Displaying items by tag: Term 1

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

1. use appropriate expressions and phrases in formal and non-formal
   conversations
2. acquire varied sentence structures
   to express self appropriately
3. respond appropriately to conversations with varied audiences
4. appreciate the importance of
   mannerisms while engaging in
   conversations

Learners are guided to make inquiries on the:

• different forms of conversation with various people in their community (peers, elders)
• different settings(focus on age appropriateness, gender differences, reinforce good mannerisms) in pairs and groups .
• different setups (church, market, home etc) 
• participate in panel discussions on issues related to self, home, and family drama activities e.g. hot seating (learner is put on a hot seat as the head teacher, village elder) as learners practice appropriate communication(greetings, permission, inquiries

1. Observation
2. Oral questions
3. written questions

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

1. use digital knowledge to create stories
2. acquire and accurately use
   appropriate words
   and phrases from stories
3. develop an interest in telling stories for pleasure
4. demonstrate techniques of effective
   storytelling

• Learners listen to stories and model different techniques of story telling
• Learner could be guided in the use of various digital platforms and use the same platforms to create their stories
• Learner could be guided to use acquired vocabulary to retell stories in pairs, groups and whole class
• Learners to act them out (using props, correct tone, pitch, tempo and body language) in pairs and groups.
• Learner tell a story from memory

1. Observation
2. Oral questions
3. written questions

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

1. se compound and complex
   sentences to link thoughts
2. listen and use talk to organize and clarify thoughts and ideas
3. effectively communicate needs and
   feelings in a variety of ways
4. listen to concerns and opinions of
   others and represent them in an appropriate forum
5. demonstrate willingness to interact
   with others
6. appreciate the importance of
   sharing one another’s feeling

• Learners listen to stories and identify the main idea in pairs, groups and whole class
• Learners participate in play both in and out of class to enhance communication
• Learners listen to others as they share personal experiences on selected themes
• Learners share their opinions and represent the views of others to relevant authorities e.g. child abuse

1. Observation
2. Oral questions
3. written questions

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

1. identify messages conveyed in a
   thematic story and engage in oral
   discussions
2. use appropriate expressions to describe people, situations, and events
3. build on one’s ideas in a conversation by linking them to those given by others
4. develop an interest to read stories

• Learners to talk about thematic pictures on charts displayed (my family, my community)
• Learners engage in conversations to talk about thematic texts from
  different media, in groups, pairs, and whole class
• Learners role play and discuss the rules that govern social interactions when talking.
• Learners orally answer questions from a story read
• Learners share the message in a
  story with peers, parents, and others
  in the community

1. Observation
2. Oral questions
3. written questions

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

1. question the decisions made in their environment and ask critical
   questions
2. engage in decision making in their
   environment.
3. sequentially position their views using appropriate words e.g firstly,
   secondly, lastly
4. demonstrate an interest in making
   decisions in their environment
   through contributions and valid
   suggestions

1. How do we choose between two things?
2. How do we tell others what we have chosen?

• Learners make decisions on a subject and share their decisions
• Learners share and justify their decisions on a given subject in pairs and groups
• Learners are given opportunities for decision-making(dilemma situations) and make constructive suggestions.
• learners to role play as a basis for initiating conversation on a topic

1. Observation
2. Oral questions
3. written questions

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

1. identify the main idea in a passage
2. locate information from print sources
3. silently read a given passage
4. read supplementary books with
   understanding
5. develop an interest in reading for
   pleasure

1. What can you do to ensure that you understand what you read on your own

• Learners guess the meaning of
  unfamiliar words from context
• Learners make and confirm predictions from texts read
• Learners find answers to questions through independent reading
• Learners are encouragaed to utilize resources available in the library for independent reading
• Learners ask and answer questions from independent reading

1. Observation
2. Oral questions
3. written questions

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

1. read with accuracy, fluency, and
   understanding
2. read through texts to make
   personal judgments or opinions on the
   subjects of the text
3. locate information in a text
4. use
   acquired words to form sentences and
   read them accurately at an
   appropriate speed
5. develop an interest in reading
   widely on varied subjects

1. Why is meaning important in reading?

• Learners answer and generate questions from texts read
• Learners are encouraged to make connections between materials read and real life
• Learners use vocabulary acquired to construct grammatically correct sentences
• Learners practice reading at an appropriate speed and with understanding
• Learners are guided to share their opinions based on texts read

1. Observation
2. Oral questions
3. written questions

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

1. write a variety of compound and complex sentence
   structures correctly
2. develop strategies for making and
   organizing notes
3. use writing and other forms of
   representation to generate and
   organize ideas
4. appreciate the importance of logic in writing

1. How do we construct sentences?
2. Why do we

• Learners observe as teacher explicitly models use of sentence punctuation
• Learners practice methods of taking notes and compare with one another, in pairs and groups
• Learners practice writing sentences using correct punctuation,individually, in pairs and groups
• Learners use an organizer to arrange sentences to form a paragraph, in pairs and groups
• Learners construct sentences and paragraphs using keywords
• Learners practice sequencing sentences to form paragraphs

1. Observation
2. Oral questions
3. written questions

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

1. use a range of spelling strategies to
   correct misspelled words
2. apply rules of spelling in writing
3. appreciate the importance of
   accurate spelling in texts

1. What can you do to spell words correctly

• Learners do word study on word patterns (for similarities and differences), in pairs and small groups
• Learners practice sorting words according to given patterns.
• learners use reinforcement activities to relate patterns to themes i.e.(sing the song avocado, papaya, banana x2 fruits are life)
• Learners engage in spelling game e.g. forming words from letter cut outs, scrabble, spelling relay
• Learners brainstorm on new words learned and practice spelling them in writing(punctuation, accurate spelling, letter formation, and spacing)
• Learners identify and correct spelling errors in texts read

1. Observation
2. Oral questions
3. written questions

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

1. use capital letters correctly
2. use appropriate spacing between
   words
3. use legible and neat handwriting to communicate effectively
4. appreciate the importance of linking words in paragraph
   development

1. What do we consider when writing a paragraph?

• Learners observe displayed model handwriting
• Learners are guided to write for sustained period individually and in pairs
• Learners practice effective punctuation (capitalization, commas,and full stop).
• Learners are provided with reading material as triggers to writing
• Learners are guided through thinki - pair- share to discuss linking words

1. Observation
2. Oral questions
3. written questions

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

1. develop strategies for writing
   creative texts
2. experiment with language choice in imaginative writing
3. compose simple texts in written
   and digital formats
4. engage in writing activity for a sustained period
5. demonstrate a sense of ownership
   in created stories

1. Why is it important to use linking words when writing paragraphs?
2. How do we organize ideas to make a story interesting?

• Learners practice creative writing(drafting, revising, editing, proofreading and publishing creative texts), in pairs and groups
• Learners create and publich writing using digital tools, in pairs and groups
• Learners display their creative works in the classroom, notice boards, the school magazine. Portfolio)
• Learners participate in creative writing competitions at school and

1. Observation
2. Oral questions
3. written questions

Week 

Lesson

Strand

Sub strand

Specific learning outcome

Key inquiry question

Learning experiences

Learning resources

Assessment

Remarks

1

1

PERFOR MING

Songs

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

identify different types of songs performed for different purposes in the community;

During which occasions do you sing?

Learners are guided to observe a variety of live or recorded songs and be probed to identify possible occasions of performance of the songs.

Audio-visual excerpts of relevant music

Musical instruments

Print music material- Music scores, song books

Resource persons

Recording devices

Signed questions, portfolio, observation, check lists, adjudication using performance rubric

2

1

PERFOR MING

Songs

By the end of the of the sub strand the learner should be able to: sing a variety of age appropriate songs in unison paying attention to accuracy

During which occasions do you sing?

Learners sign sing various types of songs: Kenyan folksongs, lullabies, patriotic songs, action songs, sacred songs and topical songs on pertinent and contemporary issues in unison paying attention to accuracy in rhythm

Audio-visual excerpts of relevant music

Musical instruments

Print music material- Music scores, song books

Resource persons

Recording devices

Signed questions, portfolio, observation, check lists, adjudication using performance rubric

3

1

PERFOR MING

Songs

By the end of the of the sub strand the learner should be able to: sign sing all verses of the Kenya National Anthem in English Kiswahili for cohesion and peaceful coexistence

When is the national anthem sung? How should we behave when singing the national anthem?

Learners are guided in watching/listening to live or recorded performance of the three verses of the Kenyan national Anthem with keen interest in posture and text

Learners are guided in sign singing all the verses of the Kenya National Anthem in English paying attention to posture and appropriate etiquette

Audio-visual excerpts of relevant music

Musical instruments

Print music material- Music scores, song books

Resource persons

Recording devices

Signed questions, portfolio, observation, check lists, adjudication using performance rubric

4

1

PERFOR MING

Songs

By the end of the of the sub strand the learner should be able to: sign sing 3-part rounds, keeping to the respective parts for enjoyment

When is the national anthem sung? How should we behave when singing the national anthem?

Learners are guided individually and in groups to sign sing 3part rounds paying attention to entries and keeping to respective part.

Audio-visual excerpts of relevant music

Musical instruments

Print music material- Music scores, song books

Resource persons

Recording devices

Signed questions, portfolio, observation, check lists, adjudication using performance rubric

5

1

PERFOR MING

Songs

By the end of the of the sub strand the learner should be able to: execute the elements of music while singing

Which songs do you sing during different occasions such as birthdays

While sign singing learners are guided in applying tools and techniques of musicianship such as good posture, and clear signing techniques

Audio-visual excerpts of relevant music

Musical instruments

Print music material- Music scores, song books

Resource persons

Recording devices

Signed questions, portfolio, observation, check lists, adjudication using performance rubric

6

1

PERFOR MING

Songs

By the end of the of the sub strand the learner should be able to: use signing techniques in singing a variety of songs for effective communication

What do some of the songs you sing at home/school talk about?

Individually or in groups learners are guided in sign singing a variety of songs paying attention to the elements of music such as beat, and rhythm

Audio-visual excerpts of relevant music

Musical instruments

Print music material- Music scores, song books

Resource persons

Recording devices

Signed questions, portfolio, observation, check lists, adjudication using performance rubric

7

1

PERFOR MING

Songs

By the end of the of the sub strand the learner should be able to: express ideas, feelings and emotions through sign singing

What do some of the songs you sing at home/school talk about?

Individually or in groups learners are guided in sign singing a variety of songs paying attention to the elements of music such as beat, and rhythm

Audio-visual excerpts of relevant music

Musical instruments

Print music material- Music scores, song books

Resource persons

Recording devices

Signed questions, portfolio, observation, check lists, adjudication using performance rubric

8

1

Signed Singing games

By the end of the of the sub strand the learner should be able to: perform various signed singing games drawn from local and other cultures

Do you sing as you play? What songs do you sing during play?

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

Costumes and props

Audio-visual excerpts of relevant music

Signed questions, portfolio, observation, check lists, adjudication using performance rubric

9

1

Signed Singing games

By the end of the of the sub strand the learner should be able to: the aspects of signed, movement, game, props and costumes in performing signed singing games

Do you sing as you play? What songs do you sing during play?

Learners perform age appropriate signed singing games with game aspects, movements and proper use of props and costumes observing safe

Costumes and props

Audio-visual excerpts of relevant music

Signed questions, portfolio, observation, check lists, adjudication using performance rubric

10

1

Signed Singing games

By the end of the of the sub strand the learner should be able to: performs signed singing games with coordinated body movements

What roles do you like taking when performing singing games?

Learners perform age appropriate signed singing games with game aspects, movements and proper use of props and costumes observing safe

Costumes and props

Audio-visual excerpts of relevant music

Signed questions, portfolio, observation, check lists, adjudication using performance rubric

Week 

Lesson

Strand

Sub strand

Specific learning outcome

Key inquiry question

Learning experiences

Learning resources

Assessment

Remarks

1

1

Basic Motor Skills

Locomotor skill: Skipping

By the end of the sub strand, the learners should be able to: name the parts of the body that are in use when skipping for body awareness

Name physical activities that can be performed using a rope

Learners to answer questions on the parts of the body in use when skipping

field markers, field, bean bags, ropes, § digital devices smart phones § video clips of people skipping

Signed questions and Practicals.

2

Basic Motor Skills

Locomotor skill: Skipping

By the end of the sub- strand, the learners should be able to: perform skipping in different ways for strength, coordination, balance and for space awareness

Name physical activities that can be performed using a rope

Learners in groups to watch a video clip of people skipping

field markers, field, bean bags, ropes, § digital devices smart phones § video clips of people skipping

Signed questions and Practicals.

3

Basic Motor Skills

Locomotor skill: Skipping

By the end of the sub- strand, the learners should be able to: practice skipping in different ways for strength, coordination, balance and for excellence

Name physical activities that can be performed using a rope

Learners to practice Skipping in different ways by: § skip in different directions forward, backward

field markers, field, bean bags, ropes, § digital devices smart phones § video clips of people skipping

Signed questions and practical.

4

Basic Motor Skills

Locomotor skill: Skipping

By the end of the sub- strand, the learners should be able to: practice skipping in different ways for strength, coordination, balance and for excellence

Name physical activities that can be performed using a rope

Learners to practice Skipping in different ways by: § skip in different directions , to the right - to the left circular - straight curved zigzag

field markers, field, bean bags, ropes, § digital devices smart phones § video clips of people skipping

Signed questions and practical.

5

Basic Motor Skills

Locomotor skill: Skipping

By the end of the sub- strand, the learners should be able to: establish relationships through skipping creativity and imagination

Name physical activities that can be performed using a rope

skip in different levels

low

medium

high

field markers, field, bean bags, ropes, § digital devices smart phones § video clips of people skipping

Signed questions and practical.

2

1

Basic Motor Skills

Locomotor skill: Skipping

By the end of the sub- strand, the learners should be able to: establish relationships through skipping creativity and imagination

Name physical activities that can be performed using a rope

learners to skip in varying tempo such as slowly, moderate and fast and make shapes (square , circle, rectangle etc.

field markers, field, bean bags, ropes, § digital devices smart phones § video clips of people skipping

Signed questions and practical.

2

Basic Motor Skills

Locomotor skill: Skipping

By the end of the sub- strand, the learners should be able to: appreciate skipping for strength, coordination and balance

Name physical activities that can be performed using a rope

establish relationships such as mirroring, over, under, though, on beside, along and between

learners in groups to walk and make letters of the alphabet such as such as A, C, D, I, L,

field markers, field, bean bags, ropes, § digital devices smart phones § video clips of people skipping

Signed questions and practical.

3

Basic Motor Skills

Locomotor skill: Skipping

By the end of the sub- strand, the learners should be able to: play games that involve skipping for enjoyment

Name physical activities that can be performed using a rope

learners in groups to walk and make numbers such as 6,7,8

learners to make a combination of levels, pathways, tempo and skip

field markers, field, bean bags, ropes, § digital devices smart phones § video clips of people skipping

Signed questions and practical.

4

Basic Motor Skills

Locomotor skill: Skipping

By the end of the sub- strand, the learners should be able to: obey rules when skipping for own and others safety

Name physical activities that can be performed using a rope

Learners to play games that involve skipping

Learners to obey rules as they skip and play games

field markers, field, bean bags, ropes, § digital devices smart phones § video clips of people skipping

Signed questions and practical

5

Basic

Locomotor skill: Galloping

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

name the parts of the body that are in use when galloping for body awareness

Name the animals that gallop.

