Displaying items by tag: Schemes of Work
Hygiene and Nutrition Schemes - Grade 1 Schemes of Work Term 1 2023
Week |
Lesson |
Strand |
Sub-strand |
Specific learning outcomes |
Key inquiry questions |
Learning Experiences |
Learning resources |
Assessment |
Reflection |
1 |
1 |
Healthy Practices |
Physical Activities |
By the end of the sub- strand, the learner should be able to: State the importance of practicing physical activities. Participate in physical activities that promote wellbeing. |
What is the importance of participating in physical activities? Which physical activities do you like? |
Learners to identify health habits that prevent illnesses like physical activities and exercise. Learners to state the importance of participating in physical activities. Learners to participate in physical activities. |
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Observing learners as they participate in physical activities |
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2 |
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Washing hands |
By the end of the sub- strand, the learner should be able to: a) Identify health habits that prevent illnesses like Washing hands. b) Discuss the importance of washing hands to promote wellbeing of self and others. |
Why do we wash hands? Which times do we wash our hands? Which materials do we use to wash our Hands? |
Learners to state the importance of washing hands. Learners to observe washing hands demonstrations Learners to role play washing hands. Learners to practice washing hands. |
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Observing the procedure of washing hands as carried out by learners. |
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2 |
1 |
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Medicine |
By the end of the sub- strand, the learner should be able to: State the importance of medicine. Discuss on the form of medicine and how it is taken. |
Why do we take medicine? Which type of medicine have you ever taken? Which precautions should we observe when taking medicine? |
Learners to state the importance of taking medicine when one is ill. Learners to observe demonstrations of handling medicine. Learners to role play taking medicine. Learners to name precautions to observe When taking medicine. |
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Observing how learners demonstrate taking medicine and the precautions they observe. |
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2 |
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Eating healthy foods |
By the end of the sub- strand, the learner should be able to: Name the foods they eat. Discuss the importance of eating healthy foods. |
Which foods do you now? Which is your favorite food? What is the importance of taking healthy foods? |
Learners to identify health habits that prevent illnesses like eating healthy foods. Learners to state the importance of eating healthy foods. Learners to observe demonstrations of how to wash fruits before eating them. Learners to role play on preparing healthy food for eating. |
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Observing the procedure of washing fruits as carried out by learners. |
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3 |
1 |
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Adequate sleep and rest |
By the end of the sub- strand, the learner should be able to: Point out the importance of adequate sleep and rest. |
Why do we sleep? What do we sleep on? |
Learners to identify health habits that prevent illnesses like having an adequate sleep and rest. Learners to name the importance of Adequate sleep and rest. Learners to role play on sleeping and spreading a bed after Waking up. |
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Observing learners as they sleep and role play on spreading their beds after waking up. |
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2 |
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Care for the teeth |
By the end of the sub- strand, the learner should be able to: Identify milk teeth as temporary in childhood. |
What are milk teeth? |
Guide learners to identify the appearance of teeth during the different stages of development (an infant, a toddler, a school age pupil). Learners to color or model a tooth. Learners to share experiences or tell stories about shedding milk teeth during Childhood. |
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Listening to the learners as they tell stories on how they shed their milk teeth |
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4 |
1 |
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Care for the teeth |
By the end of the sub- strand, the learner should be able to: Mention hygienic practices to observe during shedding of milk teeth. Observe hygienic practices during shedding of milk teeth. |
What should we use to remove a tooth? How is a tooth removed? |
Guide learners to mention the hygienic practices to observe during shedding of teeth (washing hands, gurgling salty water after extraction, proper disposal of shed tooth, proper disposal of soiled materials used after tooth extraction). Learners to observe a demonstration of hygienic practices during shedding of teeth. |
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Observing the learners demonstrate on how to remove the milk teeth. |
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2 |
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Care for the teeth |
By the end of the sub- strand, the learner should be able to: Mention ways of taking care of the gum where the tooth has been removed. |
How do you take care for the gum where the tooth has removed? |
Guide learners to mention the various ways of taking care of the gum where the tooth has been removed. Learners to observe a demonstration of taking care of the gum where the tooth has been removed. |
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Observing the procedure of taking care of the gum where teeth have been removed. |
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5 |
1 |
|
Use of medicine |
By the end of the sub- strand, the learner should be able to: Mention common forms of medicine used in our homes. |
Which forms of medicine do you know? |
Guide learners to identify common forms of medicine used at home (tablets, capsules, syrups, ointment creams, inhalers, eye/ear/nose drops). Learners can watch a video clip on different forms of medicines. |
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Ask oral questions to determine the mastery of forms of medicine |
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2 |
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Use of medicine |
By the end of the sub- strand, the learner should be able to: State precautions when handling medicine found in the home. |
What precautions are needed when handling medicine at home? |
Learners to discuss the precautions to take when handling medicine at home (washing hands when handling medicine, use of clean and safe water to take medicine, not sharing medicine, taking dosage as prescribed, proper Storage of medicine). Learners to role play on precautions when taking medicines. |
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Listening to the learners as they discuss on precautions to take when handling drugs |
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6 |
1 |
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Use of medicine |
By the end of the sub- strand, the learner should be able to: Observe cleanliness when taking medicine at home and school. |
Why should we practice cleanliness when taking medicine? |
Guide learners to discuss why they should observe cleanliness when taking medicine at home and school. Learners to role play on cleanliness when taking medicines. |
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Observe learners as they demonstrate cleanliness when taking medicine. |
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2 |
Personal Hygiene |
Care of Parts of the body |
By the end of the sub-strand, the learner should be able to: Sing songs related to parts of the body. Identify different parts of the body. |
Which parts of the Body do you know? |
Guide learners to name different parts of the body shown in their Learner’s Book |
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Listening to learners as they Identify parts of their body. |
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7 |
1 |
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Materials used to clean parts of the body |
By the end of the sub- strand, the learner should be able to: Name materials used to clean The different parts of the body. |
What materials do we use to clean our bodies? |
Guide learners to identify cleaning materials used to clean parts of the body. |
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Listening to learners as they mention materials they use to clean their bodies. |
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2 |
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Cleaning our face |
By the end of the sub- strand, the learner should be able to: Name materials used to clean the face. Mention the procedure used to clean the face. Use appropriate materials to clean the face. |
Why do we clean our face? What materials do we use to clean our face? How do we clean our face? |
Guide learners to identify cleaning materials used to clean the face. Learners to observe a demonstration on cleaning the face. Learners to practice how to clean the face using dolls. Learners to clean parts of their face. Learners to sing songs and recite poems on cleaning the face. |
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Observing the learners as they demonstrate the procedure of cleaning the face. |
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8
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1
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Cleaning our teeth
|
By the end of the sub- strand, the learner should be able to: Name materials used to clean the teeth. Mention the procedure used to clean the teeth. Use appropriate materials to clean the teeth. |
Why do we clean our teeth? What materials do we use to clean our teeth? How do we clean our teeth?
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Guide learners to identify cleaning materials used to clean the teeth. Learners to observe a demonstration on cleaning the teeth. Learners to clean their teeth. Learners to sing songs and recite poems on cleaning the teeth. |
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Observing the learners as they demonstrate other procedure of brushing the teeth.
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2 |
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Washing our hands |
By the end of the sub- strand, the learner should be able to: Name materials used to wash our hands. Mention the procedure used to wash our hands. Use appropriate materials to wash the hands. |
Why do we wash our hands? What materials do we use to wash our hands? How do we wash our hands? |
Guide learners to identify cleaning materials Used to wash the hands. Learners to observe a demonstration on washing the hands. Learners to wash their hands. Learners to sing songs and recite poems on washing the hands. |
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Observing the procedure of washing hands as carried out by learners. |
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9
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1
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Washing our feet
|
By the end of the sub- strand, the learner should be able to: Name materials used to clean the feet. Mention the procedure used to clean the feet. Use appropriate materials to clean the feet. |
Why do we clean our feet? What materials do we use to clean our feet? How do we clean our feet? |
Guide learners to identify cleaning materials used to clean the feet. Learners to observe a demonstration on cleaning the feet. Learners to clean their feet. Learners to sing songs and recite poems on cleaning the feet. |
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Observing the procedure of washing the feet As carried out by learners. |
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2 |
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Cleaning our nose |
By the end of the sub- strand, the learner should be able to: Name materials used to clean the nose. Mention the procedure used to clean the nose. Use appropriate materials to clean the nose. |
Why do we clean our nose? What materials do we use to clean our nose? How do we clean our nose? |
Guide learners to identify cleaning materials used to clean the nose. Learners to observe a demonstration on cleaning the nose. Learners to clean their nose. Learners to sing songs and recite poems on cleaning the nose. |
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Observing the procedure of blowing the nose as carried out by learners. |
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10 |
1 |
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Cleaning our ears |
By the end of the sub- strand, the learner should be able to: Name materials used to clean the ears. Mention the procedure used to clean the ears. Use appropriate materials to clean the ears. |
Why do we clean our ears? What materials do we use to clean our ears? How do we clean our ears? |
Guide learners to identify cleaning materials used to clean the ears. Learners to observe a demonstration on cleaning the ears. Learners to clean their ears. Learners to sing songs and recite poems on cleaning the ears. |
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Observing the procedure of cleaning our ears as carried out by learners. |
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2 |
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Combing our hair |
By the end of the sub- strand, the learner should be able to: Name materials used to comb the hair. Mention the procedure used to comb the hair. Use appropriate materials to comb the hair. |
Why do we clean comb our hair? What materials do we use to comb our hair? How do we comb our hair? |
Guide learners to identify materials used to comb our hair Learners to observe a demonstration on combing the hair. Learners to comb their hair Learners to sing songs and recite poems on combing the hair |
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Observing the procedure of combing hair as carried out by learners. |
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Environmental Schemes - Grade 1 Schemes of Work Term 1 2023
NAME |
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TSC NO. |
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SCHOOL |
Week |
Lesson |
Strand Theme |
Sub Strand |
Specific Learning Outcomes |
Key Inquiry Question(S) |
Learning Experience |
Learning Resources |
Assessment Methods |
Reflect on |
1 |
1 |
Environment and Its Resources |
Weather and the sky (observing the sky) |
By the end of the lesson the learner should be able to: Describe the day draw the appearance of the sky during the day |
What do we see when we look at the sky during the day |
Learners to observe the sky (the sun, moon, stars, and clouds during the day and share the observation) |
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Observing what the pupil has drawn from observing the sky during the day |
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2 |
Environment and Its Resources |
Weather and the sky Observing the sky) |
By the end of the lesson the learner should be able to: Describe the appearance of the sky during the night Observe differences in appearance of the sky during the day and the night |
What do you see when we look at the sky during the night? |
With the help of parents or guardians ,learners to observe the appearance of the sky at night and report back |
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Observing what the pupil has drawn from observing the sky during the night |
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3 |
Environment and Its Resources |
Weather and sky(observing the sky) |
By the end of the lesson the learner should be able to: develop curiosity in observing appearance of the sky for enjoyment Tell and discuss the observations made |
What do you see when you look at the sky during the day and at night |
Learner to play educative competition games on sun, moon, clouds, and stars Leaners to draw and color the sun , moon, clouds and stars |
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Observing how to student are working together to learn sky a during the day Asking the pupils what they have seen from the sky |
|
|
4 |
Environment and Its Resources |
Weather and sky(observing the sky) |
By the end of the lesson the learner should be able to: develop curiosity in observing appearance of the sky for enjoyment Tell and discuss the observations made |
What do you see when you look at the sky during the day and at night |
Learner to play educative competition games on sun, moon, clouds, and stars. Leaners to draw and color the sun , moon, clouds and stars |
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Observing how to student are working together to learn sky a during the day Asking the pupils what they have seen from the sky |
|
|
5 |
Environment and Its Resources |
Weather and sky(observing the sky) |
By the end of the lesson the learner should be able to: Learners to recognize weather conditions of the day |
What Tithe weather today? |
Learners to explore weather conditions as an outdoor activity |
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Observing how to student are working together to learn sky a during the day Asking the pupils what they have seen from the sky |
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2 |
1 |
Environment and Its Resources |
Exploring weather conditions |
By the end of the lesson the learner should be able to: Learners to draw weather conditions of the day Learners to identify weather conditions of the day |
What Tithe weather today |
Learners to draw and color the weather symbols explored |
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Observing the weather identified by the pupil today |
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2 |
Environment and Its Resources |
Exploring weather conditions |
By the end of the lesson the learner should be able to: Learners to work in groups and identify the weather on the same day but different days to recognize weather conditions of the day |
What Tithe weather yesterday from the picture? |
In groups, learners to observe weather conditions of the day in the immediate environment |
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Observing the weather identified by the pupil from yesterday |
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3 |
Environment and Its Resources |
Exploring weather conditions |
By the end of the lesson the learner should be able to: Learners to identify weather conditions of the previous day |
What if the weather yesterday from the Picture? |
Learners to draw and color the weather symbols explored |
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Observing the weather identified by the pupil from yesterday |
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4 |
Environment and Its Resources |
Exploring weather conditions |
By the end of the lesson the learner should be able to: Learners to work in groups and identify the weather of different days Learners to identify weather conditions of the previous day |
What will the Weather be like? |
In groups, learners to observe weather conditions of the day in the immediate environment |
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Observing the conversation between the pupils regarding the weather of different days |
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5 |
Environment and Its Resources |
Exploring weather conditions |
By the end of the lesson the learner should be able to: Learners to work in groups and identify the weather of different time (morning and afternoon) |
What will the weather be like to day morning? |
In groups, learners to observe weather conditions of the day in the immediate environment |
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Observing the conversation between the pupils regarding the weather of different days |
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3 |
1 |
Environment and Its Resources |
Exploring weather conditions |
