Displaying items by tag: Term 1
Literacy Schemes - Grade 2 Schemes of Work Term 1 2023
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WEEK |
LESSON |
STRAND THEME |
SUB-SRAND |
SPECIFIC LEARNING OUTCOME |
KEY INQUIRY QUESTION |
LEARNING EXPERIENCE |
LEARNING RESOURCES |
ASSEMENT METHOD |
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1 |
LISTENING |
Listen to instructions and questions |
By the end of the sub strand the learner should be able to listen attentively to simple sequenced instruction and use appropriate nonverbal communication |
Who gives instruction? |
Learners attentively series of instruction and interpret effectively |
Store Songs |
Oral questions |
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2 |
SPEAKING |
Responding to questions and instructions |
Learner should be able to question and instruction on varied themes and use verbal and non-verbal cues to respond |
How do you respond to questions when asked to do something? |
Learners to role play giving and responding to instruction |
Skits Singing games |
Oral questions Observation |
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3-4 |
READING |
Pair reading |
Learner should be able assess self on reading speed and fluency |
What is a good speed reading? |
Learners to read aloud to teach each other in pairs |
Pictures |
Oral questions |
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5 |
WRITING |
Word and sentence formation |
Learner should be able to use familiar words and phrase to write simple sentences |
How do we form a sentence? |
Learners to be guided on how to build simple sentences structure through identification of key words |
Book Pencils |
Oral questions Written exercise |
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1 |
LISTEN |
Listening to instructions and questions |
By the end of the lesson the learner should be able to demonstrate an understanding of set of instructions through appropriate responses |
Who asks us questions? |
Learners role play talking and listening to different audiences |
Audio |
Oral questions |
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2-3 |
SPEAKING |
Responding to questions and instructions |
Learners to ask questions to seek clarity on instruction |
Why do we give instructions/ |
Learners play involving responding to instruction and answering questions |
Songs |
Oral questions |
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4 |
READING |
Paired reading |
Learners to make prediction before and during reading and ask questions to confirm extended of understanding of materials |
What do you think will happen in the story |
Learners to ask each other about what they have read |
Newspaper Readers Magazines |
Oral questions |
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5 |
WRITING |
Words and sentence formation |
Learners to identify and write upper and lower case letters in words and sentences correctly |
What are upper and lower case letters? |
Learners to be guided on how to write upper and lower letter |
Sentences strips |
Written exercise |
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1 |
LISTENING |
Word and sentence formation |
By the end of the lesson the learner should be able to identify number of syllable in words |
How do we form words? |
Learners to practice individual sounds as they rhyme and recite poems |
Rhyme poem |
Oral questions |
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2 |
SPEAKING |
Phonological awareness |
Learner to be able to recognize an say multiple letter sounds to make syllable and words |
What are some of the sounds we hear? |
Learners to sound sight words representing multiple sounds in pairs of group |
Storybooks pictures |
Oral questions |
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3 |
READING |
Group reading |
Learner should be able to read text collectively with accuracy ,fluency and comprehension |
What is the importance of reading in a group? |
Learners reading are supported through guiding question e.g. who, what. |
Readers Newspapers journal |
Oral question |
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4-5 |
WRITING |
Word an sentences formation |
Learners should be able to use correct noun and verb form in making sentences |
How do we form sentences? |
Learners re- organize jumbled words to form logical sentences(paragraph) |
Flash cards Books Pencils |
Written exercise |
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1 |
LISTENNG |
Word and sentence formation |
By the end of the lesson the learner should be able to recognize words with similar sounds |
How do we form words? |
Learners to play rhyming and blending games to recognize words with similar sounds |
Manila chart Sentence strip |
Oral questions |
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2-3
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SPEAKING
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Phonological awareness
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Lerner should be able to blend and segment syllables to form words e.g. the cat ran home
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Which syllable can blend and segment
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Learners to blend syllable to form words and sentences |
Blending cards Sentence strips
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Oral questions
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4 |