How can you use the skill gallop in your daily life?

Learners to answer questions on the animals that gallop Learners watch a video of the animals that gallop

Field makers, field, bean bags, ropes, Digital devices such as mobile smart phones Video clips of people galloping

3

1

Motor Skills

Locomotor skill: Galloping

By the end of the sub strand, the learner should be able to: perform gallop in different ways for strength, coordination, balance, and for space awareness

Name the animals that gallop.

How can you use the skill gallop in your daily life?

Learners to practice galloping in different ways by: § gallop in different directions

forward,

backward,

to the right

to the left

Field makers, field, bean bags, ropes, Digital devices such as mobile smart phones Video clips of people galloping

questions and practical

2

Basic

Locomotor skill: Galloping

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

perform gallop in different ways for strength, coordination, balance, and for space awareness

Name the animals that gallop.

How can you use the skill gallop in your daily life

Learners to practice galloping in different ways by: § gallop in different directions

forward,

backward,

to the right

to the left

Field makers, field, bean bags, ropes, Digital devices such as mobile smart phones

Video clips of people galloping

3

Motor Skills

Locomotor skill: Galloping

By the end of the sub strand, the learner should be able to: perform gallop in different ways for strength, coordination, balance, and for space awareness

Name the animals that gallop.

How can you use the skill gallop in you daily life

gallop in different pathways

circular

straight

curved

zigzag

Field makers, field, bean bags, ropes, Digital devices such as mobile smart phones Video clips of people galloping

4

Basic

Locomotor skill: Galloping

By the end of the sub strand, the learner should be able to: practice galloping for strength, coordination and balance for excellence

Name the animals that gallop.

How can you use the skill gallop in your daily life?

gallop in different pathways

circular

straight

curved

zigzag

Field makers, field, bean bags, ropes, Digital devices such as mobile smart phones Video clips of people galloping

5

Motor Skills

Locomotor skill: Galloping

By the end of the sub strand, the learner should be able to: establish relationships through galloping for creativity and self-esteem;

Name the animals that gallop.

How can you use the skill gallop in your daily life?

Learners establish relationships such as under mirroring etc.

Field makers, field, bean bags, ropes, Digital devices such as mobile smart phones Video clips of people galloping

Signed questions and practical

4

1

Basic

Locomotor skill: Galloping

By the end of the sub strand, the learner should be able to: appreciate galloping for strength, coordination and balance play games that involve galloping for enjoyment

Name the animals that gallop.

How can you use the skill gallop in your daily life?

Learners in groups to gallop and make letters of the alphabet such as such as C, I, L, O, learners in groups to gallop and make numbers such as 7, 6, 3

Field makers, field, bean bags, ropes, Digital devices such as mobile smart phones Video clips of people galloping

Signed questions and practical

2

Basic

Locomotor skill: Galloping

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

obey rules when galloping for own and others safety

Name the animals that gallop.

How can you use the skill gallop in your daily life?

combination of levels, pathways, tempo and gallop Learners to play games that involve galloping Learners to obey rules as they gallop and play games

Field makers, field, bean bags, ropes, Digital devices such as mobile smart phones Video clips of people galloping

Signed questions and practical

3

Basic Motor Skills

Locomotor skills: Dodging

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

name the parts of the body that are in use when dogging for body awareness;

Mention games that you can play using dodging

Learners to answer questions on the games where the dodging skill is used

Learners to watch video clips of learners dodging in a game of netball

Field makers, field, bean bags, ropes,

Digital devices such as computer and smart mobile phones

Video clips of learners playing a game where dodging is used

Signed questions and practical

4

Basic Motor Skills

Locomotor skills:

Dodging Locomotor skills: Dodging

By the end of the sub- strand, the learners should be able to: doge in different ways for strength, coordination, health and balance

Mention games that you can play using dodging

Learners to answer questions on the games where the dodging skill is used

Learners to watch video clips of learners dodging in a game of netball

Field makers, field, bean bags, ropes,

Digital devices such as computer and smart mobile phones

Video clips of learners playing a game where dodging is used

Signed questions and practical

5

Basic Motor Skills

Locomotor skills: Dodging

By the end of the sub- strand, the learners should be able to: practice dogging in different ways for strength, coordination, health, balance, and for excellence

What do you do to avoid being hit by a kicked ball

Learners to practice dodging in different ways by: § dodging in different directions

− forward,

− backward,

− to the right

− to the left

Field makers, field, bean bags, ropes,

Digital devices such as computer and smart mobile phones

Video clips of learners playing a game where dodging is used

5

1

Basic Motor Skills

Locomotor skills: Dodging

By the end of the sub- strand, the learners should be able to: establish relationships through dodging for creativity and imagination

What do you do to avoid being hit by a kicked ball

dodging in different

pathways − circular

− straight

− curved

− zigzag § dodging in different levels, slowly moderate and fast

Field makers, field, bean bags, ropes,

Digital devices such as computer and smart mobile phones

Video clips of learners playing a game where dodging is used

Signed questions and practical

2

Basic Motor Skills

Locomotor skills: Dodging

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

appreciate dodging for strength, coordination and balance

Mention games that you can play using dodging. What do you do to avoid being hit by a kicked ball?

dodging in different

pathways − circular

− straight

− curved

− zigzag § dodging in different levels, slowly moderate and fast

Field makers, field, bean bags, ropes,

Digital devices such as computer and smart mobile phones

Video clips of learners playing a game where dodging is used

Signed questions and practical

3

Basic Motor Skills

Locomotor skills: Dodging

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

play games that involve dodging for enjoyment

Mention games that you can play using dodging. What do you do to avoid being hit by a kicked ball?

Knee boxing: In twos partners try to touch knees; each partner must dodge to avoid being touched.

Picking the medal: You have won a gold medal in a race, as you walk to the car somebody tries to take it. You hide it behind the back, as your partner tries to take it you keep dodging to make sure it is not taken. (The activity to be done in twos or threes. hands should be used to maintain the medal at the back not for defense (hands and arms only for taking).

Field makers, field, bean bags, ropes, Digital devices such as computer and smart mobile phones

Video clips of learners playing a game where dodging is used

Signed questions and practical

4

Basic Motor Skills

Locomotor skills: Dodging

By the end of the sub- strand, the learners should be able to: obey rules when dodging for own and others safety.

Mention games that you can play using dodging. What do you do to avoid being hit by a kicked ball?

Learners to play games while using the skill dodging

Learners to obey rules as they dodge and play games

Field makers, field, bean bags, ropes, Digital devices such as computer and smart mobile phones

Video clips of learners playing a game where dodging is used

Signed questions and practical

5

Basic Motor Skills

Locomotor skill Sliding

By the end of the sub- strand, the learners should be able to: name the parts of the body that are in use when sliding for body awareness

How can you use the skill sliding (side gallop) in your daily routine?

Learners to answer questions on the parts of the body that are in use when sliding

Learners watch a video clip of the animals that slide

Field makers, pebbles ropes, Digital devices such as smart phones

Video clips of animals that slide such as the seal

questions and practical

6

1

Basic Motor Skills

Locomotor skill Sliding

By the end of the sub strand the learner should be able to perform sliding in different ways for strength, coordination, health, balance, and excellence

How can you use the skill sliding (side gallop) in your daily routine?

Learners watch a video clip of the animals that slide

Learners to practice sliding in different ways by: o gallop in different directions forward, - backward, to the right to the left

Field makers, pebbles ropes, Digital devices such as smart phones

Video clips of animals that slide such as the seal

questions and practical

2

Basic Motor Skills

Locomotor skill Sliding

By the end of the sub strand the learner should be able to practice sliding in different ways for strength, coordination, health, balance, and excellence

Name animals that slid for movement

slide in different pathways

circular

straight

curved

zigzag

Field makers, pebbles ropes, Digital devices such as smart phones

Video clips of animals that slide such as the seal

questions and practical

3

Basic Motor Skills

Locomotor skill Sliding

By the end of the sub strand the learner should be able to establish relationships through sliding for creativity and imagination

Name animals that slid for movement

learners to slide in varying tempo and make shapes:

learners to establish relationships such as under, on, through, round, between, sideways etc.

Field makers, pebbles ropes, Digital devices such as smart phones

Video clips of animals that slide such as the seal

questions and practical

4

Basic Motor Skills

Locomotor skill Sliding

By the end of the sub strand the learner should be able to appreciate sliding for strength, coordination, health, balance, and self-esteem

Name animals that slid for movement

Learners in groups to slide and make letters of the alphabet such as such as O, N, T, W, Y,

learners in groups to slide and make numbers ,5, 6, 7, 8

Field makers, pebbles ropes, Digital devices such as smart phones

Video clips of animals that slide such as the seal

questions and practical

5

Basic Motor Skills

Locomotor skill Sliding

By the end of the sub strand the learner should be able to play games that involve sliding for enjoyment

obey rules when sliding for own and others safety

Name animals that slid for movement

learners to make a combination of levels, pathways, tempo and slide

Learners to play games that involve sliding

Learners to obey rules as they slide and play games

Field makers, pebbles ropes, Digital devices such as smart phones

Video clips of animals that slide such as the seal

questions and practical

7

1

Basic Motor Skills

Non-locomotor: Twisting

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

name the parts of the body that can twist

Which parts of the body can twist? Name an activity that involves twisting

Learners name the parts of the body that can twist such as neck, arm trunk and legs

Field makers, field, bean bags, ropes, Digital devices such as smart mobile phones

questions and practical

2

Basic Motor Skills

Non-locomotor: Twisting

By the end of the sub strand the learner should be able to perform twisting in different directions for agility and flexibility

Which parts of the body can twist? Name an activity that involves twisting

Learners to watch video clips of ballet dancers

learners to practice twisting individually and in groups

Field makers, field, bean bags, ropes, Digital devices such as smart mobile phones

questions and practical

3

Basic Motor Skills

Non-locomotor: Twisting

By the end of the sub-strand the learner should be able to practice twisting in different directions for agility, flexibility and excellence

Which parts of the body can twist? Name an activity that involves twisting

Learners participate in twisting activities

Field makers, field, bean bags, ropes, Digital devices such as smart mobile phones

questions and practical

4

Basic Motor Skills

Non-locomotor: Twisting

By the end of the sub strand the learner should be able to establish relationships for creativity and imagination

Which parts of the body can twist?  Name an activity that involves twisting

Learners participate in twisting activities

Field makers, field, bean bags, ropes,

Digital devices such as smart mobile phones

questions and practical

5

Basic Motor Skills

Non-locomotor: Twisting

By the end of the sub strand the learner should be able to appreciate twisting for self-esteem

Which parts of the body can twist? Name an activity that involves twisting

Learners participate in twisting activities

Field makers, field, bean bags, ropes,

Digital devices such as smart mobile phones

questions and practical

8

1

Basic Motor Skills

Non-locomotor: Twisting

By the end of the sub strand the learner should be able to obey rules while twisting for own and others safety

Which parts of the body can twist? Name an activity that involves twisting

Observe rules while twisting for own and others safety

Field makers, field, bean bags, ropes,

Digital devices such as smart mobile phones

questions and practical

2

Basic Motor Skills

Manipulative skills: Striking

By the end of the sub strand the learner should be able to: name the parts of the body that are involved in striking for body awareness

Which parts of the body is used for striking?

Learners answer questions on the parts of the body that are used for striking

Learners to watch a video clip of game where the striking skill is performed such as rounder and cricket

Field makers, pebbles, ropes, Digital devices such as computers and smart mobile phones

Video clip of games where the striking skill is used such as rounder and cricket

Signed questions and practical

3

Basic Motor Skills

Manipulative skills: Striking

By the end of the sub strand the learner should be able to: perform striking in different ways for Strength, coordination and balance

Which parts of the body is used for striking?

Learners to watch a video clip of game where the striking skill is performed such as rounder and cricket

practice striking in different ways by:

− striking in different directions such as forward, backward, to right and left − striking sideways

Field makers, pebbles, ropes,

Digital devices such as computers and smart mobile phones

Video clip of games where the striking skill is used such as rounder and cricket

Signed questions and practical

4

Basic Motor Skills

Manipulative skills: Striking

By the end of the sub strand the learner should be able to: practice striking in different ways for Strength, coordination , balance and excellence

Name a game where the striking skill is used.

Learners to watch a video clip of game where the striking skill is performed such as rounder and cricket

practice striking in different ways by:

− striking in different directions such as forward, backward, to right and left − striking sideways

Field makers, pebbles, ropes,

Digital devices such as computers and smart mobile phones

Video clip of games where the striking skill is used such as rounder and cricket

Signed questions and practical

5

Basic Motor Skills

Manipulative skills: Striking

By the end of the sub-strand the learner should be able to: establish relationships through striking for creativity and imagination

Name a game where the striking skill is used.

Learners to watch a video clip of game where the striking skill is performed such as rounder and cricket practice striking in different ways by:

− striking in different directions such as forward, backward, to right and left

− striking sideways strike in different levels such as

low, medium and high

− strike an object to varying distances such as near, far

Field makers, pebbles, ropes, Digital devices such as computers and smart mobile phones

Video clip of games where the striking skill is used such as rounder and cricket

Signed questions and practical

9

1

Basic Motor Skills

Manipulative skills: Striking

By the end of the sub strand the learner should be able to: appreciate striking for Strength, coordination and balance for self-esteem play games that involve striking for enjoyment

obey rules when striking for own and others safety

Name a game where the striking skill is used.

Learners to play games that involve striking

Learners to observe rules as they play games

Field makers, pebbles, ropes,

Digital devices such as computers and smart mobile phones

Video clip of games where the striking skill is used such as rounder and cricket

Signed questions and practical

10

END OF TERM ASSESSMENT

WIKI

KIPINDI

MADA

MADA NDOGO

MATOKEO MAALUM YANAYOTOKEA

MASWALI DADISI

MAPENDEKEZO YA SHUGLI ZA UFUNZAJI

PENDEKEZO LA TATHMINI

NYEZO

MAONI

1

1

Shambani.

Sauti.

Kufikia mwisho wa mada, mwanafunzi aweze: 

kutambua sauti mbili zinazotamkwa pamoja ili kuimarisha matamshi bora 

kutamka sauti lengwa ili kuimarisha matamshi bora 

kusoma silabi za sauti lengwa ili kuimarisha usomaji

Ni sauti zipi Unazoweza kutamka?

Mwanafunzi atambue sauti bw, fy na kw katika maneno.  

 Mwanafunzi asikilize silabi za sauti lengwa ikitamkwa na mwalimu kisha atamke pamoja na mwalimu na baadaye atamke akiwa peke yake, wawili wawili na kama darasa. Mifano ya silabi hizi ni: bwa, bwe; fya, fye; kwa, kwe, kwi n.k.

Mwalimu asikilize baadhi ya sauti ambazo wanafunzi wanaweza kutamka kwa pamoja.

Mwanafunzi

Tarakilishi 

Kiswahili Dadisi Gredi ya tatu uk, 2-3

2

Kusikiliza na kuzungumza

sauti

Kufikia mwisho wa mada, mwanafunzi aweze kuandika silabi zinazotokana na sauti lengwa ili kuimarisha uandishi bora  kusoma maneno kwa kutumia silabi zinazotokana na sauti lengwa ili kuimarisha usomaji 

kuandika maneno kutokana na silabi zilizofunzwa ili kuimarisha uandishi bora

Unajua kusoma sauti zipi mbili zinazotamkwa?  

