Displaying items by tag: Schemes of Work

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.

  • Oxford Everyday Hygiene and Nutrition, Learner’s Book Grade 1 pg. 2
  • Video clips Charts Balls
  • Bean bags Tires Huddles
  • Skipping ropes Starter
  • Swings
  • Slides See-saws

Observing learners as they participate in physical activities

 

 

2

 

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.

  • Oxford Everyday Hygiene and Nutrition, Learner’s Book Grade 1 pg. 2
  • Video clips
  • Charts
  • Running water Containers Soap
  • Towel/serviettes

Observing the procedure of washing hands as carried out by learners.

 

2

1

 

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.

  • Oxford Everyday Hygiene and Nutrition, Learner’s Book Grade 1 pg. 2
  • Video clip of children taking medicine
  • Pictures of different forms of medicine (Tablets, capsules, ointment, inhaler, nose drops and syrup) Samples of forms of medicine.

Observing how learners demonstrate taking medicine and the precautions they observe.

 

 

2

 

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.

  • Oxford Everyday Hygiene and Nutrition, Learner’s Book Grade 1 pg. 2
  • Video clips of children washing fruits and eating a balanced diet. Pictures of various types of foods.
  • Real fruits Water Basin

Observing the procedure of washing fruits as carried out by learners.

 

3

1

 

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.

  • Oxford Everyday Hygiene and Nutrition, Learner’s Book Grade 1 pg. 4
  • Video clip on the right sleeping posture Pictures of sleeping
  • materials like baby cots and blankets

Observing learners as they sleep and role play on spreading their beds after waking up.

 

 

2

 

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.

  • Oxford Everyday Hygiene and Nutrition, Learner’s Book Grade 1 pg. 11
  • Video clips of children who have shed their milk teeth
  • Pictures of children who have shed their milk teeth

Listening to the learners as they tell stories on how they shed their milk teeth

 

4

1

 

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.

  • Oxford Everyday Hygiene and Nutrition, Learner’s Book Grade 1 pg. 12
  • Video clips Pictures of children removing teeth Soap
  • Clean water
  • Salt
  • Dust bin
  • Clean cloth

Observing the learners demonstrate on how to remove the milk teeth.

 

 

2

 

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.

  • Video clips Pictures of children taking care of the gum where teeth have been removed 
  • Salty water

Observing the procedure of taking care of the gum where teeth have been removed.

 

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.

  • Oxford Everyday Hygiene and Nutrition, Learner’s Book Grade 1 pg. 15
  • Pictures of forms of medicine
  • Forms of medicine (tablets, capsules, syrups, ointment creams, inhalers, eye/ear/nose drops).

Ask oral questions to determine the mastery of forms of medicine

 

 

2

 

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.

  • Oxford Everyday Hygiene and Nutrition, Learner’s Book Grade 1 pg. 15-17
  • Video clips of children handling medicine properly
  • Pictures of forms of medicine
  • Forms of medicine (tablets, capsules, Syrups, ointment creams, inhalers, eye/ear/nose drops).

Listening to the learners as they discuss on precautions to take when handling drugs

 

6

1

 

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.

  • Oxford Everyday Hygiene and Nutrition, Learner’s Book Grade 1 pg. 15 - 17
  • Video clips of children handling medicine properly
  • Pictures of forms of medicine
  • Forms of medicine (tablets, capsules, syrups, ointment creams, inhalers, eye/ear/nose drops)
  • Soap Water
  • Towel/serviettes

Observe learners as they demonstrate cleanliness when taking medicine.

 

 

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

  • Oxford Everyday
  • Hygiene and Nutrition ,
  • Learner’s Book Grade 1 pg. 20
  • Parts of the body chart Parts of the body pictures
  • Video clips on prats of the body

Listening to learners as they Identify parts of their body.

 

7

1

 

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.

  • Oxford Everyday Hygiene and Nutrition, Learner’s Book Grade 1 pg. 19
  • Pictures Video clips Soap Water Towel
  • Nail cutter Pumice Stone Comb Toothbrush Toothpaste
  • Improvised cleaning materials

Listening to learners as they mention materials they use to clean their bodies.

 

 

2

 

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.

  • Oxford Everyday Hygiene and Nutrition, Learner’s Book Grade 1 pg. 22
  • Pictures of materials used to clean the face Video clip on cleaning the face
  • Soap Water
  • Towel

Observing the learners as they demonstrate the procedure of cleaning the face.

 

8

 

1

 

 

 

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?

 

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.

  • Oxford Everyday Hygiene and Nutrition, Learner’s Book Grade 1 pg. 23-24
  • Pictures of materials used to clean the teeth Video clips
  • Toothpaste
  • Toothbrush/ chew stick Water

Observing the learners as they demonstrate other procedure of brushing the teeth.

 

 

 

 

2

 

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.

  • Oxford Everyday Hygiene and Nutrition, Learner’s Book Grade 1 pg. 25
  • Pictures of materials used to wash our hands Video clips on the washing our hands Soap
  • Water
  • Towel/ Serviettes

Observing the procedure of washing hands as carried out by learners.

 

9

 

1

 

 

 

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.

  • Oxford Everyday
  • Hygiene and Nutrition, Learner’s Book Grade 1 pg. 26- 27
  • Pictures of materials used to clean our feet Video clip on cleaning the feet
  • Soap Water
  • Towel
  • Pumice stone Nail cutter

Observing the procedure of washing the feet As carried out by learners.

 

 

 

2

 

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.

  • Oxford Everyday Hygiene and Nutrition, Learner’s Book Grade 1 pg. 27
  • Picture of a handkerchief
  • Video clip on blowing the nose
  • A clean handkerchief

Observing the procedure of blowing the nose as carried out by learners.

 

10

1

 

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.

  • Oxford Everyday Hygiene and Nutrition, Learner’s Book Grade 1 pg. 27
  • Pictures materials use dot clean our ears Video clip on cleaning the ears
  • Ear buds

Observing the procedure of cleaning our ears as carried out by learners.

 

 

2

 

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

  • Oxford Everyday Hygiene and Nutrition, Learner’s Book Grade 1 pg. 27
  • Pictures of materials used to comb the hair Video clips on combing hair
  • Soap
  • Water
  • Towel A comb

Observing the procedure of combing hair as carried out by learners.

 

NAME

 

TSC NO.

 

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)

  • Sky
  • Video
  • Clips
  • Cut outs
  • Our lives today grade 1 page 2-4

Observing what the pupil has drawn from observing the sky during the day

 

 

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

  • Sky
  • Video
  • Clips
  • Cut outs
  • Our lives today grade 1 page 2-4

Observing what the pupil has drawn from observing the sky during the night

 

 

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

  • Compute games
  • Sky Pictures
  • Our lives today grade 1 page 5-7

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

  • Computer games
  • Sky
  • Pictures
  • Our lives today grade 1 page 5-7

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

  • Computer games
  • Sky
  • Pictures
  • Our lives today grade 1 page 5-7

Observing how to student are working together to learn sky a during the day

Asking the pupils what they have seen from the sky

 

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

  • Exploring weather conditions
  • Our lives today grade 1 page 8-9

Observing the weather identified by the pupil today

 

 

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

  • Exploring weather conditions
  • Pictures
  • Our lives today grade 1 page 9

Observing the weather identified by the pupil from yesterday

 

 

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

  • Exploring weather conditions
  • Pictures
  • Our lives today grade 1 page 9

Observing the weather identified by the pupil from yesterday

 

 

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

  • Exploring weather conditions
  • Pictures
  • Our lives today grade 1 page 10

Observing the conversation between the pupils regarding the weather of different days

 

 

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

  • Exploring weather conditions
  • Pictures
  • Our lives today grade 1 page 10

Observing the conversation between the pupils regarding the weather of different days

 

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

  • Exploring weather conditions
  • Pictures
  • Our lives today grade 1 page 10-11

Observing the work done the pupils on making the poster

Asking the pupils different questions on weather

 

 

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

  • Water
  • Rivers Lakes Tap water Dams Pictures
  • Our lives today grade 1 page 12-13

Asking the Pupils the number of water resources next to them.

 

 

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.

