi ashiriki katika mjadala kuhusu chakula kinachodhuru afya k.m. vibanzi, biskuti

Mwanafunzi aweza kumsikiliza mgeni mwalikwa akisimulia kuhusu lishe bora na madhara ya vyakula vinavyodhuru afya

Mwalimu awape wanafunzi faida ya chakula bora.

Tarakilishi

Mwalimu

Mwanafunzi

Nyota ya Kiswahili uk186

 

7

1

Sarufi

Matumizi ya hiki na hivi

Kufikia mwisho wa mada, mwanafunzi aweze: kutambua matumizi ya hiki na hivi katika kuimarisha mawasiliano kutumia hiki na hivi katika sentensi ili kuimarisha mawasiliano

kusoma vifungu vinavyojumuisha hiki na hivi katika kuimarisha stadi ya kusoma

Unatumia neon gano kuomnyesheaukaribu wa kitabu, kifutio, kiatu na kijiti?

Mwanafunzi aweza kujaza mapengo kwenye vifungu au sentensi zinazojumuisha hiki na hivi

Mwanafunzi aonyeshe vitu mbalimbali kama vile vyakula ili kuvitungia sentensi katika vikundi k.m. Chakula hiki – vyakula hivi.

Mwalimu awape wanafunzi zoezi katika vikundi.

Tarakilishi

Mwalimu

Mwanafunzi

Nyota ya Kiswahili uk190

 

 

2

msamiati

Vyakula vinavyodhuru afya

Kufikia mwisho wa mada, mwanafunzi aweze: kutumia msamiati ulisomwa katika kutunga sentensi ili kuimarisha mawasiliano

kuthamini kula chakula kinachofaidi mwili ili kujikinga kutokana na madhara ya ukosefu wa lishe bora

Ni chakula kipi kinachofaidi mwili zaidi?

Ni chakula kipi kinachodhuru afya?

Mwanafunzi atazame kwenye vyombo vya kiteknolojia na kuvijadili picha za vyakula vinavyoashiria msamiati unaorejelewa.

Mwanafunzi asome majina mbalimbali ya vyakula kwenye kadi za maneno.

Mwanafunzi anakili kwenye daftari msamiati unaofunzwa.

Mwalimu awaelezee wanafunzi kuhusu chakula kinachodhuru afya.

Tarakilishi

Mwalimu

Mwanafunzi

Nyota ya Kiswahili uk190-191

 

 

3

kusoma

Paka wangu

Kufikia mwisho wa mada, mwanafunzi aweze:

kufahamu hadithi aliyosoma na kusomewa ili kuelewa ujumbe

Kupenda kusoma hadithi kuhusu wanyama wa nyumbani ili kuendeleza usomaji.

Unakumbuka nini katika hadithi hiyo?

Mwanafunzi asikilize mwalimu anaposoma hadithi, asome pamoja na mwalimu kisha asome peke yake, wakiwa wawili wawili au katika vikundi.

Mwanafunzi aweza kusikiliza hadithi ikisomwa kupitia kinasa sauti.

Mwanafunzi athibitishe utabiri wake baada ya kusoma na kusomewa hadithi.

Mwalimu awaulize wanafunzi kuhusu mnyama wanaopenda.

Tarakilishi

Mwalimu

Mwanafunzi

Nyota ya Kiswahili uk193-194

 

8

1

msamiati

Wanyama wa nyumbani

Kufikia mwisho  wa mada, mwanafunzi aweze: kutumia majina ya wanyama

katika sentensi ili kuimarisha mawasiliano 

kutumia msamiati unaohusu utunzaji wanyama katika sentensi ili kujenga mapenzi ya kuwatunza wanyama wa nyumbani

Kwa nini unampenda mnyama huyo?

Mwanafunzi achore baadhi ya wanyama na kuandika majina yao.

Mwanafunzi aweza kuonyeshwa video ya utunzaji wa wanyama.