READING |
Group reading |
Learner should be able to develop peer learning skills of self-assessment |
What is the importance of group reading |
Learners to be guided on peer learning and support |
Newspaper Journals |
Retelling stories |
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5 |
WRITING |
Word sentence formation |
Learner should be able to use correct noun and verb in making sentences |
How do we form words? |
Learners are guided to identify nouns and verb in sentences |
Sentence strips Flash card |
Writing sentences |
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1-2 |
LISTENING |
Word and sentence formation |
By the end of the lesson be able to combine syllable to form words |
How do we form words |
Learners imitate teacher in pronouncing various words(diagraph, consonant cluster) |
Manila chart Sentence strip |
Segmenting drills |
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3 |
SPEAKING |
Phonological awareness |
Learner should be able to use appropriate words to make meaningful sentences |
How do we make meaningful words? |
Learners to be guided short meaningful sentences by using syllable |
Chart Pictures |
Oral questions |
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4 |
READING |
Group reading |
Learner should be able to improve confidence through peer support in group reading |
How can we build up confidence through peer support group reading? |
Lerner’s are divided into reading teams to facilitate peer learning and support |
Readers Journals |
Oral questions |
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5 |
WRITING |
Spelling instructions |
Learners should be able to write an increasing number of words and spelling them correctly |
Why is it important to spell words correctly |
Learners to write newly learned on a word tree |
Flash card Word tree |
Written exercise |
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1 |
LISTEN |
Word and sentence formation |
By the end of the lesson the learner should be able to combine words to make simple sentences |
How do we form sentences? |
Learners to be guided on how to combine words to make simple sentences |
Sentence strip |
Oral questions |
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2-3 |
SPEAKING |
Phonological awareness |
The learner should be able to give words that rhyme |
Which words rhyme |
Learner give words that rhyme |
Sentence strip |
Oral questions |
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4
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READING
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Silent reading
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The learner should be able to read text passage silently and answer questions correctly |
When do we read silently
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Learners are assisted in developing silent reading skills for efficient reading |
Sentence strip |
Oral questions
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5 |
WRITING |
Spelling instruction |
Lerner should be able to spell words with short and long vowels and consonants cluster |
Why do we spell words correctly? |
learners to be guided on the use of spelling strategies including knowledge of letters |
Word tree Flashcard |
Written exercises |
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1 |
LISTENING |
Word an sentence formation |
By the end of the lesson the learner should be able to combine words to make simple sentences |
How do we combine words to form sentences? |
Learners to combine words to make simple sentences |
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Oral questions |
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2 |
SPEAKING |
Talk about |
The learner should be able to confidently talk about character’s and events in the story |
How can we talk to others in a proper ay? |
Learners discuss character and events in a thematic story |
Resource person |
Oral questions |
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3-4 |
READING |
Silent reading |
Learner should be able to predict the meaning of the unfamiliar words from the passage |
How do we get meaning of the new passage? |
Learners to identify new words from the passage and try to discuss their meaning in groups |
Journal Magazines |
Oral questions |
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5 |
WRITING |
Spelling instruction |
Learners should be able to use an write familiar and unfamiliar words |
What is phonic knowledge? |
Learners to identify spelling errors in own writing to provide correct spelling |
Flash cards Word trees |
Oral questions Written exercise |
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1 |
LISTENIG |
Story telling |
By the end of the lesson the learner should be able to develop vocabulary through listening to stories |
Why do tell stories? |
Learners to develop vocabulary from the stories |
Newspaper Magazines |
Oral questions |
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2 |
SPEAKING |
Talk about |
The learner should be able to relate characters and event in a story to real life |
How can we talk to others in a proper way? |
Learners role play greeting people of different status |
Magazines Journals |
Oral questions |
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2 |
SPEAKING |
Presentation skills |
The learner should be able to relate various on order in which they occur |
What does a good presenter do? |