 

  • Water
  • Rivers
  • Lakes
  • Tap water
  • Dams
  • Pictures
  • Our lives today grade 1 page 12-13

Observing the listed number of water resources found in the area

 

 

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

  • Water
  • Rivers
  • Lakes Tap
  • water Dams
  • Pictures
  • Our lives today grade 1 page 16-17

Asking pupils the uses of water Observing how the pupils are using water near the school

 

 

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

  • Water
  • Rivers
  • Lakes Tap
  • water Dams
  • Pictures
  • Our lives today grade 1 page 16-17

Observing how the pupils are using water near the school

 

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

  • Water
  • Rivers
  • Lakes
  • Tap water
  • Dams
  • Pictures
  • Our lives today grade 1 page 18-19

Observing how well the pupils use water

 

 

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

 

 

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

  • Our lives today grade 1 page 19-21
  • Soil, clarions

Asking the pupils how to use soil for enjoyment.

 

 

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

  • Our lives today grade 1 page 19-21
  • Soil Clarions Stick

Observe how the pupils draw on the soils for purpose of learning

 

 

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

  • Our lives today grade 1 page 19- 21
  • Soil Clarions Stick

Observe how the pupils draw on the soils for purpose of learning

 

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

  • Our lives today grade 1 page 24
  • Soil Clarions
  • Tins Bottles

Observe how the pupils fill the tins with soils purpose of learning and enjoyment

 

 

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

  • Our lives today grade 1 page 25
  • Soil Clarions
  • Tins
  • Bottles Water

Observe how the pupils can use wet soil to make things

 

 

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

  • Our lives today grade 1 page 26-28
  • Soil Clarions Tins Bottles
  • Water

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.

  • Our lives today grade 1 page 29-30
  • Plants like Maize, Banana Plants,Cabbage, Beans Tomatoes etc.

Observe how the pupils can have listed the name of plants

 

 

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.

  • Our lives today grade 1 page 31
  • Plants like Maize, Banana Plants, Cabbage, Beans Tomatoes , rose flower etc.

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

  • Our lives today grade 1 page 32-33
  • Plants like Maize, Banana Plants, Cabbage, Beans Tomatoes, rose flower etc.

Observe how the pupils can have listed the name of plants

 

 

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

  • Our lives today grade 1 page 32- 33
  • Plants like Maize, Banana Plants, Cabbage, Beans Tomatoes, rose flower etc.

Observe how the pupils can have listed the name of plants

 

 

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.

  • Our lives today grade 1 page 34-35
  • Plants like Maize, Banana Plants, Cabbage, Beans Tomatoes , rose flower

Observe how the pupils can have listed the name of plants

 

 

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

  • Our lives today grade 1 page 34-35
  • Plants like Maize, Banana Plants, Cabbage, Beans Tomatoes , rose flower

Observe how the pupils plant the seed

Observer how the pupil take care of the seed planted,

 

 

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

  • Our lives today grade 1 page 34-35
  • Plants like Maize, Banana Plants, Cabbage, Beans Tomatoes, rose flower

Observe how the pupils name the leaves. 

Observing the drawing of the leaves

 

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

  • Our lives today grade 1 page 34-35
  • Plants like Maize, Banana Plants, Cabbage, Beans Tomatoes, rose flower

Observe how the pupils name the leaves. 

Observing the drawing of the leaves

 

 

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)

  • Our lives today Grade 1 page 35-36.
  • Cow Goat Dog Cat Chicken

Observing the listed names of animals

 

 

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

  • Our lives today grade 1 page 35-36.
  • Cow Goat Dog Cat Chicken

Observing the listed names of small animals

 

 

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

  • Our lives today grade 1 page 35-36.
  • Cow Goat Dog Cat Chicken

Observing the listed names of domestic animals

 

 

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

  • Our lives today grade 1 page 36-37
  • Cow Goat Dog Cat Chicken

Observing the listed names of domestic products from animals.

 

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

  • Our lives today grade 1 page 36-37

Observing the listed names of insect found near the school compound

 

 

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

  • Our lives today grade 1 page 36-37

Observing the listed names of insect found near the school compound

 

 

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

  • Our lives today grade 1 page 36-37

Observing the listed names of insect found near the school compound

 

 

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

  • Our lives today grade 1 page 36-37

Observing the listed names of fish found near the school compound

 

 

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

  • Our lives today grade 1 page 36-37

Observing the drawn image of water animals

 

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

  • Our lives today grade 1 page 36-37

Observing the listed names of fish found near the school compound

 

 

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

  • Our lives today grade 1 page 36-37

observe and identify animals found near the school

 

 

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

  • Our lives today grade 1 page 36-37

observe and identify animals found near the school

 

 

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

  • Our lives today grade 1 page 36-37

observe and identify animals found near the school

 

  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
  • Our lives today grade 1 page 36-37
Observe pupils listening the different sounds in the immediate environment  
10 END OF TERM ASSESSMENT

NAME

 

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

 

 

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 

 

 

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

 

 

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

 

 

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

 

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

 

 

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

 

 

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

 

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

 

 

 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

 

 

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

 

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

 

 

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

 

 

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

 

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

 

 

 

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  

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  
 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  
Wednesday, 23 November 2022 12:12

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.

  • Recitation.
  • Explanation.
  • Question and answer.
  • Quran
  • Text book
  • Chalkboard illustrations.

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.

  • Recitation.
  • Explanation.
  • Memorization.
  • Quran
  • Text book
  • Chalkboard illustrations.

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.

  • Recitation.
  • Translation.
  • Explanation.
  • Discussion.
  • Quran
  • Text book
  • Chalkboard illustrations.

New beginning IRE book8

Page3 & 6 by Islam Khiyer Islam.

 

2

1

Hadith/sunnah righteous.

By the end of the lesson pupils should be able discuss the teaching of hadith on righteousness e.g. “

  • Explanation.
  • Discussion.
  • Question and answer.
  • Chalkboard illustrations.
  • Text book

 

New beginning IRE book8

by islam khiyer islam

Page41-43.

 

2

HADITH/SUNNAH

Righteous.

By the end of the lesson pupils should be able to discuss the teaching of hadith on righteousness.

  • Explanation.
  • Discussion.
  • Question and answer.
  • Chalkboard illustrations.
  • Text book

 

New beginning IRE book8

Page9 by islam khiyer islam.

 

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).

  • Explanation.
  • Discussion.
  • Note taking.
  • Question and answer.
  • Text book
  • Chalkboard illustrations.

New beginning IRE book8

Page12-17 by islam khiyer islam.

 

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”

  • Explanation.
  • Discussion.
  • Question and answer.
  • Note taking.
  • Chalkboard illustrations.
  • Text book

 

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.

  • Explanation.
  • Discussion.
  • Question and answer.
  • Text book
  • Chalkboard illustrations.

New beginning IRE book8

Page18 by islam khiyer islam.

 

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.

  • Explanation.
  • Discussion.
  • Question and answer.
  • Note taking.
  • Chalkboard illustrations.
  • Text book

 

New beginning IRE book8

Page19 by islam khiyer islam.

 

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.

  • Explanation.
  • Discussion.
  • Question and answer.
  • Note taking.
  • Text book
  • Chalkboard illustrations.

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).

  • Explanation.
  • Discussion.
  • Question and answer.
  • Note taking.
  • Text book
  • Chalkboard illustrations.

New beginning IRE book8

Page23 by islam khiyer islam.

 

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.

  • Explanation.
  • Demostration.
  • Question and answer.
  • Note taking.
  • Chalkboard illustrations.
  • Text book
  • Piece of cloth or paper.

New beginning IRE book8

Page25 by islam khiyer islam.

 

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.

  • Explanation.
  • Demostration.
  • Question and answer.
  • Note taking.
  • Chalkboard illustrations.
  • Text book
  • Piece of cloth or paper.

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.

  • Explanation.
  • Discussion.
  • Question and answer.
  • Note taking.
  • Chalkboard illustrations.
  • Text book

 

New beginning IRE book8

Page29 by islam khiyer islam.

 

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.