Mwanafunzi aweza kutazama michoro na picha za wanyama wa nyumbani na wanyama wakitunzwa.

Mwalimu awapatie wanafunzi kazi ya vikundi.

Tarakilishi

Mwalimu

Mwanafunzi

Nyota ya Kiswahili uk197-198

 

 

2

Kusoma

Punda mweupe

Kufikia mwisho wa mada, mwanafunzi aweze: Kusoma hadithi kwa mtiririko ufao ili kuimarisha usomaji kufahamu hadithi aliyosoma na kusomewa ili kuelewa ujumbe

Kupenda kusoma hadithi kuhusu wanyama wa nyumbani ili kuendeleza usomaji.

Unakumbuka nini katika hadithi hiyo?

Mwanafunzi aweza kutazama video ya mtu au mtoto akisoma hadithi husika kwa ufasaha kisha aige usomi ule.

Mwanafunzi ajibu na kuuliza maswali kuhusu hadithi aliyosoma na kusomewa.

Mwanafunzi aweza kusimulia hadithi kutokana na picha alizopewa kuhusu wanyama wa nyumbani

Mwalimu awasikilize wanafunzi wakisoma ufahamu.

Tarakilishi

Mwalimu

Mwanafunzi

Nyota ya Kiswahili uk206-210

 

 

3

sarufi

Matumizi ya hili na haya

Kufikia mwisho wa mada, mwanafunzi aweze: kutambua matumizi ya hili na haya ili kuimarisha mawasiliano kutumia hili na haya katika sentensi sahihi ili kuimarisha mawasiliano kusoma vifungu vinavyojumuisha matumizi ya hili na haya ili kujenga usomaji kuandika vifungu

Unatumia neno gani kuonyeshea tunda lililo karibu nawe?

Unatumia neno gani kuonyeshea dawati lako?

Mwanafunzi asome vifungu vyenye matumizi ya hili na haya kama vile embe hili – maembe haya; dawati hili – madawati haya; jani hili – majani haya.

Wanafunzi waweza kujaza mapengo kwa kutumia hili na haya.

Mwanafunzi aonyeshwe vitu mbalimbali kama vile tunda kwa kurejelea hili na haya kwa mfano: tunda hili – matunda haya; embe hili –

Mwalimu awape wanafunzi zoezi la kufanya.

Tarakilishi

Mwalimu

Mwanafunzi

Nyota ya Kiswahili uk219-222

 

 

 

Msamiati na masimulizi

Kusikiliza na kuzungumza

Kufikia mwisho wa mada, mwanafunzi aweze: kutumia majina ya wanyama katika sentensi ili kuimarisha mawasiliano kutumia msamiati unaohusu utunzaji wanyama katika sentensi ili kujenga mapenzi ya kuwatunza wanyama wa nyumbani 

Kuthamini umuhimu wa kuwatunza wanyama wa nyumbani.

Umuhimu wa wanyama n upi?

Mwanafunzi achore baadhi ya wanyama na kuandika majina yao.

Mwanafunzi aweza kuonyeshwa video ya utunzaji wa wanyama.

Mwanafunzi aweza kutazama michoro na picha za wanyama wa nyumbani na wanyama wakitunzwa.

Mwanafunzi asimulie kuhusu mnyama anayapenda.

Tarakilishi

Mwalimu

Mwanafunzi

Nyota ya Kiswahili uk215-221

 

9

TATHMINI

Week

Lesson

Strand

Sub-strand

Specific learning outcomes

Key inquiry questions

Learning Experiences

Learning resources

Assessment

Reflection

1

1

Foods

Meals and Snacks

By the end of the sub strand, the learner should be able to: tell the number of meals taken in a day,

How many meals do we take in a day?

Learners are guided to tell the number of meals taken in a day.

Learners are guided to differentiate between meals and snacks using regalia and pictures.