Learners practice making connections using transition words (relating on cultural events) |
Pictures of various events |
Oral questions |
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3 |
READEING |
Presentation skills |
The learner should be able to join text read by identifying main ideas |
What was the main idea in the story? |
Learners are guided to summarize text by retelling the main ideas |
Journal |
Filling in blacks |
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4-5 |
WRITING |
Handwriting |
The learner should be able to join to form meaningful words |
Why should we write well |
`the learner to be guided on how to join letters to form meaning words |
Storybooks |
Written exercise |
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1 |
LISTENING |
Effective communication |
By the end of the lesson the learner should be able to listen audio or audio visual stories and answer questions |
Why do we need to communicate well |
Learners to listen to audio or audio visual stories on varied theme |
Visual and audio materials |
Oral questions |
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2 |
SPEAKING |
Group reading |
Learner should be able to use appropriate tonal variation articulation and stress to express self confidently |
What does a good presenter do? |
Learners should be able to identify good and poor presentation skills |
Pictures |
Question/ answer |
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3 |
READING |
Group reading |
Learners should be able to read text collectively with accuracy fluency and comprehension |
What is the importance of reading in groups |
learners to be guided on how to read as a group and answer questions from the text |
Readers journals |
Written exercise |
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4-5 |
WRITING |
Handwriting |
Learners be able to use capitalization appropriately |
When do we use capital letters |
Learners to be guided when to use capital letters |
Readers Journals |
Written exercise |
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1 |
Listening |
Effective communication |
By the end of the lesson the learner should be able to listen and pick out vocabulary from materials listened to |
How do we communicate well? |
Learners listen and pick out vocabulary listened to |
Pictures |
Assessment |
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2 |
SPEAKING |
Responding to questions and instructions |
Learners should be able to use display word chart and pictures with instruction to trigger for discussion |
Why do we give instructions |
Word chart |
Oral questions |
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3-4
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READING
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Paired reading
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The learner should be able to assess self on reading speed and fluency |
What is good speed for reading? |
Learners read aloud to each other to assess self on reading speed an fluency |
Readers
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Oral questions |
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5 |
Writing |
Handwriting |
The learner should be able to write dictated sentences well paying attention to the spacing |
Why is it important to write well? |
Learners write dictated sentences well paying attention to the spacing |
Sentence strips |
Oral questions |
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Music Schemes - Grade 2 Schemes of Work Term 1 2023
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WEEK |
LESSON |
STRAND |
SUB STRAND |
SPECIFIC LEARNING OUTCOMES |
KEY INQUARY QUESTIONS |
LEARNING EXPERIENCES |
LEARNING RESOURC ES |
ASSESSMENT |
REFLECTION |
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1 |
1 |
PERFORMIN G |
Songs |
By the end of the of the lesson the learner should be able to identify different types of songs performed for different purposes to enhance comprehension |
During which activities do you sing |
Learners name types of songs performed in the community |
Regalia charts |
Observation Oral questions |
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2 |
1 |
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Songs |
By the end of the of the lesson the learner should be able to sing a variety of age appropriate songs in unison paying attention to accuracy in pitch and rhythm for enjoyment, |
During which activities do you sing |
Learners are guided to listen to and watch a variety of live or recorded songs and be probed to identify occasions when the songs are performed |
Regalia charts |
Observation Oral questions |
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3 |
1 |
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Songs |
By the end of the of the lesson the learner should be able to sing 2-part rounds for enjoyment |
Which songs do you like singing? |
Learners are guided in identifying the beat in familiar songs by tapping, clapping and stamping and vary the tempi and dynamics to express feelings, ideas and emotions while singing |
Regalia charts |
Observation Oral questions |
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4 |
1 |
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Songs |
By the end of the of the lesson the learner should be able to sing verse 1and 2 of the Kenya national anthem in English and/or Kiswahili with proper etiquette to enhance patriotism, cohesion and peaceful coexistence |