  • Explanation.
  • Discussion.
  • Question and answer.
  • Note taking.
  • Chalkboard illustrations.
  • Text book
  •  

New beginning IRE book8

Page29 by islam khiyer islam.

 

6

FORMATIVE ASSESSMENTS( written and oral tests  on covered content)

 

7

HALF TERM

 

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.

  • Explanation.
  • Demostration.
  • Question and answer.
  • Text book
  • Chalkboard illustrations.

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.

  • Explanation.
  • Demostration.
  • Question and answer.
  • Chalkboard illustrations.
  • Text book

 

New beginning IRE book8

Page34-36 by islam khiyer islam.

 

3

DEVOTIONAL ACTS obligations towards the dead.

By the end of the lesson pupils should be able to explain what takes place after burial.

  • Explanation.
  • Discussion.
  • Question and answer.
  • Note taking.
  • Text book
  • Chalkboard illustrations.

New beginning IRE book8

Page37 by islam khiyer islam.

 

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

  • Explanation.
  • Discussion.
  • Question and answer.
  • Note taking.
  • Chalkboard illustrations.
  • Text book

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

  • Explanation.
  • Discussion.
  • Question and answer.
  • Chalkboard illustrations.
  • Text book

 

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

  • Explanation.
  • Discussion.
  • Question and answer.
  • Note taking.
  • Text book
  • Chalkboard illustrations.

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

  • Explanation.
  • Discussion.
  • Question and answer.
  • Note taking.
  • Text book
  • Chalkboard illustrations.

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

  • Explanation.
  • Discussion.
  • Question and answer.
  • Note taking.
  • Chalkboard illustrations.
  • Text book

 

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

  • Explanation.
  • Discussion.
  • Question and answer.
  • Note taking.
  • Text book
  • Chalkboard illustrations.

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

  • Explanation.
  • Discussion.
  • Question and answer.
  • Note taking.
  • Chalkboard illustrations.
  • Text book

 

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

  • Explanation.
  • Discussion.
  • Question and answer.
  • Text book
  • Chalkboard illustrations.

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

  • Explanation.
  • Discussion.
  • Question and answer.
  • Note taking.
  • Chalkboard illustrations.
  • Text book

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

  • Explanation.
  • Discussion.
  • Question and answer.
  • Chalkboard illustrations.
  • Text book

 

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

  • Explanation.
  • Discussion.
  • Question and answer.

 

  • Text book
  • Chalkboard illustrations.

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

  • Explanation.
  • Discussion.
  • Question and answer.
  • Note taking.
  • Chalkboard illustrations.
  • Text book

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

  • Explanation.
  • Discussion.
  • Question and answer.

 

  • Chalkboard illustrations.
  • Text book

 

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

  • Explanation.
  • Discussion.
  • Note taking
  • Chalkboard illustrations.
  • Text book

 

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

  • Explanation.
  • Discussion.
  • Question and answer.
  • Text book
  • Chalkboard illustrations.

New beginning IRE book8

Page102 by islam khiyer islam.

 

14

End - term one exams Marking , Compling, and Recording exam results

Wednesday, 23 November 2022 12:11

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

 

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:

  1. Describe  how the body is the temple  of the Holy Spirit
  • Scripture reading
  • Discussions
  • Explanations
  • Demonstrations
  • Note  taking
  • The  Good  News Bible: Romans  12:13, 1 Corinthians 6:13,1920
  • Charts
  • Chalkboard

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:

  1. Describe  how each drug is misused
  2. Describe  how alcohol is misused
  • Scripture reading
  • Discussions
  • Explanations
  • Question and answer
  • Observations
  • Note  taking
  • The  Good  News Bible: Ephesians 5:18
  • Pictures
  • Resource  person
  • Chalkboard

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:

  1. Give the effects of drugs on the human body
  • Scripture reading
  • Discussions
  • Explanations
  • Note  taking
  • Demonstrations
  • The  Good  News Bible: Ephesians 5:18
  • Resource  person
  • Chalkboard

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:

  1. State types of sexual misuse and their effects
  • Scripture reading
  • Discussions
  • Explanations
  • Question and answer sessions
  • Note  taking
  • The  Good  News Bible: Romans  1:2427, 1 Corinthians 6:911,  Galatians 5:19
  • Newspaper cuttings
  • Chalkboard

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:

  1. State the types of sexual misuse and their effects
  • Scripture reading
  • Discussions
  • Explanations
  • Question and answer
  • The  Good  News Bible: Deuteronomy: 28:2022
  • Chalkboard

 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:

  1. Explain the effects of misuse of natural resources  by human kind
  • Scripture reading
  • Discussions
  • Explanations
  • Question and answer
  • Nature walks
  • The  Good  News Bible
  • Science magazines
  • Relevant newspaper cuttings
  • Chalkboard

 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:

  1. Describe  traditional African communities’ view on use and misuse of God’s creation
  • Scripture reading
  • Discussions
  • Explanations
  • Question and answer
  • Story telling
  • Note  taking
  • The  Good  News Bible
  • Resource  person
  • Chalkboard

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:

  1. Explain the Christian teaching  on use and misuse of God’s creation
  • Scripture reading
  • Discussions
  • Explanations
  • Group work
  • Note  taking
  • The  Good  News Bible: Genesis  1:1112, 2629,  Psalms 8:68
  • Real objects: polythene bags etc.
  • Chalkboard

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:

  1. Explain the effects of misuse of environment by humankind
  • Scripture reading
  • Explanations
  • Discussions
  • Note  taking
  • : Psalms 104:1617
  • Real objects e.g. seedlings hoes, brooms  etc.
  • Chalkboard

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:

  1. Narrate stories of creation  in the traditional African communities
  • Scripture reading
  • Discussions
  • Explanations
  • Story telling
  • Question and answer
  • The  Good  News Bible: Genesis  1:413,27
  • Resource  person
  • Chalkboard

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:

  1. State how the unborn, the living, the living dead and the ancestors  are related 
  • Scripture reading
  • Discussions
  • Explanations
  • Question and answer
  • Dramatization
  • Note  taking
  • The  Good  News Bible: Matthew 1:117,  Genesis 13:1418, 50:2425
  • Resource  person
  • Chalkboard

 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:

  1. Differentiate between traditional African understanding of continuity of life and the Christian understanding
  • Scripture reading
  • Discussions
  • Explanations
  • Note  taking
  • Question and answer
  • Field research
  • The  Good  News Bible: Thessalonians 4:417, 1 Corinthians 15
  • Resource  person
  • Charts
  • Flash cards
  • Chalkboard

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:

  1. Explain why we should respect  the life of both the born and the unborn
  • Scripture reading
  • Explanations
  • Discussions
  • Note  taking
  • Question and answer
  • The  Good  News Bible: Psalms 139:1316
  • Resource  person
  • Chalkboard

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:

  1. Demonstrate knowledge of content taught  in previous weeks
  2. Answer revision questions correctly
  • Writing
  • The  Good  News Bible
  • Writing materials

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:

  1. Mention some concepts of God in traditional
  2. African religion and Christianity
  • Scripture reading
  • Discussions
  • Explanations
  • Note  taking
  • Question and answer
  • The  Good  News Bible: John 1:3, 6:35, 8:12, 4:6, 15:5, Matthew 6:9
  • Resource  person
  • Chalkboard

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:

  1. State the ways in which the African people responded to the creator
  • Scripture reading
  • Explanations
  • Narrations
  • Project  work
  • Presentations
  • Question and answer
  • The  Good  News Bible: Isaiah 1:1820, 9:67,  Jeremiah 31:2831
  • Real objects
  • Chalkboard

 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:

  1. Explain how reconciliation with God  was done in the traditional African society
  • Scripture reading
  • Discussions
  • Note  taking
  • Dramatizations
  • Question and answer
  • The  Good  News Bible
  • Resource  person
  • Real objects
  • Chalkboard

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:

  1. Describe  the similarities  and differences  between Christianity and traditional African beliefs and customs
  • Scripture reading
  • Discussions
  • Explanations
  • Note taking
  • Question and answer
  • Group activities
  • The  Good  News Bible: Hebrews  1:1, Matthew 5:17, Exodus  34:1028
  • Charts
  • Flash cards
  • Chalkboard