 Unajua kuandika maneno gani yanayoundwa

kutokana na sauti mbili zinazotamkwa pamoja

Mwanafunzi aweza kutumia teknolojia (papaya) kusikiliza sauti lengwa ikitamkwa.  

Mwanafunzi aweza kusikiliza mgeni mwalikwa akitamka sauti lengwa. 

Mwanafunzi asome maneno kwa kutumia silabi k.v. silabi bwana, bweka, fyata, fyeka, kwao, kwea na kwekwe.  

Mwanafunzi aandike herufi za sauti alizosoma hewani na vitabuni pamoja na maneno yanayojumuisha sauti hizo.

Mwalimu ahakikishe wanafunzi wameweza Kuandika baadhi ya sauti mbili zinazofanana.

Mwanafunzi

Tarakilishi 

Kiswahili Dadisi Gredi ya tatu uk, 4-5

3

Msamiati.

Kusikiliza na kuzungu mza

Kufikia mwisho wa mada, mwanafunzi aweze: 

kutambua msamiati unaohusiana na shughuli za shambani ili kuimarisha mawasiliano 

kusoma maneno na sentensi kuhusu shambani ili kuimarisha usomaji 

kutunga sentensi akitumia msamiati wa shambani ili kuimarisha mawasilian

Je, wajua vifaa vipi vinavyotumik a shambani?

Mwanafunzi asome msamiati wa shambani kama vile jembe, shoka, upanga, kifyekeo, plau, trekta, lima, fyeka, panda na kwekwe katika kadi na chati. 

Mwanafunzi ataje majina ya vifaa halisi, picha au michoro anavyoonyeshwa.  

Mwanafunzi atazame vifaa vya shambani hivyo kwenye tarakilishi au tabuleti vikifanya kazi.  

Mwanafunzi achore maumbo ya vifaa vinavyotumika shambani.

Mwalimu ahakikishe wanafunzi wanatambua vifaa vinavyotumika shambani.

Mwanafunzi

Tarakilishi 

Kiswahili Dadisi Gredi ya tatu uk, 6

2

1

Msamiati.

Kusikiliza na kuzungu mza

Kufikia mwisho wa mada, mwanafunzi aweze: 

kuandika maneno na sentensi zinazojumuisha msamiati wa shambani katika kujenga uandishi bora  kuthamini matumizi ya msamiati wa shambani katika mawasiliano

Ni kifaa kipi cha shamba unachoweza kuchora?

Wanafunzi waambatanishe kadi za maneno na vifaa halisi wakiwa katika vikundi.  

Wanafunzi waweza kushiriki katika nyimbo na mashairi kuhusu shambani.  

Mwanafunzi aandike majina ya vifaa vinavyotumika shambani. 

Mwanafunzi atunge na kusoma sentensi akitumia msamiati wa shambani.

Mwalimu ahakikishe wanafunzi wameweza kuchora baadhi ya vifaa vya shamba vinavyochorwa.

Mwanafunzi

Tarakilishi 

Kiswahili Dadisi Gredi ya tatu uk, 8-9

2

Kusikiliza nakuzungum za.

Masimulizi

Kufikia mwisho wa mada, mwanafunzi aweze: 

kusikiliza kwa makini masimulizi kuhusu shambani katika kujenga usikivu 

kutaja majina ya vifa vinavyotumika shambani ili

kuimarisha stadi ya kuzungumza

Je, ni vifaa vipi hutumika shambani?

Mwanafunzi kusimulia kuhusu shambani.  

Mwanafunzi ashiriki katika mjadala kuhusu vifaa vinavyotumika shambani kama vile; jembe, shoka, upanga, kifyekeo, plau, trekta, lima, fyeka na panda akionyeshwa vifaa halisi, picha au michoro.  

Mwanafunzi aelezee umuhimu wa vifaa vinavyotumika shambani.

Mwalimu ahakikishe kwamba wanafunzi wamesikiliza kwa makini ili kuimarisha umasikivu.

Mwanafunzi

Tarakilishi 

Kiswahili Dadisi Gredi ya tatu uk, 10

3

Kusikiliza nakuzungumza

Masimulizi

Kufikia mwisho wa mada, mwanafunzi aweze: 

kuelezea vifaa vinavyotumika shambani ili kuimarisha stadi ya kuzungumza kuelezea shughuli zinazofanyika shambani ili kuimarisha stadi ya kuzungumza 

kutambua matumizi ya vifaa vinavyotumika shambani ili kuimarisha stadi ya kuzungumza 

kuthamini umuhimu wa vifaa vinavyotumika shambani

Mwanafunzi aweza kushirikishwa katika nyimbo au mashairi kuhusu vifaa vinavyotumika shambani.  

Mwanafunzi aweza kushirikishwa katika kuigiza vitendo vinavyofanywa shambani

Mwalimu ahakikishe kuwa mwanafunzi anaeza kuelezea baadhi ya vifaa vinavyotumika shambani.

Mwanafunzi

Tarakilishi 

Kiswahili Dadisi Gredi ya tatu uk, 11

3

1

Kusoma.

Hadithi.

Kufikia mwisho wa mada, mwanafunzi aweze: 

kutambua picha za vifaa vinavyotumika shambani ili kuimarisha ufahamu wa hadithi 

kusoma hadithi za picha zinazohusu shamba ili kujenga usomaji bora

Unaona nini katika picha?  

Ni nini kitakachotend eka katika hadithi?

Mwanafunzi ajadili picha zilizojumuishwa kwenye hadithi.  

Mwanafunzi atabiri kitakachotokea kwenye hadithi. 

Mwanafunzi afahamu matumizi ya msamiati uliotumika kwenye hadithi. 

Mwanafunzi asome na wengine darasani, wakiwa wawili na baadaye asome peke yake

Mwalimu awawezeshe wanafunzi kusoma hadithi kwa makini huku wakiielewa.

Mwanafunzi

Tarakilishi 

Kiswahili Dadisi Gredi ya tatu uk, 12

2

Kusoma.

Hadithi.

Kufikia mwisho wa mada, mwanafunzi aweze: 

kusikiliza hadithi zikisomwa na mwalimu kuhusu vifaa vinavyotumika shambani ili kujenga usikivu 

kufahamu hadithi aliyoisoma na aliyosomewa kuhusu shambani ili kupata ujumbe 

kuchangamkia kusoma hadithi za vifaa vinavyotumika  shambani ili kuendeleza stadi ya usomaji

Ni vifaa vipi vimetajwa katika hadithi?

Wanafunzi waweza kusomeana hadithi wakiwa wawili wawili au katika vikundi.  

Mwanafunzi aweza kusoma hadithi kwa kutumia vifaa vya kiteknolojia k.m. tarakilishi na projekta.  

Mwanafunzi aweza kusoma hadithi kwa kutumia jitabu mbele ya darasa.

Mwanafunzi athibitishe utabiri wao baada ya kusoma hadithi.

Mwalimu ahakikishe wanafunzi wanaweza kusomeana hadithi wakiwa wiwili wawili.

Mwanafunzi

Tarakilishi 

Kiswahili Dadisi Gredi ya tatu uk, 13

3

Kusikiliza na kuzungumza.

Kuandika.

Kufikia mwisho wa mada, mwanafunzi aweze: 

kuandika kisa kifupi kwa hati nadhifu kulingana na mada ili kujenga stadi ya uandishi

Je, ni mambo yapi yanayofaa kuzingatiwa unapoandika kisa?

Mwanafunzi apewe hadithi yenye mapengo ajaze kwa maneno mwafaka mwingine.  

Mwanafunzi aelezee yaliyo muhimu katika uandishi k.v. mwandiko nadhifu, maudhui, mtiririko n.k.  

 Mwanafunzi asome kielelezo cha kisa kilichoandikwa na mwanafunzi.

Mwalimu ahakikishe wanafunzi wanafahamu mambo ya kuzingatia unapoelezea kisa chochote.

Mwanafunzi

Tarakilishi 

1Kiswahili Dadisi Gredi ya tatu uk,2-3

4

1

Kusikiliza na kuzungumza

Kuandika

Kufikia mwisho wa mada, mwanafunzi aweze:  kufurahia uandishi wa visa tofauti ili kuimarisha mawasiliano andishi.

Je, ni kisa gani unachoweza kuandika juu ya shamba?

Wanafunzi waweza kuandika kisa kifupi wakiwa wawili wawili.  

Mwanafunzi aandike kisa kifupi kinachohusiana na mada. Kisa hiki kifuate hatua tano za uandishi: maandalizi, nakala ya kwanza, marejeleo, uhariri na uchapishaji.

Mwalimu awasikiliza wanafunzi wakipeana kisa chochote kile kuhusu shamba.

Mwanafunzi

Tarakilishi 

Kiswahili Dadisi Gredi ya tatu uk, 14

2

Sarufi

Nafsi ya tatu wakati ujaoumoja na wingi

Kufikia mwisho wa mada, mwanafunzi aweze:  kutambua maneno na viambishi vinavyotumika kuonyesha nafsi ya tatu na wakati ujao katika umoja na wingi ili kuimarisha mawasiliano 

kutumia nafsi ya tatu wakati ujao hali ya umoja na wingi katika sentensi kwa usahihi ili kuimarisha mawasiliano

Je, unatumia neno gani kuonyeshea mwenzako akiwa mbali

Mwanafunzi atumie nafsi ya tatu wakati ujao hali ya umoja na wingi katika mazungumzo.  

Mwanafunzi atumie nafsi ya tatu wakati ujao hali ya umoja na wingi katika sentensi.  

Mwanafunzi aweza kujaza mapengo kwa kutumia nafsi ya tatu wakati ujao hali ya umoja na wingi.  

Wanafunzi wanaweza kupewa sentensi zinazojumuisha nafsi na nyakati mbalimbali wazitambue katika vikundi

Mwalimu asikilize wanafunzi wakitumia baadhi ya maneno yanayoonyesha nafsi ya tatu na wakati ujao katika umoja.

Mwanafunzi

Tarakilishi 

Kiswahili Dadisi Gredi ya tatu uk, 15

3

Sarufi

Nafsi ya tatu wakati ujaoumoja na wingi

Kufikia mwisho wa mada, mwanafunzi aweze: 

kusoma vifungu vilivyo na nafsi ya tatu, wakati ujao kwa umoja na wingi ili kujenga usomaji  kuandika vifungu

vilivyo na nafsi ya tatu, wakati ujao kwa umoja na wingi ili kujenga uandishi bora

Ikiwa nanuia kusafiri kesho, nitasemaje?

Mwanafunzi aweza kupewa zoezi katika tarakilishi ili atumie mbinu ya kuburura na kutia kapuni.  

Mwanafunzi aigize vitendo vya kuashiria nafsi ya kwanza, ya pili na ya tatu huku akitunga sentensi.  

Mwanafunzi aweza kupata ufafanuzi wa nafsi kwa kutumia vibonzo katika tarakilishi.

Mwalimu awasikilize wanafunzi wakisoma vifungu kwa makini.

Mwanafunzi

Tarakilishi 

Kiswahili Dadisi Gredi ya tatu uk,16-17

5

1

Uzalendo.

Sauti  mbili tofauti zinazotam kwa pamoja

Kufikia mwisho wa mada, mwanafunzi aweze: 

kutambua sauti mbili zinazotamkwa pamoja ili kuimarisha matamshi bora 

kutamka sauti lengwa ili kuimarisha matamshi bora 

kusoma silabi za sauti lengwa ili kuimarisha usomaji

Ni sauti zipi unazojua kutamka?

Unajua kusoma silabi zipi katika maneno?

Mwafunzi atambue sauti mw, nd na pw katika maneno.  

 Mwanafunzi asikilize mwalimu akizitamka silabi zinazotokana na sauti lengwa kisha atamke pamoja na mwalimu na baadaye atamke akiwa  pekee, wawili na  darasa zima k.m mwa, mwe, mwi na  mwo

Mwalimu asikilize wanafunzi wakitamka silabi mbili pamoja ili kuimarisha matamshi bora.

Mwanafunzi

Tarakilishi 

Kiswahili Dadisi Gredi ya tatu uk, 18-19

2

Sauti  mbili tofauti zinazotam kwa pamoja

kuandika silabi zinazotokana na sauti lengwa ili kuimarisha uandishi bora  kusoma maneno kwa kutumia silabi zinazotokana na sauti lengwa ili kuimarisha usomaji

Unajua kusoma silabi zipi katika maneno?

Mwanafunzi aweza kutumia teknolojia kama vile papaya, tarakilishi, projekta na kipaza sauti kumsaidia kuimarisha matamshi yake.  

Mwanafunzi aweza kumsikiliza mgeni mwalikwa akitamka sauti lengwa.  

Mwanafunzi atambue sauti alizosoma katika maneno kwa mfano k. m mwana, mwananchi, ndoo, ndizi, uzalendo, pwani, pweza na pweke

Mwalimu awaangalie wanafunzi wakiandika silabi mbili zinazotokanan na silabi lengwa.

Mwanafunzi

Tarakilishi 

Kiswahili Dadisi Gredi ya tatu uk, 20-21

3

Sauti  mbili tofauti zinazotam kwa pamoja

Kufikia mwisho wa mada, mwanafunzi aweze:  kusoma hadithi zilizo na maneno yaliyo na sauti lengwa ili kumsaidia mwanafunzi kutamka sauti husika ili kuimarisha matamshi na usomaji   Kuchangamkia kutamka sauti lengwa ili kuimarisha mawasiliano.

Ni herufi na maneno yapi yanayoundwa kutokana na sauti mbili zinazotamkwa pamoja?

Mwanafunzi asome maneno kwa kutumia silabi na kugawa yaliyo marefu zaidi katika sehemu ndogo ndogo.  

Wanafunzi wasome hadithi zilizo na maneno yaliyobeba sauti lengwa darasani au wawili wawili.  

Mwanafunzi anakili herufi na maneno yanayotokana na sauti alizofunzwa.  

Wanafunzi aandike maneno yanayojumuisha sauti lengwa.

Mwalimu awasikilize wanafunzi wakisema baadhi ya maneno ambayo yanaundwa kutokana na sauti mbili zinazotamkwa pamoja.

Mwanafunzi

Tarakilishi 

Kiswahili Dadisi Gredi ya tatu uk, 21-22

6

1

Msamiati.

Msamiati.

Kufikia mwisho wa mada, mwanafunzi aweze: 

kutambua msamiati ambao unahusiana na uzalendo ili kuimarisha mawasiliano 

kusoma msamiati unaohusiana na uzalendo ili kujenga usomaji

Je, uzalendo ni nini?

Mwanafunzi asome maneno yanayohusiana na uzalendo kama vile; umoja, amani, upendo, bendera, taifa, nchi, raia, gwaride, rangi za bendera kwa kutumia kadi za maneno.  

Mwanafunzi aeleze maana ya msamiati wa uzalendo.  

Mwanafunzi ashiriki katika mjadala kuhusu maana za maneno yanayohusiana na uzalendo  

Mwalimu awasikile wanafunzi wakifafanua baadhi ya msamiati unaotokana na uzalendo.