When is the national anthem sung? |
Learners are guided to sing verse 1 and 2 of the Kenya national anthem in English and /or Kiswahili in unison, paying attention to accuracy in pitch, rhythm, words and the etiquette during |
Regalia charts |
Observation Oral questions |
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5 |
1 |
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Songs |
By the end of the of the lesson the learner should be able to execute the elements of music while singing as a basis of musicianship |
What do the songs talk about |
Learners are guided in identifying and discussing salient issues in topical and patriotic songs such as social cohesion, health, safety and values |
Regalia charts |
Observation Oral questions |
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6 |
1 |
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Songs |
By the end of the of the lesson the learner should be able to use vocal techniques in singing for effective communication |
What do the songs talk about |
In groups, learners are guided in singing and dramatizing story and action songs |
Regalia charts |
Observation Oral questions |
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7 |
1 |
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Songs |
By the end of the of the lesson the learner should be able to express ideas, feelings and emotions through singing for self- expression and effective communication |
What do the songs talk about |
In groups, learners are guided in singing and dramatizing story and action songs |
Regalia charts |
Observation Oral questions |
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8 |
1 |
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Singing games |
By the end of the of the lesson the learner should be able to perform various singing games drawn from local and other cultures for enjoyment |
What songs do you sing during play? |
Learners are guided to watch a variety of live or recorded singing games from the locality and from other cultures |
Regalia charts |
Observation Oral questions |
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9 |
1 |
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Singing games |
By the end of the of the lesson the learner should be able to apply the aspects of singing, movement, props and costumes in performing singing games to enhance the skills of performance |
What songs do you sing during play? |
In groups and individually, learners collect materials for use as costumes and props in performance of singing games |
Regalia charts |
Observation Oral questions |
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10 |
1 |
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Singing games |
By the end of the of the lesson the learner should be able to take precautions during performance of singing games for own and others safety, |
What roles do you like taking when performing singing games |
Learners practice singing games with coordinated body movements Practice and performance could be done in pairs and in groups to encourage team work and responsibility |
Regalia charts |
Observation Oral questions |
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11 |
1 |
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Singing games |
By the end of the of the lesson the learner should be able to observe game etiquette for own and others respect, |
What roles do you like taking when performing singing games |
Practice and performance could be done in pairs and in groups to encourage team work and responsibility |
Regalia charts |
Common accidents and Basic First aid |
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12 |
1 |
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Singing games |
By the end of the of the lesson the learner should be able to share available resources during performance of singing games for equity and integrity |
What are some of the materials or objects used while playing and singing? |
In groups learners practice game etiquette and share available resources equitably during performance of singing games |
Regalia charts |
Observation Oral questions |
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13 & 14 |
CAT
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Movement Schemes - Grade 2 Schemes of Work Term 1 2023
| WEEK | LESSON | STRANDS | SUB-STRANDS | SPECIFIC LEARNING OUTCOMES | KEY INQUIRY QUESTIONS | LEARNING EXPERIENCE | LEARNING RESOURCES | ASSESSMENT | REFLECTION |
| 1 | 1-5 | OPENING AND PREPARATION | |||||||
| 2 | 1-5 | 1.0 Basic motor skills |
Locomotor skills: |
By the end of the sub-strand, the
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Learners to answer questions on the
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Regalia |
Observation Oral questions |
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| 3 | 1-5 | 1.0 Basic motor skills |
Locomotor skills: |
By the end of the sub-strand, the
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Learners to answer questions on the
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Regalia |
Observation Oral questions |