Hygiene and nutrition Grade 2 page 79-80 pictures of meals and snacks available in the locality, videos of people taking meals and snacks, regalia of snacks and meals

oral questions

 

 

2

Foods

Meals and Snacks

By the end of the sub strand, the learner should be able to: differentiate between a meal and a snack from food items in the locality, embrace the importance of taking meals and snacks at the right time.

What is the difference between a meal and a snack? Why should we take meals and snacks at the right time?

Learners are guided to tell when they should take meals and when they should take snacks,

learners can choose meals and snacks eaten through pictures, computer game

Hygiene and nutrition Grade 2 page 81-83 pictures of meals and snacks available in the locality, videos of people taking meals and snacks, regalia of snacks and meals

oral questions

 

2

1

Foods

Grouping of food

By the end of the sub strand, the learner should be able to: mention foods from plant sources within their locality group foods according to the different parts of the plants that they come from,

What foods do we get from plants?

Which are the different parts of the plant that we get food from?

Learners are guided to identify foods they get from plants within their locality learners are guided to group foods from plant sources according to the parts of the plant they come from (leaves, roots, fruits, seeds and stem) using pictures or regalia

Hygiene and nutrition Grade 2 page 84-86

observation, written exam, oral questions

 

 

2

Foods

Grouping of food

Mention different foods from animal sources within the locality, appreciate the importance of animal and plants as sources of food.

What foods do

we get from animals

What foods do

we get from animals

Learners are guided to identify animals in their locality and the food we get from those animals using pictures or a video

Learners can play games on grouping of food using computing devices Learners draw and color food from plant and animal sources

Hygiene and nutrition Grade 2 page 87-89

observation, written exam, oral questions

 

3

1

Foods

Food for school going children

By the end of the sub strand, the learner should be able to: mention foods eaten by school going children in the locality, identify the amount of food eaten by school going children in the locality

What type of food do you eat? How much food do you eat?

Learners name different types of food they eat.

Learners are guided to identify the amount of food they eat using pictures.

Hygiene and nutrition Grade 2 page 90-91 pictures, charts, video clips

oral report, oral questions

 

 

2

Foods

Food for school going children

By the end of the sub strand, the learner should be able to: mention dangers of eating too much or too little food for wellbeing,

State the importance of eating enough food for good health.

What happens if you eat too much or too little food? Why is it important to eat food that is enough

Learners share experiences on what happened to them when they eat too much food (vomiting, stomach pains, diarrhea, stomach upset, constipation).

Learners listen to stories and experiences on dangers of eating too much and too little (overweight and underweight) using pictures or a video. Learners are guided to tell the importance of eating enough food.

Hygiene and nutrition Grade 2 page 92-95 pictures, charts, video clips

oral report, oral questions

 

4

1

Foods

Good eating habits

By the end of the sub strand, the learner should be able to: state how food is apportioned on a plate

How do I apportion food on a plate

Learners are guided to brainstorm on how food should be apportioned on a plate

(proteins, vegetables, starch and a fruit on the side) Learners can observe pictures or videos on correct apportioning of food on a plate (show variety to include plates

Hygiene and nutrition Grade 2 page 96-97 pictures, charts, video clips

oral report, oral questions

 

 

2

Foods

Good eating habits

By the end of the sub strand, the learner should be able to give the importance of using a variety of foods in a plate appreciate variety of foods on a plate.

Why should I use the right amount of food when apportioning?

Why should we minimize food wastage?

In groups learners are guided to tell the importance of using the right amount of food while apportioning on a plate (to ensure that you do not eat only one group of foods, to ensure variety, to minimize food wastage).

Learners are guided to identify suitable foods that promote health when apportioning using regalia or pictures or simulations.

Learners draw and color a well apportioned amount of food on a plate.

Hygiene and nutrition Grade 2 page 96-98 pictures, charts, video clips

oral report, oral questions

 

5

1

 

Food Advertisement

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

tell the meaning of the word advertisement identify an advertisement on food

What is food advertisement

How do food advertisements make you feel?