Mwanafunzi

Tarakilishi 

Kiswahili Dadisi Gredi ya tatu uk, 23

2

Kusikiliza na Kuzungumza

:

Masimulizi

Kufikia mwisho wa mada, mwanafunzi aweze: 

kutambua maneno yanayoonyesha uzalendo ili kuyatumia katika mawasiliano 

kusimulia visa vinavyojumuisha  mambo yanayoweza kuimarisha uzalendo ili kujenga stadi ya kuzungumza

Je, ni nini maana ya uzalendo?   

Uzalendo una umuhimu gani?

Mwanafunzi aeleze baadhi ya mambo yanayoweza kuimarisha uzalendo katika nchi yake kwa kutumia mgeni mwalikwa.   

Mwanafunzi asimulie visa vinavyojumuisha mambo yanayoweza kuimarisha uzalendo kama vile amani, umoja, upendo na bendera ya Kenya.   

 Mwanafunzi asikilize kwa makini hadithi anazosimuliwa.

Mwalimu kuwasikiliza wanafunzi wakielezea maana ya uzalendo baada ya kipindi.

Mwanafunzi

Tarakilishi  

Kiswahili Dadisi Gredi ya tatu uk, 26

3

Kusikiliza na Kuzungumza

:

Masimulizi

Kufikia mwisho wa mada, mwanafunzi aweze: 

kusikiliza masimulizi kuhusu uzalendo ili kuimarisha usikivu 

Kuthamini umuhimu wa uzalendo katika maisha ya kila siku.

Je, ni kwa njia zipi unaweza kuonyesha uzalendo?   

Bendera ina umuhimu gani?

Mwanafunzi aweza kutazama video inayoonyesha vitendo vya kizalendo.   

Wanafunzi wajadiliane kuhusu uzalendo katika makundi.   

Wanafunzi waimbe wimbo wa taifa na kujadili maana ya baadhi ya maneno ya kizalendo katika wimbo huo.   

 Mwanafunzi atunge sentensi kuhusu baadhi ya mambo yanayohusu uzalendo.

Mwalimu awasikilize wanafunzi huku wakisema umuhimu wa bendera.

Mwanafunzi

Tarakilishi  

Kiswahili Dadisi Gredi ya tatu uk, 27

7

1

Kusoma:

Hadithi.

Kufikia mwisho wa mada, mwanafunzi aweze: 

kutambua rangi za bendera ili kuimarisha uzalendo  

kutambua maneno yanayohusiana na uzalendo ili kuimarisha mawasiliano

Je, unajua nini kuhusu uzalendo?   

Ni vipi unavyoweza kuonyesha upendo kwa nchi yako?

Mwanafunzi ajadili picha zilizojumuishwa kwenye hadithi.   

Mwanafunzi atabiri kitakachotokea kwenye hadithi.

Mwanafunzi athibitishe utabiri wake baada ya kusoma hadithi

Mwanafunzi

Tarakilishi  

Kiswahili Dadisi Gredi ya tatu uk, 28

2

Kuandika

Kuandika

kufikia mwisho wa mada, mwanafunzi aweze: 

kuandika kisa kifupi kwa hati nadhifu kulingana na mada ili kujenga stadi ya uandishi

Je, ni mambo yapi yanayofaa kuzingatiwa unapoandika kisa?

Mwanafunzi apewe hadithi yenye mapengo ajaze kwa maneno mwafaka.  Mwanafunzi aelezee yaliyo muhimu katika uandishi k.v.  mwandiko nadhifu, maudhui, mtiririko n.k.   

Mwanafunzi asome kielelezo cha kisa kilichoandikwa na mwanafunzi

Mwalimu awaangalie wanafunzi wakiandika kisa kwa hati nadhifu.

Mwanafunzi

Tarakilishi  

Kiswahili Dadisi Gredi ya tatu uk, 30

3

Kuandika

Kufikia mwisho wa mada, mwanafunzi aweze: 

Kufurahia uandishi wa visa tofauti ili kuimarisha mawasiliano andishi.

Je, ni tukio gani unaloweza kukumbuka na kuandikia kisa?

Wanafunzi waweza kuandika kisa kifupi wakiwa wawili wawili.   

Mwanafunzi aandike kisa kifupi kinachohusiana na mada. Kisa hiki kifuate hatua tano za uandishi: maandalizi, nakala ya kwanza, marejeleo, uhariri na uchapishaji

Mwalimu awasikilize wanafunzi wakijadili tukio wanaloweza kukumbuka ili Kuandika kisa.

Mwanafunzi

Tarakilishi  

Kiswahili Dadisi Gredi ya tatu uk, 31

8

1

Sarufi  

Matumizi ya:  -ake na -ao)

Kufikia mwisho wa mada, mwanafunzi aweze: 

kutambua matumizi ya; -ake na –ao ili kuimarisha mawasiliano

kusoma vifungu vya maneno vinavyojumuisha  -ake na -ao ili kujenga usomaji  kutunga sentensi akitumia  -ake na ao ili kuimarisha ubunifu

Je, utatumia neno gani kuonyesha kwamba unachozungu mzia ni chako?   

Je, ni nini wingi wa – ake?

Mwanafunzi aonyeshe vitu vyake na vya wengine darasani na kuvirejelea akitumia ake na –ao.

Mwanafunzi asome vifungu vyenye matumizi -ake na –ao.   

Mwananafunzi akamilishe vifungu kwa kutumia -ake na – ao km Kalamu ______  (kalamu yake)- Kalamu ______ (Kalamu zao); kitabu  ______ (Kitabu chako) – Kitabu ______(Vitabu vyao).   

Mwanafunzi atunge sentensi kwa kutumia –ake na – ao

Mwalimu awasikilize wanafunzi wakiongea kuhusu vitu vyao wenyewe.

Mwanafunzi

Tarakilishi  

Kiswahili Dadisi Gredi ya tatu uk, 32-33

2

Miezi ya Mwaka.

Sauti mbili tofauti zinazotam kwa pamoja.

Kufikia mwisho wa mada, mwanafunzi aweze: 

kutambua sauti mbili zinazotamkwa pamoja ili kuimarisha matamshi bora  kutamka sauti lengwa ili kuimarisha matamshi bora 

kusoma silabi za sauti lengwa ili kuimarisha usomaji

Ni sauti zipi unazojua kutamka?   

Unajua kusoma herufi zipi?

Mwanafunzi atambue sauti mb, nj na ng katika maneno.   

Mwanafunzi amsikilize mwalimu akitamka silabi zinazotokana na sauti lengwa kisha atamke.

Pamoja na mwalimu na baadaye atamke akiwa pekee, wawili na darasa zima. Mifano ya silabi hizi ni: mba, mbe, mbi, nja, nje, nji, nga, nge na ngi.  

Mwanafunzi aweza  kutumia vifaa vya ki teknolojia kama vile papaya, tarakilishi, projekta na kipazasauti

Mwalimu asikie mifano kutoka kwa wanafunzi kuhusu sauti mbili zinazotamkwa pamoja.

Mwanafunzi

Tarakilishi  

Kiswahili Dadisi Gredi ya tatu uk,  34-35

3

Msamiati

Majina ya miezi

Kufikia mwisho wa mada, mwanafunzi aweze: 

kutambua miezi ya mwaka ili kuimarisha stadi ya kuzungumza  

kusoma majina ya miezi ya mwaka ili kuimarisha usomaji bora

Je, unajua majina yapi ya miezi?

Mwanafunzi asome majina ya miezi ya mwaka ipasavyo kwa kutumia kadi za maneno.   

Wanafunzi waweza   kukariri mashairi yanayohusu miezi ya mwaka.  Mwanafunzi aweza kuimba nyimbo zinazohusu miezi ya mwaka.    

Mwanafunzi aandike majina ya miezi ya mwaka.

Mwalimu awasikilize wanafunzi wakitaja baadhi ya majina ya miezi wanayoijua.

Mwanafunzi

Tarakilishi  

Kiswahili Dadisi Gredi ya tatu uk, 39

9

1

Msamiati.

Majina ya miezi.

Kuandika majina ya miezi ya mwaka kwa mfuatano ili kujenga uandishi bora.  

Kutumia majina ya miezi katika sentensi ili kujenga ubunifu.

Kuchangamkia majina ya miezi katika mawasiliano ya kila siku.

Je, ulizaliwa mwezi gani?

Mwanafunzi aandike majina ya miezi ya mwaka.    

Wanafunzi waweza kushirikishwa katika kupanga upya majina miezi ya mwaka yaliyoparaganywa.    

Mwanafunzi atunge sentensi akitumia majina ya miezi ya mwaka.   

Mwanafunzi aweza kuonyeshwa vibonzo vikitaja miezi ya mwaka na kuelezea matukio tofauti ya mwaka.

Mwalimu awaangalie wanafunzi wakiandika majina ya miezi katika daftari zao.

Mwanafunzi

Tarakilishi  

Kiswahili Dadisi Gredi ya tatu uk, 40

2

Msamiati.

Tarakimu 51-100.

Kufikia mwisho wa mada, mwanafunzi aweze; 

Kutambua nambari 51-100 kwa maneno ili kuimarisha stadi ya kuzungumza.

Kusoma nambari 51100 kwa maneno ili kuimarisha usomaji bora.

Unaweza kuandika nambari zipi?

Mwanafunzi asome majina ya nambari 51100  

 Wanafunzi waweza kupatiwa kadi za nambari 51-100 na majina yake ili kuziambatanisha katika makundi.    

Mwanafunzi aandike nambari 51-100.   

Wanafunzi waweza kushirikishwa kupanga upya majina yaliparaganywa ya nambari 51-100.

Mwalimu awasikilize wanafunzi wakitaja nambari hamsini hadi mia moja.

Mwanafunzi

Tarakilishi  

Kiswahili Dadisi Gredi ya tatu uk, 41

3

Kusikiliza na Kuzungumza

.

Masimuli zi.

Kufikia mwisho wa mada, mwanafunzi aweze: 

kutambua majina ya miezi ya mwaka kwa Kiswahili ili kuimarisha mawasiliano 

kutaja miezi ya mwaka kwa Kiswahili ili kuimarisha stadi ya kuzungumza

Unajua miezi gani ya mwaka?

Je, ulizaliwa mwezi gani?

Mwanafunzi ataje miezi ya mwaka.    

Mwanafunzi aweza kuelezea mambo yanayofanyika miezi fulani kv kufungua shule mwezi wa Januari, kufunga shule mwezi wa Aprili.   

Mwanafunzi asimulie kuhusu matukio katika miezi mbalimbali k.v. kuzaliwa, shehere za kidini na kitaifa.   

Mwanafunzi aweza kuimba nyimbo na kukariri mashairi kuhusu miezi ya mwaka.

Mwalimu awasikilize wanafunzi wakimueleza kuhusu mwezi waliozaliwa.

Mwanafunzi

Tarakilishi  

Kiswahili Dadisi Gredi ya tatu uk, 44

10

1

Kusoma:

Hadithi.

Kufikia mwisho wa mada, mwanafunzi aweze: 

kufahamu hadithi aliyoisoma na aliyosomewa kuhusu miezi ya mwaka ili kupata ujumbe 

kuchangamkia kusoma hadithi katika maisha ya kila siku

Je, waweza kukumbuka nini ulichosoma au kusomewa?

Mwanafunzi ajibu na kuuliza maswali kuhusu hadithi aliyosoma.   

Mwanafunzi atoe muhtasari wa hadithi aliyosoma au kusomewa.

Mwalimu asikilize wanafunzi wakieleza hadithi aliyowasomea.

Mwanafunzi

Tarakilishi  

Kiswahili Dadisi Gredi ya tatu uk, 47

2

Kuandika

Kusikiliza na kuzungu mza.

Kufikia mwisho wa mada, mwanafunzi aweze: 

kuandika kisa kifupi kwa hati nadhifu kulingana na mada

ili kujenga stadi ya uandishi 

Kufurahia uandishi wa visa tofauti ili kuimarisha mawasiliano andishi.

Je, ni mambo yapi yanayofaa kuzingatiwa unapoandika kisa?   

 Je, unaweza kuandika kisa kipi kuhusu jambo ulilofanya katika mwezi fulani wa mwaka?

Mwanafunzi apewe hadithi yenye mapengo ajaze kwa maneno mwafaka   

Mwanafunzi aeleze yaliyo muhimu katika uandishi k.v. mwandiko nadhifu, maudhui, mtiririko n.k.   

Mwanafunzi asome kielelezo cha kisa kilichoandikwa.   

Wanafunzi waweza kuandika kisa kifupi wakiwa wawili wawili

Mwalimu awaangalie wanafunzi wakiandika kisa kifupi kwa hati nadhifu.

Mwanafunzi

Tarakilishi  

Kiswahili Dadisi Gredi ya tatu uk, 49

3

Sarufi.

Matumizi ya Kikomo

Kufikia mwisho wa mada, mwanafunzi aweze; 

Kutambua matumizi ya kikomo (.) katika kuimarisha mawasiliano kuakifisha sentensi kwa kutumia kikomo (.) katika kuimarisha uandishi bora kuzingatia kikomo (.) anaposoma kifungu na sentensi ili kuimarisha usomaji bora kuthamini matumizi ya kikomo (.) katika mawasiliano.

Unajua alama zipi za kuakifisha?   

Je, kikomo (.) huwekwa wapi katika sentensi?

Mwanafunzi asome sentensi zenye kikomo (.) katika vikundi   

Mwanafunzi aakifishe sentensi fupi kwa kutumia kikomo (.).   

Mwanafunzi aandike sentensi ukitumia kikomo (.).

Mwalimu awasikilize wanafunzi wakieleza jinsi wanavyotumia kikomo.

Mwanafunzi

Tarakilishi  

Kiswahili Dadisi Gredi ya tatu uk, 50-51

Week

Lesson

Strand

Sub-Strand

Specific Learning Outcomes

Key Inquiry Questions

Learning Experiences

Learning Resources

Assessment

Reflection

1

1

Health practices

Healthy habits

By the end of the sub strand, the learner should be able to: Mention healthy habits that promote our wellbeing,

Which health habits promote our wellbeing

In groups learners are guided to identify healthy habits that promote wellbeing (wearing clean clothes and shoes, eating regular meals, drinking sufficient clean water, correct sitting posture, regular exercises) using charts, pictures, illustrations, animations, video clips

Everyday Hygiene and Nutrition, Learner’s Book Grade 3 pg. 3

Video clips

Charts

Bicycle

Water 

Bean bags

Tires

Huddles

Skipping ropes

Starter

Swings

Slides

See-saws

Observing the health habits from the pupils Asking questions 

2

Health practices

Healthy habits

By the end of the sub strand, the learner should be able to: state the importance of practicing health habits for our well-being

Why is it important to practice these health habits?

Learners state the importance of practicing health habits (good health, prevent illness, proper growth and development, prevent infestation with parasites)

Everyday Hygiene and Nutrition, Learner’s Book Grade 3 pg. 3

Video clips

Charts

Bicycle

Water 

Asking questions

2

1

Health practices

Healthy habits

By the end of the sub strand, the learner should be able to: practice health habits that promote our wellbeing, appreciate the importance of observing health habits for our well-being

Which health habits do you practice daily?

Learners listen to stories and share experiences that bring out the importance of practicing health habits.