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| 4 | 1-5 | 1.2 Locomotor skills: Leaping | By the end of the sub-strand, the learner should be able to: a) name the parts of the body that are in use when leaping for body awareness, b) watch a video clip of the leaping skill for digital literacy, c) perform leaping in different ways for strength, coordination, endurance and balance, d) practice leaping in different ways for strength, coordination, endurance, balance and for excellence, e) establish relationships through leaping for critical thinking and problem, f) make appropriate play items for creativity and imagination, g) appreciate leaping for strength, coordination, balance and self-esteem, h) play simple games for creativity, enjoyment and peaceful coexistence, i) observe the rules when playing games for own and others safety. |
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Regalia |
Observation Oral questions |
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| 5 | 1-5 | 1.2 Locomotor skills: Leaping |
By the end of the sub-strand, the
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Regalia |
Observation Oral questions |
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| 6 | 1-5 | 1.3 Locomotor Skill: Jumping for distance |
By the end of the sub-strand, the learner should be able to:
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Regalia | Observation
Oral questions |
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| 7 | 1-5 | Locomotor Skill: Jumping for distance |
By the end of the sub-strand, the learner should be able to:
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Regalia | Observation
Oral questions |
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| 8 | 1-5 | Non-Locomotor skills: Pulling and pushing |
By the end of the sub strand, the learner should be able to:
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Regalia |
Observation Oral questions |
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| 9 | 1-5 | Non-Locomotor skills: Pulling and pushing |
By the end of the sub strand, the learner should be able to:
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Regalia |
Observation Oral questions |
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| 10 | 1-5 | 2.2 Non-Locomotor skills: Turning |
By the end of the sub-strand the learner should be able to:
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Regalia |
Observation Oral questions |
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| 11 | 1-5 | 3.1 Manipulative skills: Kicking |
By the end of the strand the learner should be able to:
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Regalia | Observation
Oral questions |
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| 12 | 1-5 | 3.1 Manipulative skills: Kicking |
By the end of the strand the learner should be able to:
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Regalia |
Observation Oral questions |
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| 13 | END OF TERM ASSESSMENT AND CLOSING | ||||||||
Mathematics Schemes - Grade 2 Schemes of Work Term 1 2023
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WEEK |
LESSON |
STRAND THEME |
SUB STRAND |
SPECIFIC LEARNING OUTCOMES |
KEY INQUIRY QUESTIONS |
LEARNER EXPERIENCE |
LEARNING RESOURCES |
ASSESSMENT METHODS |
REFLECTION |
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1 |
1 |
NUMBERS |
Numbers concept Reading 1-50 |
By the end of the sub strand the learner should be able to: Read 1-50 in symbols |
Can count numbers from 1-50 in symbols |
Learners to read number names from 1-50 from the chart |
Chart Number cards |
Oral questions Observation |
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2 |
NUMBERS |
Representing number 1-50 |
Represent number 1-50 using concrete objects in the environment |
What can we use to represent number 1- 50? |
Learners in groups to represent number 1-50 using safe concrete objects |
Concrete objects Counters |
Oral questions Observation |
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3 |
NUMBERS |
Filling in missing numbers |
Filling in number 1-50 in their work books |
How can we find missing numbers |
Learners to fill in missing numbers from 1-50 |
Chart |
Oral questions Written exercise |
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4 |
NUMBERS |
Reading numbers 50- 100 |
Read numbers 50-100 using symbols in the chart |
Can you find number of objects from number 50- 100? |
Learners read number names from 50-100 from the chart |
Chart |
Oral questions observations |
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5 |
NUMBERS |
Representing numbers 50-100 |
Represent number 50- 100 using concrete objects in the environment |
What can we use to represent number 50-100? |
Learners to represent numbers from 50-100 using safe concrete objects |
Counters |
Oral questions observations |
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2 |
1 |
NUMBERS |
Filling in missing numbers |
Fill in missing numbers from number 50- 100 using in their books |
How can we find missing numbers |
Learners to fill in missing numbers from 50-100 |
Chart |
Oral |
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2 |
NUMBERS |
Playing games |
Playing games with numbers |
How many times in groups can they count numbers 1- 100 |
Learners to play games of have you counted? |
Concrete objects representing groups with numbers |
Observations |
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3 |
NUMBERS |
Filling in missing numbers |
Fill in missing numbers from 1- 100 in their workbooks |
Which is the missing number? |
Learners to fill in missing numbers 1-100 |
Chart |