By the end of the lesson the learner should be able to: Learners to make a weather poster and color it with real color that the pupil saw in the previous class Appreciate weather conditions at different times of the day |
How to make a weather poster a to Color it? |
Make your own weather poster and color it |
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Observing the work done the pupils on making the poster Asking the pupils different questions on weather |
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2 |
Environment and Its Resources |
Water |
By the end of the sub-strand, the learner should be able to: Identify different sources of water in the immediate Environment. |
What are Sources of water? |
Learners to brainstorm on sources of water Learners to observe a variety of stimulus materials on sources of water |
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Asking the Pupils the number of water resources next to them. |
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3 |
Environment and Its Resources |
Water |
By the end of the sub- strand, the learner should be able to: In groups of two visit places near the school and list the number of water Resource. appreciate different sources of water in the immediate environment |
Identifying water resources near the school |
Learners to learners to visit the area near the school and identify the resource near the school Learners to draw some of the water resources that they found. |
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Observing the listed number of water resources found in the area |
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4 |
Environment and Its Resources |
Uses of water |
By the end of the sub- strand, the learner should be able to: Identify different uses of water in the home and school |
How could we use Water responsibly in the home and School? |
Learners to identify different uses of water using varied stimulus materials |
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Asking pupils the uses of water Observing how the pupils are using water near the school |
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5 |
Environment and Its Resources |
Uses of water |
By the end of the sub- strand, the learner should be able to: use water to do different activities in school in groups |
How could we use Water responsibly in the home and School? |
Learners to identify different uses of water using varied stimulus materials |
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Observing how the pupils are using water near the school |
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4 |
1 |
Environment and Its Resources |
Uses of water well |
By the end of the sub-strand, the learner should be able to: demonstrate careful use of water in the home and school explain how water can be used well |
How can we Use water well? |
Learners to discuss careful use of water in the home and school |
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Observing how well the pupils use water |
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2 |
Environment and Its Resources |
Uses of water well |
By the end of the sub- strand, the learner should be able to: Demonstrate how to use water to do different activities in school and at home in groups |
How could we use Water responsibly in the home and School? |
Learners to identify different uses of water using varied stimulus materials |
Water Rivers Lakes Tap water Dams Pictures Our lives today grade 1 page 17- 18 |
Observing how the pupils are using water near the school in groups |
|
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3 |
Environment and Its Resources |
Playing with soil |
By the end of the sub- strand, the learner should be able to: Learners to identify ways of playing with soil foe enjoyment playing with soil for learning purpose |
How can we play with soil |
Learners to identify ways of playing with soil Learners to fill and empty cans with soil for fun Learner to model different objects using soil |
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Asking the pupils how to use soil for enjoyment. |
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4 |
Environment and Its Resources |
Playing with soil |
By the end of the sub- strand, the learner should be able to: draw on the soil for the purpose of learning |
How can we draw on the soil |
Learners to draw on the soil and make different patterns using soil paints |
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Observe how the pupils draw on the soils for purpose of learning |
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5 |
Environment and Its Resources |
Playing with soil |
By the end of the sub-strand the learner should be able to: work on their own and draw on the soil for the purpose of learning |
How can I draw on the soil |
Learners to draw on the soil and make different patterns using soil paints |
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Observe how the pupils draw on the soils for purpose of learning |
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5 |
1 |
Environment and Its Resources |
Playing with soil |
By the end of the sub- strand, the learner should be able to: play with soil in different ways for enjoyment |
We can fill our tins with soil |
Learners to fill our tins with soil |
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Observe how the pupils fill the tins with soils purpose of learning and enjoyment |
|
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2 |
Environment and Its Resources |
Playing with soil |
By the end of the sub- strand, the learner should be able to: model different objects using soil at school |
We can use wet soil to make things |
Learner to model different objects using soil Learners to draw on the soil and make different patterns using soil paints |
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Observe how the pupils can use wet soil to make things |
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3 |
Environment and Its Resources |
Playing with soil |
By the end of the sub- strand, the learner should be able to: develop curiosity in playing with soil for enjoyment |
How to use soil and soil for creativity and enjoyment |
Learners to find out more from parents or guardians on how to play with soil |
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Observe how the pupils can use wet soil to make things |
|
|
4 |
Environment and Its Resources |
Plants exploring(ply ants in the immediate environment ) |
By the end of the sub- strand, the learner should be able to: Identify plants in the immediate environment Name the plants Found near the school compound. |
Which plants we see around us |
Learners to take a nature walk to observe different plants in the immediate environment Learners in groups of two to list the number of plants found in the immediate Environment. |
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Observe how the pupils can have listed the name of plants |
|
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5 |
Environment and Its Resources |
Plants exploring(ply ants in the immediate environment) |
By the end of the sub- strand, the learner should be able to: In groups of 3, the student to list and draw plants in the environment and at home |
Which plants we see around us |
Learners in groups of 3 the learner to list and draw plants in the environment and at home. |
|
Observe how the pupils have listed and drawn different types of plants Oral question on the name of plants each pupil has identified. |
|
6 |
1 |
Environment and Its Resources |
Plants exploring(ply ants in the immediate environment |
By the end of the sub- strand, the learner should be able to: Taking a nature walk the pupil and teachers and identify the plant in the school compound. |
Which plants we see around the school compound. |
learners to think, pair and share about plants that they observed during the nature walk |
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Observe how the pupils can have listed the name of plants |
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2 |
Environment and Its Resources |
Plants exploring (plants in the immediate environment ) |
By the end of the sub- strand, the learner should be able to: Naming the plants found near the school |
Which plants we see around the school compound. |
learners to think, pair and share about plants that they observed during the nature walk |
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Observe how the pupils can have listed the name of plants |
|
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3 |
Environment and Its Resources |
Plants exploring(ply ants in the immediate environment |
By the end of the sub- strand, the learner should be able to: observe plants in the immediate environment to realize the diversity in plants |
Which plants we see around the school compound |
Learners to draw and color plants that they liked during the nature walk Learners to gather more information parents or guardians about plants and Report back. |
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Observe how the pupils can have listed the name of plants |
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4 |
Environment and Its Resources |
Plants exploring(ply ants in the immediate environment |
By the end of the sub- strand, the learner should be able to: Plants sample of seeds Identify different leaves |
How to plant seed. What kind of leaves did you see |
Learners to mention ways of planting and caring for plants |
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Observe how the pupils plant the seed Observer how the pupil take care of the seed planted, |
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5 |
Environment and Its Resources |
Plants exploring(ply ants in the immediate environment |
By the end of the sub- strand, the learner should be able to: Draw and color make prints of leaves |
What kind of leaves did you see |
Learners to mention leaves did you see |
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Observe how the pupils name the leaves. Observing the drawing of the leaves |
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7 |
1 |
Environment and Its Resources |
Plants exploring(ply ants in the immediate environment |
By the end of the sub- strand, the learner should be able to: Identify different seeds |
Which plants grow in the garden |
Learners to draw and name the parts of plant |
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Observe how the pupils name the leaves. Observing the drawing of the leaves |
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2 |
Environment and Its Resources |
Animals (exploring animals in the immediate environment) |
By the end of the sub-strand, the learner should be able to: identify different animals in the immediate environment |
What animals Are found in the immediate environment? |
Learners are guided to identify different animals(small l and big) |
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Observing the listed names of animals |
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3 |
Environment and Its Resources |
Animals (exploring animals in the immediate environment) |
By the end of the sub- strand, the learner should be able to: Identify small animals Identify big animals |
What small animals are found in the immediate environment? |
Learners are guided to identify different small animals |
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Observing the listed names of small animals |
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4 |
Environment and Its Resources |
Animals (exploring animals in the immediate environment) |
By the end of the sub- strand, the learner should be able to: define domestic animals Identify domestic animals Identify products from domestic animals |
What big animals are found in the immediate environment? |
Learners are guided to identify different domestic animals |
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Observing the listed names of domestic animals |
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5 |
Environment and Its Resources |
Animals (exploring animals in the immediate environment) |
By the end of the sub- strand, the learner should be able to: Identify products from domestic animals Identify wild animals |
What are the products from domestic animals |
Learners to tell products from different animals(using g stimulus material |
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Observing the listed names of domestic products from animals. |
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8 |
1 |
Environment and Its Resources |
Animals (exploring animals in the immediate environment |
By the end of the sub- strand, the learner should be able to: Learners to observe different animals in the immediate environment Observe insects |
What are insect from near the school compound |
Learners to observe and identify insects |
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Observing the listed names of insect found near the school compound |
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2 |
Environment and Its Resources |
Animals (exploring animals in the immediate environment |
By the end of the sub- strand, the learner should be able to: Learners to observe different animals in the immediate environment |
What are insect from near the school compound |
Learners to observe and identify insects |
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Observing the listed names of insect found near the school compound |
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3 |
Environment and Its Resources |
Animals (exploring animals in the immediate environment |
By the end of the sub- strand, the learner should be able to Drawing insects found near the school compound |
What are insect from near the school compound |
Learners to observe and identify insects |
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Observing the listed names of insect found near the school compound |
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4 |
Environment and Its Resources |
Animals (exploring animals in the immediate environment |
By the end of the sub- strand, the learner should be able to: Learners to observe water animals found near the water resources environment |
Which animals are found in water |
Learners to observe identify fish |
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Observing the listed names of fish found near the school compound |
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5 |
Environment and Its Resources |
Animals (exploring animals in the immediate environment |
By the end of the sub-strand, the learner should be able to: Drawing water animals found near the school compound |
Which animals are found in water |
Learners to observe identify fish |
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Observing the drawn image of water animals |
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9 |
1 |
Environment and Its Resources |
Animals (exploring animals in the immediate environment |
By the end of the sub- strand, the learner should be able Learners to observe and identify parts of bird to: Observe birds(he) Observe animals without legs |
Which animals are animals without legs |
Learners to observe identify fish |
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Observing the listed names of fish found near the school compound |
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2 |
Environment and Its Resources |
Animals (exploring animals in the immediate environment |
By the end of the sub-strand, the learner should be able Learners to appreciate diversity of animals in the immediate environment |
How many animals have Observed? |
The learner should be able to draw various types of animals and name the body part |
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observe and identify animals found near the school |
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3 |
Environment and Its Resources |
Animals (exploring animals in the immediate environment |
By the end of the sub- strand, the learner should be able Learners to appreciate diversity of animals in the immediate environment |
How many animals have Observed? |
The learner should be able to draw various types of animals and name the body part |
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observe and identify animals found near the school |
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4 |
Environment and Its Resources |
Animals (exploring animals in the immediate environment |
By the end of the sub- strand, the learner should be able identifying items got from animals in the community |
What do we get from different animals |
The learner should be able to draw various types of animals and name the body part |
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observe and identify animals found near the school |
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5 | Energy | Producing sounds |
By the end of the sub- strand, the learner should be able to: recognize sounds in the immediate environment identifying what makes sound near the school compound |
What makes sounds | Learners take a sound walk in the immediate environment |
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Observe pupils listening the different sounds in the immediate environment | ||
10 | END OF TERM ASSESSMENT |
Growing in Christ CRE Scheme - Grade 1 Schemes of Work Term 1 2023
NAME |
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TSC NO. |
|
SCHOOL |
|
SCHOOL |
GRADE |
LEARNING AREAS |
TIME |
YEAR |
1 |
2023 |
Week |
Lesson |
Strand |
Sub strand |
Specific learning outcome |
Key inquiry question |
Learning experiences |
Learning resources |
Assessment |
Remarks |
1 |
1 |
Creation |
Self-Awareness |
By the end of the end of the sub strand the learners should be able to: Recognize themselves as unique created in the image and likeness Recognize that Gods know then by their names as part of God’s creation as they are special to God |
What is your name? |
Learners to read genesis1:27 Learners to say why they are special before God Learners to sing a song related to why they special to God. |
Bible Growing in Christ CRE activities learners’ book grade 1 by Hezron Onyango et.al, Lwachira, J watiki. Page 1-8 |
Observing the learners as they read the bible and sing |
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|
2 |
Creation |
Self-awareness |
By the end of the sub- strand the learners should be able to: Recognize why they are special creatures in the eyes of God recognize that we all belong to God and Gog loves us all as his special creation because we are made in his own image and likeness |
Why are we special creatures? |
Leaners to tell who their special friend are? Learners to learn that they are special because they are created in God’s image and likeness Learners to recite the verse from the bible Isaiah 49:16 Learners to watch video clip on God creation |
Bible Growing in Christ CRE activities learners’ book grade 1 by Hezron Onyango et.al, Lwachira, J watiki. Page 1-8
|
Asking learners questions Writing exercise |
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3 |
Creation |
Self-awareness |
By the end of the sub strand the learners should be able to: Mention the name for identification and self- awareness Mention the names of their friends Recognize that God knows them by their names |
What is your name |
The teacher to ask learners to mention their name for self- identification Learners mention the names of their friends in class Recite in class the verse Isaiah 43:1 which states that God knows them by names |
Growing in Christ CRE activities learners’ book grade 1 by Hezron Onyango et.al, Lwachira, J watiki. Page 1-8
|
Ask learners to mention their names |
|
2 |
1 |
Creation |
self-awareness |
By the end of the of the sub strand the learners should be able to: Recognize that their names are important as they give them their identity Identify the names of their friends to enhance together Write their names on flash cards to improve the skill of writing |
Who is your special friend? |
The teacher asks the learners to tell the names of their special friends Learners write the names of their special friends Read aloud their names in class and write their names and friends names in the charts |
Flashcards Growing in Christ CRE activities learners’ book grade 1 by Heron Onyango et.al, Lwachira, J watiki. Page 1-8
|
Asking learners to write the names of their special friends |
|
|
2 |
Creation |
Self awareness |
By the end of the sub strand the learner should be able to: identify who knows their name Read the names in the picture Interpret what is in the picture |
Who knows your name?