Learners are guided to keep a record of the health habits they practice on a daily basis

Everyday Hygiene and Nutrition, Learner’s Book Grade 3 pg. 3

Video clips

Charts

Bicycle

Water 

Observing the healthy habits practiced by the pupils Asking and answering question 

2

Health practices

Oral Hygiene

By the end of the sub strand, the learner should be able to: name common problems  related to teeth

What are the common problems related to teeth?

In pairs, learners share experiences on the problems they have experienced with their teeth

Learners are guided to identify the common problems related to teeth (bad breath, pain, mouth sores, cavities, teeth not in line, new teeth are bigger than the old) using pictures, video clips

Everyday Hygiene and Nutrition, Learner’s Book Grade 3 pg. 9-

10 video clips 

pictures

charts

resource person

Observations, oral questions  written questions

3

1

Health practices

Oral Hygiene

By the end of the sub strand, the learner should be able to: mention ways of dealing with common problems related to teeth.

How do we prevent teeth problems

Learners are guided to identify the common problems related to teeth (bad breath, pain, mouth sores, cavities, teeth not in line, new teeth are bigger than the) using pictures, video clips

Learners are guided to tell ways in which common problems

relating to teeth can be managed using pictures, video clips

Everyday Hygiene and Nutrition, Learner’s Book Grade 3 pg. 12-13

video clips

pictures charts

resource person

Observations, oral questions  written questions

2

Health practices

Cleaning the classroom

By the end of the sub strand, the learner should be able to: give reasons for cleaning the classroom

What materials do we use to clean the classroom?

In groups, learners are guided to give reasons for cleaning the classroom.

Learners identify the materials and equipment used for cleaning the classroom using regalia and pictures.

Everyday Hygiene and Nutrition, Learner’s Book Grade 3 pg. 15

Dusters

cobweb broom

Broom

Dustpan

Dustbin

Computing

Devices 

Observations, oral questions  written questions

4

1

Health practices

Cleaning the classroom

By the end of the sub strand, the learner should be able to: identify materials used to clean the classroom

Why do we clean our classroom?

Learners assess their own classroom and identify areas that need to be cleaned.

 Learners are guided to clean the classroom (collecting litter, sweeping the floor, dusting surfaces like desks and chairs, removing cobwebs, emptying the dustbin, opening windows for aeration, arranging furniture)through demonstration, video clips. Learners practice how to clean the classroom

Everyday Hygiene and Nutrition, Learner’s Book Grade 3 pg. 16-17

video clips

Dusters

cobweb broom

Broom

Dustpan

Dustbin

Computing

Devices 

Observations, oral questions  written questions

2

Health practices

Cleaning the classroom

By the end of the sub strand, the learner should be able to: care for the classroom appreciate the importance of having a clean classroom

How do we clean the classroom?

How can we ensure that we maintain class cleanliness?

Learners are guided to develop a duty roster on cleaning their classroom

Learners are guided to develop a checklist which they will use to assess cleanliness of their classroom

Learners can simulate how to clean a classroom using computing devices to clean the classroom

Everyday Hygiene and Nutrition, Learner’s Book Grade 3 pg. 18-19

Pictures

Charts

Dusters cobweb broom

Broom

Dustpan

Dustbin

Computing

Devices

Observations, oral questions  written questions

5

1

Health practices

Use of improvised materials for cleaning utensils

By the end of the sub strand, the learner should be able to: identify types of dirt found on utensils

What type of dirt do we find on utensils?

Learners are guided to identify types of dirt found on utensils (greasy, starchy, milky dirt) using regalia, pictures, video clips.

Everyday Hygiene and Nutrition, Learner’s Book Grade 3 pg. 21-22

egg shells

charcoal

ash

sieve

utensils to clean

clean water

basins

Observations, oral questions  written questions

2

Health practices

Use of improvised materials for cleaning utensils

By the end of the sub strand, the learner should be able to: identify materials that can be improvised for cleaning utensils,

Which materials can be improvised to clean utensils?

Learners are guided to identify cleaning materials using pictures, regalia.

Learners are guided to identify materials that can be improvised

Everyday Hygiene and Nutrition, Learner’s Book Grade 3 pg. 23-24 egg shells, charcoal, ash, sieve, utensils to clean, clean water,

Observations, oral questions  written questions

6

1

Health practices

Use of improvised materials for cleaning utensils

By the end of the sub strand, the learner should be able to: prepare improvised cleaning materials for cleaning utensils demonstrate how to clean utensils using the improvised cleaning materials,

How can we prepare improvised materials for cleaning utensils

Learners are guided in preparing the improvised materials for cleaning e.g. sieving ash, crush charcoal, crush egg

Everyday Hygiene and Nutrition, Learner’s Book Grade 3 pg. 25 egg shells, charcoal, ash, sieve, utensils to clean, clean water,

Observations, oral questions  written questions

2

Health practices

Use of improvised materials for cleaning utensils

By the end of the sub strand, the learner should be able to: clean utensils using improvised cleaning materials, appreciate the use of improvised cleaning materials

How do we clean utensils using improvised cleaning materials?

In groups, learners are guided to clean the utensils using the improvised cleaning materials.

Learners can find out other materials that can be improvised for cleaning utensils using computing devices, talking to parents and other members in the community

Everyday Hygiene and Nutrition, Learner’s Book Grade 3 pg. 26-27 egg shells, charcoal, ash, sieve, utensils to clean, clean water,

Observations, oral questions  written questions

7

1

Health practices

Proper use and storage of medicine at home

By the end of the sub strand, the learner should be able to: identify medicines for internal and external use at home

Interpret simple instructions on dosage of medicine for various ailments,

Which are the internal and external medicines used at, home?

Learners are guided to identify internal and external medicines used at home (those to be swallowed and those to be applied) using empty packets and containers.

Everyday Hygiene and Nutrition, Learner’s Book Grade 3 pg. 28-29 empty packets of medicine computing devices

Observations, oral questions  written questions

2

Health practices

Proper use and storage of medicine at home

By the end of the sub strand, the learner should be able to practice proper storage of medicine at home.

How do we store medicine

Learners’ role play on interpreting instructions on use and storage of medicine.

Learners can play games on interpreting simple instructions on dosage of medicine using computing devices

Everyday Hygiene and Nutrition, Learner’s Book Grade 3 pg. 30-31 empty packets of medicine computing devices

Observations oral questions  written questions

8

1

Health practices

Making water safe for drinking

By the end of the sub strand, the learner should be able to: mention ways in which water is contaminated in the environment, differentiate between clean water and safe water for drinking,

How is water contaminated?

Learners are guided to discuss ways in which water can be contaminated in their environment (human activities-washing clothes, bathing, urinating, swimming and animals- drinking directly from water source, excreting in water) through pictures, charts, video clips.

Everyday Hygiene and Nutrition, Learner’s Book Grade 3 pg. 34

Pictures

Charts

Handkerchief

Sufuria

water bottle

computing devices

burner

Observations oral questions  written questions

2

Health practices

Making water safe for drinking

By the end of the sub strand, the learner should be able to: state the importance of drinking safe water for good health,

Is clean looking water safe for drinking

Learners are guided to differentiate between clean water and safe water through experimentation (sieve clean looking water with a clean white handkerchief; presence of substances left on the handkerchief is an indication that the water has suspensions in it which makes it unsafe for drinking).

Everyday Hygiene and Nutrition, Learner’s Book Grade 3 pg. 34

Pictures

Charts

Handkerchief

Sufuria

water bottle

computing devices

burner

Observations oral questions  written questions

9

1

Health practices

Making water safe for drinking

By the end of the sub strand, the learner should be able to: make water safe for drinking by boiling.

store boiled water meant for drinking, appreciate the need for safe water for drinking

How can we make water safe for drinking?

Learners are guided in group discussions on reasons why we need to drink safe water Learners are guided on how to boil water for drinking through a demonstration or watching video clips

Everyday Hygiene and Nutrition, Learner’s Book Grade 3 pg. 34

Pictures

Charts

Handkerchief

Sufuria

Water Bottle

Computing

Devices

Burner

Observations oral questions  written questions

2

Kitchen Garden

Types of Kitchen Garden

By the end of the sub strand, the learner should be able to: identify forms of kitchen gardens name different crops grown in a kitchen garden state the importance of a kitchen garden at home and school.

What forms of kitchen gardens do we have?

Learners are guided to identify forms of kitchen gardens (bags, tires, basins/boxes, pipes, plots, hanging/floating pots, hanging walls) using pictures, charts, video clips

Learners can take photos of kitchen gardens at home using computing devices and display in their classroom

Everyday Hygiene and Nutrition, Learner’s Book Grade 3 pg. 38-39 relevant farm tools

Seeds

Seedlings

Watering Can

Bags And Sacks

Pipes

Tires

Pots

Tins

Computing

Devices

Observations oral questions  written questions

10

1

Kitchen garden

types of kitchen garden

By the end of the sub strand, the learner should be able to: Create a kitchen garden at home and school, appreciate the importance of a kitchen garden at home and school.

How can I make and maintain my kitchen garden?

Learners are guided in creating a kitchen garden within the school compound

Learners maintain the kitchen garden in school and at home with the help of a teacher/parent/guardian

Everyday Hygiene and Nutrition, Learner’s Book Grade 3 pg. 42 relevant farm tools

Seeds

Seedlings

Watering Can

Bags And Sacks

Pipes

Tires

Pots

Tins

Computing

Devices

Observations oral questions  written questions

2

Health practices

Care of toilets/latrines and urinals

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

mention reasons for cleaning a toilet, latrine or urinal in their environment identify the materials used in cleaning a toilet, latrine or urinal in their environment

What materials do we use to clean the toilet, latrine or urinal

Learners are guided to mention the importance of cleaning toilets, latrines or  urinal

Everyday Hygiene and Nutrition, Learner’s Book Grade 3 pg. 43

Toilet cleaning equipment 

Materials

video clips 

computing devices

Observations oral questions  written questions

Week 

Lesson 

Strand 

Sub-Strand  

Specific Learning Outcomes

Key Inquiry Questions  

Learning Experiences

Learning Resources

Assessment 

Remarks

1

1

Numbers 

Number concept 

By the end of the lesson the learner should be able to use ordinal numbers to identify numbers from 1-20

In which position were you when you came to class in the morning?

Learners in groups /pairs to arrange different items in order of size starting with the smallest

Counters 

Charts 

Oxford mathematics activities learner’s book3 page 1

Observation

Writing exercise 

2

Numbers 

Number concept

By the end of the lesson the learner should be able to use ordinal numbers to identify numbers from 1-20

In which position was your number in the race?

Leaners in pairs/groups to get to the field and run in a race and identify their positions

School field 

Oxford mathematicsactivities learner’s book3 page 1

Observation

Oral exercise 

3

Numbers 

Number concept 

By the end of the lesson the learner should be able to use ordinal numbers to identify numbers from 1-20

Which day of the week is position 1?

Learners to match days, months with their position

Charts

Calendar

Oxford mathematics activities learner’s book 3 page 3

Writing exercise 

Oral exercise 

4

Numbers 

Number concept 

By the end of the lesson the learner should be able to use ordinal numbers to identify numbers from 1-20

Can we number positions in the cards?

Learners to identify the position of an object from a reference point using first, second up to 20

Charts 

Cards

Oxford mathematics activities learner’s book 3 page 3

Observation

In class writing exercise 

5

Numbers 

Number concept 

By the end of the lesson the learner should be able to use ordinal numbers to identify numbers from 1-20

Which position is your book?

Learners to identify the position of an object from a reference point using first, second up to 20

Charts 

 Number Cards

Oxford mathematics

activities learner’s book 3 page 4-5

In class writing exercise

2

1

Numbers 

Number concept 

By the end of the lesson the learner should be able to use ordinal numbers to identify numbers from 1-20

Can we find the position of each object?

Learners in pairs/groups to relate numbers 1-20 to position first, second up to 20th 

Number cards 

Oxford mathematics activities learner’s book 3 page 5

Oral questions

Writing exercises 

2

Numbers 

Number concept 

By the end of the lesson the learner should be able to use ordinal numbers to identify numbers from 1-20

Can we find the position of each object?

Learners in pairs/groups to relate numbers 1-20 to position first, second up to 20th

Number cards 

Oxford mathematics activities learner’s book 3 page 5-6

Observation 

Written exercise 

3

Numbers 

Number concept 

By the end of the lesson the learner should be able to use ordinal numbers to identify numbers from 1-20

Can we find the position of each object?

Learners in pairs/groups to relate numbers 1-20 to position first, second up to 20th

Number cards 

Oxford mathematics activities learner’s book 3 page 5-6

Observation

Written exercise

4

numbers

Number concept  

By the end of the lesson the learner should be able to use ordinal numbers to identify numbers from 1-20

Can we find the position of each object?

Learners to get out of the class and identify the position numbers of buildings within the school compound 

Number cards 

Oxford mathematics activities learner’s book 3 page 6

Observation

Written exercise 

5

Numbers

Number concept 

By the end of the lesson the learner should be able to use ordinal numbers to identify numbers from 1-20

Can we find the position of each floor of a storey building

Learners to identify the position number of floors in storey buildings 

Number cards 

Oxford mathematics activities learner’s book 3 page 7-8

Observation 

Writing exercises

3

1

Numbers 

Number concept 

By the end of the lesson the learner should be able to use ordinal numbers to identify numbers from 1-20

Can we find the position numbers of alphabets?

Learners to identify the position numbers of letters A-Z

Number cards 

Oxford mathematics activities learner’s book 3 page 10-11

Observation

Writing exercise 

2

Numbers 

Whole numbers 

By the end of the lesson the learner should be able to count numbers forward and backwards from 1-1000

How would you get the total number of people in a group?

Learner sin pairs/groups to count in 1’s forward and backwards starting from any point 

Charts 

Chalkboard

Number cards 

Oxford mathematics activities learner’s book 3 page 12

Observation 

Oral exercise 

3

Numbers 

Whole numbers 

By the end of the lesson the learner should be able to count numbers forward and backwards from 1-1000

How would you get the total number of people in a group?

Learner sin pairs/groups to count in 2’s forward and backwards starting from any point from 1-1000

Charts 

Chalkboard

Number cards 

Oxford mathematics activities learner’s book 3 page 13

Written exercise 

Oral exercise 

4

Numbers 

Whole numbers 

By the end of the lesson the learner should be able to count numbers forward and backwards from 1-1000

How do we count in 5’s?

Learner sin pairs/groups to count in 5’s forward and backwards starting from any point from1-1000

Chalkboard 

Charts 

Number cards

Oxford mathematics activities learner’s book 3 page 14

Observation 

Oral exercise 

5

Numbers 

Whole numbers 

By the end of the lesson the learner should be able to count numbers forward and backwards from 1-1000

How do we count in 10’s?

Learner sin pairs/groups to count in 10’s forward and backwards starting from any point from1-1000

Chalkboard 

Charts 

Number cards

Oxford mathematics activities learner’s book 3 page 15

Observation 

Written exercise 

4

1

Numbers 

Whole numbers

by the end of the lesson the learner should be able to identify the place value up to thousands

Can we show the place value?