Learners can be guided to tell what is food advertisement using charts, posters, pictures, video clips, radio commercials.

Learners are guided to identify an advertisement on food from media (print and audio visual).

Hygiene and nutrition Grade 2 page 99-100 pictures, charts, video clips

oral report, oral questions

 

 

2

 

Food Advertisement

By the end of the sub-strand, the learner should be able to: tell the effects of food advertisements on their feelings. tell how advertisement can influence their choice of  food

How do advertisements influence  your choice of food?

Learners share experiences on how advertisements makes them feel.

Learners are guided to tell how advertisements can influence our choice of foods.

Learners open and play several video clips on food  advertisements and report their observations in class

Hygiene and nutrition Grade 2 page 101-103 pictures, charts, video clips

oral report, oral questions

 

6

1

Safety Education

Food Safety Handling of cooked food

By the end of the sub- strand, the learner should be able to: mention hygiene practices while handling cooked food.

How should we handle cooked food?

the hygiene practices to observe when handling cooked food (putting on a clean container that is covered, storing in a cool and clean place, washing hands before handling food, using clean serving equipment, using protective gear) using demonstration, pictures, video clips and illustrations

Hygiene and nutrition Grade 2 page 104-105 pictures, charts, video clips

oral report, oral questions

 

 

2

Safety Education

 

By the end of the sub-strand, the learner should be able to: mention factors to observe when buying food from a food vendor, appreciate the importance of observing hygiene when handling cooked food.

What should we look for when buying food from food vendors?

Why should we observe hygiene practices when handling cooked food

learners are guided to mention factors to observe when buying food from food vendors (clean premises/food containers; vendor wears protective gear; fresh food; food covered/not fly flown/dusty; vendor practices hygiene/ not mixing money and food) learners role play practicing hygiene as food vendors

Hygiene and nutrition Grade 2 page 106-107 pictures, charts, video clips

oral report, oral questions

 

7

1

Safety Education

Waste disposal in the classroom

By the end of the sub-strand, the learner should be able to: identify types of waste found in the classroom, identify containers used for putting waste in the classroom,

What waste is found in the classroom?

Where do we put waste in the classroom?

Learners are guided to identify the various types of waste in the classrooms using regalia or pictures (papers, pencil sharpening, dust, bottles/bottle tops, sticks, and small unused containers).

Learners are guided to identify containers used to put waste in the classroom using pictures, illustration or video clips

Hygiene and nutrition Grade 2 page 10-110

regalia (dustbin, waste materials) charts, videos clips, pictures/illustrations

oral report, oral questions

 

 

2

Safety Education

 

By the end of the sub- strand, the learner should be able to practice waste collection and proper disposal of the waste found in the classroom, mention the importance of waste disposal in the classroom, appreciate the importance of proper disposal of waste in the classroom

How do we dispose waste collected in the classroom?

Why should we dispose waste collected in the classroom?

learners are guided to collect and dispose waste from the classroom using demonstration

Learners practice waste disposal in their classroom.

Learners are guided to tell the importance of proper waste disposal in the classroom. Learners sing songs and recite poems on the importance of disposal of waste

Hygiene and nutrition Grade 2 page 111-114 regalia (dustbin, waste materials) charts, videos clips, pictures/illustrations

oral report, oral questions

 

8

1

Safety Education

Common accidents and Basic First aid

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

identify common accidents in the classroom, name the causes of common accidents in classroom,

What are the common accidents in the classroom?

Learners brainstorm on common accidents in the classroom (bumps, grazes, and pricks).

Learners are guided to identify causes of common accidents in the classroom (head knocks, rough surfaces, and sharp objects) using pictures or video.

Hygiene and nutrition Grade 2 page 111-114 regalia (dustbin, waste materials) charts, videos clips, pictures/illustrations

oral report, oral questions

 

 

2

Safety Education

Common accidents and Basic First aid

By the end of the sub-strand, the learner should be able to: demonstrate First Aid for common accidents in the classroom, develop responsibility in preventing accidents in the classroom

What are the causes of common accidents in the classroom? What is the simple first aid for common accidents in the classroom? how can these dangers in the classroom be prevented

In groups, learners listen to stories and share experiences of common accidents they have encountered or witnessed in the classroom.