|
Learners tell who knows their names Learners read the names that are in the picture Recite the verse Isaiah 49:16 |
Pictures Growing in Christ CRE activities learners’ book grade 1 by Hezron Onyango et.al, Lwachira, J watiki. Page 1-8
|
Asking learners to write the names of their friends |
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|
3 |
Creation |
Self awareness |
By the end of the sub strand the learners should be able to: Draw their names on the palm of their hands Read the names on their palm Identify that God knows them by name Isaiah 49:16 |
What is your name? |
Learners watch the video clip of palm and identify Learners read and mention the name on the palm Recite the verse Isaiah 49:16 |
Audio visual material Bible Growing in Christ CRE activities learners’ book grade 1 by Hezron Onyango et.al, Lwachira, J watiki. Page 1-8 |
Observe learners as they watch the video clip and ask question of what they see in the clip |
|
3 | 1 | Creation | Self awareness |
By the end of the sub strand the learners should be able to: Draw their palm Color the pictures of their palm/drawing Write their names on the palm Learners draw themselves |
How special are you to God? |
Learners draw their palm The learner color their drawing Learner write their names on the palm Draw themselves |
Drawings Growing in Christ CRE activities learners’ book grade 1 by Hezron Onyango et.al, Lwachira, J watiki. Page 1-8 |
Observe the learners As the draw |
|
2 | Creation | My family |
By the end of the sub strand the learners should be able to: Identify the members if the family Appreciate members of the family Count the members of the family |
Name the members of the family |
Learners name the members of the family Learners identify the members of the family in the pictures Count the members of the family |
Pictures Growing in Christ CRE activities learners’ book grade 1 by Hezron Onyango et.al, Lwachira, J watiki. Page 9-13 |
Asking question to learners. Naming the family members |
||
3 | Creation | My family |
By the end of the sub strand the learners should be able to: Name the members of a nuclear family Identify members of a nuclear family in picture Draw members of the nuclear family in the chart |
Who are the members of the nuclear family? |
Learners name the members of a nuclear family Learners draw a chart on the members of the nuclear family Learners work in pair to identify the members of the family in the chart |
Charts Pictures Growing in Christ CRE activities learners’ book grade 1 by Hezron Onyango et.al, Lwachira, J watiki. Page 10-15 |
Observe learners as draw the members of the family on the chart | ||
4 | 1 | Creation | My family |
By the end of the sub strand the should be able to: Mention who leads prayers at home Pray with the family Have a desire to participate in the family prayers through reading the prayer in the bible and prayer book in order promote sound morals and religious values |
Who leads prayers at home? |
The teacher guides learners to pray Learners mention who leads prayers at home Read in the bible and prayer book on how to pray |
Prayer book Bible Growing in Christ CRE activities learners’ book grade 1 by Hezron Onyango et.al, Lwachira, J watiki. Page 10-15 |
Ask the leaners how the pray at home | |
2 | Creation | My family |
By the end of the sub strand the learner should be able to: Record the number of times they pray at home together with their family to enhance togetherness Recognize the importance of prayers in order to grow spiritually and morally upright |
How many times do you pray a day |
Learners demonstrate how they always pray at home Learners record the no of times they pray at home as a family enhanced unity of family members |
Pictures Prayer book Growing in Christ CRE activities learners’ book grade 1 by Hezron Onyango et.al, Lwachira, J watiki. Page 10-15 |
Observe learners as they demonstrate how to pray at home | ||
3 | Creation | My family |
By the end of the sub strand the learner should be able to: Identify the items they share at home to enhance togetherness Identify the items in the picture and name the items they share at home |
What do you share at home? | Learners to identify items they share at home in groups or pairs Learners to identify the items thy share in the picture at home Draw items they share at home in the charts |
Pictures Charts Growing in Christ CRE activities learners’ book grade 1 by Hezron Onyango et.al, Lwachira, J watiki. Page 10-15 |
Observe the learners as they draw the items they share at home Ask question on the items they share at home | ||
5 | 1 | Creation | My family |
By the end of the sub strand the learner should be able to: Appreciate the importance of sharing at home to enhance family unity Draw and color the items they share at home to enhance creativity and promote individual development and self efficiency |
Why are we sharing? |
Learners observe and discuss the a char/picture/photograp h of a family sharing a meal Learners to draw and color the things the they share Learners to share with the themselves what they have to enhance the importance of sharing |
Pictures Charts Growing in Christ CRE activities learners’ book grade 1 by Hezron Onyango et.al, Lwachira, J watiki. Page 10-15 |
Observe learners as they share items in class | |
2 | Creation | Creation of Plants and Animals |
By the end of the sub strand the learner should be able to: Mention the types of animals and plants created by god in the school environment Draw and color plants animals found in the school environment |
What types of plants and animals found in the school environment? |
Learners identify and mention the plants and animals found in the school environment Learners draw and color the plants and animals found in the school environment Learners to take a natural walk in the school compound to see various types of animals and plants |
Drawing Growing in Christ CRE activities learners’ book grade 1 by Hezron Onyango et.al, Lwachira, J watiki. Page 16-19 |
Observe learners as they draw and color plants and animals found in the school environment | ||
3 | Creation | Creation of Plants and Animals |
By the end of the sub strand the learner should be able to: Identify types of plants and animals found in their home Identify in the pictures animals found in the animal park Recognize that God also created animals and plants Make animals through modeling it. State the names of the animals |
Who created animals and plants? |
Learners to visit the animal park and identify the animals found them Learners to name the animals found in the park Learners the plants found in the garden Draw and color and the pictures of animals and plants and to know that God also created plants and animals |
Pictures Drawings Growing in Christ CRE activities learners’ book grade 1 by Hezron Onyango et.al, Lwachira, J watiki. Page 16-19 grade 1 by Hezron Onyango et.al, Lwachira, J watiki. Page 16-19 |
Asking questions on what they see in the trip to the animal park | ||
6 | 1 | Creation | Creation of Plants and Animals |
By the end of the sub strand the learner should be able to: Care for plants as part of God’s creation Name the benefits we obtain from plants Show how to care for plants |
Why do we care for plants? |
Teachers explain and guide to learners on how to how to care for plants Learners to demonstrate on how to care for plants for example watering, weeding Learners name the food they obtain from plants |
Real objects for example watering can jembes, plants, oranges fruit obtain from plants Pictures Growing in Christ CRE activities learners’ book grade 1 by Hezron Onyango et.al, Lwachira, J watiki. Page 16-19 |
Observing learners as they demonstrate how to care for plants demonstrate and watch video clip on how to carry and handle the Bible with care | |
2 | Creation | Creation of Plants and Animals |
By the end of the sub strand the learners should be able to: Care for animals in a special way as they are God’s creation Name the importance of animal in the society as God’s creation Identify the types of animals found in our environment Care and appreciate other creatures in the universe |
Why do we care for animals? |
The learners say how they care for animals at home The learners name the importance of animals for example the provide food Learners also identify the types of animals found in their environment |
Pictures Audio visual materials Growing in Christ CRE activities learners’ book grade 1 by Hezron Onyango et.al, Lwachira, J watiki. Page 16-19 |
Asking questions on the types of animals | ||
3 | Holy Bible | Physical handling of the Holy Bible |
By the end of the sub strand the learner should be able to: Identify ways of handling the Bible with respect as it is the word of God Understand the reason for handling the Bible with care |
Why do we handle the Bible with care? |
Learners to say how they handle the Bible with care Learners state the reason they should handle the Bible with care as it is the word of God The learners to tell their friends how important they should handle the Bible with care |
Bible Picture Growing in Christ CRE activities learners book grade 1 by Hezron Onyango et.al, Lwachira,J watiki page 20-23 |
Asking learners to show how to handle the Bible with care in class | ||
7 | 1 | Holy Bible | Physical handling of the Holy Bible |
By the end of the sub strand the learner should be able to: know how to carry the Bible with respect as it is the word of God Identify the importance of handling the Bible with respect Name two division of the bible Write the division of the Bible |
Why do we carry the Bible with respect? |
Learners demonstrate on how to carry the Bible with respect Learners look at the pictures on how to handle and carry the Bible with care and respect Learners to watch the video clip on how to handle and carry the Bible |
Picture Audio visual material Growing in Christ CRE activities learners book grade 1 by Hezron Onyango et.al, Lwachira,J watiki page 20-23 |
Observe learners as they demonstrate and watch video clip on how to carry and handle the Bible with care. |
|
2 |
Holy Bile |
Physical handling of the Holy Bible |
By the end of the strand the learner should be able to: Recognize the Bible as the word of God by identify the books of the Bible Recognize the importance of knowing the books of the Bible as it help in spiritual growth |
Name the books of the Bible they know |
Learners to name the books of the Bible the know Learners to sing song related to the books of Bible Learners to write the books of the Bible they know |
Bible Picture Growing in Christ CRE activities learners book grade 1 by Hezron Onyango et.al, Lwachira,J watiki page 20-23
|
Ask learners to write on the books of the Bible |
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3 |
Holy Bible |
Physical handling of the Holy Bible |
By the end of the sub strand the learner should be able to: Identify the Bible as the word God by naming the first two gospel book Identify the values learned from the first two gospel books |
Which books are found in gospel books? |
Learners name the first two gospel books Learners write gospel books in theirs exercise Learners draw a chart containing the first two gospel books |
Charts Bible Growing in Christ CRE activities learners book grade 1 by Hezron Onyango et.al, Lwachira,J watiki page 20-23
|
Observe learners as they draw the charts |
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8 |
1 |
Holy Bible |
Physical handling of the Holy Bible |
By the end of the sub strand the learners should be to: Identify other gospel book in the Bible Identify the values learned in the verse they memorize in the gospel books in the Bible Recognize the importance reading and memorizing the verses in the Bible |
Which verse have you memorized in the gospel book? |
Learners to identify other gospel books for example mark , Luke, John Learners read the verses in the gospel books and memorize Learners sing a song related to the verse they have memorize and all the gospel books |
Bible Charts Growing in Christ CRE activities learners book grade 1 by Hezron Onyango et.al, Lwachira,J watiki page 20-23
|
Observe learners as they sing and memorize the verses in the Bible |
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2 |
Holy Bible |
Physical handling of the Holy Bible |
By the end of the sub strand the learner should be to: Recognize the importance of respecting and adore the Bible as the word of God Identify the important aspects acquired in reading the Bible
|
What values do we acquired by reading the Bible? |
Learners states the importance of reading the Bible and memorizing the verses Learners handle the Bible with care and to adore it Learners sing the song on (read your Bible prays every day.........) |
Bible Growing in Christ CRE activities learners book grade 1 by Hezron Onyango et.al, Lwachira,J watiki page 20-23 |
Observe learners as the read and memorize the verses |
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3 |
Holy Bible |
Bible story David and Goliath |
By the end of the sub strand the learner should be able to: Narrate the story of David and Goliath and desire to depend on God on day to day life Recognize the importance of faith and believe in God to enhance religious values and spiritual growth |
How did David kill Goliath? |
Learners narrate in class the story of David and Goliath in class Learners read 1samuel 17:48-51 Learners interpret stories in the pictures Learners role play the story of David and Goliath in class |
Pictures Bible Growing in Christ CRE activities learners book grade 1 by Hezron Onyango et.al, Lwachira,J watiki page 24-27
|
Observe the learners as they role play the story of David and Goliath Ask question on what they see in the pictures |
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9 |
1 |
Holy Bible |
Bible story David and Goliath |
By the end of the sub strand the learner should be able to: Recognize the reason why they learn the story of David and Goliath Identify who help David to kill Goliath Apply what they have acquired in the story of David and Goliath in the school home and in the church |
Who gives us spiritual strength ? |
Learners understands the reason why they are learning the story of David and Goliath Learners are able to identify who help David to defeat Goliath whom is God Learners are able to apply what they have learner in the story of David and Goliath in their day to day lives |
Bible Growing in Christ CRE activities learners book grade 1 by Hezron Onyango et.al, Lwachira,J watiki page 24-27
|
Ask learners questions who help David defeat Goliath |
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2 |
Holy Bible |
Bible story David and Goliath |
God to guide through their lives to enhance spiritual growth and self –efficiency by watching a clip on the story of David Goliath Narrate the story of David and Goliath to their parents at home |
|
Learners narrate the story of David and Goliath to their parents at home as they demonstrate what they saw in the clip |
learners book grade 1 by Hezron Onyango et.al, Lwachira,J watiki page 24-27
|
story of David and Goliath |
|
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3 |
Holy Bible |
Bible story David and Goliath |
By the end of the sub strand the learners should be able to: Recognize Goliath and David in the clip and be able to draw and color to enhance creativity and imagination Present the drawing to rest of the class to enhance communication and collaboration skills |
What do we gain by having faith in God? |
Learners draw in their exercise books images of David and Goliath from what they see on the video clip Learners present their drawing from what they have drawn to the rest of the class Sing a song related to the story of David and Goliath |
Audio visual material Growing in Christ CRE activities learners book grade 1 by Hezron Onyango et.al, Lwachira,J watiki page 24-27
|
Observe the learners as they draw and present their drawings to the rest of the class |
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10 |
1 |
Holy Bible |
Bible story David and Goliath |
By the end of the sub strand the learners should be able to: Understand what happened when people fight as God doesn’t like people who fight and should avoid fighting Recognize the importance of acquiring and applying the good values to enhance the sound moral development |
Why do people fight? |
Learners to understand that they should engage in fighting as someone might end up hurt like Goliath who died Learners to understand that instead of fighting friends they should report them to the teacher Learners learn that they should not fight others instead love them and forgive them as God want us to love our neighbors as we love ourselves |