Learner sin pairs /groups to discuss place value up to thousands 

Sticks and abacus 

Oxford mathematics activities learner’s book 3 page 16

Written exercise 

2

Numbers 

Whole numbers 

by the end of the lesson the learner should be able to identify the place value up to thousands

Can we show the place value?

Learner sin pairs /groups to discuss place value up to thousands

Sticks and abacus 

Oxford mathematics activities learner’s book 3 page 17

Observation 

Written exercise 

3

Numbers 

Whole numbers 

By the end of the lesson the learner should be able to identify the place value up to thousands

Can we show the place value?

Learner sin pairs /groups to discuss place value up to thousands

Sticks and abacus 

Oxford mathematics activities learner’s book 3 page 18

Observation 

Written exercise

4

Numbers 

Whole numbers 

By the end of the lesson the learner should be able to read numbers 1-1000 in symbols 

Can you read from number 11000?

Learners in pairs/groups to complete reading numbers 1-1000 in symbols 

Number cards 

Charts 

Oxford mathematics activities learner’s book 3 page 19

Writing exercise 

Oral questions 

5

Numbers 

Whole numbers 

By the end of the lesson the learner should be able to read numbers 11000 in symbols

Can you read from number 301-500?

Learners in pairs/groups to complete reading numbers 301-500 in symbols

Number cards 

Charts 

Oxford mathematics activities learner’s book 3 page 20

Writing exercise 

Oral questions

5

1

Numbers 

Whole numbers 

By the end of the lesson the learner should be able to read numbers 11000 in symbols

Can you read from number 501-1000?

Learners in pairs/groups to complete reading numbers 501-1000 in symbols

Number cards 

Charts 

Oxford mathematics activities learner’s book 3 page 20

Writing exercise 

Oral questions

2

Numbers 

Whole numbers 

By the end of the lesson the learner should be able to read and write numbers from 1-1000 in words

Can you read and write numbers120?

Learners to read and write numbers 1-20 in words

Charts 

Chalkboard 

Oxford mathematics activities learner’s book 3 page 21

Oral question 

Written exercise 

3

Numbers 

Whole numbers 

By the end of the lesson the learner should be able to read and write numbers from 1-1000 in words

Can you read and write numbers 21-40?

Learners to read and write numbers 21-40 in words

Charts 

Chalkboard 

Oxford mathematics activities learner’s book 3 page 22

Oral question 

Written exercise

4

Numbers 

Whole numbers 

By the end of the lesson the learner should be able to read and write numbers from 1-1000 in words

Can you match the numbers with the number words?

Learners to match numbers with number words

Work books

Oxford mathematics activities learner’s book 3 page 23

Oral question 

Written exercise

5

Numbers 

Whole numbers 

By the end of the lesson the learner should be able to read and write numbers from 1-1000 in words

Can you read and write numbers from 41-60?

Learners to read and write numbers 41-60 in words

Charts 

Chalkboard 

Oxford mathematics activities learner’s book 3 page 24

Observation 

Written exercise 

6

1

Numbers 

Whole numbers 

By the end of the lesson the learner should be able to read and write numbers from 1-1000 in words

Can you read and write numbers from 61-80?

Learners to read and write numbers 61-80 in words

Charts 

Chalkboard 

Oxford mathematics activities learner’s book 3 page 25

Written exercise 

2

Numbers 

Whole numbers 

By the end of the lesson the learner should be able to read and write numbers from 1-1000 in words

Can you read and write numbers from 81-100?

Learners to read and write numbers 81-100 in words

Charts 

Chalkboard 

Oxford mathematics activities learner’s book 3 page 26-27

Written exercise 

3

Numbers 

Whole numbers 

By the end of the lesson the learner should be able to identify missing numbers in number patterns up to 1000

Ca you find the missing numbers?

Learners to identify the missing numbers 

Chalkboard 

Number cards 

Oxford mathematics activities learner’s book 3 page 28

Observation 

Written exercise 

4

Numbers 

Whole numbers 

By the end of the lesson the learner should be able to identify missing numbers in number patterns up to 1000

What is the next number?

Learners to identify the next number in the pattern

Chalkboard 

Number cards 

Oxford mathematics activities learner’s book 3 page 29

Written exercise 

5

Numbers 

Whole numbers 

By the end of the lesson the learner should be able to identify missing numbers in number patterns up to 1000

What is the next number?

Learners to identify the next number in the pattern

Chalkboard 

Number cards 

Oxford mathematics activities learner’s book 3 page 30

Written exercise 

7

1

Numbers 

Whole numbers 

By the end of the lesson the learner should be able to identify missing numbers in number patterns up to 1000

What is the next number?

Learners to identify the next number in the pattern

Chalkboard 

Number cards 

Oxford mathematics activities learner’s book 3 page 31

Written exercises

2

Numbers 

Whole numbers 

By the end of the lesson the learner should be able to appreciate number patterns as they skip on a number line  

By the end of the lesson the learner should be able to play games involving patterns

How can we use a number line in patterns?

Can you play patterns games?

Learners to use a number line on identifying the next number in the pattern

Learners in pairs/groups to play games involving patterns

Charts

Chalkboard 

Playing cards 

Written exercise

Oral exercise 

Observation

3

Numbers 

Fractions 

By the end of the lesson the learner should be able to identify ½ part of a whole

Can you divide a shape into two halves?

Learners in pairs/groups to make circular cut-outs 

Pieces of papers 

Pairs of scissors 

Oxford mathematics activities learner’s book 3 page 32

Observation 

Oral exercise

4

Numbers 

Fractions

By the end of the lesson the learner should be able to identify ¼ part of a whole

Can you divide a shape into four equal parts?

Learners in pairs/groups to make rectangular cut-outs and fold them into 4 equal parts to get quarter of a whole and identify each part as ¼ of the whole

Oxford mathematics activities learner’s book 3 page 33

Colours 

Writing exercise 

Oral questions 

5

Numbers 

Fractions 

By the end of the lesson the learner should be able to identify 1/8   part of a whole

Can you divide a shape into eight equal parts?

Learners in pairs/groups to make rectangular cut-outs and fold them into 8 equal parts to get quarter of a whole and identify each part as 1/8 of the whole

Pieces of papers 

Pairs of scissors 

Oxford mathematics activities learner’s book 3 page 35

Writing exercise

Oral questions

8

1

Numbers 

Whole numbers

By the end of the lesson the learner should be able to identify which one is bigger between the ½, ¼ and 1/8 

Which one is bigger?

Learner to identify the biggest size between ½, ¼ and 1/8 

Pieces of papers 

Pairs of scissors 

Oxford mathematics activities learner’s book 3 page 34

Writing exercise

Oral questions

2

Numbers 

Fractions 

By the end of the lesson the learner should be able to ½, ¼ and 1/8 as part of a groups

Can you identify a quarter of a group?

Learners in pairs/groups to make rectangular cut-outs and fold to get 4 equal parts and identify one part as a ¼ of a whole

Pieces of papers 

Pairs of scissors 

Oxford mathematics activities learner’s book 3 page 37-38

Written exercise 

3

Numbers 

Fractions 

By the end of the lesson the learner should be able to ½, ¼ and 1/8 as part of a groups

Which has more?

Learners to identify which fraction has more of a given whole number

Work books 

Oxford mathematics activities learner’s book 3 page 39

Written exercise 

Observation

4

Numbers 

Fraction 

By the end of the lesson the learner should be able to work out word problems involving fractions 

Can you work out word problems involving fractions?

Learners to read and solve word problems on fractions 

Work books 

Oxford mathematics activities learner’s book 3 page 41-42

Written exercise 

5

Number 

Fractions 

By the end of the lesson the learner should be able to add by counting on a number line

How do you add using a number line?

Learners to practice adding number using a number line 

Chalkboard 

Oxford mathematics activities learner’s book 3 page 44

Written exercise 

9

1

Numbers 

Addition 

By the end of the lesson the learner should be able to add by counting on

How do we add by counting on?

Learners to add numbers by counting on

Chalkboard 

Oxford mathematics activities learner’s book 3 page 45

Oral exercise 

Written exercise 

2

Numbers 

Addition 

By the end of the lesson the learner should be able to add using a place value chart

Can you add using a place value chart?

Learners to practice using the place value chart in adding numbers 

Chalkboard 

Oxford mathematics activities learner’s book 3 page 46

Written exercise 

3

Numbers 

Addition 

By the end of the lesson the learner should be able to add a 3-digit number to up to a 2-digit number without regrouping with sum not exceeding 1000

Can you add 3digit numbers to 1-digit number?

Learners to add 3-digit numbers to 1-digit number 

Chalkboard 

Oxford mathematics activities learner’s book 3 page 46

Written exercise 

Oral questions 

4

Numbers 

Addition 

By the end of the lesson the learner should be able to add a 3-digit number to up to 2-digit number with single regrouping with sum not exceeding 1000

How do we regroup numbers?

Learners to practice adding horizontally and vertically

Chalkboard 

Oxford mathematics activities learner’s book 3 page 46

Written exercise

5

Numbers 

addition

By the end of the lesson the learner should be able to add a 3-digit number to up to 2-digit number with single regrouping with sum not exceeding 1000

How do we regroup numbers?

Learners add multiples of 10

Chalkboard 

Oxford mathematics activities learner’s book 3 page 54 

Observation 

Written exercises 

10

1

Numbers 

Addition

By the end of the lesson the learner should be able to solve word problems on addition of 3-digit numbers to 2digit number 

Can you solve word problems on addition?

Learners to work out word problems on addition of 3digit numbers to 2-digit numbers 

Oxford mathematics activities learner’s book 3 page55

2

Numbers 

Addition 

By the end of the lesson the learner should be able to add three single digit numbers with sum up to 27

How do we add 3-single digit numbers?

Learners to add three single digits with the sum not exceeding 27

Chalkboard 

Oxford mathematics activities learner’s book 3 page 56-57

Written exercise 

3

Numbers 

Addition 

By the end of the lesson the learner should be able to add two 3-digit numbers without regrouping 

How do we add 3-digit numbers without regrouping?

Learner should practice adding 3-digit numbers without regrouping 

Chalk board

charts

Oxford mathematics activities learner’s book 3 page 59

Written exercise 

4

Numbers 

Addition 

By the end of the lesson the learner should be able to add two 3-digit numbers with regrouping with sum not exceeding 1000

How do we add 3-digit numbers with regrouping

Learners to add two 3digit numbers with regrouping

Chalk board

charts

Oxford mathematics activities learner’s book 3 page 61

Written exercise 

5

Numbers 

Addition 

By the end of the lesson the learner should be able to work out missing numbers in patterns involving addition up to 1000

What is the next number?

Learners to find the next number in the patterns 

Chalk board

charts

Oxford mathematics activities learner’s book 3 page 64

Observation

Written exercise 

Week

Lesson

Strand

Sub Strand

Specific  Learning Outcomes

Key Inquiry Question(S)

Learning Experience

Learning Resources

Assessment Methods

Reflection

1

1

Weather

Exploring unfavorable weather conditions

By the end of the sub-strand, the learner should be able to:  Describe unfavorable weather conditions

How could weather conditions be

Unfavorable?

Using relevant stimulus materials, learners to discuss the meaning of unfavorable weather conditions (floods and drought)

Our lives today Grade 3 page 2-4 Pictures

Video clips

Regalia

Charts

Cut out

Asking the pupils question on weather conditions of the day.

2

Weather

Exploring unfavorable weather conditions

By the end of the sub-strand, the learner should be able to:  Describe unfavorable weather conditions

How could weather conditions be unfavorable?

Using multimedia resources, learners to play relevant educative games on effects of Unfavorable weather conditions.

Our lives today Grade 3 page 3-4 Pictures

Video clips

Regalia

Charts

Cut out

Asking the pupils’ oral question on weather conditions of the day Observing the images drawn by the learners.

3

Weather

Exploring unfavorable weather conditions

By the end of the sub-strand, the learner should be able to:  drawing images of unfavorable weather  you have encountered

How could weather conditions be unfavorable?

Using multimedia resources, learners to play relevant educative games on effects of

Unfavorable weather conditions.

Our lives today Grade 3 page 3-4 Pictures

Video clips

Regalia

Charts

Cut out

Observing the images drawn by the pupils unfavorable weather

4

Weather

Exploring unfavorable weather conditions

By the end of the sub-strand, the learner should be able to:  observe the effects of unfavorable weather conditions for safety draw some images on harmful weather

What does harmful weather do?

Learners to listen to stories on unfavorable weather conditions and its effects from elders in the community

Our lives today Grade 3 page 6-7 Pictures

Video clips

Regalia

Charts

Cut out

Asking question of the effects of unfavorable weather condition for safety.

5

Weather

Exploring unfavorable weather conditions

develop curiosity in  identifying effects of  weather conditions in the environment

What does harmful weather do?

Learners to listen to stories on unfavorable weather conditions and its Effects from elders in the community. Learners gather more information on unfavorable from internet sources, libraries. Then write a paragraph on each unfavorable weather condition Learners share the information

Our lives today Grade 3 page 6-7 Pictures

Video clips

Regalia

Charts

Cut out

Listen to different stories that were gathered by the students on unfavorable weather from the community.

2

1

Weather

Exploring favorable weather conditions

By the end of the sub-strand, the learner should be able to:  Describe favorable weather conditions

What are favorable weather condition

Using relevant stimulus materials, learners to discuss the meaning of favorable weather conditions  i.e. calm weather, sunny day

Our lives today Grade 3 page 6-7 Pictures

Video clips

Regalia

Charts

Cut out

Oral question on favorable weather Conditions Observing images  drawn

2

Weather

Exploring favorable weather conditions

By the end of the sub-strand, the learner should be able to:   Describe favorable weather conditions 

What are favorable weather condition

In groups, learners share experiences on how to keep safe from favorable weather conditions

Our lives today Grade 3 page 8-9 Pictures

Video clips

Regalia

Charts

Cut out

Asking the pupils question on whether condition of the day Observing the images of favorable weather

3

Weather

Keeping safe from unfavorable weather conditions

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

keeping safe from unfavorable weather conditions

How could we keep safe from unfavorable weather conditions?

using age appropriate stimulus, learners could be guided to identify ways of keeping safe from unfavorable weather conditions (floods, drought)

Our lives today Grade 3 page 8-9 Pictures

Video clips

Regalia

Charts

Cut out

Asking the pupils some of question on favorable weather condition

4

Weather

Keeping safe from unfavorable weather conditions

By the end of the sub-strand, the learner should be able to: keep safe from unfavorable weather conditions

How could we keep safe from unfavorable weather conditions

In groups, learners share experiences on how to keep safe from unfavorable weather conditions

Our lives today Grade 3 page 8-9 Pictures

Video clips

Regalia

Charts

Cut out

Asking the pupils some of question on keep safe from unfavorable weather conditions

5

Weather

Keeping safe from unfavorable weather conditions

By the end of the sub-strand, the learner should be able to: demonstrate knowledge of keeping safe from unfavorable weather condition.

How could we keep safe from unfavorable weather conditions

Learners to simulate how to keep safe from unfavorable weather conditions

Learners to gather information from parents or guardians on how to keep safe during unfavorable weather conditions and report back.

Our lives today Grade 3 page 8-9 Pictures

Video clips

Regalia

Charts

Cut out

Asking the pupils some of question on keep safe from unfavorable weather conditions

3

1

Weather

Keeping safe from unfavorable weather conditions

By the end of the sub-strand, the learner should be able to:  working in groups of 3 demonstrate knowledge of keeping safe from unfavorable weather Condition.