Learners are guided to tell how they can prevent common accidents in the classroom using demonstration, pictures and illustrations.

Learners are guided to role play in carrying out First Aid for bumps, grazes and pricks. Learners are guided to develop a duty roster to arrange the class and report any dangers in the classroom.

Hygiene and nutrition Grade 2 page 111-114 regalia (dustbin, waste materials) charts, videos clips, pictures/illustrations

oral report, oral questions

 

9

ASSESSMENT

Week

Lesson

Strand  / Theme

Sub-Strand

Specific Learning Outcomes

Key Inquiry Question(S)

Learning Experience

Learning Resources

Assessment Methods

Reflection

1

1

Care for the environment

Caring for plants

By the end of the sub-strand, the learner should be able to: recognize appropriate messages on plant protection in school

What messages could be used to communicate plant protection?

Learners observe pictures, photographs, and video clips of areas where plants have been destroyed. In groups, learners to outline messages on plant protection

Our lives today Grade 2 page  110-

Poster

Video clip

Pictures

Observing the messages made by the pupils

 

 

2

Care for the environment

Caring for plants

By the end of the sub-strand, the learner should be able to: create appropriate plant protection messages to promote conservation

What messages could be used to communicate plant protection

Learners display and peers assess the plant protection messages developed

Our lives today Grade 2 page  12

Poster

Video clip

Pictures

Observing the messages made by the pupils

 

 

3

Care for the environment

Caring for plants

By the end of the sub-strand, the learner should be able to: In group of two create appropriate plant protection messages to promote conservation

What messages could be used to communicate plant protection

Learners display and peers assess the plant protection messages developed

Our lives today Grade 2 page 112

Observing the messages made by the pupils

 

 

4

Care for the environment

Caring for plants

By the end of the sub-strand, the learner should be able to: appreciate plant protection for environmental sustainability

What messages could be used to communicate plant protection

In groups, learners create plant protection messages using hand

scripts, electronic and print resources

 Learners share selected plant protection messages with the school community

Our lives today Grade 2 page 112

Poster

Video clip

Pictures

Observing the messages made by the pupils

 

 

5

Care for the environment

Caring for plants

By the end of the sub-strand, the learner should be able to: appreciate plant protection for environmental sustainability

What messages could be used to communicate plant protection

In groups, learners create plant protection messages using hand

scripts, electronic and print resources Learners share selected plant protection messages with the school community

Our lives today Grade 2 page 114 Poster

Video clip

Pictures

Observing the messages made by the pupils

 

2

1

Care for the environment

Keeping an animal

shelter clean and secure

By the end of the sub-strand, the learner should be able to: identify ways of keeping an animal shelter clean at home and school

How could we keep an animal shelter clean?

Using video clips, photographs and pictures, learners to observe various clean animal shelters being cleaned (dog’s kennel, rabbit hutch and cow shed).

Learners to shoot photographs at home of clean animal shelter and share with others.

Our lives today Grade 2 page 117 Poster

Phones

Video clip

Pictures

Oral question on keeping animals the house

 

 

2

Care for the environment

Keeping an animal

shelter clean and secure

By the end of the sub-strand, the learner should be able to: In group of two identify ways of keeping an animal shelter clean at home and school

How could we keep an animal shelter clean?

Using video clips, photographs and pictures, learners to observe various clean animal shelters being cleaned (dog’s kennel, rabbit hutch and cow shed).

Learners to shoot photographs at home of clean animal shelter and share with others.

Our lives today Grade 2 page 117

Poster

Phones

Video clip

Pictures

Oral question on keeping animals the house

 

 

3

Care for the environment

Keeping an animal shelter clean and secure

By the end of the sub-strand, the learner should be able to: participate in keeping an animal shelter clean at home and school

How could we keep an animal shelter clean?