Oral questions Written exercise |
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4 |
NUMBERS |
Whole numbers |
By the end of the sub strand the learner should be able to count numbers 1-50 forward and backwards in a sequence |
What is the next number? |
Learners to count numbers 1-50 forward and backwards |
Number line chart |
Observation Oral questions |
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5 |
NUMBERS |
Whole numbers |
By the end of the sub strand the learner should be able to count numbers 50 forward and backwards in a sequence |
What is the next number? |
Learners to count numbers 50-100 forward and backwards |
Number line chart |
Observation Oral questions |
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3 |
1 |
NUMBERS |
Counting in 2s forward |
Count numbers in 2s forward in pairs or groups |
What is the next number going forward? |
Learners in 2s should be able to count in 2s forward |
Number line |
Oral questions |
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2 |
NUMBERS |
Counting in 2s backward |
Count numbers in 2s backward in pairs or groups |
What is the next number going backward? |
Learners in 2s should be able to count in 2s backward |
Number line |
Oral questions |
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3 |
NUMBERS |
Whole numbers |
By the end of the sub strand the learner should be able to count |
How do you get the next number in a pattern? |
Learners to count in 5s forward in groups or pairs |
Number line |
Oral questions Observation |
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4 |
1 |
NUMBERS |
Fractions- Circular cut outs in quarter |
Fold circular paper cut outs in to 4 equal parts and make a quarter |
How many parts are shaded? |
Learners in pairs to fold paper cuts to get 4 equal parts and identify it as a quarter |
Paper cut outs |
Observation Oral questions |
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2-3 |
NUMBERS |
Rectangular cut outs in 4 equal parts |
Fold rectangular paper cut outs in to 4 equal parts and make a quarter |
How many parts are they? |
Learners in pairs to fold paper cuts to get 4 equal parts and identify it as a quarter |
Paper cut outs |
Observation Oral questions |
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4-5 |
NUMBERS |
Comparing fractions in size |
Compare fractions in size to find out which is bigger or smaller |
Which one is big? |
Learners should be able to compare sizes of fractions |
Paper cut outs |
Observation Oral questions |
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5 |
1 |
NUMBERS |
Digital games with fractions |
Play digital games with fractions |
Which fractions can you see? |
Learners should be able to play digital games involving fractions |
Laptops |
Observation Oral questions |
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2-3 |
NUMBERS |
Fractions |
Practice cutting out halves and quarters |
How many parts do you get when you share a fruit among 2? |
Learners in pairs/groups making halves and quarters of a whole |
Paper cut outs A fruit |
Observation Oral questions |
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4 |
NUMBERS |
Addition |
By the end of the sub strand, the learner should be able to add single digits horizontally |
How do you arrange digits when adding horizontally? |
Learners to add single digits horizontally |
Number line |
Written exercise |
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5 |
NUMBERS |
Addition |
Add single digits vertically |
How do you add single digits vertically? |
Learners to add single digits vertically |
Number line counters |
Written exercise |
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6 |
1 |
NUMBERS |
Addition |
Work out word problems involving single digits |
How do we add single digits? |
Learners to come up with additional word problems |
Counters |
Written exercise |
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2-3 |
NUMBERS |
Addition |
The learner should be able to add a 2 digit number to a 1 digit number with sum not exceeding 100 without regrouping |
How we align a 2 digit number and a 1 digit number vertically in order to add? |
Learners to a 2 digit number to a 1 digit number without regrouping |
Counters |
Written exercise Observations Oral questions |
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4-5 |
NUMBERS |
Addition |
Add a 2 digit number to a 1 digit number with sum not exceeding 100 with regrouping |
When do we regroup? |
Learners to a 2 digit number to a 1 digit number with regrouping |
Counters |
Written exercise |
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7 |
1 |
NUMBERS |
Addition |
The learner should work out word problems involving 2 digit and 1 digit |
Which word means same as addition? |
Learners to understand other words that mean same as addition |
Counters |
Written exercise Observation |
|
|||
|
|
2 |
NUMBERS |
Addition |
The learner should be able to add single digit number up to a sum of 20 horizontally |
How do we get the sum of 3 single digits? |
Learners in pairs/ groups to practice addition of 3 single digits |
Counters |
Written exercise Observation |
|
|||
|
|
3 |
NUMBERS |
Addition |
The learner should be able to add single digit number up to a sum of 20 vertically |
How do you align numbers when working with 3 digit numbers? |
Learners to work out sum of 3 digit numbers vertically according to place value |
Bottle tops Counters |
Written exercise |
|
|||
|