How could we  keep safe from unfavorable weather conditions

Learners to simulate how to keep safe from unfavorable weather conditions

Learners to gather information from parents or guardians on how to keep safe during unfavorable weather conditions and report back.

Our lives today Grade 3 page 8-9 Pictures

Video clips

Regalia

Charts

Cut out

Asking the pupils some of question on keep safe from unfavorable weather conditions

2

Water

Making water safe for use

By the end of the sub-strand, the learner should be able to: identify ways of making water clean and safe for use in the home

How could we make water clean and safe for use in the home?

Learners to listen and respond to case story on the need to use clean and safe water.

Our lives today Grade 3 page 8-9 Pictures

Video clips

Regalia

Charts

Asking pupils question on how to make water  safe for drinking at home

3

Water

Making  water safe for use

By the end of the sub-strand, the learner should be able to:  make water clean and safe using different methods

How could we make water clean and safe for use in the home

Learners to share experiences on how to make water clean and safe for use in the home

Our lives today Grade 3 page 8-9 Pictures

Asking pupils question on how to make water safe for drinking at home

4

Water

Making water safe for use

By the end of the sub-strand, the learner should be able to: construct a simple water filter for cleaning water at home

How could we make water clean and safe for use in the home

Learners to observe a sample of dirty water and discuss how the water could be made clean and safe for use (decantation)

Our lives today Grade 3 page 8-9 Pictures

Asking pupils question on how to make water safe for drinking at home

5

Water

Making water safe for use

By the end of the sub-strand, the learner should be able to: construct a simple water filter for cleaning water at home

How could we make water clean and safe for use in the home

Learners to observe a sample of dirty water and discuss how the water could be made clean and safe for use (filtering, boiling)

Our lives today Grade 3 page 8-9 Pictures

Asking pupils question on how to make water  safe for drinking at home

4

1

Water

Making water safe for use

By the end of the sub-strand, the learner should be able to: Appreciate clean and safe water for use to reduce health risks.

How could we make water clean and safe for use in the home

Learners to make a simple water filter using locally available materials

 Learners to decant filter and boil water to make it clean and safe for use.

Our lives today Grade 3 page 8-9 Pictures

Oral questions, observe as they work in Groups, written questions, project work on making water filter.

Asking pupils question on how to make water safe for drinking at home

2

Soil

Exploring soil characteristics

By the end of the sub-strand, the learner should be able to: differentiate soils by texture from provided soil samples

What are the different types of soils

Learners to explore the environment and collect different soil samples (sand, loam and clay)

Our lives today Grade 3 page 20 Pictures Soil sand, loam and clay)

Checking the answers given by students  of types of soils Observing  

3

Soil

Exploring soil characteristics

By the end of the sub-strand, the learner should be able to; In groups of two identify different type of soils found near the school compound.

What are the different types of soils

Learners to explore the environment and collect different soil samples (sand, loam and clay)

Our lives today Grade 3 page 20 Pictures Soils sand, loam and clay)

Observing the different types of soils given  by students

4

Soil

Exploring soil characteristics

By the end of the sub-strand, the learner should be able to; differentiate soils by size of soil particles from provided soil samples

What the different texture of soils?

In groups, learners to feel between their fingers the different soil samples and record findings (course medium, fine)

Our lives today Grade 3 page 20 Pictures Soils sand, loam and clay)

Observing the pupils answer on soil sample Asking question on soil samples

5

Soil

Exploring soil characteristics

By the end of the sub-strand, the learner should be able to; differentiate soils by size of soil particles from provided soil samples

What the different texture of soils?

In groups, learners to feel between their fingers the different soil samples and record findings (course, medium, fine)

Our lives today Grade 3 page 20 Pictures Soils sand, loam and clay)

Observing the pupils answer on soil sample Asking question on soil samples

5

1

Soil

Exploring soil characteristics

By the end of the sub-strand, the learner should be able to; In groups of two, Make a soil display differentiate  types of soil near the school compound  using  tins and sheets  of paper 

How to make soil display.

Learners to share their experiences on how different samples of soils feel between their fingers Learners to observe the particle sizes of the three soil samples (large, medium and small sized particles)

Our lives today Grade 3 page 20 Pictures Soils sand, loam and clay)

Observing how the student are  identifying the  soils

Observing the how the pupils are using the  tins and  paper sheets

2

Soil

Exploring soil characteristics

By the end of the sub-strand, the learner should be able to; In groups of two, differentiate  types of soil near the school compound  using  tins and sheets  of paper 

Identify  the size of soil particles

Learners to share their experiences on how different samples of soils feel between their fingers

Learners to observe the particle sizes of the three soil samples (large, medium and small sized particles)

Our lives today Grade 3 page 21-22 Pictures Soils sand, loam and clay)

Observing how the student are  identifying the  soils

Observing the how the pupils are using the  tins and  paper sheets

3

Soil

Exploring soil characteristics

By the end of the sub-strand, the learner should be able to; name the three types of soils based on their characteristics

Identify  the soils based on the characteristics

Learners to observe the particle sizes of the three soil samples (large, medium and small sized particles.

Our lives today Grade 3 page 21-22 Pictures Soils sand, loam and clay)

Checking answers given by pupils on types of soils

4

Soil

Exploring soil characteristics

By the end of the sub-strand, the learner should be able to; develop interest in characteristics of soils as an environmental resource

Identify  the soils based on the characteristics

Learners to mount (using glue) the different soil samples on a chart.

Learners to display the chart in the learning corner.

Our lives today Grade 3 page 23-25 Pictures Soils sand, loam and clay)

Oral question on characteristics of soils as an environmental resource

5

Soil

Exploring soil characteristics

By the end of the sub-strand, the learner should be able to; develop interest in characteristics of soils as an environmental resource discuss with your parent what soils are found  in your  home area

How to make  a soil display

Learners to mount (using glue) the different soil samples on a chart.

Learners to display the chart in the learning corner. Learners find out from parents or guardians on the types of soils found in their locality and report back.

Our lives today Grade 3 page 23-25 Pictures Soils sand, loam and clay)

Oral question on characteristics of soils as an environmental resource listening to answers given by pupils

6

1

Plants

Categorizing plants.

By the end of the sub-strand, the learner should be able to: Describe safe ways of handling  different plants

Identify different types of plants

Learners to carry out a nature walk to observe and identify the plants 

Our lives today Grade 3 page 26 Pictures Maize Tomatoes, mango plant etc.

Observing how the pupils are identifying the plants.

2

Plants

Categorizing plants.

By the end of the sub-strand, the learner should be able to: In groups of two and the teacher, take nature walk around the school compound and identify different types of plants, take photographs and list them.

Identify different types of plants

Learners to carry out a nature walk to observe and identify the plants 

Our lives today Grade 3 page 27 Pictures Maize Tomatoes, mango plant etc.

Camera 

Observing how the pupils are identifying the plants

3

Plants

Categorizing plants.

By the end of the sub-strand, the learner should be able to: categorize plants in the immediate environment according to specified features i.e. edible and non- edible Define edible and non-edible.

Identify different types of plants

Using relevant stimulus materials, learners to be guided to categorize plants according to specified features (edible/non-edible

Our lives today Grade 3 page 27 Pictures avocado  Orange

Cabbage, Sodom apple, carrot, pea plant Tomatoes, mango plant etc. Camera

Observing how the pupils are identifying the plants.

Checking the list given on edible and non-edible plants 

4

Plants

Categorizing plants.

By the end of the sub-strand, the learner should be able to: I categorize plants in the immediate environment according to specified features i.e. poisonous/non-poisonous) Define poisonous/non-poisonous).

Identify different types of plants

Using relevant stimulus materials, learners to be guided to categorize plants according to specified features (poisonous/nonpoisonous)

Our lives today Grade 3 page 29 Pictures Bittersweet nightshade, Datura Sodom apple fruit

Camera

Observing how the pupils are identifying the plants.

Checking the list given on poisonous/non-poisonous)

5

Plants

Categorizing plants.

By the end of the sub-strand, the learner should be able to: categorize plants in the immediate environment according to specified features i.e.

thorny/non-thorny Define thorny/non-thorny appreciate the rich diversity in plants

Identify different types of plants

Using relevant stimulus materials, learners to be guided to categorize plants according to specified features thorny/non-thorny

Our lives today Grade 3 page 31 Pictures Rose flower plants, cactus Camera

Observing how the pupils are identifying the plants.

Checking the list given on thorny/non-thorny

7

1

Plants

Safety when handling plants

By the end of the sub-strand, the learner should be able to: describe safe ways of handling different plants use glove, hold the stem, use a y- stick

How could we handle plants safely?

Learners to watch video clips or pictures or posters on safety when handling plants

Our lives today Grade 3 page 33 Pictures Sample  of plants Outdoor activities

Observing how the people are handling plants.

2

Plants

Safety when handling plants

By the end of the sub-strand, the learner should be able to: in group of two, collect different types of plants and describe safe ways of handling plants.

How could we handle plants safely?

Learners to watch video clips or pictures or posters on safety when handling plants

Our lives today Grade 3 page 33 Pictures Sample  of plants Outdoor activities 

Observing how the people are handling plants.

3

Plants

Safety when handling plants

By the end of the sub-strand, the learner should be able to: observe safety when handling different plants in the immediate environment.

How could we handle plants safely?

Learners to watch video clips or pictures or posters on safety when handling plants

Our lives today Grade 3 page 33 Pictures Sample  of plants Outdoor activities 

Observing how the people are handling plants.

4

Plants

Safety when handling plants

By the end of the sub-strand, the learner should be able to: appreciate the need to handle plants Responsibly to reduce health risks.

How could we handle plants safely?

Learners to share information on how to handle different plants

Learners to simulate safety when handling plants

Our lives today Grade 3 page 34-35 Pictures Sample  of plants Outdoor activities 

Observing how the people are handling plants.

5

Animals

Types of animals found in the environment 

By the end of the sub-strand, the learner should be able to: identify types of animals near the school compound

What animals do you see?

Learners to identify type of  animals found in the school compound

Our lives today Grade 3 page 34-35

Pictures

Cow

Goat

Dog

Monkey

Chicken 

Observing the images of animals drawn by the pupils Oral question on about the  animals found in the school compound

8

1

Animals

Importance of animals

By the end of the sub-strand, the learner should be able to: State different uses of animals to people

What are the uses of animals to people

Learners to use stimulus materials to identify the different uses of animals to people (source of food, security, companionship, manure, animal power, sports, tourist attraction)

Our lives today Grade 3 page 37 Pictures

Cow

Goat

Dog

Monkey

Oral question on the uses of animals by people at home and in school

2

Animals

Importance of animals

By the end of the sub-strand, the learner should be able to: identify different animals that provide food products

What food do we get from animals

Learners discuss the different food products people get from animals (meat, milk, eggs, honey)

Our lives today Grade 3 page 37-38 Pictures Honey, meat, milk, sausage, cheese  Chicken

Oral question on the uses of animals by people at home and in school Observing the posters made on importance of animals

3

Animals

Importance of animals

By the end of the sub-strand, the learner should be able to: In groups of two categories different Foods that are provided by animals at home and near the school compound.

What food do we get from animals

Learners discuss the different food products people get from animals (meat, milk, eggs, honey

Our lives today Grade 3 page 37-38 Pictures Honey, meat, milk, sausage, cheese , Chicken

Oral question on the food that animals provide Observing the food brought by the pupils as animals products

4

Animals

Importance of animals

By the end of the sub-strand, the learner should be able to: Identify animals found in the wilderness

What the animals found in the wilderness 

Learners to identify animals found outside the forest

Our lives today Grade 3 page 37-38 Pictures

Monkey

Lion

Elephant

Cheetah

Antelopes

Oral question on the animals found in the wilderness Observing images drawn on wild animal.

5

Animals

Importance of animals

By the end of the sub-strand, the learner should be able to: Discuss the importance of animals  found in the wild

Importance of animals found in the wild.

Learners to identify Importance of animals  found in the wild

Our lives today Grade 3 page 37-38 Pictures

Skin Attract visitors in the country Meat 

Oral question on the importance of  wild animals

9

1

Animals

Importance of animals

By the end of the sub-strand, the learner should be able to: In groups of two categories different

Wild animals and state their importance.

Importance of animals found in the wild.

Learners to identify Importance of animals  found in the wild

Our lives today Grade 3 page 37-38

Pictures Skin Attract visitors in the country Meat

Oral question on the importance of  wild animals

2

Animals

Importance of animals

By the end of the sub-strand, the learner should be able to: Appreciate the importance of animals to the people

Importance of animals found in the wild.

Learners to identify Importance of animals  found in the wild

Our lives today Grade 3 page 37-38

Pictures Skin Attract visitors in the country Meat 

Observe the manner in which the  pupils appreciate the knowledge on animals

3

Energy: Heat

Sources of Heat

By the end of the sub-strand, the learner should be able to: define heat  identify sources of heat in the environment

What are the sources of heat?

Using relevant stimulus materials, learners to identify sources of heat in the environment (sun, gas cooker,

Our lives today Grade 3 page 45 Pictures

Sun, fire

Observe the source of heat  identified by the pupil

4

Energy: Heat

Sources of Heat

By the end of the sub-strand, the learner should be able to: Match different sources of heat to their fuels in the environment.

What are the sources of heat

Learners to think, pair and share their experiences on sources of heat at home and community

Our lives today Grade 3 page 45 Pictures electric cooker, charcoal burner, traditional jiko stove sun gas cooker

Observe how the pupils have categories the source of heat Oral question on source of heat

5

Energy: Heat

Sources of Heat

By the end of the sub-strand, the learner should be able to: appreciate the different sources of heat in the community

What are the sources of heat

Learners interact with parents or guardians to appreciate the types of fuels used in the community and report back.

Our lives today Grade 3 page 45 Pictures electric cooker, charcoal burner, traditional jiko stove sun gas cooker

Observing how the pupil shows appreciation on the lesson on sources of heat.

Take away quiz on the sources of heat

10

1

Energy: Heat

Uses of heat in the environment

By the end of the sub-strand, the learner should be able to: identify uses of heat energy in the environment

How is heat energy used in daily life?

Learners to discuss uses of heat energy (warming, cooking, ironing, drying)

Our lives today Grade 3 page 50-51

Fire

Electricity

Gas

Sun

Oral question on uses of heat energy.

2

Energy: Heat

Uses of heat in the environment

By the end of the sub-strand, the learner should be able to: use heat energy responsibly to promote conservation and safety

How is heat energy used in daily life?

Learners to discuss uses of heat energy (warming, cooking, ironing, drying) Learners to use multimedia resources to find out uses on heat energy in daily life

Our lives today Grade 3 page 52-53

Fire

Electricity

Gas

Sun

Observing how the pupils are using heat energy to promote  safety and conservation 

3

Energy: Heat

Uses of heat in the environment

By the end of the sub-strand, the learner should be able to: appreciate conservation of heat energy in daily life

How do we use heat energy properly

In groups, learners to share experiences on appropriate use of energy in the environment to conserve heat energy (when warming, ironing, cooking, drying)

Our lives today Grade 3 page 52-53

Fire

Electricity

Gas

Sun  

Observing responsible behavior  for conservation of heat Oral question on heat energy responsibly to promote conservation and safety

4

Energy: Heat

Dangers of heat energy

By the end of the sub-strand, the learner should be able to: identify materials that can start fire in the house

What are the dangers of heat energy?