In groups, learners to discuss ways of keeping an animal shelter clean

Our lives today Grade 2 page 117

Rabbits

Poster

Phones

Video clip

Pictures

Observing how the pupils are keeping animals in the house and school

 

 

4

Care for the environment

Keeping an animal shelter clean and secure

By the end of the sub-strand, the learner should be able to: suggest ways of making an animal shelter secure at home and school

How could we make an animal shelter secure?

In groups, learners discuss how to make animals shelter secure

Our lives today Grade 2 page 117

Rabbits

Poster

Phones

Video clip

Pictures

Observing how the pupils are keeping animals in the house and school

 

 

5

Care for the environment

Keeping an animal shelter clean and secure

By the end of the sub-strand, the learner should be able to: appreciate clean and secure animal shelter to reduce risk to the animals

How could we make an animal shelter secure?

In groups, learners discuss how to make animals shelter secure

Learners sing or tell stories about clean and secure animal shelters

Our lives today Grade 2 page 118-119

Poster

Phones

Video clip

Pictures

Observing how the pupils are keeping animals in the house and school

 

3

1

Care for the environment

Managing waste Types of waste in school

By the end of the sub-strand, the learner should be able to: identify types of waste in the school environment

What types of waste are found in our school environment?

In groups, learners to identify different types of waste in the school environment

In groups or pairs, learners to share their experiences on different types of waste in school

Our lives today Grade 2 page 125

Poster

Phones

Video clip

Pictures

Observing the waste found in the school

 

 

2

Care for the environment

Managing waste Types of waste in school

By the end of the sub-strand, the learner should be able to: identify types of waste in the school environment

What types of waste are found in our school environment?

In groups, learners to identify different types of waste in the school environment

In groups or pairs, learners to share their experiences on different types of waste in school

Our lives today Grade 2 page 126127

Poster

Phones

Video clip

Pictures

Observing the waste found in the school

 

 

3

Care for the environment

Managing waste Types of waste in school

By the end of the sub-strand, the learner should be able to: sort out different types of waste in the school environment for safe disposal

What types of waste are found in our school environment?

Using videos, pictures and photographs, learners to identify different types of waste.

Using appropriate educative multimedia games, learners to sort out different types of wastes

Our lives today Grade 2 page 126127

Poster

Phones

Video clip

Pictures

Observing the waste found in the school

 

 

4

Care for the environment

Managing waste Types of waste in school

By the end of the sub-strand, the learner should be able to: appreciate a clean school environment for health and safety.

What types of waste are found in our school environment?

In groups, learners sort out waste of different nature such as separating decomposable wastes from plastic, metallic and glass waste and placing them in different containers for appropriate disposal.

Our lives today Grade 2 page 126127

Poster

Phones

Video clip

Pictures

Observing the waste found in the school

 

 

5

Care for the environment

Managing waste Types of waste in school

By the end of the sub-strand, the learner should be able to: appreciate a clean school environment for health and safety.

What types of waste are found in our school environment?

In groups, learners sort out waste of different nature such as separating decomposable wastes from plastic, metallic and glass waste and placing them in different containers for appropriate disposal.

Our lives today Grade 2 page 126127

Poster

Phones

Video clip

Pictures

Observing the waste found in the school

 

4

1

Care for the environment

Safety in handling wastes

By the end of the sub-strand, the learner should be able to identify dangers when handling waste in school

What dangers are we likely to face when handling different types of waste in school?

Through probing questions, learners to identify dangers when handling wastes in school.

Using multimedia resources, learners to outline safety measures in handling wastes in school

Our lives today Grade 2 page 128

Poster

Phones

Video clip

Pictures

Observing how the pupils are handling the waste in school

 

 

2

Care for the environment

Safety in handling wastes

By the end of the sub-strand, the learner should be able to Discussing how to handle waste safely in school

What dangers are we likely to face when handling different types of waste in school?