Bible Picture Growing in Christ CRE activities learners book grade 1 by Hezron Onyango et.al, Lwachira,J watiki page 24-27
|
Asking learners oral questions why they should not fight their friends |
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2 |
Holy Bible |
Bible story Joseph and his coat of many colors |
By the end of the sub strand the learners should be able to: Narrate the story of joseph and name the lesson they have learned from it recognize that their parents love them and should also know the importance of love |
Who had a coat of many color? |
Leaners read the story of Joseph in the bible Genesis 37:3-4 in class and narrate learners draw and color coat of many colors the same as Joseph Learners name the things that our parents does to us that sshows love us |
Bible pictures Growing in Christ CRE activities learners book grade 1 by Hezron Onyango et.al, Lwachira,J watiki page 28-30 |
Observe learners as they read narrate and draw Ask oral questions on how parents love them |
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3 |
Holy Bible |
Bible story Joseph and his coat of many colors |
By the end of the sub strand the learners should be able: Narrate the story of Joseph in class ,home and church Appreciate the importance of love
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Why did Joseph’s brothers hated him |
Learners to read Genesis 37:3-10 Learners to watch a video clip about Joseph and his brothers Learners in pairs to say why joseph’s brothers hated him |
Audio visual materials bible Growing in Christ CRE activities learners book grade 1 by Hezron Onyango et.al, Lwachira,J watiki page 28-30
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Art and Craft Scheme - Grade 1 Schemes of Work Term 1 2023
NAME |
|
TSC NO. |
|
SCHOOL |
|
Week |
Lesson |
Strand |
Sub strand |
Specific learning outcome |
Key inquiry question |
Learning experiences |
Learning resources |
Assessment |
Remarks |
1 |
1 |
DRAWING |
Line |
By the end of the sub strand, the learner should be able to: Identify different types of lines in the environment to use in drawing; |
How do we identify types of lines and their characteristics in the environment? |
In groups learners are taken for environmental walks and or digital tours to identify types of lines on objects e.g. straight lines, wavy lines, zigzag lines, curved lines etc |
Paper, charcoal sticks, crayons, computer. |
Oral question, discussion, observation, portfolios. |
|
|
2 |
DRAWING |
Line |
By the end of the sub strand, the learner should be able to: create simple forms using a variety of lines through crayon and charcoal media; |
How do we draw different types of lines? How do learners react when using charcoal and crayons when drawing? |
Learners experiment with crayons and charcoal in drawing varied lines. Learners explore ICT drawing tools to draw varied lines. Learners use lines to draw human and animal forms. |
Paper, charcoal sticks, crayons, computer. |
Oral question, discussion, observation, portfolios |
|
2 |
1 |
DRAWING |
Line |
By the end of the sub strand, the learner should be able to: create simple forms using a variety of lines through digital tools; appreciate use of lines in the environment |
How do we draw different types of lines? How do learners react when using charcoal and crayons when drawing? |
Learners experiment with crayons and charcoal in drawing varied lines. Learners explore ICT drawing tools to draw varied lines. Learners use lines to draw human and animal forms. Learners display and sign about their own and others’ work |
Paper, charcoal sticks, crayons, computer. |
Oral question, discussion, observation, portfolios. |
|
|
2 |
DRAWING |
Shapes |
By the end of the sub strand, the learner should be able to: identify different types of shapes in the environment to use in drawing; draw different shapes observed in the environment using crayon and or charcoal and or ICT tools; |
How do you draw organic shapes and non-organic shapes? |
In groups learners are taken for an environmental walk and or digital tour to identify different shapes Individually learner to draw different shapes (from the environment e.g. cups, books windows etc) using crayons and charcoal media |
Papers, crayons, charcoal sticks, textured surfaces in the environment and computer. |
Oral question, discussion, observation, portfolios |
|
3 |
1 |
DRAWING |
Shapes |
By the end of the sub-strand, the learner should be able to: have fun drawing different shapes observed from the environment. |
What shapes can you identify in the environment? How do you draw organic shapes and non-organic shapes? |
Individually, the learner to experiment with ICT tools to draw shapes. Individually, the learner to display and sign about own and others’ wo |
Papers, crayons, charcoal sticks, textured surfaces in the environment and computer. |
Oral question, discussion, observation, portfolios |
|
|
2 |
DRAWING |
Texture |
By the end of the sub strand, the learner should be able to: Identify different types of textures to use in drawing |
How do we identify texture? How do we categorise texture for this level? |
Learners are taken for an environmental walk to experience texture through touch. Learners are guided to rub over surfaces e.g. tree barks, coins, wood floors, walls, furniture, books and other surfaces |
Papers, crayons, charcoal sticks, textured surfaces in the environment, digital images |
Signed questions, discussion, observation, portfolios |
|
4 |
1 |
DRAWING |
Texture |
By the end of the sub strand, the learner should be able to: to rub charcoal and crayon over paper placed on smooth and rough surfaces to create texture appreciate texture of objects in their environment. |
How do we categorise texture for this level? How do we create texture using crayons and charcoal? |
Individually, learners explore rubbing-over different textured surfaces and objects e.g. tree barks, coins, bricks, wood, floor etc. Learners display and sign about their own and others’ work (describing what they like about the textural effects made on the paper). |
Papers, crayons, charcoal sticks, textured surfaces in the environment, digital images |
Signed questions, discussion, observation, portfolios |
|
|
2 |
PAINT AND COLOUR |
Making improvised brushes |
By the end of the sub-strand, the learner should be able to: Name materials that can be used to make improvised brushes |
What materials can be used to make improvised brushes |
Learners could be guided to identify and name materials used for making improvised brushes |
Papers, pencils, powder paints, improvised brushes, digital images |
Signed questions, discussion, observation, portfolios |
|
5 |
1 |
PAINT AND COLOUR |
Making improvised brushes |
By the end of the sub-strand, the learner should be able to: make simple brushes from local materials |
What materials can be used to make improvised brushes |
Learners could be guided to collect materials used for making improvised brushes e.g. sisal, pieces of cloth, sponge etc. |
Papers, pencils, powder paints, improvised brushes, digital images |
Signed questions, discussion, observation, portfolios |
|
2 |
PAINT AND COLOUR |
Making improvised brushes | By the end of the sub-strand, the learner should be able to: make simple brushes from local materials |
What materials can be used to make improvised brushes? How do you make improvised brushes |
Learners could be guided to collect materials used for making improvised brushes e.g. sisal, pieces of cloth, sponge etc. | Papers, pencils, powder paints, improvised brushes, digital images | Signed questions, discussion, observation, portfolios | ||
6 |
1 |
PAINT AND COLOUR |
Making improvised brushes | By the end of the sub-strand, the learner should be able to: use the improvised brushes to paint within the outlines of geometric shapes |
What materials can be used to make improvised brushes? How do you make improvised brushes |
Make improvised brushes using the materials collected. Individually learner to use the improvised brushes to colour within the outlines of geometric shapes (e.g. Triangles, circles, rectangles). |
Papers, pencils, powder paints, improvisedbrushes, digital images | Signed questions, discussion, observation, portfolios | |
2 |
PAINT AND COLOUR |
Making improvised brushes | By the end of the sub-strand, the learner should be able to: use the improvised brushes to paint within the outlines of geometric shapes |
What materials can be used to make improvised brushes? How do you make improvised brushes |
Make improvised brushes using the materials collected. Individually learner to use the improvised brushes to colour within the outlines of geometric shapes (e.g. Triangles, circles, rectangles). |
Papers, pencils, powder paints, improvisedbrushes, digital images | Signed questions, discussion, observation, portfolios | ||
7 | 1 |
PAINT AND COLOUR |
Making improvised brushes | By the end of the sub-strand, the learner should be able to: have fun and enjoyment as they make improvised brushes and use them to paint simple forms. |
What materials can be used to make improvised brushes? How do you make improvised brushes |
Individually learner to use the improvised brushes to colour within the outlines of geometric shapes (e.g. Triangles, circles, rectangles). Learners to display and sign their own and others’ work |
Papers, pencils, powder paints, improvisedbrushes, digital images | Signed questions, discussion, observation, portfolios | |
2 | PATTERN MAKING | Line patterns |
By the end of the sub strand, the learner should be able to: Observe objects with line patterns in the environment and in digital tools to help in creation of patterns |
Where do we find patterns in our environment? | In groups learners to be guided to observe types of line patterns in the environment and in digital tours | Papers, pencils, powder paints, improvisedbrushes, digital images | Signed questions, discussion, observation, portfolios | ||
8 | 1 | PATTERN MAKING | Line patterns |
By the end of the sub-strand, the learner should be able to: create patterns in colour using lines and digital tools; |
What patterns do you like? | Individually, the learner to create patterns using lines in colour and digital tools. | Papers, pencils, powder paints, improvisedbrushes, digital images | Signed questions, discussion, observation, portfolios | |
2 | PATTERN MAKING | Line patterns |
By the end of the sub-strand, the learner should be able to: enjoy creating linear patterns in colour and digital tools. |
How do you Create patterns? | Individually display their patterns, and appreciate own and others’ patterns. | Papers, pencils, powder paints, improvisedbrushes, digital images | Signed questions, discussion, observation, portfolios | ||
9 | 1 | PATTERN MAKING | Dot patterns |
By the end of the sub strand, the learner should be able to: Observe objects with dot patterns in the environment and in digital media to help in creation of patterns |
Where can we find dot patterns around our school? How do you create dot patterns? |
In groups learners to be guided to observe types of dot patterns in the environment and in digital media. Individually, the learner to create patterns using dots in colour or using digital tools. |
Papers, pencils, powder paints, improvisedbrushes, digital images | Signed questions, discussion, observation, portfolios | |
2 | PATTERN MAKING | Dot patterns |
By the end of the sub-strand, the learner should be able to: create dot patterns in colour or using digital tools for self-expression; enjoy creating dot patterns. |
Where can we find dot patterns around our school? How do you create dot patterns? |
Individually display their patterns, and appreciate own and others’ patterns | Papers, pencils, powder paints, improvisedbrushes, digital images | Signed questions, discussion, observation, portfolios | ||
10 | 1 | PATTERN MAKING | Numeral patterns |
By the end of the sub strand, the learner should be able to: observe numbers in the environment to motivate them in creating patterns |
Are there patterns made using numerals around us? | In groups, learners be guided to identify numbers in the environment | Papers, pencils, powder paints, improvisedbrushes, digital images | Signed questions, discussion, observation, portfolios | |
2 | PATTERN MAKING | Numeral patterns |
By the end of the sub- strand, the learner should be able to: create patterns in colour. |
Are there patterns made using numerals around us? |
Individually, the learner to experiment with numbers to create patterns in colour. Individually, the learner to experiment with digital tools to create numeral patterns in colour. |
Papers, pencils, powder paints, improvisedbrushes, digital images | Signed questions, discussion, observation, portfolios |
IRE - Class 8 Schemes of Work Term 1 2023
I.R.E SCHEMES OF WORK FOR CLASS EIGHT TERM ONE 2023
Wk |
LES |
TOPIC/SUB-TOPIC |
OBJECTIVES |
T/L ACTIVITIES |
TEACHING AIDS |
REFERENCE |
REMARK |
1 |
1 |
QURAN Surah Al-inshirah. |
By the end of the lesson pupils should be able to read and write the surah Al-i inshirah. in Arabic script. |
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|
New beginning IRE book8 Page2 by Islam khiyer islam. |
|
2 |
QURAN Memorization of Al-inshirah |
By the end of the lesson pupils should be able to memorize the surah Al-inshirah and use the surah in their daily prayers. |
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|
New beginning IRE book8 Page2 by Islam Khiyer Islam. |
|
|
3 |
QURAN Meaning of surah Al-inshirah |
By the end of the lesson pupils should be able to translate surah Al-Inshrah. |
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|
New beginning IRE book8 Page3 & 6 by Islam Khiyer Islam. |
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|
2 |
1 |
Hadith/sunnah righteous. |
By the end of the lesson pupils should be able discuss the teaching of hadith on righteousness e.g. “ |
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New beginning IRE book8 by islam khiyer islam Page41-43. |
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2 |
HADITH/SUNNAH Righteous. |
By the end of the lesson pupils should be able to discuss the teaching of hadith on righteousness. |
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New beginning IRE book8 Page9 by islam khiyer islam. |
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|
3 |
HADITH/SUNNAH Shukr. |
By the end of the lesson pupils should be able to discuss the teaching of hadith on shanks e.g. “whoever is not thankful to people is not thankful to Allah (S.w). |
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New beginning IRE book8 Page12-17 by islam khiyer islam. |
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3 |
1 |
HADITH/SUNNAH Corruption. |
By the end of the lesson pupils should be able discuss the teaching of hadith on corruption and apply the teaching of hadith in their daily life e.g. “the cause of Allah befall on both the recipient of a bride” |
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New beginning IRE book8 Page11by islam khiyer islam. |
|
2 |
Devotional acts obligations towards the dead. |
By the end of the lesson pupils should be able to explain the action that one should take when taking care of a person who is sick and almost dying. |
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|
New beginning IRE book8 Page18 by islam khiyer islam. |
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3 |
DEVOTIONAL ACTS obligations towards the dead. (after passing away) |
By the end of the lesson pupils should be able to state the ritual performed to a dead Muslim. |
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New beginning IRE book8 Page19 by islam khiyer islam. |
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4 |
1 |
DEVOTIONAL ACTS obligations towards the dead. (washing the dead) (ghusul) |
By the end of the lesson pupils should be able to state the ritual performed to a dead Muslim. |
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|
New beginning IRE book8 Page21-22 by islam khiyer islam. |
|
2 |
DEVOTIONAL ACTS obligations towards the dead. (kafan) |
By the end of the lesson pupils should be able to state the ritual performed to a dead Muslim (Kafan). |
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New beginning IRE book8 Page23 by islam khiyer islam. |
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3 |
DEVOTIONAL ACTS obligations towards the dead. |
By the end of the lesson pupils should be able to make a shroud for a dead male Muslim. |
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New beginning IRE book8 Page25 by islam khiyer islam. |
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5 |
1 |
DEVOTIONAL ACTS obligations towards the dead. |