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:

  1. Describe  the differences  between Christianity and traditional African beliefs
  • Scripture reading
  • Discussions
  • Explanations
  • Note  taking
  • Singing
  • Question and answer
  • The  Good  News Bible: Exodus  20:35,  Hebrews  10:810
  • Resource  person
  • Chalkboard

 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:

  1. List causes of suffering
  2. Strive to prevent suffering
  • Scripture reading
  • Discussions
  • Explanations
  • Note  taking
  • Question and answer
  • The  Good  News Bible: John 9:15,  Luke 5:1726
  • Relevant newspaper  cuttings
  • Chalkboard

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:

  1. Mention types of suffering
  2. Explain  various kinds of physical suffering
  • Scripture reading
  • Narrations
  • Explanations
  • Discussions
  • Brainstorming
  • The  Good  News Bible: John 19:13,  Mark 5:110, Luke 16:1921, Job 2:110
  • Relevant Pictures

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:

  1. Identify various kinds of emotional suffering
  2. State various kinds of mental  suffering
  • Scripture reading
  • Explanations
  • Discussions
  • Note  taking
  • The  Good  News Bible
  • Pictures
  • Charts
  • Chalkboard

 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:

  1. Explain the reasons for Jesus’ suffering
  • Scripture reading
  • Discussions
  • Explanations
  • Dramatizations
  • The Good  News Bible: 1 Peter  2:621,  Isaiah 53:35, 1012,  John 19:2930, 20:110, Luke 23:2649,24:112
  • Charts
  • Chalkboard

 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:

  1. List some of the purposes  of suffering
  • Scripture reading
  • Discussions
  • Explanations
  • Note  taking
  • Narrations
  • The  Good  News Bible:
  • 1 Peter  3:1822; 4:1219
  • Pictures
  • Charts
  • Chalkboard

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:

  1. Describe  how Christians can triumph over pain through the help of the Holy Spirit
  • Scripture reading
  • Discussions
  • Explanations
  • Dramatizations
  • Note  taking
  • The  Good  News Bible: Acts 12:15,  7:5460
  • Pictures
  • Charts
  • Portraits
  • Chalkboard

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:

  1. Mention the kinds of suffering that Christians undergo today
  • Scripture reading
  • Discussions
  • Explanations
  • Singing
  • Prayers
  • The  Good  News Bible: 2
  • Corinthians 1:5
  • Charts
  • Audio visual materials
  • Chalkboard

Ppls Bk 8 pg. 53

 

 

3

‘’

Christian suffering today

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

  1. Mention the kinds of suffering that Christians undergo today
  • Scripture reading
  • Discussions
  • Explanations
  • Singing
  • Prayers
  • The  Good  News Bible: 2
  • Corinthians 1:5
  • Charts
  • Audio visual materials
  • Chalkboard

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

  1. review content covered on God’s help
  • Scripture reading
  • Discussions
  • Question and answer
  • Lessons notes
  • Chalkboard
  • Bible

Ppls Bk 8 pg.122.

 

13

 

Revision

 

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

  1. Demonstrate knowledge of content taught  in previous weeks
  • Asking and answering oral questions
  • Discussions
  • Explanations
  • Lessons notes
  • Chalkboard
  • Bible

Wanaswa R. &Adeli S. PrimaryCRE

Ppls Bk 8 pg.155

 

14

END TERM EXAMS MARKING AND COMPILING RESULTS

 

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

  • review content covered in previous class in preparation for std. eight work.

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:

  • Identify and use symbols to read and interpret a map. 

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:

  • Describe direction of places using compass points  

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:

  • Measure distance on maps  accurately

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:

  • Calculate area on maps using squres

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:

  • Explain affects of Physical features on human activities

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 

  • Appreciate the effect of physical features on human activities

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:

  • Describe the traditional methods of observing weather

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:

  • Observe  measure and record weather elements

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:

  • Observe  measure and record weather elements

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:

  • Observe  measure and record weather elements

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 

  • State factors that influence  climate change 

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:

  • Explain the impact of climate change on human activities.

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:

  • State the causes of soil erosion in Kenya ;

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:

  • State the effects of soil erosion on human activities in Kenya

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:

  • Describe soil conservation measures in Kenya

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

  • State the theories  of human origin

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:

  • Identify the stage through which human evolved during the stone age period.

 

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:

  • State the stages of human evolution during stone age period

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:

  • Name  and locate the pre-historic sites’ in Eastern Africa

,,

,,

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:

  • Describe  the different types of migration

 

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:

  • State reasons for the different types of migration

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:

  • Stating effects of migration

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:

  • Explain factors that lead to slow population growth.

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:

  • State problems that results from rapid population growth.

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:

  • State   the effects of HIV/AIDS on population growth
  • Ways of managing population growth.

 

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

  • Describe the population structure of Kenya.

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:

  • compare the population structure of Kenya to those of India and Germany

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:

  • Identify different marriage systems.
  • Appreciate the marriage systems.

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:

  • State rights and responsibilities of spouses in a marriage. 

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:

  • Succession and Inheritance of family wealth. 

,,

,,

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:

  • State   the role of the school management committee.

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:

  • State  the role of pupils in school management 

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

  • Describe the European  settler farming in Kenya 

 

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:

  • Explain  the effects of European settler farming in Kenya

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:

  • Identify the settlement  scheme in Kenya

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:

  • State the benefits of settlement scheme to Kenya.

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:

  • State the problems  facing settlement schemes in Kenya 

,,

,,

Our lives today social studies bk 8pg

 

3

,,

Irrigation farming

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

  • Name the crops grown in the irrigation schemes in Kenya

 

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:

  • Describe the methods of irrigation used in irrigation farming.

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:

  • State the contribution of the irrigation farming in Kenya.

,,

‘’

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:

  • State the problems facing settlement scheme in Kenya.

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:

  • Name the crops grown in the irrigation scheme in Kenya.

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:

  • Describe the methods of irrigation used in irrigation farming.

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:

  • Describe the methods of irrigation used in irrigation farming.

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:

  • Contribution of irrigation scheme to the economy of Kenya.

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:

  • Explain problems facing irrigation farming in Kenya.

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:

  • Explain problems facing irrigation farming in Kenya.

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

  • Explain the meaning  of the term horticultural

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:

  • Identify the crops grown in horticultural farming

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 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

  • Asking and answering oral/written questions
  • Past exam papers.
  • Chalk board

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

 

  • Explanation
  • Discussion
  • Oral questions
  • Drawings in ppls text book

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

 

  • Explanation
  • Discussion
  • Demonstration
  • Drawing
  • Paper bag
  • Water doll
  • String

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

 

  • Explanation
  • Discussion
  • Group work
  • Drawing
  • Diagram in ppls  text book

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

  • Explanation
  • Discussion
  • Note Taking   
  • Balloon
  • Doll
  • Pictures and illustrations on chalkboard

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

  • Explanation
  • Discussion
  • Oral questions
  • chalkboard

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

  • Explanation
  • Discussion
  • Note  Taking
  • Diagram in ppls textbook

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

  • Explanation
  • Discussion
  • drawing
  • Note  making
  • Drawings in ppls text book

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

 

  • Explanation
  • Discussion
  • Diagram in ppls textbook

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

 

  • Discussion
  • Explanation
  • Discussion
  • Diagram in ppls textbook

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.

  • Answering written questions
  • Revision exercise in ppls text bk

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

  • Explanation
  • Discussion
  • Asking and answering questions
  • Diagrams in pupils text book

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

 

  • Discussion
  • Discussion
  • note making
  • Diagrams in pupils text book

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.

  • Explanation
  • Discussion
  • Group work
  • Diagrams in pupils text book

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   

  • Explanation
  • Asking and answering questions
  • Pictures in ppls text book

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.

  • Writing
  • Revision exercise in ppls text bk

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)

  • Explanation
  • Discussion
  • Drawings in ppls text book

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)

  • Explanation
  • Discussion
  • Group work
  • Local environment

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.

 

  • Explanation
  • Discussion
  • Oral questions
  • Crops in the school compound

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.

  • Explanation
  • Discussion
  • Local environment

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

  • Discussion
  • Explanation
  •  Local environment

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.