Through probing questions, learners to identify dangers when handling wastes in school.

Using multimedia resources, learners to outline safety measures in handling wastes in school

Our lives today Grade 2 page 129

Poster

Phones

Video clip

Pictures

Observing how the pupils are handling the waste in school

 

 

3

Care for the environment

Safety in handling wastes

By the end of the sub-strand, the learner should be able to practice safety measures when handling wastes in school

How should we safely handle different types of waste in school?

Using multimedia resources, learners to outline safety measures in handling wastes in school.

Learners listen to a resource person talking on dangers and safety measures when handling wastes in school

Our lives today Grade 2 page 129

Poster

Phones

Video clip

Pictures

Observing how the pupils are handling the waste in school

 

 

4

Care for the environment

Safety in handling wastes

By the end of the sub-strand, the learner should be able to communicate safety measures when handling waste in school

How should we safely handle different types of waste in school?

Learners simulate safety measures when handling waste in school

Our lives today Grade 2 page 129

Poster

Phones

Video clip

Pictures

Observing how the pupils are handling the waste in school

 

 

5

Care for the environment

Safety in handling wastes

By the end of the sub-strand, the learner should be able to appreciate the need of safety in handling waste in school to limit risks to self, others and the environment

How should we safely handle different types of waste in school?

Learners to participate in activities that promote safe disposal of waste in school. Activities to include promoting knowledge and passing messages to the school community

Our lives today Grade 2 page 129

Poster

Phones

Video clip

Pictures

Observing how the pupils are handling the waste in school

 

5

1

Care for the environment

Caring for water Keeping stored water safe

By the end of the sub-strand, the learner should be able to: state the importance of keeping water safe for human and animal use at home and school

How could we keep stored water safe for use?

Learners to take an excursion around the neighborhood to identify safely stored or unsafely stored water. Then in groups, learners to discuss the importance of keeping stored water safe.

Our lives today Grade 2 page 133

Poster

Phones

Video clip

Pictures

Oral question on how to keep stored water safe

 

 

2

Care for the environment

Keeping stored water safe

By the end of the sub-strand, the learner should be able to: participate in keeping stored water safe at home and school

How could we keep stored water safe for use?

In groups, learners share experiences on what makes water unsafe in the home and school

Our lives today Grade 2 page 133

Poster

Phones

Video clip

Pictures

Oral question on how to keep stored water safe

 

 

3

Care for the environment

Keeping stored water safe

By the end of the sub-strand, the learner should be able to: in group of two participate in keeping stored water safe at home and school

How could we keep stored water safe for use?

In groups, learners share experiences on what makes water unsafe in the home and school

Our lives today Grade 2 page 133

Poster

Phones

Video clip

Pictures

Oral question on how to keep stored water safe

 

 

4

Care for the environment

Keeping stored water safe

By the end of the sub-strand, the learner should be able to: appreciate the importance of keeping stored water safe for human and animal use

How could we keep stored water safe for use?

Using multimedia resources, learners identify ways of keeping stored water safe.

Learners observe demonstrations on methods of keeping stored water safe at home and in school.

Our lives today Grade 2 page 133

Poster

Phones

Video clip

Pictures

Oral question on how to keep stored water safe

 

 

5

Care for the environment

Keeping stored water safe

By the end of the sub-strand, the learner should be able to: appreciate the importance of keeping stored water safe for human and animal use

How could we keep stored water safe for use?

Using multimedia resources, learners identify ways of keeping stored water safe.

Learners observe demonstrations on methods of keeping stored water safe at home and in school.

Our lives today Grade 2 page 134135

Poster

Phones

Video clip

Pictures

Oral question on how to keep stored water safe

 

6

1

Care for the environment

Re-using water

By the end of the sub-strand, the learner should be able to: suggest how water could be reused at home and school

How could we re-use water in the home and school?