By the end of the lesson pupils should be able to make a shroud for a dead female Muslim. |
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|
New beginning IRE book8 Page27 by islam khiyer islam. |
|
2 |
DEVOTIONAL ACTS obligations towards the dead. |
By the end of the lesson pupils should be able to state the difference between the male shroud and the female shroud. |
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New beginning IRE book8 Page29 by islam khiyer islam. |
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3 |
DEVOTIONAL ACTS obligations towards the dead. (prayer of the dead) |
By the end of the lesson pupils should be able to perform the janaazah prayer without any difficult. |
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New beginning IRE book8 Page29 by islam khiyer islam. |
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6 |
FORMATIVE ASSESSMENTS( written and oral tests on covered content) |
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7 |
HALF TERM |
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8 |
1 |
DEVOTIONAL ACTS obligations towards the dead. |
By the end of the lesson pupils should be able to state steps at every point of swalatul janaazah. |
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|
New beginning IRE book8 Page31 by islam khiyer islam. |
|
2 |
DEVOTIONAL ACTS obligations towards the dead. (Dafan) |
By the end of the lesson pupils should be able to explain how burial of muslim is conducted. |
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|
New beginning IRE book8 Page34-36 by islam khiyer islam. |
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|
3 |
DEVOTIONAL ACTS obligations towards the dead. |
By the end of the lesson pupils should be able to explain what takes place after burial. |
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|
New beginning IRE book8 Page37 by islam khiyer islam. |
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|
9 |
1 |
DEVOTIONAL ACTS Halaal and haraam. |
By the end of the lesson pupils should be able to state halaal and haraam acts in islam |
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|
New beginning IRE book8 Page60-61 by islam khiyer islam. |
|
2 |
DEVOTIONAL ACTS Halaal and haraam. |
By the end of the lesson pupils should be able to state halaal and haraam acts in islam |
|
|
New beginning IRE book8 Page62-66 by islam khiyer islam. |
|
|
3 |
DEVOTIONAL ACTS Halaal and haraam. |
By the end of the lesson pupils should be able to state halaal and haraam acts in islam |
|
|
New beginning IRE book8 Page67-69 by islam khiyer islam. |
|
|
10 |
1 |
DEVOTIONAL ACTS Halaal and haraam. |
By the end of the lesson pupils should be able to state halaal and haraam acts in islam |
|
|
New beginning IRE book8 Page69-73 by islam khiyer islam. |
|
2 |
DEVOTIONAL ACTS Justice. |
By the end of the lesson pupils should be able to discuss acts of justice |
|
|
New beginning IRE book8 Page71-78 by islam khiyer islam. |
|
|
3 |
PILLARS OF IMAN Ihsan. |
By the end of the lesson pupils should be able to state the meaning of Ihsan |
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|
New beginning IRE book8 Page79 by islam khiyer islam. |
|
|
11 |
1 |
PILLARS OF IMAN Justice and ihsan. |
By the end of the lesson pupils should be able to explain the teaching of the hadith on justice and Ihsan |
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|
New beginning IRE book8 Page74-79 by islam khiyer islam. |
|
2 |
PILLARS OF IMAN taqwa. |
By the end of the lesson pupils should be able to appreciate to live in accordance to the teachings of the Holy Quran and Sunnah |
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|
New beginning IRE book8 Page 80 by islam khiyer islam. |
|
|
3 |
PILLARS OF IMAN taqwa. |
By the end of the lesson pupils should be able to appreciate to live in accordance to the teachings of the Holy Quran and Sunnah |
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|
New beginning IRE book8 Page80- 85 by islam khiyer islam. |
|
|
12 |
1 |
MORAL TEACHING. HIV/AIDS. |
By the end of the lesson pupils should be able to discuss the care that is given to HIV/AIDS victims |
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|
New beginning IRE book8 Page93by islam khiyer islam. |
|
2 |
MORAL TEACHING. HIV/AIDS. |
By the end of the lesson pupils should be able to discuss the care that is given to HIV/AIDS victims |
|
|
New beginning IRE book8 Page94by islam khiyer islam. |
|
|
3 |
MORAL TEACHING. Dua on visiting the sick. |
By the end of the lesson pupils should be able to give out dua when visiting the sick |
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|
New beginning IRE book8 Page92by islam khiyer islam. |
|
|
13 |
1 |
MORAL TEACHING. Ritual cleanliness. |
By the end of the lesson pupils should be able to recite hadith on personal hygiene e.g. Ritual purity is an element of faith |
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|
New beginning IRE book8 Page95by islam khiyer islam. |
|
2 |
MORAL TEACHING. Tolerance. |
By the end of the lesson pupils should be able to explain situations where tolerance is applicable |
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|
New beginning IRE book8 Page95-96 by islam khiyer islam. |
|
|
3 |
FESTIVAL AND CEREMONIES month of muharram. |
By the end of the lesson pupils should be able to explain the historical events in the month of muharram |
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|
New beginning IRE book8 Page102 by islam khiyer islam. |
|
|
14 |
End - term one exams Marking , Compling, and Recording exam results |
CRE (Moron) - Class 8 Schemes of Work Term 1 2023
CRE Standard Eight Schemes of Work: Term One 2023
LES |
TOPIC |
SUBTOPICS |
OBJECTIVES |
T/L ACTIVITIES |
T/L RESOURCES |
REFERENCES |
REMARKS |
|||
1 |
|
Revision of work covered in previous class in preparation for class eight work |
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|||||||
2 |
1 |
God’s help and self help |
The body is the temple of God |
By the end of the lesson, the learner should be able to:
|
|
|
Wanaswa R. &Adeli S. PrimaryCRE Ppls Bk 8 (moran)pg11 1
|
|
||
2 |
God’s help and self help |
Drugs and how they are abused |
By the end of the lesson, the learner should be able to:
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|
|
Ppls Bk 8 pg. 3 |
|
|||
3 |
God’s help and self help |
Effects of drugs on the human body |
By the end of the lesson, the learner should be able to:
|
|
|
Ppls Bk 8 pg.5 |
|
|||
3 |
1 |
God’s help and self help |
Sexual misuse |
By the end of the lesson, the learner should be able to:
|
|
|
Wanaswa R. &Adeli S. PrimaryCRE (moran) Ppls Bk 8 pg. 7 |
|
||
2 |
God’s help and self help |
Effects of sexual misuse |
By the end of the lesson, the learner should be able to:
|
|
|
Ppls Bk 8 pg. 11 |
|
|||
3 |
God’s help and self help |
Misuse of Natural resources |
By the end of the lesson, the learner should be able to:
|
|
|
Ppls Bk 8 pg. 14 |
|
|||
4 |
1 |
God’s help and self help |
View of the traditional African society on use and misuse of God’s creation |
By the end of the lesson, the learner should be able to:
|
|
|
Wanaswa R. &Adeli S. PrimaryCRE (moran) Ppls Bk 8 pg. 17 |
|
||
2 |
God’s help and self help |
Christian teaching on use and misuse of God’s creation |
By the end of the lesson, the learner should be able to:
|
|
|
Ppls Bk 8 pg. 19 |
|
|||
3 |
God’s help and self help |
Response to misuse of God’s creation |
By the end of the lesson, the learner should be able to:
|
|
|
Ppls Bk 8 pg. 21 |
|
|||
5 |
1 |
Christianity and traditional African heritage |
African stories of creation |
By the end of the lesson, the learner should be able to:
|
|
|
Ppls Bk 8 pg. 24 |
|
||
2 |
Christianity and traditional African heritage |
Relationship between the unborn, the living, the living dead and the ancestors |
By the end of the lesson, the learner should be able to:
|
|
|
Ppls Bk 8 pg. 26 |
|
|||
3 |
Christianity and traditional African heritage |
Differences between continuity of life in traditional African religion and Christianity |
By the end of the lesson, the learner should be able to:
|
|
|
Ppls Bk 8 pg. 27 |
|
|||
6 |
1 |
Christianity and traditional African heritage |
Respect for the life of the born and unborn |
By the end of the lesson, the learner should be able to:
|
|
|
Wanaswa R. &Adeli S. PrimaryCRE Ppls Bk 8 pg. 30 |
|
||
2 |
Assessment |
Continuous assessment tests |
By the end of the lesson, the learner should be able to:
|
|
|
Ppls Bk 8 pg. 127 |
|
|||
3 |
Christianity and traditional African heritage |
Concepts of God in the traditional African society and Christianity |
By the end of the lesson, the learner should be able to:
|
|
|
Ppls Bk 8 pg. 32 |
|
|||
7 |
|
HALF TERM |
|
|||||||
WEEK 6 |
1 |
Christianity and traditional African heritage |
Response to God in the traditional African society |
By the end of the lesson, the learner should be able to:
|
|
|
Wanaswa R. &Adeli S. PrimaryCRE Ppls Bk 8 pg. 34 |
|
||
2 |
Christianity and traditional African heritage |
Ways of reconciling with God in the traditional African society |
By the end of the lesson, the learner should be able to:
|
|
|
Ppls Bk 8 pg.36 |
|
|||
8 |
3 |
Christianity and traditional African heritage |
Similarities between Christianity and traditional African beliefs and customs |
By the end of the lesson, the learner should be able to:
|
|
|
Ppls Bk 8 pg. 38 |
|
||
9 |
1 |
Christianity and traditional African heritage |
Differences between Christianity and traditional beliefs and customs |
By the end of the lesson, the learner should be able to:
|
|
|
Wanaswa R. &Adeli S. PrimaryCRE Ppls Bk 8 pg. 40 |
|
||
2 |
Jesus Christ’s victory over pain and suffering |
Causes of suffering |
By the end of the lesson, the learner should be able to:
|
|
|
Ppls Bk 8 pg. 46 |
|
|||
3 |
Jesus Christ’s victory over pain and suffering |
Types of suffering – physical suffering |
By the end of the lesson, the learner should be able to:
|
|
|
Ppls Bk 8 pg.48 |
|
|||
10 |
1 |
Jesus Christ’s victory over pain and suffering |
Mental and emotional suffering |
By the end of the lesson, the learner should be able to:
|
|
|
Wanaswa R. &Adeli S. PrimaryCRE Ppls Bk 8 pg. 49 |
|
||
2 |
Jesus Christ’s victory over pain and suffering |
Jesus Christ triumphs over pain and suffering |
By the end of the lesson, the learner should be able to:
|
|
|
Ppls Bk 8 pg. 50 |
|
|||
3 |
Jesus Christ’s victory over pain and suffering |
Purpose of suffering |
By the end of the lesson, the learner should be able to:
|
|
|
Ppls Bk 8 pg. 51 |
|
|||
11
|
1 |
Jesus Christ’s victory over pain and suffering |
Martyrdom |
By the end of the lesson, the learner should be able to:
|
|
|
Wanaswa R. &Adeli S. PrimaryCRE Ppls Bk 8 pg. 52 |
|
||
2 |
Jesus Christ’s victory over pain and suffering |
Christian suffering today |
By the end of the lesson, the learner should be able to:
|
|
|
Ppls Bk 8 pg. 53 |
|
|||
3 |
‘’ |
Christian suffering today |
By the end of the lesson, the learner should be able to:
|
|
|
Wanaswa R. &Adeli S. PrimaryCRE Ppls Bk 8 pg. 54 |
|
|||
12 |
|
God’s help and self help |
Revision |
By the end of the lesson, the learner should be able to
|
|
|
Ppls Bk 8 pg.122. |
|
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13 |
|
Revision |
|
By the end of the lesson, the learner should be able to:
|
|
|
Wanaswa R. &Adeli S. PrimaryCRE Ppls Bk 8 pg.155 |
|
||
14 |
END TERM EXAMS MARKING AND COMPILING RESULTS |
|
Social Studies (Oxford) - Class 8 Schemes of Work Term 1 2023
SOCIAL STUDIES SCHEMES OF WORK FOR STD. 8 TERM ONE 2023
WK |
LES |
TOPIC |
SUB-TOPIC |
OBJECTIVES |
LEARNING ACTIVITIES |
T/L AIDS |
REFERENCE |
REMARKS |
1 |
- |
Revision |
- |
By the end of the lesson the learner should be able to
|
Asking nd ansering oral questions |
Past exam paper Trs own collections
|
Marking schemes for past exams |
|
2 |
1 |
PHYSICAL ENVIRON-MENT |
Map Reading and interpretation |
By the end of the lesson the learner should be able to:
|
Reading a map and symbols |
Atlas maps in the pupils book |
Our lives today social studies bk 8pg 1 |
|
2 |
,, |
Map Reading and interpretation |
By the end of the lesson the learner should be able to:
|
Measuring using string and pair of dividers |
A map of Kenya in the pupils’ book. |
Our lives today social studies bk 8 pg 2 |
|
|
3 |
,, |
Map Reading and interpretation |
By the end of the lesson the learner should be able to:
|
Calculating area of irregular shapes. |
Wall map |
Our lives today social studies bk 8 pg 3 |
|
|
4 |
,, |
Map Reading and interpretation |
By the end of the lesson the learner should be able to:
|
Calculating area of irregular shapes |
Wall map |
Our lives today social studies bk 8 pg 4 |
|
|
5 |
,, |
Physical features |
By the end of the lesson the learner should be able to:
|
Explaining the effects of physical features on human activities |
A map showing physical features e.g. mountains, forests |
Our lives today social studies bk 8 pg 13. |
|
|
3 |
1 |
PHYSICAL FEATURES |
Effects of physical features on human activities |
By the end of the lesson the learner should be able to
|
Observing the physical features and effects on human activities |
A map of Kenya showing physical features |
Our lives today social studies bk 8 pg 16 |
|
2 |
CLIMATE |
Traditional methods of observing weathers |
By the end of the lesson the learner should be able to:
|
Discussing traditional weather observation methods |
A chart showing trading weather observation methods |
Our lives today social studies bk 8 pg 18 |
|
|
3 |
,, |
Observation measurement and recording elements of weather -Temperature |
By the end of the lesson the learner should be able to:
|
Observing Measuring and recording elements of weather |
Picture in ppls text book |
Our lives today social studies bks pgs 20 |
|
|
4 |
,, |
-rainfall -Wind -Humidity
|
By the end of the lesson the learner should be able to:
|
Measuring and recording elements of weather |
Picture in ppls text book |
Our lives today social studies bks pgs 20 |
|
|
5 |
,, |
Atmospheric pressure |
By the end of the lesson the learner should be able to:
|
Observing measuring recording elements of weather |
Picture of weather station at Dagorretti. |
Our lives today social studies bk 8 pg 22-23 |
|
|
4 |
1 |
CLIMATE |
Factors that influence climate change |
By the end of the lesson the learner should be able to
|
Stating the factors that affect climate change. Describing those factors that influence climate. |
Picture of Bruption of eyjafj allajoku II Iceland |
Our lines Today social studies bk 8 pg 27 |
|
2 |
,, |
Impact of climate change on human activities |
By the end of the lesson the learner should be able to:
|
Discussion how climate change affects human activities |
Pictures in pupils book pg 28 |
Our lives today social studies bk 8 pg 29 |
|
|
3 |
SOIL |
Causes of soil erosion |
By the end of the lesson the learner should be able to:
|
Naming the causes of soil erosion in Kenya. |
A picture showing overstocked animals |
Our lives today social bk 8- pg 32 |
|
|
4 |
SOIL |
Effects of soil erosion on human activities |
By the end of the lesson the learner should be able to:
|
stating the effects of soil erosion on human activities in Kenya |
A chart showing effect of soil erosion |
Our lives Today social studies bk 8 pg 33 |
|
|
5 |
,, |
Soil conservation |
By the end of the lesson the learner should be able to:
|
Naming soil conservation measures in Kenya. Listing the soil conservation measure |
Picture of soil conservation measure on pg 34. |
Our lives Today social studies bk 8 pg 34 |
|
|
5 |
1 |
PEOPLE AND POPULATI-ON |
Theories of human origin -Mythical -Creation -Evolution |
By the end of the lesson the learner should be able to
|
Discussion Note taking |
Illustration on the chalk board |
Our lives today social studfish bk 8 pg 40 |
|
2 |
,, |
Stages of human evolution from the stone age period -Homo habilis -Homo sapiens |
By the end of the lesson the learner should be able to:
|
Naming the various stages of evolution Listing the stage of human evolution during stone Age period |
Picture of different stage on pg 42
A picture on the pupils book pg 42 |
Our lives today social studies bk 8 pg 41
Our lives today social studies bk 8 pg 42. |
|
|
3 |
PEOPLE AND POPULATI-ON |
Pre-historic sites in eastern Africa and their location |
By the end of the lesson the learner should be able to:
|
Name the historic sites and locate them on a map of Eastern Africa |
A map of Eastern Africa showing pre-historic sites |
Our lives today social studies bk 8 pg 44 |
|
|
4 |
,, |
,, |
By the end of the lesson the learner should be able to:
|
,, |
,, |
Our lives today social studies bk 8 pg 45 |
|
|
5 |
,,
|
Types of migration |
By the end of the lesson the learner should be able to:
|