  • Asking and answering questions.
  • Tests and quizzes
  • Exercises
  • mid  term exams

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

 

  • Explanation
  • Discussion
  • Drawings

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

  • Explanation
  • Discussion
  • Diagram in ppls text book

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

 

  • Explanation
  • Discussion
  • Oral questions
  • Digram in ppls text book

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

  • Explanation
  • Discussion
  • Oral questions
  • Animals from the locality

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.

 

  • Explanation
  • Discussion
  • Models
  • Pictures in pupils text book

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

 

  • Explanation
  • Discussion
  • Picture cutouts

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

 

  • Explanation
  • Discussion
  • Picture cutouts

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

 

  • Explanation
  • Discussion
  • Oral questions
  • Crops in the school compound

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

 

  • Explanation
  • Discussion
  • Oral questions
  • Crops in the school compound

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

  • Explanation
  • Discussion
  • Oral questions
  • Revision exercise in ppls text bk

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

 

  • Explanation
  • Discussion
  • Group work
  • Charts
  • Pictures in pupils text bk

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.

 

  • Explanation
  • Discussion
  • Group work
  • Charts
  • Drawings

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

 

  • Explanation
  • Discussion
  • Group work
  • Explanation

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

 

  • Explanation
  • Discussion
  • Writing
  • Picture cut outs

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

 

  • Explanation
  • Discussion
  • Writing
  • Picture cutouts

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

 

  • Explanation
  • Discussion
  • Oral questions
  • Salty water
  • Rainy water
  • Soap and basin

 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

 

  • Experimentation
  • Oral questions
  • Jiko
  • Sufuria
  • Salty water

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

 

  • Explanation
  • Discussion
  • Group work
  • Water
  • Buckets , basins, salt

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

 

  • Explanation
  • Discussion
  • Group work
  • Experiment
  • Water
  • Buckets , basins, salt

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

 

  • Explanation
  • Discussion
  • Group work
  • Experiment
  • Water
  • Buckets , basins, salt

 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

  • Writing
  • Revision exercise in ppls text bk

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

 

  • Explanation
  • Discussion
  • Oral questions
  • Local invironment

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

 

  • Discussion
  • Explanation
  • Group work
  • Picture cutouts

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

 

  • Writing
  • Explanation
  • Discussion
  • Group work
  • Local environment

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

 

  • Explanation
  • Discussion
  • Local environment
  • Local environment

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.

  • Writing
  • Revision exercise in ppls text bk

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

 

  • Asking and answering questions.
  • Tests and quizes
  • Past exam papers

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

Wednesday, 23 November 2022 12:09

English - Class 8 Schemes of Work Term 1 2023

NEW PRIMARY ENGLISH SCHEME OF WORK CLASS 8 2023
REFERENCE BOOKS:

  1. New Primary English Pupils Book
  2. 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:

  1. Read the passage  Living with Kiboi  Accurately and Fluently
  2. Answer the comprehension Questions
  • Pronouncing words
  • Asking questions
  • Describing events
  • Reading
  • Poster
  • Pictures from the book

KEYNOTE PUPILS BOOK 8 Pg. 2-3

 

 

 

3

Language pattern

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

  1. Clauses introduced by who e.g. The Surgeon who operated on me is a kind woman.
  2. Clauses introduced by whose e.g. The officer whose computer crashed lost many documents
  3. Verbs followed by to + infinitive e.g. The children want to play they need to visit the doctor quickly Verbs + object + infinitive

 

  • Explaining
  • Pronouncing words
  • Asking questions
  • Describing events
  • Question and Answers
  • Poster
  • Pictures from the book

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:

  1. to construct correct sentences using  the new  words  i.e. obedience, morality, values, forgive, honest, respect, self-control
  • Explaining
  • Pronouncing words
  • Asking questions
  • Describing events
  • Question and Answers
  • Poster
  • Pictures from the book

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:

  1. Using ing forms as subjects Example: The dog entered my bedroom and barked
  • Explaining
  • Pronouncing words
  • Asking questions
  • Describing events
  • Question and Answers
  • Poster
  • Pictures from the book

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:

  1. Use the correct question tags  I.e. her father is a mechanic, isn’t he?
  2. They were not coming to stay, were they?
  3. Write correct sentences using present progressive questions i.e. What are you writing , I am writing a letter to my aunt
  • Pronouncing words
  • Asking questions
  • Describing events
  • Writing
  • Poster
  • Pictures from the book

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:

  1. write composition
  • Pronouncing words
  • Asking questions
  • Describing events
  • Writing
  • Poster
  • Pictures from the book

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:

  1. Read a story Fun spot for comprehension and for enjoyment
  • Pronouncing words
  • Asking questions
  • Describing events
  • Poster
  • Pictures from the book

 

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:

  1. Read the comprehension passage ‘a humble beginning  Accurately and Fluently
  2. Answer the comprehension questions

 

  • Pronouncing words
  • Asking questions
  • Describing events
  • Reading
  • Poster
  • Pictures from the book

KEYNOTE PUPILS BOOK 8 Pg 17-19

 

 

 

3

Language pattern

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

  1. Present simple tense describing - general truths e.g. The Sun rise in the east.
  2. Present simple tense for habitual actions e.g. Tuwei wakes up late every Sunday
  3. The sun rises in the east
  4. Present continuous tense for future arrangements e.g. I am visiting my grandfather next week.
  5. I am sitting for the examination at the end of the year

 

  • Explaining
  • Pronouncing words
  • Asking questions
  • Describing events
  • Question and Answers
  • Poster
  • Pictures from the book

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:

  1. construct correct sentences using the new words given i.e. curriculum vitae, certificates, applications, jobs, invitations, qualifications, interviews, applications, referees and career
  • Explaining
  • Pronouncing words
  • Asking questions
  • Describing events
  • Question and Answers
  • Poster
  • Pictures from the book

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:

  1. Write correct sentences in Present continuous tense i. e a am visiting him next week.
  2. My brother are training to be bakers
  3. Present simple tense. i.e he wakes up early every day
  4. A shopkeeper sells things in a shop 
  5. Use of determiners e.g. this, that, these, those
  • Pronouncing words
  • Asking questions
  • Describing events
  • Writing
  • Poster
  • Pictures from the book

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:

  1. Rearranging sentences  to retell a story
  • Pronouncing words
  • Asking questions
  • Describing events
  • Writing
  • Poster
  • Pictures from the book

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:

  1. Read fun spot for comprehension and for enjoyment
  • Pronouncing words
  • Asking questions
  • Describing events
  • Poster
  • Pictures from the book

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:

  1. Read the comprehension passage ‘a humble beginning  Accurately and Fluently
  2. Answer the comprehension questions

 

  • Pronouncing words
  • Asking questions
  • Describing events
  • Reading
  • Poster
  • Pictures from the book

KEYNOTE PUPILS BOOK 8 Pg 17-19

 

 

3

Language pattern

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

  1. Present simple tense describing - general truths e.g. The Sun rise in the east.
  2. Present simple tense for habitual actions e.g. Tuwei wakes up late every Sunday
    The sun rises in the east
  3. Present continuous tense for future arrangements e.g. I am visiting my grandfather next week.
    I am sitting for the examination at the end of the year

 

  • Explaining
  • Pronouncing words
  • Asking questions
  • Describing events
  • Question and Answers
  • Poster
  • Pictures from the book

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:

  1. construct correct sentences using the new words given i.e. curriculum vitae, certificates, applications, jobs, invitations, qualifications, interviews, applications, referees and career
  • Explaining
  • Pronouncing words
  • Asking questions
  • Describing events
  • Question and Answers
  • Poster
  • Pictures from the book

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:

  1. Write correct sentences in Present continuous tense i. e a am visiting him next week.
  2. My brother are training to be bakers
  3. Present simple tense. i.e he wakes up early every day
  4. A shopkeeper sells things in a shop
  5. Use of determiners e.g. this, that, these, those

 

  • Pronouncing words
  • Asking questions
  • Describing events
  • Writing
  • Poster
  • Pictures from the book

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:

  1. Rearranging sentences  to retell a story
  • Pronouncing words
  • Asking questions
  • Describing events
  • Writing
  • Poster
  • Pictures from the book

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:

  1. Read fun spot for comprehension and for enjoyment
  • Pronouncing words
  • Asking questions
  • Describing events
  • Poster
  • Pictures from the book

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:

  1. Read the comprehension passage ‘don’s story Accurately and Fluently
  2. Answer the comprehension questions
  • Pronouncing words
  • Asking questions
  • Describing events
  • Reading
  • Poster
  • Pictures from the book

KEYNOTE PUPILS BOOK 8 Pg 33-35

 

 

 

2

Language pattern

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

  1. Past perfect tense e.g. We had repaired our car before we sold it
  2. Present continuous tense e.g Her car is always breaking down
  • Explaining
  • Pronouncing words
  • Asking questions
  • Describing events
  • Question and Answers
  • Poster
  • Pictures from the book

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:

  1. to construct correct sentences  using  the pattern phrasal verbs that take object
  2.  Phrasal verbs with get e.g. She gets up at six o’clock
  3. Present simple tense e.g. I work at the airport.
  • Explaining
  • Pronouncing words
  • Asking questions
  • Describing events
  • Question and Answers
  • Poster
  • Pictures from the book

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:

  1. Complete the puzzle
  • Explaining
  • Pronouncing words
  • Asking questions
  • Describing events
  • Question and Answers
  • Poster
  • Pictures from the book

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:

  1. write correct Past perfect tense
  2. Past continuous tense
  3. Modal verbs i.e. I can ride a bicycle
  4. Gogo will travel to Kakuma
  • Pronouncing words
  • Asking questions
  • Describing events
  • Writing
  • Poster
  • Pictures from the book

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:

  1. to write an imaginative composition
  • Pronouncing words
  • Asking questions
  • Describing events
  • Writing
  • Poster
  • Pictures from the book

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:

  1. Read a fun spot for comprehension and for enjoyment
  • Pronouncing words
  • Asking questions
  • Describing events
  • Poster
  • Pictures from the book

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:

  1. Read the comprehension passage ‘tomorrow’s master tailor 
    Accurately and Fluently
  2. Answer the comprehension Questions
  • Pronouncing words
  • Asking questions
  • Describing events
  • Reading
  • Poster
  • Pictures from the book

KEYNOTE PUPILS BOOK 8 Pg 47-49

 

 

 

3

Oral Work

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

  1. Determiners with singular nouns e.g. Mutemi is a boy Determiners with plural nouns e.g. A lot of children are able to assert themselves today
  2. Present simple tense for general truths e.g. The moon shines at night
  3. Teacher teach pupils in schools
  • Explaining
  • Pronouncing words
  • Asking questions
  • Describing events
  • Question and Answers
  • Poster
  • Pictures from the book

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:

  1. pronounce and construct correct sentences using the new words i.e. challenge, intelligent, self-control, confidence, decision –making, problem solving, communication, assertiveness etc.
  • Explaining
  • Pronouncing words
  • Asking questions
  • Describing events
  • Question and Answers
  • Poster
  • Pictures from the book

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:

  1. Adverbs of degree i.e. the cupboard is very big
  2. The infinitive with/without to i.e. it is important to acquire life skills
  3. it is quite noisy in the morning order of adjectives
  • Explaining
  • Pronouncing words
  • Asking questions
  • Describing events
  • Question and Answers
  • Writing
  • Poster
  • Pictures from the book

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:

  1. write composition
  • Explaining
  • Pronouncing words
  • Asking questions
  • Describing events
  • Question and Answers
  • Writing
  • Poster
  • Pictures from the book

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:

  1. Read a fun spot for comprehension and for enjoyment
  • Pronouncing words
  • Asking questions
  • Describing events
  • Poster
  • Pictures from the book

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:

  1. Read the comprehension Passage ‘Huduma in hospital
    Accurately and Fluently
  2. Answer the comprehension questions
  • Pronouncing words
  • Asking questions
  • Describing events
  • Reading
  • Poster
  • Pictures from the book

KEYNOTE PUPILS BOOK 8 Pg 59-61

 

 

 

2

Language pattern

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

  1. to construct correct sentences  using  the pattern
  2. Determiners in the affirmative interrogative and negative
  3.  Past simple tense to narrate past events and state imaginary events e.g. If Makena knew the way, she could go home
  4. Past continuous tense for actions in progress at a specific time e.g. I was writing a story last night
  5. Past continuous tense for extended actions in the past e.g. The pupils were rehearsing their play last week
  • Explaining
  • Pronouncing words
  • Asking questions
  • Describing events
  • Question and Answers
  • Poster
  • Pictures from the book

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:

  1. pronounce and construct sentence using new wrods i.e. gloves, plantation, overcoats, violates, leisure, exploited, harmful.

 

  • Explaining
  • Pronouncing words
  • Asking questions
  • Describing events
  • Question and Answers
  • Poster
  • Pictures from the book

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:

  1. write correct sentences  using colons
  2. The passives Countable and uncountable nouns  i.e a or an use of colon(;) these: 
  • Explaining
  • Pronouncing words
  • Asking questions
  • Describing events
  • Question and Answers
  • Writing
  • Poster
  • Pictures from the book

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:

  1. write a formal letter
  • Explaining
  • Pronouncing words
  • Asking questions
  • Describing events
  • Question and Answers
  • Writing
  • Poster
  • Pictures from the book

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:

  1. Read a fun spot for comprehension and for enjoyment
  • Pronouncing words
  • Asking questions
  • Describing events

 

  • Poster
  • Pictures from the book

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:

  1. Read the comprehension Passage ‘Huduma in hospital
    Accurately and Fluently
  2. Answer the comprehension questions
  • Pronouncing words
  • Asking questions
  • Describing events
  • Reading
  • Poster
  • Pictures from the book

KEYNOTE PUPILS BOOK 8 Pg 59-61

 

 

 

 

2

Language pattern

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

  1. to construct correct sentences  using  the pattern
  2. Determiners in the affirmative interrogative and negative
  3.  Past simple tense to narrate past events and state imaginary events e.g. If Makena knew the way, she could go home
  4. Past continuous tense for actions in progress at a specific time e.g. I was writing a story last night
  5. Past continuous tense for extended actions in the past e.g. The pupils were rehearsing their play last week
  • Explaining
  • Pronouncing words
  • Asking questions
  • Describing events
  • Question and Answers
  • Poster
  • Pictures from the book

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:

  1. pronounce and construct sentence using new rods i.e. gloves, plantation, overcoats, violates, leisure, exploited, harmful.
  • Explaining
  • Pronouncing words
  • Asking questions
  • Describing events
  • Question and Answers
  • Poster
  • Pictures from the book

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:

  1. write correct sentences  using colons
  2. The passives
  3. Countable and uncountable nouns  i.e a or an use of colon(;) these:
  • Explaining
  • Pronouncing words
  • Asking questions
  • Describing events
  • Question and Answers
  • Writing
  • Poster
  • Pictures from the book

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:

  1. write a formal letter
  • Explaining
  • Pronouncing words
  • Asking questions
  • Describing events
  • Question and Answers
  • Writing
  • Poster
  • Pictures from the book

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:

  1. Read a fun spot for comprehension and for enjoyment
  • Pronouncing words
  • Asking questions
  • Describing events

 

  • Poster
  • Pictures from the book

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:

  1. Read the comprehension Passage ‘in the king’s garden Accurately and Fluently
  2. Answer the comprehension questions
  • Pronouncing words
  • Asking questions
  • Describing events
  • Reading
  • Poster
  • Pictures from the book

KEYNOTE PUPILS BOOK 8 Pg 77-80

 

 

 

2

Language pattern

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

  1. Writing normal speech
  • Pronouncing words
  • Asking questions
  • Describing events
  • Reading
  • Poster
  • Pictures from the book

KEYNOTE PUPILS BOOK 8 Pg 80

 

 

 