Learners to identify materials that could start a fire at home (match box, petrol, kerosene, gas, electricity)

Our lives today Grade 3 page 56 Fire Electricity  Gas Sun   match box petrol

Oral question what causes fire

5

Energy: Heat

Dangers of heat energy

By the end of the sub-strand, the learner should be able to: demonstrate an understanding of safe ways of moving from the house in case of a fire outbreak

How should we safely move away in case of a fire outbreak in the house?

More information on fires and safety procedures.  Learners to develop “Dos” and

“Don’ts “list during fire outbreaks. The list should be shared at school and at home

Our lives today Grade 3 page 57

Electricity Gas Sun   match box petrol

Observing how the pupils do the fire demo

Week

Lesson

Strand/Theme

Sub Strand/Sub theme

Specific Learning Outcomes

Key Inquiry Question(S)

Learning Experience

Learning Resources

Assessment

Remarks

1

1

Listening and Speaking

Attentive Listening

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

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

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

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

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

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

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

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

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

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

Pictures, photos, audio visual illustrations of attentive listening. 

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

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

Portfolio.

2

Listening and Speaking

Language Structures and Functions.

Subject verb agreement

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

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

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

What is Sarah holding?

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

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

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

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

Oral questions, Portfolio, Observation

Time

3

Reading

Connected text and fluency

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

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

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

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

What do you love reading?

Which books do you enjoy reading?

Learners are guided to read in small groups and pairs.

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

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

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

Oral questions, Portfolio, Observation

2

1

Writing

Pre-Writing

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

Demonstrate appropriate posture in preparation for writing with ease,

Exhibit appropriate eye hand coordination in preparation for writing.

Appreciate the importance of positioning writing materials appropriately while writing.

How do you sit when writing?

How do you place your books?

Which materials do you use for writing?

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

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

Copy the words given correctly.

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

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

Oral questions, Portfolio, Observation.

2

Listening and Speaking

Pronunciation and Vocabulary

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

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

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

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

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

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

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

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

Oral questions, Portfolio, Observation.

3

Listening and Speaking

Language Structures and Functions 

Subject verb agreement Time.

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

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

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

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

What are the girls holding?

What have they done?

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

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

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

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

Oral questions, Portfolio, Observation

3

1

Reading

Comprehension

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

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

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

What do you think will happen in this story?

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

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

Read and retell a poem to enhance oral communication.

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

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

Oral questions, Portfolio, Observation.

2

Writing

Handwriting

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

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

Write from left to right to communicate effectively.

Learners copy sentences.

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

Learners draw and label objects.

Learners practice writing letters and words from left to right.

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

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

Oral questions, Portfolio, Observation

3

Listening and Speaking

Pronunciation and Vocabulary

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

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

How are these words pronounced?

Dress, flag.

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

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

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

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

Oral questions, Portfolio, Observation

4

1

Listening and Speaking

Language Structures and Functions.

Subject verb agreement

Time

Have, Has

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

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

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

What have they done?

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

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

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

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

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

Oral questions, Portfolio, Observation

2

Reading 

Connected text and fluency.

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

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

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

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

Which books do you enjoy reading?

When should we lower or raise our voice when reading?

Learners are guided to read in small groups and pairs.

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

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

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

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

Oral questions, Portfolio, Observation

3

Writing

Guided Writing

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

Write words from a picture prompt for effective communication.

Appreciate the importance of writing correct words to express meaning.

How do you get to your home from school?

Learners observe and respond to picture prompts appropriately.

Learners write a three word sentence using the prompts.

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

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

Oral questions, Portfolio, Observation

5

1

Listening and Speaking.

Pronunciation and Vocabulary

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

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

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

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

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

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

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

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

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

Oral questions, Portfolio, Observation

2

Listening and Speaking

Language Structures and Functions.  

Subject verb agreement

Time

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

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

Appreciate the importance of subject verb agreement in achieving effective communication

What have they done?

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

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

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

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

Oral questions, Portfolio, Observation

3

Reading

Word Reading

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

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

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

Enjoy reading grade level vocabulary for effective reading.

How many words can you make from a longer word?

How do you read words you have not seen before?

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

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

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

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

Oral questions, Portfolio, Observation

6

1

Writing

Guided Writing

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

Write words from a picture prompt for effective communication.

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

Appreciate the importance of writing correct words to express meaning.

What are the children doing?

Learners observe and respond to picture prompts appropriately.

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

In groups and pairs, learners match pictures with words.

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

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

Oral questions, Portfolio, Observation.

2

Listening and Speaking

Pronunciation and Vocabulary

.

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

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

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

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

How are these words spelt?

crown

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

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

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

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

Oral questions, Portfolio, Observation.

3

Listening and Speaking

Language structures and  functions Indefinite pronouns: Nobody

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

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

Enjoy using indefinite pronouns in their day to day communication.

Who has picked my pen?

Learners engage in question and answer dialogues using indefinite pronouns.

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

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

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

Oral questions, Portfolio, Observation.

7

1

Reading

Connected text and fluency.

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

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

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

When should we lower or raise our voice when reading?

What should we remember to do when reading?

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

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

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

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

Oral questions, Portfolio, Observation.

2

Writing

Guided Writing

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

write words from a picture prompt for effective communication,

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

Appreciate the importance of writing correct words to express meaning.

Who was at the river at night?

Learners observe and respond to picture prompts appropriately.

Learners write a three word sentence using the prompts.

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

In groups and pairs, learners match pictures with words.

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

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

Oral questions, Portfolio, Observation

3

Listening and Speaking.

Pronunciation and Vocabulary

.

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

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

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

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

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

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

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

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

Oral questions, Portfolio, Observation

8

1

Listening and Speaking

Language Structures and Functions Indefinite pronouns: Anybody Somebody.

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

Identify indefinite pronouns in communication about home and school.

Enjoy using indefinite pronouns in their day to day communication.

Who can drink water?

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

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

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

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

Oral questions, Portfolio, Observation.

2

Reading

Word Reading

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

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

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

What are some of the new words that you know?

Why do you enjoy reading some words?

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

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

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

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

Oral questions, Portfolio, Observation.

3

Writing

Guided Writing

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

Write words from a picture prompt for Effective communication,

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

Appreciate the importance of writing correct words to express meaning.

What items are found at home?

Learners observe and respond to picture prompts appropriately.

Learners write a three word sentence using the prompts.

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

In groups and pairs, learners

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

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

Oral questions, Portfolio, Observation.

9

1

Listening and Speaking.

Pronunciation and Vocabulary

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

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

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

How are these words pronounced?

 Pray, wrist.

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

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

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

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

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

Oral questions, Portfolio, Observation.

2

Listening and Speaking  Environment

Language structures and functions  

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

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

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

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

What are the plural forms of these nouns?

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

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

Pictures, photos, regalia, computers, flash cards

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

Oral questions, Portfolio, Observation.

3

Reading

Comprehension

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

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

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

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

sub strand, the learner should be able to:

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

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

What do you think will happen in this story?

spell the name of this picture/object?

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

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

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

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

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

Oral questions, Portfolio, Observation.

10

1

Writing

Spelling

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

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

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

Learners confirm the spelling from the dictionary.

Learners discuss things in the environment.

Charts, posters, multimedia
word lists, flash cards

New Progressive
Primary English Learners
Book/Grade

2

Listening and Speaking

Pronunciation and Vocabulary

.

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

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

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

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

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

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

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

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

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

Oral questions, Portfolio, Observation.

3

Listening and Speaking Environment

Language structures and functions  

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

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

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

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

What is the plural forms of man?

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

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

Pictures, photos, regalia, computers, flash cards

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

Oral questions, Portfolio, Observation.

Week

Lesson

Strand

Sub-Strand

Specific Learning Outcomes

Key Inquiry  Question(S)

Learning Experience

Learning Resources

Assessment Methods

Reflection

1

1

Creation

Self- Awareness Parts of the body 

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

In whose image and likeness are you created?

Learners to read Genesis 1:27

Learners to recite Psalms 139:13

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

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

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

2

Creation

Self- Awareness 

How I think and feel

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

What are the effects of the choices you make?

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

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

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

3

Creation

Self- Awareness How I think and feel

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

How do you control your thoughts and feelings?

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

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

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

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

2

1

Creation

Self-Awareness : Making the right choices

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

What are the effects of the choices you make?

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

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

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

2

Creation

My Family The head of the family

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

Who is the head of the family?

Learners to name the head of the family

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

3

Creation

My Family: The extended family

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

Who are you? Family members?

Learners to name family members

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

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

3

1

Creation

My Family The family tree

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

What is a family tree?

Learner to draw and color the family tree

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

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

2

Creation

Adam and Eve

Our first parents 

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

Who created? Adam and Eve?

Learners to read Genesis 2:7, 21

Learners to read Genesis 2:16-17

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

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

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

3

Creation

Adam and Eve disobeyed God

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

How did man disobey God?

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

Learners to list the importance of obeying parents

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

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

4

1

Creation

Adam and Eve are punished

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

What was the result of man’s disobedience?

Why should you obey your parents?

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

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

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

2

Creation

Adam and Eve are punished

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

Why should you obey teachers?

Learners to recite Ephesians 6:2

Learners to compose a poem on the importance of obeying teachers

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

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

3

The Holy Bible

The Bible as the word of God

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

What is the Bible?

Learners to sing the song “My Bible and

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

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

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

5

1

The Holy Bible

The Bible as the word of God

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

Who wrote the? Bible

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

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

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

3

The Holy Bible

The Bible as the word of God

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

What are the four Gospel books in the?

New Testament?

Why is the Bible important in your daily lives?

Learners to discuss the importance of reading the Bible always

The learners to recite Psalms 119:105

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

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

6

1

The Holy Bible

The Bible Story: Moses and the Burning Bush

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

What happened to Moses at Mt.Sinai?

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

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

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

2

The Holy Bible

The Bible Story: Moses and the Burning Bush

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

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

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

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

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

3

The Bible Story: Moses and the Burning Bush

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

How did Moses Express obedience

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

In pairs, learners to discuss the value of Obedience

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

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

7

1

The Bible Story: Moses and the Burning Bush

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

How did Moses express obedience

Learners to read Exodus 3:1-6

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

In pairs, learners to discuss the value of obedience

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

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

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

2

Bible Story;

The big fish swallows Jonah

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

How did Jonah disobey God

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

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

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

3

Bible Story;

The big fish swallows Jonah

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

What was the result of Jonah’s disobedience?

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

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

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

8

1

Bible Story;

Naaman is Healed

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

Which disease was Naaman suffering from?

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

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

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

2

Bible Story;

Naaman is Healed

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

Which instructions were given to Naaman? By Prophet Elisha?

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

Naaman’s healing Learners to dramatize the story of Naaman

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

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

3

Bible Story;

Naaman is Healed

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

Which instructions were given to Naaman by Prophet Elisha?

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

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

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

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

9

1

The Holy Bible

The three Hebrew men are rescued from fire.

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

What happened to the three Hebrew men?

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

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

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

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

2

The Holy Bible

The three Hebrew men are rescued from fire.

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

What happened to the three Hebrew men?

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

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

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

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

3

The Holy Bible

The three Hebrew men are rescued from fire.

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

Who rescued the three Hebrew men from fire?

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

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

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

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

10

1

The Holy Bible

Elisha and the Boys

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

Why was Elisha annoyed with the boys?

Learners to read 2 Kings 2: 23-24

Learners to mention the number of boys in the story

Learners to draw, color and display pictures of two bears

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

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

2

Elisha and the Boys

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

How many boys were there?

Learners to sing a simple song on Elisha and the boys

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

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

3

The Early Life of Jesus Christ

Wise men guided by the Star

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

Who were the wise men?

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

Learners to draw  stars and color them

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

Learners to sing a song about the stars

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

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

WK 

LSN

STRAND

SUB-STRAND

SPECIFIC LEARNING OUTCOME

KEY INQUIRY QUESTION

LEARNING EXPERIENCES

LEARNING RESOURCES

ASSESSMENT

REMARKS

1

1

DRAWING

Animal forms

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

What animals are found in your environment

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

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

Observation, signed questions, discussions

2

DRAWING

Animal forms

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

How do animals help people?

How do we care for animals?

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

Individually the learner draws simple forms of animals using ICT tools

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

Observation, signed questions, discussions

2

1

DRAWING

Animal forms

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

How do animals help people?

How do we care for animals?

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

Learners to display and sign about own and others work

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

Pg,22-23

Observation, signed questions, discussions

2

DRAWING

Human forms

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

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

Who do you admire in the community?

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

Class discussion on members of the school environment.

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

Observation, signed questions, discussions.

3

1

DRAWING

Human forms

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

Who do you admire in the community?

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

Individually draw simple human forms using pencils and colored pencils.

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

Observation, signed questions, discussions.

2

DRAWING

Human forms

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

Who do you admire in the community?

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

Individually draw simple human forms using pencils and colored pencils.

Paper, pencil, computer, animals

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

Observation, signed questions, discussions.

4

1

DRAWING

Human forms

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

Who do you admire in the community?

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

Individually draw simple human forms using ICT tools.

The learner to display and sign about own and others work

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

Observation, signed questions, discussions.

2

DRAWING

Human forms

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

Who do you admire in the community?

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

Individually draw simple human forms using ICT tools.

The learner to display and sign about own and others work

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

Observation, signed questions, discussions.

5

1

DRAWING

Painting

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

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

What picture is in the story?

Class discussion on the simple painted pictures based on stories.

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

Observation, signed questions, discussions

2

DRAWING

Painting

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

What picture is in the story?

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

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

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

Observation, signed questions, discussions

6

1

DRAWING

Painting

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

What do you like in the picture?

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

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

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

Observation, signed questions, discussions

2

DRAWING

Painting

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

What do you like in the picture?

What materials have been used to make the picture

The learner to display and sign about own and others work

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

Observation, signed questions, discussions

7

1

PATTERN MAKING

Hand printed patterns

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

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

What patterns can you see?

How do we make patterns?

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

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

Observation, signed questions, discussions.

2

PATTERN MAKING

Hand printed patterns

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

What patterns can you see?

How do we make patterns?

Individually the learner to print patterns using hands for decoration.

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

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

Observation, signed questions, discussions.

8

1

PATTERN MAKING

Hand printed patterns

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

How do we make patterns?

What materials have been used to make the pattern?

Individually the learner to print patterns using hands for decoration.

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

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

Observation, signed questions, discussions.

2

PATTERN MAKING

Leaf printed patterns

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

What patterns can you see?

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

Individually the learners print colored patterns with leaves for decoration.

Paper, pencil paint, leaf.

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

Observation, signed questions, discussions.

9

1

PATTERN MAKING

Leaf printed patterns

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

How do we make colored leaf printed patterns

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

Individually the learners print colored patterns with leaves for decoration.

Paper, pencil paint, leaf.

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

Observation, signed questions, discussions.

2

PATTERN MAKING

Block printed patterns

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

What materials can be used for block printing?

How do we print patterns with blocks for decoration

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

Paper, paint, blocks.

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

Observation, signed questions, discussions.

10

END TERM SSESSMENT TEST