Naming the reasons for different types of migration
|
A picture on the pupil’s book pg 47. |
Our lives today social studies bk 8 pg 47 |
|
|
6 |
1 |
PEOPLE AND POPULATI-ON |
Reasons for migration |
By the end of the lesson the learner should be able to:
|
Listing effects of the migration |
picture on the pupils book pg 47. |
Our lives today social studies bk 8 pg 47 |
|
2 |
,, |
Effects of migrations |
By the end of the lesson the learner should be able to:
|
Listing the effects of migration. |
,, |
Our lives today social studies bk 8 pg54 |
|
|
3 |
,, |
Population Growth |
By the end of the lesson the learner should be able to:
|
listing factors that lead to slow population growth. |
“ |
Our lives today social studies bk 8 pg 56 |
|
|
4 |
,, |
Problem that result from rapid population growth |
By the end of the lesson the learner should be able to:
|
Explaining how the factors lead to rapid population. |
“ |
Our lives today social studies bk 8 pg 57 |
|
|
5 |
,, |
Effects of HIV and AIDS on population growth. |
By the end of the lesson the learner should be able to:
|
listing the effects of HIV and AIDS on population growth. Explain way of managing population growth. |
A picture showing media research on pg 59.
|
Our lives today social studies bk 8 pg 57.
,, |
|
|
7 |
HALF TERM |
|
||||||
8 |
1 |
PEOPLE AND POPULATION |
The population structure of Kenya. |
By the end of the lesson the learner should be able to
|
Discussing the structure of population of Kenya. |
A structure of Kenyan population in pupils bk pg 67 |
Our lives today social studies bk 8 pg 67. |
|
2 |
,, |
Compassion of the population structure of Kenya to those of Germany and India |
By the end of the lesson the learner should be able to:
|
Comparing the structure of population Kenya to those of Germany and India
|
A structure of Germany and India population in pupils bk 8 pg 68 |
Our lives today social studies bk 8 pg 68. |
|
|
3 |
SOCIAL RELATION AND CULTURAL ACTIVITIES |
Marriage systems |
By the end of the lesson the learner should be able to:
|
stating different marriage systems. |
A picture of customary marriage on pupils bk 71. |
Our lives today social studies bk 8 pg 71 |
|
|
4 |
,, |
Rights and responsibilities of spouses in a marriage |
By the end of the lesson the learner should be able to:
|
Listing the ways of success and Inheritance of family. |
Pictures of children take good care. |
Our lives today social studies bk 8pg 75. |
|
|
5 |
,, |
,, |
By the end of the lesson the learner should be able to:
|
,, |
,, |
Our lives today social studies bk 8pg 75. |
|
|
9 |
1 |
SOCIAL RELATION AND CULTURAL ACTIVITIES |
Role of the school management committee |
By the end of the lesson the learner should be able to:
|
Listing the role of the school management committee. |
A picture in the pupils bk 8 pg 76. |
Our lives today social studies bk 8pg 75. |
|
2 |
,, |
-State the role of pupils in school management. |
By the end of the lesson the learner should be able to:
|
Stating the role of pupils in school management |
A picture showing pupils taking care of the school compound. |
Our lives today social studies bk 8pg 76 |
|
|
3 |
RESOURCES AND ECONOMIC ACTIVITIES |
Agriculture Settler farming |
By the end of the lesson the learner should be able to
|
Discussion Asking and answering oral questions Note taking |
Wall map of kenya |
Our lives today social studies bk 8 76 |
|
|
4 |
,, |
Settler farming |
By the end of the lesson the learner should be able to:
|
Explaining the effects of Europeans settler farming in Kenya |
A map of Kenya showing European settler farming in Kenya. |
Our lives today social studies bk 8pg 78. |
|
|
5 |
‘’ |
European settler farming in Kenya
|
By the end of the lesson the learner should be able to:
|
Stating the reasons for established of settlement schemes in Kenya |
A picture of ranch at the pupils’ book. |
Our lives today social studies bk 8pg 75. |
|
|
10 |
1 |
RESOURCES AND ECONOMIC ACTIVITIES |
Effects of European settler farming in Kenya |
By the end of the lesson the learner should be able to:
|
Stating the benefits of settlement schemes to Kenya. |
A picture showing tea plantation. |
Our lives today social studies bk 8pg |
|
2 |
,, |
,, |
By the end of the lesson the learner should be able to:
|
,, |
,, |
Our lives today social studies bk 8pg |
|
|
3 |
,, |
Irrigation farming |
By the end of the lesson the learner should be able to:
|
Discussion,Asking and answering oral questions Note taking |
A map of Kenya showing the irrigation schemes in Kenya |
Our lives today social studies bk 8pg |
|
|
4 |
,, |
Irrigation farming |
By the end of the lesson the learner should be able to:
|
Stating the contributions of irrigation farming in Kenya. |
,, |
Our lives today social studies bk 8pg |
|
|
5 |
,, |
Irrigation farming |
By the end of the lesson the learner should be able to:
|
,, |
‘’ |
Our lives today social studies bk 8pg |
|
|
11 |
1 |
RESOURCES AND ECONOMIC ACTIVITIES |
Benefits of settlement scheme in Kenya |
By the end of the lesson the learner should be able to State the benefits of settlement scheme |
Stating the benefits of settlement schemes. |
A picture of people packing rice in mwea. |
Our lives today social studies bk 8pg |
|
2 |
,, |
Problems facing settlement schemes in Kenya |
By the end of the lesson the learner should be able to:
|
Stating the problems facing settlement schemes in Kenya |
,, |
Our lives today social studies bk 8pg |
|
|
3 |
,, |
Crops grown in the selected irrigation scheme |
By the end of the lesson the learner should be able to:
|
Naming the crops grown in the irrigation schemes in Kenya. |
A map of Kenya showing irrigation schemes in Kenya . |
Our lives today social studies bk 8pg |
|
|
4 |
,, |
‘’ |
By the end of the lesson the learner should be able to:
|
Explaining methods of irrigation used in irrigation farming. |
A picture of Mwea Tebere irrigation scheme. |
Our lives today social studies bk 8pg |
|
|
5 |
‘’ |
Methods of irrigation in the selected schemes |
By the end of the lesson the learner should be able to:
|
Explaining methods of irrigation use in irrigation farming. |
A picture in the pupils book on pg 89 |
Our lives today social studies bk 8pg 89 |
|
|
12 |
1 |
RESOURCES AND ECONOMIC ACTIVITIES |
Contribution of irrigation scheme to the economy of Kenya |
By the end of the lesson the learner should be able to:
|
Stating the contributions of irrigation schemes to the economy of Kenya |
A picture on the pupils book on pg 90 |
Our lives today social studies bk 8pg 90 |
|
2 |
,, |
Problems facing irrigation farming in Kenya |
By the end of the lesson the learner should be able to:
|
Explaining problems facing irrigation farming in Kenya. |
A chart showing plants attacked by diseases |
Our lives today social studies bk 8pg 91 |
|
|
3 |
,, |
,, |
By the end of the lesson the learner should be able to:
|
Explaining problems facing irrigation farming in Kenya. |
A chart showing plants attacked by diseases |
Our lives today social studies bk 8pg 91 |
|
|
4 |
‘’ |
Meaning of horticultural farming |
By the end of the lesson the learner should be able to
|
Explaining the meaning of the term horticultural |
A picture of flowers in a green house on pg 92. |
Our lives today social studies bk 8pg |
|
|
5 |
,, |
Crops grown in horticultural farming to the economy of Kenya |
By the end of the lesson the learner should be able to:
|
Discussing the crops grown in horticultural farming. |
A picture of processing of pineapples on pg 93 |
Our lives today social studies bk 8pg 93 |
|
|
13 |
Revision of covered content in the term |
|
||||||
14 |
End term exams, Marking , Compiling and recording exam results |
|
Science (Understanding Science) - Class 8 Schemes of Work Term 1 2023
SCIENCE SCHEMES OF WORK FOR STD 8 TERM ONE 2023
WK |
LES |
TOPIC |
SUB TOPIC |
OBJECTIVES |
LEARNING ACTIVITIES |
T /L AIDS |
REFERENCE |
RMKS |
||
1 |
|
REVISION |
General |
By the end of the lesson the learner should be able to give correct answers to revisions questions in preparation for std. eight work |
|
|
Revision materials Content covered in previous class |
|
||
2 |
1 |
HUMAN BODY |
Reproduction in human beings Fertilization in human beings |
By the end of the lesson the learner should be able to Explain fertilization in human beings
|
|
|
Karaka J. et al (2005) Understanding science ppls bk. 8 pg 1 Nairobi: Longhorn Pub. |
|
||
2
|
HUMAN BODY |
Foetal development |
By the end of the lesson the learner should be able to Describe the development of foetus in human beings
|
|
|
Karaka J. et al (2005) Understanding science ppls bk. 8 pg 3. Nairobi: Longhorn Pub. |
|
|||
3 |
HUMAN BODY |
Functions of the placenta, umbilical cord and amniotic fluid |
By the end of the lesson the learner should be able to identify and list functions of placenta, umbilical cord and amniotic fluid
|
|
|
Karaka J. et al (2005) Understanding science ppls bk. 8 pg 5 Nairobi: Longhorn Pub. |
|
|||
4
|
HUMAN BODY |
Process of birth |
By the end of the lesson the learner should be able to Describe the process of birth in human beings |
|
|
Karaka J. et al (2005) Understanding science ppls bk. 8 pg 6, Nairobi: Longhorn Pub. |
|
|||
5 |
HUMAN BODY |
REVISION
|
By the end of the lesson the learner should be able to answer given written questions correctly to reinforce covered content |
|
|
Ppls book pg. 16 |
|
|||
3 |
1
|
HUMAN BODY |
Excretory organs
|
By the end of the lesson the learner should be able to identify the main excretory organs |
|
|
Karaka J. et al (2005) Understanding science ppls bk. 8 pg 9. Nairobi: Longhorn Pub. |
|
||
2 |
HUMAN BODY |
Excretory organs skin |
By the end of the lesson the learner should be able to, identify the main functions of the skin and its waste products |
|
|
Karaka J. et al (2005) Understanding science ppls bk. 8 pg 10. Nairobi: Longhorn Pub. |
|
|||
3 |
HUMAN BODY |
Lungs |
By the end of the lesson the learner should be able to identify and list functions of lungs and its waste products
|
|
|
Karaka J. et al (2005) Understanding science ppls bk. 8 pg 13. Nairobi: Longhorn Pub. |
|
|||
4 |
HUMAN BODY |
kidneys |
By the end of the lesson the learner should be able to identify the functions of the kidney and its waste products
|
|
|
Karaka J. et al (2005) Understanding science ppls bk. 8 pg 14 Nairobi: Longhorn Pub. |
|
|||
|
5 |
HUMAN BODY |
REVISION |
By the end of the lesson the learner should be able to write correct answers to given fill in – theblank test. |
|
|
Karaka J. et al (2005) Understanding science ppls bk. 8 pg 16 Nairobi: Longhorn Pub. |
|
||
4 |
1 |
HEALTH EDUCATION |
Sexual transmitted infections STIs Ø syphilis |
By the end of the lesson the learner should be able to explain the meaning of STIs give examples of STI’s Describe cause, signs, symptoms and prevention of syphilis |
|
|
Karaka J. et al (2005) Understanding science ppls bk. 8 pg 18 Nairobi: Longhorn Pub. |
|
||
2 |
HEALTH EDUCATION |
Gonorrhea Cause/prevention
|
By the end of the lesson the learner should be able to describe cause signs, symptoms and prevention of gonorrhea
|
|
|
Karaka J. et al (2005) Understanding science ppls bk. 8 pg 20 Nairobi: Longhorn Pub. |
|
|||
3 |
HEALTH EDUCATION |
Chancroid |
By the end of the lesson the learner should be able to describe cause signs, symptoms and prevention of chancroid. |
|
|
Karaka J. et al (2005) Understanding science ppls bk. 8 pg 21 Nairobi: Longhorn Pub. |
|
|||
4 |
HEALTH EDUCATION |
HIV/AIDS
|
By the end of the lesson the learner should be able to identify control measures of HIV/AIDS |
|
|
Karaka J. et al (2005) Understanding science ppls bk. 8 pg 23 Nairobi: Longhorn Pub. |
|
|||
5 |
HEALTH EDUCATION |
REVISION |
By the end of the lesson the learner should be able to recall content covered in the week. |
|
|
Ppls bk pg. 30 |
|
|||
5 |
1 |
PLANTS |
Adaptation of plants Dry areas |
By the end of the lesson the learner should be able to explain how plants are adapted to their environment(dry areas) |
|
|
Karaka J. et al (2005) Understanding science ppls bk. 8 pg 32 Nairobi: Longhorn Pub. |
|
||
2 |
PLANTS |
Adaptation of plants Wet areas |
By the end of the lesson the learner should be able to explain how plants are adapted to their environment(wet areas) |
|
|
Karaka J. et al (2005) Understanding science ppls bk. 8 pg 36 Nairobi: Longhorn Pub. |
|
|||
3 |
PLANTS |
Crop diseases |
By the end of the lesson the learner should be able to pupil identify and list signs of unhealthy crops.
|
|
|
Karaka J. et al (2005) Understanding science ppls bk. 8 pg 39 Nairobi: Longhorn Pub. |
|
|||
4 |
PLANTS |
Crop diseases |
By the end of the lesson the learner should be able to further identify and list signs of unhealthy crops. |
|
|
Karaka J. et al (2005) Understanding science ppls bk. 8 pg 40 Nairobi: Longhorn Pub. |
|
|||
5 |
PLANTS |
Effects of crop diseases |
By the end of the lesson the learner should be able to state effects of crop diseases |
|
|
Ppls bk. pg. 42 |
|
|||
6 |
|
FORMATIVE ASSESSMENT |
GENERAL |
BY the end of the lesson the learner should be able to give correct answers to given test items to reinforce retention of content. |
|
|
Revision materials Covered content |
|
||
7 |
HALF TERM |
|
||||||||
8 |
1 |
ANIMALS |
Adaptation in animals feeding habits – herbivores. |
By the end of the lesson the learner should be able to explain how herbivores are adapted to their environment
|
|
|
Karaka J. et al (2005) Understanding science ppls bk. 8 pg 45 Nairobi: Longhorn Pub. |
|
||
2 |
ANIMALS |
Carnivores |
By the end of the lesson the learner should be able to explain how carnivores are adapt to their environment |
|
|
Karaka J. et al (2005) Understanding science ppls bk. 8 pg 48 Nairobi: Longhorn Pub. |
|
|||
3 |
ANIMALS
|
Adaptations in animalsfeeding habitsomnivores. |
By the end of the lesson the learner should be able to list signs of crop diseases
|
|
|
Karaka J. et al (2005) Understanding science ppls bk. 8 pg 50 Nairobi: Longhorn Pub. |
|
|||
4 |
ANIMALS |
Illhealth in livestock |
By the end of the lesson the learner should be able to identify and list signs of illhealth in livestock |
|
|
Karaka J. et al (2005) Understanding science ppls bk. 8 pg 59 Nairobi: Longhorn Pub. |
|
|||
5 |
ANIMALS |
Adaptation of beaksgrain eaters |
By the end of the lesson the learner should be able to explain the adaptation of grain eaters to their environment.
|
|
|
Karaka J. et al (2005) Understanding science ppls bk. 8 pg 52 Nairobi: Longhorn Pub. |
|
|||
9 |
1 |
ANIMALS |
Adaptation of beaksfilter feeders. |
By the end of the lesson the learner should be able to pupil be able to explain the adaptation of filter feeders to their environment
|
|
|
Karaka J. et al (2005) Understanding science ppls bk. 8 pg 53 Nairobi: Longhorn Pub. |
|
||
2 |
ANIMALS |
Adaptationsflesh eaters |
By the end of the lesson the learner should be able to able to explain the adaptation of flesh eaters
|
|
|
Karaka J. et al (2005) Understanding science ppls bk. 8 pg 53 Nairobi: Longhorn Pub. |
|
|||
3 |
ANIMALS |
Adaptation of beaks nectar feeders
|
By the end of the lesson the learner should be able to identify and list adaptations to the feeding habits of nectar feeders
|
|
|
Karaka J. et al (2005) Understanding science ppls bk. 8 pg 54 Nairobi: Longhorn Pub. |
|
|||
4 |
ANIMALS |
Adaptation of beaks nectar feeders
|
By the end of the lesson the learner should be able to identify and list adaptations to the feeding habits of nectar feeders
|
|
|
Karaka J. et al (2005) Understanding science ppls bk. 8 pg 54 Nairobi: Longhorn Pub. |
|
|||
5 |
ANIMALS |
REVISION
|
By the end of the lesson the learner should be able toPupil be able to answer questions correctly |
|
|
Ppls bk 8 pg. 55 |
|
|||
10 |
1 |
ANIMALS |
Adaptation to movementflying
|
By the end of the lesson the learner should be able to able to explain how animals are adapted to their environment by flying
|
|
|
Karaka J. et al (2005) Understanding science ppls bk. 8 pg 55 Nairobi: Longhorn Pub. |
|
||
2 |
ANIMALS |
Adaptations to movement by swimming |
By the end of the lesson the learner should be able to explain the adaptations of animals that swim.
|
|
|
Karaka J. et al (2005) Understanding science ppls bk. 8 pg 57 Nairobi: Longhorn Pub. |
|
|||
3 |
ANIMALS |
Adaptation to movementhoping and leaping |
By the end of the lesson the learner should be able to explain how animals are adapted to their movement by hopping and leaping
|
|
|
Karaka J. et al (2005) Understanding science ppls bk. 8 pg 58 Nairobi: Longhorn Pub. |
|
|||
4
|
ANIMALS |
Effects/signs of illhealth to livestock.
|
By the end of the lesson the learner should be able to state and list effects of illhealth to livestock
|
|
|
Karaka J. et al (2005) Understanding science ppls bk. 8 pg 59 Nairobi: Longhorn Pub. |
|
|||
|
5 |
ANIMALS |
Effects/signs of illhealth to livestock.