3

Oral Work

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

  1. Construct correct sentences using the pattern
  2.  Past continuous tense for actions in progress at a specific time e.g. At two o’clock they were discussing security.
  3. Verbs followed by present participle e.g. The tourists enjoy watching the sun set
  4. Use of brackets at punctuation marks e.g. Did you see my travel documents (passport and visa)?
  • Explaining
  • Pronouncing words
  • Asking questions
  • Describing events
  • Question and Answers
  • Poster
  • Pictures from the book

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:

  1. pronounce construct correct sentences  using the new words border, export, region, visa, trade, duty, cooperation, immigration etc.
  • Explaining
  • Pronouncing words
  • Asking questions
  • Describing events
  • Question and Answers
  • Poster
  • Pictures from the book

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

  1. Speech marks
  2. Hyphens
  3. Punctuation
  • Explaining
  • Pronouncing words
  • Asking questions
  • Describing events
  • Question and Answers
  • Writing
  • Poster
  • Pictures from the book

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:

  1. Write a Speech
  • Explaining
  • Pronouncing words
  • Asking questions
  • Describing events
  • Question and Answers
  • Writing
  • Poster
  • Pictures from the book

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:

  1. Read a fun spot for comprehension and for enjoyment
  • Pronouncing words
  • Asking questions
  • Describing events

 

  • Poster
  • Pictures from the book

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:

  1. Read the passage ‘united we stand  Accurately and Fluently
  2. Answer the comprehension questions
  • Pronouncing words
  • Asking questions
  • Describing events
  • Reading
  • Poster
  • Pictures from the book

KEYNOTE PUPILS BOOK 8 Pg 83-85

 

 

 

2

Language pattern

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

  1. to construct correct sentences using  the pattern
  2. Verb + noun/pronoun + infinitive e.g The cashier asked me to count the money again
  • Explaining
  • Pronouncing words
  • Asking questions
  • Describing events
  • Question and Answers
  • Poster
  • Pictures from the book

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:

  1. Use of determiners with uncountable nouns e.g. Yesterday I sold plenty of flour
  • Explaining
  • Pronouncing words
  • Asking questions
  • Describing events
  • Question and Answers
  • Poster
  • Pictures from the book

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:

  1. Complete poem
  • Explaining
  • Pronouncing words
  • Asking questions
  • Describing events
  • Question and Answers
  • Poster
  • Pictures from the book

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:

  1. write correct sentences  using
  2. Past perfect continuous tense i.e. I had been sitting alone in the living room for two hours when the door flew open
  3. Present simple tense. i.e. I buy foodstuffs at the market
  • Explaining
  • Pronouncing words
  • Asking questions
  • Describing events
  • Question and Answers
  • Writing
  • Poster
  • Pictures from the book

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:

  1. write report
  • Explaining
  • Pronouncing words
  • Asking questions
  • Describing events
  • Question and Answers
  • Writing
  • Poster
  • Pictures from the book

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:

  1. Read a story book for comprehension and for enjoyment
  • Pronouncing words
  • Asking questions
  • Describing events
  • Reading
  • Poster
  • Pictures from the book

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:

  1. Read the passage ‘the alarm clocks
  2. Accurately and Fluently
  • Pronouncing words
  • Asking questions
  • Describing events
  • Reading
  • Poster
  • Pictures from the book

KEYNOTE PUPILS BOOK 8 Pg 94-95

 

 

 

2

Oral Work

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

  1. construct correct sentences using the pattern
  2. Present perfect continuous tense e.g. I have been travelling for six hours
  3. Clauses introduced by who e.g. I met the lady who trades in electronic goods
  • Explaining
  • Pronouncing words
  • Asking questions
  • Describing events
  • Question and Answers
  • Poster
  • Pictures from the book

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:

  1. Present simple tense e.g. I buy foodstuffs from the market
  • Explaining
  • Pronouncing words
  • Asking questions
  • Describing events
  • Question and Answers
  • Poster
  • Pictures from the book

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:

  1. correct sentences  using the new words given i.e. exhibition, payment, customers, profits, demand, to bargain, trader, cheap etc.
  • Explaining
  • Pronouncing words
  • Asking questions
  • Describing events
  • Question and Answers
  • Poster
  • Pictures from the book

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:

  1. write correct sentence using
  2. The dash
  3. Regular and irregular verbs.
  4. The hyphen
  • Explaining
  • Pronouncing words
  • Asking questions
  • Describing events
  • Question and Answers
  • Writing
  • Poster
  • Pictures from the book

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:

  1. Filling forms
  • Explaining
  • Pronouncing words
  • Asking questions
  • Describing events
  • Question and Answers
  • Poster
  • Pictures from the book

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:

  1. Answer the comprehension passage questions correctly
  • Pronouncing words
  • Asking questions
  • Describing events
  • Reading
  • Poster
  • Pictures from the book

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:

  1. Read the passage ‘wanza and the calabashes  Accurately and Fluently
  2. Answer the comprehension questions
  • Pronouncing words
  • Asking questions
  • Describing events
  • Reading
  • Poster
  • Pictures from the book

KEYNOTE PUPILS BOOK 8 Pg 110-111

 

 

 

2

Oral Work

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

  1. pronounce and construct correct sentences using new words i.e event, venue, flag, medal, javelin, shot-put etc
  • Explaining
  • Pronouncing words
  • Asking questions
  • Describing events
  • Question and Answers
  • Poster
  • Pictures from the book

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:

  1. to construct correct sentences  using  the patterns
  2. Appropriate determiners with uncountable nouns e.g. Each minute spent watching the steeplechase race was thrilling Past simple passive e.g. The plumber repaired the tank
  3. Use of “as well as” construction as a connector meaning “also” e.g. I play football as well as hockey
  4. Verb + -ing as a nominal e.g. Working very hard has helped me improve my grade
  • Explaining
  • Pronouncing words
  • Asking questions
  • Describing events
  • Question and Answers
  • Poster
  • Pictures from the book

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

  1. Verb + -ing as a nominal e.g. Working very hard has helped me improve my grade
  • Explaining
  • Pronouncing words
  • Asking questions
  • Describing events
  • Question and Answers
  • Writing
  • Poster
  • Pictures from the book

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:

  1. write correct sentences  using
  2. -the dash i.e. yes- I like fresh French beans
  3. no- I think the price is a bit above what I expected
  4. the use of present simple tense
  5. nurses cares for the sick in hospital
  • Explaining
  • Pronouncing words
  • Asking questions
  • Describing events
  • Question and Answers
  • Writing
  • Poster
  • Pictures from the book

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:

  1. write a composition
  • Explaining
  • Pronouncing words
  • Asking questions
  • Describing events
  • Question and Answers
  • Writing
  • Poster
  • Pictures from the book

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:

  1. Read a story book for comprehension and for enjoyment
  • Pronouncing words
  • Asking questions
  • Describing events
  • Reading
  • Poster
  • Pictures from the book

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:

  1. Read the passage ‘international competitions Fluently and Accurately
  2. Answer the comprehension questions
  • Pronouncing words
  • Asking questions
  • Describing events
  • Reading
  • Poster
  • Pictures from the book

KEYNOTE PUPILS BOOK 8 Pg 119-120

 

 

2

Oral Work

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

  1. fill the puzzle and write down the meaning of words
  • Explaining
  • Pronouncing words
  • Asking questions
  • Describing events
  • Question and Answers
  • Poster
  • Pictures from the book

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:

  1. When/After/As soon as e.g. As remember/decide/hear
  2. soon as we left home, it started raining
  3. Determiners a, an, the e.g. We waited for an hour for the office to open
  4. Comparative and superlative adjectives e.g. longer and longest.
  • Explaining
  • Pronouncing words
  • Asking questions
  • Describing events
  • Question and Answers
  • Poster
  • Pictures from the book

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:

  1. Use of comparatives and superlatives adjectives  and use of order of adjectives
  • Explaining
  • Pronouncing words
  • Asking questions
  • Describing events
  • Question and Answers
  • Poster
  • Pictures from the book

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:

  1. write correct sentences  using the correct order of adjectives
  2. determiners with countable nouns i.e. a few plants have grown
  • Explaining
  • Pronouncing words
  • Asking questions
  • Describing events
  • Question and Answers
  • Writing
  • Poster
  • Pictures from the book

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:

  1. write a composition an athletics competition
  • Explaining
  • Pronouncing words
  • Asking questions
  • Describing events
  • Question and Answers
  • Writing
  • Poster
  • Pictures from the book

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:

  1. read - the story in ‘fun spot’ for comprehension and enjoyment
  2. a story book for comprehension and for enjoyment
  • Pronouncing words
  • Asking questions
  • Describing events
  • Reading
  • Poster
  • Pictures from the book

Teachers Guide

Story Book

KEYNOTE PUPILS BOOK 8 Pg 126

 

14

END OF TERM 1 EXAM

Wednesday, 23 November 2022 12:08

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 .