In groups, learners discuss how water could be re-used in the home and school.

Using video clips, videos, pictures and photographs, learners to observe various ways of re-using water

Our lives today Grade 2 page 139-

140

Poster

Phones

Video clip

Pictures

Oral question on how the pupil reuse water

 

 

2

Care for the environment

Re-using water

By the end of the sub-strand, the learner should be able to participate in reusing water to reduce wastage at home and school

How could we re-use water in the home and school?

Learners to visit the community to find out how water is re-used to reduce wastage.

Our lives today Grade 2 page 139140

Poster

Phones

Video clip

Pictures

Oral question on how the pupil reuse water

 

 

3

Care for the environment

Re-using water

By the end of the sub-strand, the learner should be able to participate in re-using water to reduce wastage at home and school

How could we re-use water in the home and school?

Learners to visit the community to find out how water is reused to reduce wastage.

Our lives today Grade 2 page 139140

Poster

Phones

Video clip

Pictures

Oral question on how the pupil reuse water

 

 

4

Care for the environment

Re-using water

By the end of the sub-strand, the learner should be able to appreciate re-using water as a way of conserving it.

How could we re-use water in the home and school?

Learners to visit the community to find out how water is reused to reduce wastage.

Learners to suggest how they could participate in re-using water to reduce wastage at home and school.

Our lives today Grade 2 page 141

Poster

Phones

Video clip

Pictures

Oral question on how the pupil reuse water

 

 

5

Care for the environment

Conservation of Energy Communicating energy conservation messages.

By the end of the sub-strand, the learner should be able to: recognize appropriate messages on energy conservation

What messages could be used to communicate conservation of energy?

Through probing questions, learners discuss reasons for conserving energy

Our lives today Grade 2 page 143

Poster

Phones

Video clip

Pictures

Oral question on how pupils conserve energy

 

7

1

Care for the environment

Communicating energy conservation messages.

By the end of the sub-strand, the learner should be able to: create energy conservation messages to promote awareness at and home and school

What messages could be used to communicate conservation of energy

Using video clips, internet sources, newspaper cuttings and brochures, learners identify simple messages on conserving energy

Our lives today Grade 2 page 144145

Poster

Phones

Video clip

Pictures

Oral question on how pupils conserve energy

 

 

2

Care for the environment

Communicating energy conservation messages.

By the end of the sub-strand, the learner should be able to: display energy conservation messages to create awareness in school

What messages could be used to communicate conservation of energy

In pairs, learners to create simple persuasive energy conservation messages

Our lives today Grade 2 page 146

Poster

Phones

Video clip

Pictures

Oral question on how pupils conserve energy

 

 

3

Care for the environment

Communicating energy conservation messages.

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

What messages

could be used to communicate conservation of energy

In pairs, learners to create simple persuasive energy conservation messages

Our lives today Grade 2 page 146

Poster

Phones

Video clip

Pictures

Oral question on how pupils conserve energy

 

 

4

Care for the environment

Communicating energy conservation messages.

By the end of the sub-strand, the learner should be able to demonstrate interest in energy conservation for conservation for improvement and protection of the environment

What messages could be used to communicate conservation of energy

Learners display and peer assesses the energy conservation messages.

In groups, learners are guided to read aloud the energy conservation messages they develop.

Our lives today Grade 2 page 147

Poster

Phones

Video clip

Pictures

Oral question on how pupils conserve energy

 

 

5

Care for the environment

Communicating energy conservation messages.

By the end of the sub-strand, the learner should be able to demonstrate interest in energy conservation for conservation for improvement and protection of the environment

What messages could be used to communicate conservation of energy

Learners display and peer assesses the energy conservation messages.

In groups, learners are guided to read aloud the energy conservation messages they develop.

Our lives today Grade 2 page 147

Poster

Phones

Video clip

Pictures

Oral question on how pupils conserve energy

 

8

REVISION ON THE WORK COVERED IN THIRD TERM

9

ASSESSMENT