|
By the end of the lesson the learner should be able to state and list effects of illhealth to livestock
|
|
|
Karaka J. et al (2005) Understanding science ppls bk. 8 pg 61 Nairobi: Longhorn Pub. |
|
||
11 |
1 |
WATER |
Soft and hard water |
By the end of the lesson the learner should be able to state the difference between hard and soft water
|
|
|
Karaka J. et al (2005) Understanding science ppls bk. 8 pg Nairobi: Longhorn Pub.64 |
|
||
2 |
WATER |
Softening hard water |
By the end of the lesson the learner should be able to investigate softening of hard water by boiling
|
|
|
Karaka J. et al (2005) Understanding science ppls bk. 8 pg 65 Nairobi: Longhorn Pub. |
|
|||
3 |
WATER |
Disadvantages of hard water
|
By the end of the lesson the learner should be able to pupil be able to investigate the disadvantages of hard water
|
|
|
Karaka J. et al (2005) Understanding science ppls bk. 8 pg 66 Nairobi: Longhorn Pub. |
|
|||
4
|
WATER |
Disadvantages of hard water
|
By the end of the lesson the learner should be able to investigate the disadvantages of hard water
|
|
|
Karaka J. et al (2005) Understanding science ppls bk. 8 pg 67 Nairobi: Longhorn Pub. |
|
|||
4
|
WATER |
Disadvantages of hard water
|
By the end of the lesson the learner should be able to investigate the disadvantages of hard water
|
|
|
Karaka J. et al (2005) Understanding science ppls bk. 8 pg 68 Nairobi: Longhorn Pub. |
|
|||
|
5 |
WATER |
REVISION
|
By the end of the lesson the learner should be able to answer questions correctly to reinforce covered content |
|
|
Ppls bk 8 pg. 70 |
|
||
12 |
1 |
ENVIRONMENT |
Effects of pollution on environment; plants, small animals e.g. bacteria |
By the end of the lesson the learner should be able to identify and list effects of soil pollution on plants
|
|
|
Karaka J. et al (2005) Understanding science ppls bk. 8 pg 73 Nairobi: Longhorn Pub. |
|
||
2 |
ENVIRONMENT |
Effects of pollution on environmenton animals
|
By the end of the lesson the learner should be able to describe effects of soil pollution on animals
|
|
|
Karaka J. et al (2005) Understanding science ppls bk. 8 pg 74 Nairobi: Longhorn Pub. |
|
|||
3 |
ENVIRONMENT |
Conservation of soil |
By the end of the lesson the learner should be able to explain the meaning of soil conservation and describe conservation methods
|
|
|
Karaka J. et al (2005) Understanding science ppls bk. 8 pg 74 Nairobi: Longhorn Pub. |
|
|||
4 |
ENVIRONMENT |
Methods of conserving soil |
By the end of the lesson the learner should be able to describe some of the conservation methods of soil
|
|
|
Karaka J. et al (2005) Understanding science ppls bk. 8 pg 75 Nairobi: Longhorn Pub. |
|
|||
5 |
ENVIRONMENT |
REVISION
|
By the end of the lesson the learner should be demonstrate knowledge of covered content. |
|
|
Ppls book pg 7374 |
|
|||
13 |
|
REVISIONS |
General |
By the end of the lesson the learner should be able to recall content covered in the term in preparation for end term exam
|
|
|
Karaka J. et al (2005) Understanding science ppls bk. 8 pg 175 Nairobi: Longhorn Pub. |
|
||
14 |
END TERM ONE EXAMS , MARKING, ANALYSING AND RECORDING EXAM RESULTS |
English - Class 8 Schemes of Work Term 1 2023
NEW PRIMARY ENGLISH SCHEME OF WORK CLASS 8 2023
REFERENCE BOOKS:
- New Primary English Pupils Book
- Keynote Pupils Book
WEEK |
LESSON |
TOPIC |
OBJECTIVES |
TEACHING/LEARNING ACTIVITIES |
LEARNING RESOURCES |
REFERENCES |
REMARKS |
1 |
|
|
|
|
|
|
|
2
|
1 |
Reading |
By the end of the lesson the learner should be able to:
|
|
|
KEYNOTE PUPILS BOOK 8 Pg. 2-3
|
|
|
3 |
Language pattern |
By the end of the lesson the learner should be able to:
|
|
|
New Primary English Pupils Book 8 pg.4 KEYNOTE PUPILS BOOK 8 Pg 4-5
|
|
|
4 |
Oral Work |
By the end of the lesson the learner should be able to:
|
|
|
New Primary English Pupils Book 8 pg.4-5 KEYNOTE PUPILS BOOK 8 Pg 7-8
|
|
|
5 |
Grammar |
By the end of the lesson the learner should be able to:
|
|
|
New Primary English Pupils Book 8 pg.4-5 KEYNOTE PUPILS BOOK 8 Pg 9
|
|
|
6 |
Writing |
By the end of the lesson the learner should be able to:
|
|
|
New Primary English Pupils Book 8 pg.5 KEYNOTE PUPILS BOOK 8 Pg 13-14
|
|
|
6 |
Writing |
By the end of the lesson the learner should be able to:
|
|
|
New Primary English Pupils Book 8 pg.7 KEYNOTE PUPILS BOOK 8 Pg 14
|
|
|
7 |
Library |
By the end of the lesson the learner should be able to:
|
|
|
Teachers Guide Story Book KEYNOTE PUPILS BOOK 8 Pg 15
|
|
WEEK |
LESSON |
TOPIC/subtopic |
OBJECTIVES |
TEACHING/LEARNING ACTIVITIES |
LEARNING RESOURCES |
REFERENCES |
REMARKS |
3 3 |
1 |
Reading |
By the end of the lesson the learner should be able to:
|
|
|
KEYNOTE PUPILS BOOK 8 Pg 17-19
|
|
|
3 |
Language pattern |
By the end of the lesson the learner should be able to:
|
|
|
New Primary English Pupils Book 8 pg.11-12 KEYNOTE PUPILS BOOK 8 Pg 21-29
|
|
|
4 |
Vocabulary |
By the end of the lesson the learner should be able to:
|
|
|
New Primary English Pupils Book 8 pg.12 KEYNOTE PUPILS BOOK 8 Pg 16
|
|
|
5 |
Grammar |
By the end of the lesson the learner should be able to:
|
|
|
New Primary English Pupils Book 8 pg.13 KEYNOTE PUPILS BOOK 8 Pg 27
|
|
|
6 |
Writing |
By the end of the lesson the learner should be able to:
|
|
|
New Primary English Pupils Book 8 pg.14 KEYNOTE PUPILS BOOK 8 Pg 29
|
|
|
7 |
Library |
By the end of the lesson the learner should be able to:
|
|
|
Teachers Guide Story Book KEYNOTE PUPILS BOOK 8 Pg 31
|
|
WEEK |
LESSON |
TOPIC/subtopic |
OBJECTIVES |
TEACHING/LEARNING ACTIVITIES |
LEARNING RESOURCES |
REFERENCES |
3 4 |
1 |
Reading |
By the end of the lesson the learner should be able to:
|
|
|
KEYNOTE PUPILS BOOK 8 Pg 17-19
|
|
3 |
Language pattern |
By the end of the lesson the learner should be able to:
|
|
|
New Primary English Pupils Book 8 pg.11-12 KEYNOTE PUPILS BOOK 8 Pg 21-29
|
|
4 |
Vocabulary |
By the end of the lesson the learner should be able to:
|
|
|
New Primary English Pupils Book 8 pg.12 KEYNOTE PUPILS BOOK 8 Pg 16
|
|
5 |
Grammar |
By the end of the lesson the learner should be able to:
|
|
|
New Primary English Pupils Book 8 pg.13 KEYNOTE PUPILS BOOK 8 Pg 27
|
|
6 |
Writing |
By the end of the lesson the learner should be able to:
|
|
|
New Primary English Pupils Book 8 pg.14 KEYNOTE PUPILS BOOK 8 Pg 29
|
|
7 |
Library |
By the end of the lesson the learner should be able to:
|
|
|
Teachers Guide Story Book KEYNOTE PUPILS BOOK 8 Pg 31
|
WEEK |
LESSON |
TOPIC |
OBJECTIVES |
TEACHING/LEARNING ACTIVITIES |
LEARNING RESOURCES |
REFERENCES |
REMARKS |
5 |
1 |
Reading |
By the end of the lesson the learner should be able to:
|
|
|
KEYNOTE PUPILS BOOK 8 Pg 33-35
|
|
|
2 |
Language pattern |
By the end of the lesson the learner should be able to:
|
|
|
New Primary English Pupils Book 8 pg.19-20 KEYNOTE PUPILS BOOK 8 Pg 36-39
|
|
|
3 |
Language pattern |
By the end of the lesson the learner should be able to:
|
|
|
New Primary English Pupils Book 8 pg.19-20 KEYNOTE PUPILS BOOK 8 Pg 36-39
|
|
|
4 |
Oral Work |
By the end of the lesson the learner should be able to:
|
|
|
New Primary English Pupils Book 8 pg.20 KEYNOTE PUPILS BOOK 8 Pg 40
|
|
|
5 |
Grammar |
By the end of the lesson the learner should be able to:
|
|
|
New Primary English Pupils Book 8 pg.21 KEYNOTE PUPILS BOOK 8 Pg 40-41
|
|
|
6 |
Writing |
By the end of the lesson the learner should be able to:
|
|
|
New Primary English Pupils Book 8 pg.21 KEYNOTE PUPILS BOOK 8 Pg 44-45
|
|
|
7 |
Library |
By the end of the lesson the learner should be able to:
|
|
|
Teachers Guide Story Book KEYNOTE PUPILS BOOK 8 Pg 22-23
|
|
WEEK |
LESSON |
TOPIC |
OBJECTIVES |
TEACHING/LEARNING ACTIVITIES |
LEARNING RESOURCES |
REFERENCES |
REMARKS |
6 |
1 |
Reading |
By the end of the lesson the learner should be able to:
|
|
|
KEYNOTE PUPILS BOOK 8 Pg 47-49
|
|
|
3 |
Oral Work |
By the end of the lesson the learner should be able to:
|
|
|
New Primary English Pupils Book 8 pg.26 KEYNOTE PUPILS BOOK 8 Pg 51-5
|
|
|
4 |
Oral Work |
By the end of the lesson the learner should be able to:
|
|
|
New Primary English Pupils Book 8 pg.27 KEYNOTE PUPILS BOOK 8 Pg 46
|
|
|
5 |
Grammar |
By the end of the lesson the learner should be able to:
|
|
|
New Primary English Pupils Book 8 pg.28 KEYNOTE PUPILS BOOK 8 Pg 53-55
|
|
|
6 |
Writing |
By the end of the lesson the learner should be able to:
|
|
|
New Primary English Pupils Book 8 pg.28 KEYNOTE PUPILS BOOK 8 Pg 56
|
|
|
7 |
Library |
By the end of the lesson the learner should be able to:
|
|
|
Teachers Guide Story Book KEYNOTE PUPILS BOOK 8 Pg 57
|
|
WEEK |
LESSON |
TOPIC |
OBJECTIVES |
TEACHING/LEARNING ACTIVITIES |
LEARNING RESOURCES |
REFERENCES |
REMARKS |
||||||||
7 |
1 |
Reading |
By the end of the lesson the learner should be able to:
|
|
|
KEYNOTE PUPILS BOOK 8 Pg 59-61
|
|
||||||||
|
2 |
Language pattern |
By the end of the lesson the learner should be able to:
|
|
|
New Primary English Pupils Book 8 pg.34 KEYNOTE PUPILS BOOK 8 Pg 63-67
|
|
||||||||
|
4 |
Oral Work |
By the end of the lesson the learner should be able to:
|
|
|
New Primary English Pupils Book 8 pg.34-35 KEYNOTE PUPILS BOOK 8 Pg58
|
|
||||||||
|
5 |
Grammar |
By the end of the lesson the learner should be able to:
|
|
|
New Primary English Pupils Book 8 pg.36-37 KEYNOTE PUPILS BOOK 8 Pg 72
|
|
||||||||
|
6 |
Writing |
By the end of the lesson the learner should be able to:
|
|
|
New Primary English Pupils Book 8 pg.37 KEYNOTE PUPILS BOOK 8 Pg 74
|
|
||||||||
|
7 |
Library |
By the end of the lesson the learner should be able to:
|
|
|
Teachers Guide Story Book KEYNOTE PUPILS BOOK 8 Pg 37
|
|
||||||||
|
8 |
1 |
Reading |
By the end of the lesson the learner should be able to:
|
|
|
KEYNOTE PUPILS BOOK 8 Pg 59-61
|
|
|||||||
|
|
2 |
Language pattern |
By the end of the lesson the learner should be able to:
|
|
|
New Primary English Pupils Book 8 pg.34 KEYNOTE PUPILS BOOK 8 Pg 63-67
|
|
|||||||
|
|
4 |
Oral Work |
By the end of the lesson the learner should be able to:
|
|
|
New Primary English Pupils Book 8 pg.34-35 KEYNOTE PUPILS BOOK 8 Pg58
|
|
|||||||
|
|
5 |
Grammar |
By the end of the lesson the learner should be able to:
|
|
|
New Primary English Pupils Book 8 pg.36-37 KEYNOTE PUPILS BOOK 8 Pg 72
|
|
|||||||
|
|
6 |
Writing |
By the end of the lesson the learner should be able to:
|
|
|
New Primary English Pupils Book 8 pg.37 KEYNOTE PUPILS BOOK 8 Pg 74
|
|
|||||||
|
|
7 |
Library |
By the end of the lesson the learner should be able to:
|
|
|
Teachers Guide Story Book KEYNOTE PUPILS BOOK 8 Pg 37
|
|
WEEK |
LESSON |
TOPIC |
OBJECTIVES |
TEACHING/LEARNING ACTIVITIES |
LEARNING RESOURCES |
REFERENCES |
REMARKS |
9 |
1 |
Reading |
By the end of the lesson the learner should be able to:
|
|
|
KEYNOTE PUPILS BOOK 8 Pg 77-80
|
|
|
2 |
Language pattern |
By the end of the lesson the learner should be able to:
|
|
|
KEYNOTE PUPILS BOOK 8 Pg 80
|
|
|
3 |
Oral Work |
By the end of the lesson the learner should be able to:
|
|
|
New Primary English Pupils Book 8 pg.38 KEYNOTE PUPILS BOOK 8 Pg 81
|
|
|
4 |
Oral Work |
By the end of the lesson the learner should be able to:
|
|
|
New Primary English Pupils Book 8 pg.38-39 KEYNOTE PUPILS BOOK 8 Pg 81
|
|
|
5 |
Writing |
By the end of the lesson the learner should be able to us
|
|
|
New Primary English Pupils Book 8 pg.39 KEYNOTE PUPILS BOOK 8 Pg 82
|
|
|
6 |
Writing |
By the end of the lesson the learner should be able to:
|
|
|
New Primary English Pupils Book 8 pg.39 KEYNOTE PUPILS BOOK 8 Pg 82
|
|
|
7 |
Library |
By the end of the lesson the learner should be able to:
|
|
|
Teachers Guide Story Book KEYNOTE PUPILS BOOK 8 Pg 82
|
|
WEEK |
LESSON |
TOPIC |
OBJECTIVES |
TEACHING/LEARNING ACTIVITIES |
LEARNING RESOURCES |
REFERENCES |
REMARKS |
10 |
1 |
Reading |
By the end of the lesson the learner should be able to:
|
|
|
KEYNOTE PUPILS BOOK 8 Pg 83-85
|
|
|
2 |
Language pattern |
By the end of the lesson the learner should be able to:
|
|
|
New Primary English Pupils Book 8 pg.44-45 KEYNOTE PUPILS BOOK 8 Pg 83-85
|
|
|
3 |
Language pattern |
By the end of the lesson the learner should be able to:
|
|
|
New Primary English Pupils Book 8 pg.44-45 KEYNOTE PUPILS BOOK 8 Pg 83-85
|
|
|
4 |
Oral Work |
By the end of the lesson the learner should be able to:
|
|
|
New Primary English Pupils Book 8 pg.46-47 KEYNOTE PUPILS BOOK 8 Pg 82-83
|
|
|
5 |
Language pattern |
By the end of the lesson the learner should be able to:
|
|
|
New Primary English Pupils Book 8 pg.47-48 KEYNOTE PUPILS BOOK 8 Pg 87
|
|
|
6 |
Writing |
By the end of the lesson the learner should be able to:
|
|
|
New Primary English Pupils Book 8 pg.49 KEYNOTE PUPILS BOOK 8 Pg 91
|
|
|
7 |
Library |
By the end of the lesson the learner should be able to:
|
|
|
Teachers Guide Story Book KEYNOTE PUPILS BOOK 8 Pg 92
|
|
WEEK |
LESSON |
TOPIC |
OBJECTIVES |
TEACHING/LEARNING ACTIVITIES |
LEARNING RESOURCES |
REFERENCES |
REMARKS |
11 |
1 |
Reading |
By the end of the lesson the learner should be able to:
|
|
|
KEYNOTE PUPILS BOOK 8 Pg 94-95
|
|
|
2 |
Oral Work |
By the end of the lesson the learner should be able to:
|
|
|
New Primary English Pupils Book 8 pg.56-57 KEYNOTE PUPILS BOOK 8 Pg 95
|
|
|
3 |
Oral Work |
By the end of the lesson the learner should be able to:
|
|
|
New Primary English Pupils Book 8 pg.56-57 KEYNOTE PUPILS BOOK 8 Pg 95
|
|
|
4 |
Oral Work |
By the end of the lesson the learner should be able to:
|
|
|
New Primary English Pupils Book 8 pg.58-59 KEYNOTE PUPILS BOOK 8 Pg 93
|
|
|
5 |
Grammar |
By the end of the lesson the learner should be able to:
|
|
|
New Primary English Pupils Book 8 pg.61 KEYNOTE PUPILS BOOK 8 Pg 103
|
|
|
6 |
Writing |
By the end of the lesson the learner should be able to:
|
|
|
New Primary English Pupils Book 8 pg.62 KEYNOTE PUPILS BOOK 8 Pg 108
|
|
|
7 |
Library |
By the end of the lesson the learner should be able to:
|
|
|
New Primary English Pupils Book 8 pg.55-56 KEYNOTE PUPILS BOOK 8 Pg 109
|
|
WEEK |
LESSON |
TOPIC |
OBJECTIVES |
TEACHING/LEARNING ACTIVITIES |
LEARNING RESOURCES |
REFERENCES |
REMARKS |
12 |
1 |
Reading |
By the end of the lesson the learner should be able to:
|
|
|
KEYNOTE PUPILS BOOK 8 Pg 110-111
|
|
|
2 |
Oral Work |
By the end of the lesson the learner should be able to:
|
|
|
New Primary English Pupils Book 8 pg.67 KEYNOTE PUPILS BOOK 8 Pg 110
|
|
|
3 |
Oral Work |
By the end of the lesson the learner should be able to:
|
|
|
New Primary English Pupils Book 8 pg.67 KEYNOTE PUPILS BOOK 8 Pg 114
|
|
|
4 |
Language pattern |
By the end of the lesson the learner should be able to
|
|
|
New Primary English Pupils Book 8 pg.68 KEYNOTE PUPILS BOOK 8 Pg 114
|
|
|
5 |
Grammar |
By the end of the lesson the learner should be able to:
|
|
|
New Primary English Pupils Book 8 pg.68 KEYNOTE PUPILS BOOK 8 Pg 115
|
|
|
6 |
Writing |
By the end of the lesson the learner should be able to:
|
|
|
New Primary English Pupils Book 8 pg.69 KEYNOTE PUPILS BOOK 8 Pg 117
|
|
|
7 |
Library |
By the end of the lesson the learner should be able to:
|
|
|
Teachers Guide Story Book KEYNOTE PUPILS BOOK 8 Pg 117
|
|
WEEK |
LESSON |
TOPIC |
OBJECTIVES |
TEACHING/LEARNING ACTIVITIES |
LEARNING RESOURCES |
REFERENCES |
13 |
1 |
Reading |
By the end of the lesson the learner should be able to:
|
|
|
KEYNOTE PUPILS BOOK 8 Pg 119-120
|
|
2 |
Oral Work |
By the end of the lesson the learner should be able to:
|
|
|
New Primary English Pupils Book 8 pg.91 KEYNOTE PUPILS BOOK 8 Pg 119
|
|
3,4 |
Oral Work |
By the end of the lesson the learner should be able to:
|
|
|
New Primary English Pupils Book 8 pg.92 KEYNOTE PUPILS BOOK 8 Pg 121-123
|
|
5 |
Grammar |
By the end of the lesson the learner should be able to:
|
|
|
New Primary English Pupils Book 8 pg.92 KEYNOTE PUPILS BOOK 8 Pg 124-125
|
|
6 |
Writing |
By the end of the lesson the learner should be able to:
|
|
|
New Primary English Pupils Book 8 pg.92 KEYNOTE PUPILS BOOK 8 Pg 126
|
|
6 |
Writing |
By the end of the lesson the learner should be able to:
|
|
|
New Primary English Pupils Book 8 pg.92 KEYNOTE PUPILS BOOK 8 Pg 126
|
|
7 |
Library |
By the end of the lesson the learner should be able to:
|
|
|
Teachers Guide Story Book KEYNOTE PUPILS BOOK 8 Pg 126
|
14 |
END OF TERM 1 EXAM |
English (NPPE) - Class 8 Schemes of Work Term 1 2023
ENGLISH SCHEMES OF WORK FOR CLASS EIGHT TERM TWO 2023
WK |
PER. |
THEME |
TOPIC/SUBTOPIC |
OBJECTIVE |
LEARNING ACTIVITIES |
T/L AIDS |
REFERENCE |
REMARKS |
1 |
|
Topics covered in first term |
Revisions |
By the end of the lesson the learner should be able to recall content covered in previous term in preparation for term two work . |
|
|
Relevant revision materials |
|
2 |
1 |
THE COURT OF LAW |
ORAL WORK Language pattern |
By the end of the lesson the learner should be able to construct at least three correct sentences using language pattern; |
|
|
NPPE Pupil’s Book 8: OUP. Pg.81 |
|
2 |
‘’ |
ORAL WORK Vocabulary |
By the end of the lesson the learner should be able to construct at least three correct sentences using vocabulary; |
|
|
‘’ Pg.80 |
|
|
3 |
‘’ |
READING Reading |
By the end of the lesson the learner should be able to read the given passage fluently and accurately and answer the comprehension questions. |
|
|
‘’ Pg.7880 |
|
|
4 |
‘’ |
WRITING Written exercise |
By the end of the lesson the learner should be able to give correct written answers to the exercise. |
|
|
‘’ Pg.8081 |
|
|
5 |
‘’ |
WRITING Written exercise |
By the end of the lesson the learner should be able to give correct written answers to the exercise. |
|
|
‘’ Pg.8081 |
|
|
6 |
‘’ |
WRITING Continuous writing |
By the end of the lesson the learner should be able to complete a story with own words in a neat and legible handwriting. |
|
|
‘’ Pg.83 |
|
|
7 |
‘’ |
SUPPORT ACTIVITY Library |
By the end of the lesson the learner should be able to read the story book in the “Fun spot” fluently and accurately for comprehension and enjoyment |
|
|
‘’ Pg.83 |
|
|
3 |
1 |
THE COURT OF LAW |
ORAL WORK Language pattern |
By the end of the lesson the learner should be able to construct at least three correct sentences using language pattern;
|
|
|
NPPE Pupil’s Book 8: OUP. Pg.88 |
|
2 |
‘’ |
ORAL WORK Vocabulary |
By the end of the lesson the learner should be able to construct at least three correct sentences using vocabulary; |
|
|
‘’ Pg.8889
|
|
|
3 |
‘’ |
READING Reading |
By the end of the lesson the learner should be able to read the given passage fluently and accurately and answer the comprehension questions. |
|
|
‘’ Pg.8487 |
|
|
4 |
‘’ |
WRITING Written exercise |
By the end of the lesson the learner should be able to give correct written answers to the exercise. |
|
|
‘’ Pg.88 |
|
|
5 |
‘’ |
WRITING Written exercise |
By the end of the lesson the learner should be able to give correct written answers to the exercise. |
|
|
‘’ Pg.8889 |
|
|
6 |
‘’ |
WRITING Continuous writing |
By the end of the lesson the learner should be able to write a court scene in a neat and legible handwriting. |
|
|
‘’ Pg.21 |
|
|
7 |
‘’ |
SUPPORT ACTIVITY drama |
By the end of the lesson the learner should be able to act out the court drama scene correctly as directed y the teacher |
|
|
‘’ Pg.8486 |
|
|
4 |
1 |
SEA TRAVEL |
ORAL WORK Language pattern |
By the end of the lesson the learner should be able to construct at least three correct sentences using language pattern;
|
|
|
NPPE Pupil’s Book 8: OUP. Pg.9394 |
|
2 |
‘’ |
ORAL WORK Vocabulary |
By the end of the lesson the learner should be able to construct at least three correct sentences using vocabulary; |
|
|
‘’ Pg.93 |
|
|
3 |
‘’ |
READING Reading |
By the end of the lesson the learner should be able to read the given passage fluently and accurately and answer the comprehension questions. |
|
|
‘’ Pg. 9092 |
|
|
4 |
‘’ |
WRITING Written exercise |
By the end of the lesson the learner should be able to give correct written answers to the exercise. |
|
|
‘’ Pg.93 |
|
|
5 |
‘’ |
WRITING Written exercise |
By the end of the lesson the learner should be able to give correct written answers to the exercise. |
‘’ |
‘’ |
‘’ Pg.9394 |
|
|
6 |
‘’ |
WRITING Continuous writing |
By the end of the lesson the learner should be able to a write a composition on a given topic in a neat and legible handwriting. |
|
‘’ |
‘’ Pg.96 |
|
|
7 |
‘’ |
SUPPORT ACTIVITY Library |
By the end of the lesson the learner should be able to read the story book in the “Fun spot” fluently and accurately for comprehension and enjoyment |
|
|
‘’ Pg.96 |
|
|
5 |
1 |
HEALTH AND HYGIENE |
ORAL WORK Language pattern |
By the end of the lesson the learner should be able to construct at least three correct sentences using language pattern;
|
|
|
NPPE Pupil’s Book 8: OUP. Pg. 99 |
|
2 |
‘’ |
ORAL WORK Vocabulary |
By the end of the lesson the learner should be able to make at least three correct sentences using given vocabulary |
‘’ |
‘’ |
‘’ Pg.98 |
|
|
3 |
‘’ |
READING Reading |
By the end of the lesson the learner should be able to read the given passage fluently and accurately and answer the comprehension questions. |
|
|
‘’ Pg.9698 |
|
|
4 |
‘’ |
WRITING Written exercise |
By the end of the lesson the learner should be able to give correct written answers to the exercise. |
‘’ |
|
‘’ Pg.99100 |
|
|
5 |
‘’ |
WRITING Written exercise |
By the end of the lesson the learner should be able to give correct written answers to the exercise.( completing the crossword) |
‘’ |
|
‘’ Pg.98 |
|
|
6 |
‘’ |
WRITING Continuous writing |
By the end of the lesson the learner should be able to complete a given composition in a neat and legible handwriting. |
|
‘’ |
‘’ Pg.101 |
|
|
7 |
‘’ |
SUPPORT ACTIVITY Poetry |
By the end of the lesson the learner should be able to read, memorize and recite a poem about aids with diction. |
|
|
‘’ Pg.101 |
|
|
6 |
1 |
MODERN COMMUNICATION |
ORAL WORK Language pattern |
By the end of the lesson the learner should be able to construct at least three correct sentences using language pattern;
|
|
|
NPPE Pupil’s Book 8: OUP. Pg.104105 |
|
2 |
‘’ |
ORAL WORK Vocabulary |
By the end of the lesson the learner should be able to construct at least three correct sentences using vocabulary; |
‘’ |
‘’ |
‘’ Pg.104 |
|
|
3 |
‘’ |
READING Reading |
By the end of the lesson the learner should be able to read the given passage fluently and accurately and answer the comprehension questions. |
|
|
‘’ Pg.102103 |
|
|
4 |
‘’ |
WRITING Written exercise |
By the end of the lesson the learner should be able to give correct written answers to the exercise. |
|
|
‘’ Pg.104105 |
|
|
5 |
‘’ |
WRITING Written exercise |
By the end of the lesson the learner should be able to match words with their meanings correctly. |
‘’ |
‘’ |
‘’ Pg.104 |
|
|
6 |
‘’ |
WRITING Continuous writing |
By the end of the lesson the learner should be able to follow the guidelines and write a a letter ordering for a phone. |
|
‘’ |
‘’ Pg.107 |
|
|
7 |
‘’ |
SUPPORT ACTIVITY Grammar |
By the end of the lesson the learner should be able to fill in the gaps using correct order of adjectives. |
|
|
‘’ Pg.106 |
|
|
7 |
1 |
THE ATMOSPHERE AND SOLAR SYSTEM |
ORAL WORK Language pattern |
By the end of the lesson the learner should be able to construct at least three correct sentences using language pattern;
|
|
|
NPPE Pupil’s Book 8: OUP. 115116 |
|
2 |
‘’ |
ORAL WORK Vocabulary |
By the end of the lesson the learner should be able to construct at least three correct sentences using vocabulary; |
‘’ |
‘’ |
‘’ Pg.114 |
|
|
3 |
‘’ |
READING Reading |
By the end of the lesson the learner should be able to read the given passage fluently and accurately and answer the comprehension questions. |
|
|
‘’ Pg.112114 |
|
|
4 |
‘’ |
WRITING Written exercise |
By the end of the lesson the learner should be able to give correct written answers to the exercise. (language pattern) |
|
|
‘’ Pg.115 |
|
|
5 |
‘’ |
WRITING Written exercise
|
By the end of the lesson the learner should be able to give correct written answers to the exercise. (vocabulary) |
‘’ |
‘’ |
‘’ Pg.114 |
|
|
6
|
‘’ |
WRITING Continuous writing |
By the end of the lesson the learner should be able to fill in a sample form in correctly
|
|
|
‘’ Pg. 117 |
|
|
7 |
‘’ |
SUPPORT ACTIVITY Grammar |
By the end of the lesson the learner should be able to use present perfect continuous tense in joining sentences. |
|
|
‘’ Pg.116 |
|
|
8 |
1 |
CIVIC EDUCATION |
ORAL WORK Language pattern |
By the end of the lesson the learner should be able to construct at least three correct sentences using language pattern;
|
|
|
NPPE Pupil’s Book 8: OUP. Pg.121122 |
|
2 |
‘’ |
ORAL WORK Vocabulary |
By the end of the lesson the learner should be able to construct at least three correct sentences using vocabulary; |
‘’ |
‘’ |
‘’ Pg.120 |
|
|
3 |
‘’ |
READING Reading |
By the end of the lesson the learner should be able to read the given passage fluently and accurately and answer the comprehension questions. |
|
|
‘’ Pg.118120 |
|
|
4 |
‘’ |
WRITING Written exercise |
By the end of the lesson the learner should be able to give correct written answers to the exercise. (language pattern) |
|
|
‘’ Pg.121 |
|
|
5 |
‘’ |
WRITING Written exercise
|
By the end of the lesson the learner should be able to give correct written answers to the exercise. (vocabulary) |
‘’ |
‘’ |
‘’ Pg.120 |
|
|
6 |
‘’ |
WRITING Continuous writing |
By the end of the lesson the learner should be able to write a composition in a neat and legible handwriting. |
|
‘’ |
‘’ Pg.123 |
|
|
7 |
‘’ |
SUPPORT ACTIVITY Library |
By the end of the lesson the learner should be able to read the story book in the “Fun spot” fluently and accurately for comprehension and enjoyment |
|
|
‘’ Pg.123 |
|
|
9 |
1 |
TECHNOLOGY |
ORAL WORK Language pattern |
By the end of the lesson the learner should be able to construct at least three correct sentences using language pattern;
|
|
|
NPPE Pupil’s Book 8: OUP. Pg. 127128 |
|
2 |
‘’ |
ORAL WORK Vocabulary |
By the end of the lesson the learner should be able to construct at least three correct sentences using vocabulary; |
‘’ |
‘’ |
‘’ Pg. 127 |
|
|
3 |
‘’ |
READING Reading |
By the end of the lesson the learner should be able to read the given passage fluently and accurately and answer the comprehension questions. |
|
|
‘’ Pg.124125 |
|
|
4 |
‘’ |
WRITING Written exercise |
By the end of the lesson the learner should be able to give correct written answers to the exercise. (language pattern) |
|
|
‘’ Pg.127128 |
|
|
5 |
‘’ |
WRITING Written exercise
|
By the end of the lesson the learner should be able to give correct written answers to the exercise. (vocabulary) |
‘’ |
‘’ |
‘’ Pg.127 |
|
|
6 |
‘’ |
WRITING Continuous writing |
By the end of the lesson the learner should be able to write a given composition in a neat and legible handwriting. |
|
‘’ |
‘’ Pg.129 |
|
|
7 |
‘’ |
SUPPORT ACTIVITY Debate |
By the end of the lesson the learner should be able to participate in a class debate on technology. |
|
|
‘’ Pg. 129 |
|
|
10 |
1 |
SOCIAL VALUES |
ORAL WORK Language pattern |
By the end of the lesson the learner should be able to construct at least three correct sentences using language pattern;
|
|
|
NPPE Pupil’s Book 8: OUP. Pg.133134 |
|
2 |
‘’ |
ORAL WORK Vocabulary |
By the end of the lesson the learner should be able to construct at least three correct sentences using vocabulary; |
‘’ |
‘’ |
‘’ Pg. 133 |
|
|
3 |
‘’ |
READING Reading |
By the end of the lesson the learner should be able to read the given passage fluently and accurately and answer the comprehension questions. |
|
|
‘’ Pg.130132 |
|
|
4 |
‘’ |
WRITING Written exercise |
By the end of the lesson the learner should be able to give correct written answers to the exercise. (language pattern) |
|
|
‘’ Pg.133134 |
|
|
5 |
‘’ |
WRITING Written exercise
|
By the end of the lesson the learner should be able to give correct written answers to the exercise. (vocabulary) |
‘’ |
‘’ |
‘’ Pg.133 |
|
|
6 |
‘’ |
WRITING Continuous writing |
By the end of the lesson the learner should be able to write a story in a neat and legible handwriting. |
|
‘’ |
‘’ Pg.135 |
|
|
7 |
‘’ |
SUPPORT ACTIVITY Grammar |
By the end of the lesson the learner should be able to fill in the gaps with correct form of irregular verbs given. |
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‘’ Pg.134 |
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11 |
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END TERM EXAMS |
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