  • Asking and answering questions.
  • Tests and quizzes
  • Past exam papers

 

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;

  • Constructing sentences.
  • Asking and answering oral questions.

 

  • Pictures in the Pupil’s Book
  • Sentence cards
  • Dictionary

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;

  • Constructing sentences.
  •  Asking and answering oral questions.
  • Sentence cards
  • Dictionary

‘’

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.

  • Revising the new words learnt.
  •  Reading
  • Asking and answering oral questions.
  • Passage in text bk.
  • Pictures in the Pupil’s Book
  • Sentence cards
  • Dictionary

‘’

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.

  • Discussing the given questions orally.
  •  Asking and answering questions.
  • Exercise in pupils text book.

‘’

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.

  • Writing
  • Asking and answering questions.
  • Exercise in pupils text book.

‘’

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.

  • Outline points.
  • Explanation
  • Writing
  • Exercise in pupils text book.

‘’

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

  • Reading
  • Asking and answering questions
  • Retelling read stories
  • Discussion
  • Chalkboard
  • Pictures and passage in the Pupil’s Book.
  • Selected story books

‘’

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;

 

  • Constructing sentences.
  •  Asking and answering oral questions.

 

  • Pictures in the Pupil’s Book
  • Sentence cards
  • Dictionary

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;

  • Constructing sentences.
  •  Asking and answering oral questions.
  • Sentence cards
  • Dictionary

‘’

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.

  • Revising the new words learnt.
  • Reading
  • Asking and answering oral questions.
  • Pictures in the Pupil’s Book
  • Sentence cards
  • Dictionary

‘’

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.

  • Discussing the given questions orally.
  • Asking and answering questions.
  • Chalkboard
  • Exercise in pupils text book.

‘’

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.

  • Writing
  • Asking and answering questions.
  • Chalkboard
  • Exercise in pupils text book.

‘’

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.

  • Outline points.
  • Explanation
  • Writing
  • Chalkboard
  • Exercise in pupils text book.

‘’

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

  • Reading
  • Asking and answering questions
  • taking roles
  • drama
  • Chalkboard
  • Pictures and passagein the Pupil’s Book.
  • pupils

‘’

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;

 

  • Constructing sentences.
  • Asking and answering oral questions.

 

  • Pictures in the Pupil’s Book
  • Sentence cards
  • Dictionary

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;

  • Constructing sentences.
  •  Asking and answering oral questions.
  • Sentence cards
  • Dictionary

‘’

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.

  • Revising the new words learnt.
  •  Reading
  • Asking and answering oral questions.
  • Pictures in the Pupil’s Book
  • Sentence cards
  • Dictionary

‘’

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.

  • Discussing the given questions orally.
  •  Asking and answering questions
  • Chalkboard
  • Exercise in pupils text book.

‘’

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.

  • Outline points.
  • Explanation
  • Writing

‘’

‘’

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

  • Reading
  • Asking and answering questions
  • Retelling read stories
  • Discussion
  • Chalkboard
  • Pictures and passagein the Pupil’s Book.
  • Selected story books

‘’

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;

 

  • Constructing sentences.
  •  Asking and answering oral questions.
  •  Practising a conversation
  • Pictures in the Pupil’s Book
  • Sentence cards
  • Dictionary

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.

  • Revising the new words learnt.
  •  Reading
  • Asking and answering oral questions.
  • Passage in text bk.
  • Pictures in the Pupil’s Book
  • Sentence cards
  • Dictionary

‘’

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.

‘’

  • Chalkboard
  • Exercise in pupils text book.

‘’

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)

‘’

  • Crosword in pupils text bk.

‘’

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.

  • Outline points.
  • Explanation
  • Writing

‘’

‘’

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.

  • Reading
  • memorizing
  • reciting poetry
  • Chalkboard
  • Poem in pupils text book

‘’

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;

 

  • Constructing sentences.
  •  Asking and answering oral questions.
  •  Practising a conversation
  • Pictures in the Pupil’s Book
  • Sentence cards
  • Dictionary

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.

  • Revising the new words learnt.
  •  Reading
  • Asking and answering oral questions.
  • Pictures in the Pupil’s Book
  • Sentence cards
  • Dictionary

‘’

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.

  • Discussing the given questions orally.
  •  Asking and answering questions.
  • Chalkboard
  • Exercise in pupils text book.

‘’

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.

  • Outline points.
  • Explanation
  • Writing

‘’

‘’

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.

  • Asking and answering questions
  •  filling in the gaps with correct order of adjectives
  • Chalkboard
  • Exercise in pupils text book

‘’

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;

 

  • Constructing sentences.
  •  Asking and answering oral questions.
  •  Practising a conversation
  • Pictures in the Pupil’s Book
  • Sentence cards
  • Dictionary

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.

  • Revising the new words learnt.
  •  Reading
  • Asking and answering oral questions.
  • Passage in text bk.
  • Pictures in the Pupil’s Book
  • Sentence cards
  • Dictionary

‘’

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)

  • Discussing the given questions orally.
  •  Asking and answering questions.
  • Chalkboard
  • Exercise in pupils text book.

‘’

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

 

  • Outline points.
  • Explanation
  • filling the form
  • sample form in pupils text book

 

‘’

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.  

  • Reading
  • Asking and answering questions
  • joining sentences
  • Chalkboard
  • Exercise in pupils text book

‘’

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;

 

  • Constructing sentences.
  •  Asking and answering oral questions.
  •  Practising a conversation
  • Pictures in the Pupil’s Book
  • Sentence cards
  • Dictionary

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.

  • Revising the new words learnt.
  •  Reading
  • Asking and answering oral questions.
  • Pictures in the Pupil’s Book
  • Sentence cards
  • Dictionary

‘’

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)

  • Discussing the given questions orally.
  •  Asking and answering questions.
  • Chalkboard
  • Exercise in pupils text book.

‘’

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.

  • Outline points.
  • Explanation
  • Writing

‘’

‘’

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

  • Reading
  • Asking and answering questions
  • Retelling read stories
  • Discussion
  • Chalkboard
  • Pictures and passagein the Pupil’s Book.
  • Selected story books

‘’

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;

 

  • Constructing sentences.
  •  Asking and answering oral questions.
  •  Practising a conversation
  • Pictures in the Pupil’s Book
  • Sentence cards
  • Dictionary

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.

  • Revising the new words learnt.
  •  Reading
  • Asking and answering oral questions.
  • Passage in text bk.
  • Pictures in the Pupil’s Book
  • Sentence cards
  • Dictionary

‘’

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)

  • Discussing the given questions orally.
  •  Asking and answering questions.
  • Chalkboard
  • Exercise in pupils text book.

‘’

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.

  • Outline points.
  • Explanation
  • Writing

‘’

‘’

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.

  • Debate
  • Chalkboard
  • Pupils themselves

‘’

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;

 

  • Constructing sentences.
  •  Asking and answering oral questions.
  •  Practising a conversation
  • Pictures in the Pupil’s Book
  • Sentence cards
  • Dictionary

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.

  • Revising the new words learnt.
  •  Reading
  • Asking and answering oral questions.
  • Passage in text bk.
  • Pictures in the Pupil’s Book
  • Sentence cards
  • Dictionary

‘’

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)

  • Discussing the given questions orally.
  •  Asking and answering questions.
  • Chalkboard
  • Exercise in pupils text book.

‘’

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.

  • Outline points.
  • Explanation
  • Writing

‘’

‘’

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.

  • written exercise
  • Chalkboard
  • Exercise in pupils text book.

‘’

Pg.134

 

11

 

END TERM EXAMS