|
4-5 |
NUMBERS |
Addition |
The learner should be able to work out word problems involving 3 single digits |
How we arrange numbers when working with 3 digit numbers? |
Learners should be able to collect different safe objects and use hem in addition of 3 single digit numbers |
Counters |
Written exercise |
|
|||
|
8 |
1 |
NUMBERS |
Addition |
The learner should be able to practice addition by skipping on the number line |
How do we use a number line when counting? |
Learners to practice addition by skipping on the number line |
Number line drawn on the floor |
Written exercise |
|
|||
|
|
2-4 |
NUMBERS |
Addition |
The learner should be able to practice breaking numbers apart to make 10 |
When do you break apart numbers to make 10? |
Learners to break numbers apart to make 10 |
workbooks |
Written exercise |
|
|||
|
|
5 |
NUMBERS |
Addition |
The learner should be able to come up with different ways of adding 2- digit numbers without regrouping |
How can you align a 2 digit number vertically in order to add? |
Learners to add a 2- digit numbers without regrouping |
Counters |
Written exercise |
|
|||
|
9 |
1-2 |
NUMBERS |
Addition |
The learner should be able to come up with different ways of adding 2- digit numbers with regrouping |
How can you align a 2 digit number vertically in order to add? |
Learners to add a 2- digit numbers with regrouping |
Counters |
Written exercise |
|
|||
|
|
3 |
NUMBERS |
Addition |
The learner should be able to play digital games involving addition |
Which digital games can you play involving addition? |
Learners to play digital games involving addition |
Laptop |
Observation |
|
|||
|
|
4 |
NUMBERS |
Addition |
The learner should be able to make patterns in groups using numbers up to 100 |
How can you make patterns in groups using numbers up to 100 |
Learners in groups to make patterns using numbers up to |
Number chart |
Written exercise |
|
|||
|
|
5 |
NUMBERS |
Addition |
The learner should be able to work out missing numbers involving addition of whole numbers up to 100 |
How do work out missing numbers in patterns involving addition? |
Learners work out missing numbers involving addition in patterns |
Counters |
Written exercise |
|
|||
|
|
1 |
NUMBERS |
Addition |
The learner should be able to work out missing numbers involving addition of whole numbers up to 100 |
How do work out missing numbers in patterns involving addition? |
Learners work out missing numbers involving addition in patterns |
Counters |
Written exercise |
|
|||
|
|
2 |
NUMBERS |
Subtraction |
The learner should be able to work out subtraction of single digits |
How do work out subtraction of 2 single digits numbers |
Learners work out subtraction of 2 single digits numbers |
Counters |
Written exercise |
|
|||
|
|
3
|
NUMBERS
|
Subtraction
|
The learner should be able to work out subtraction of 1 digit number from 2 digit number |
How do work out subtraction 1 digit number from 2 digit number |
Learners work out subtraction 1 digit number from 2 digit number
|
Counters
|
Written exercise
|
|
|||
|
|
4-5 |
NUMBERS |
Subtraction |
The learner should be able to work out subtraction up to 2 digit number without regrouping |
What is the place value |
Learners work out subtraction up to 2 digit number without regrouping |
Counters |
Written exercise |
|
|||
|
|
1-2 |
NUMBERS |
Subtraction |
The learner should be able to work out subtraction up to 2 digit number with regrouping |
How do we regroup? |
Learners work out subtraction up to 2 digit number with regrouping |
Counters |
Written exercise |
|
|||
|
|
3-4 |
NUMBERS |
Subtraction |
The learner should be able to work out subtraction up to 2 digit number with regrouping |
How do we regroup? |
Learners work out subtraction up to 2 digit number with regrouping |
Counters |
Written exercise |
|
|||
|
|
5 |
NUMBERS |
Subtraction |
The learner should be able to work out a mixed exercise subtraction with and without regrouping |
How do we regroup? |
Learners work out subtraction with and without regrouping |
Counters |
Written exercise |
|
|||
Kiswahili Schemes - Grade 2 Schemes of Work Term 1 2023
|
|
JUMA |
KIPINDI |
MADA |
MADA NDOGO |
MATOKEO MAALUMU YANAYOTARAJIWA |
MASWALI DADISI |
MAPENDEKEZO YA SHUGHULI ZA UFUNZAJI |
NYENZO |
TATHMINI |
|
|
|
1 |
1-2 |
Shuleni |
Sauti ya majina ya herufi ya Kiswahili Kusikilizana na kuogea |
Kufika mwisho wa kipndi mwanzafunzi aweze kutamka sauti nne za herufi moja ili kuimarisha mazungumzo |
Je? sauti zipi unazojua kutamka? |
Mwanafunzi aweze kutambua kutamka sauti g/d/d/na/ r katika maneno |
Kazi ya vikundi Charti iliyo na michoro ya vitu vinavyo patikana shuleni |
Maswali mepesi ya kauli |
|
|
|
|
3 |
Shuleni |
Sauti ya majina ya herufi ya Kiswahili Msamiati |
Kufika mwisho wa kipndi mwanzafunzi aweze kutambua majina ya herufi moja iliyofunzwa katika kujenga stadi ya kusilizana |
Je? sauti ni sauti gani tuliyosoma jana? |
Mwanafunzi aweze kutambua sauti za herufi ambazo tulijifunza katika somo lililopita |
Charti Daftari na Kalamu |
Maswali mepesi ya kauli Zoezi |
|
|
|
2 |
1 |
Shuleni |
Sauti ya majina ya herufi ya Kiswahili Kuandika |
Kufika mwisho wa kipndi mwanzafunzi aweze kutambua maina ya herufi sauti lengwa katika kujenga stadi ya kusikiliza |
Je? Unaweza kutambua herufi gani katika sentensi? |
Mwanafunzi aweze kutumia teknolojia kuskiliza matamshi ya sauti lengwa |
Tarakilishi Charti |
Maswali mepesi ya kauli Zoezi madaftarini |
|
|
|
|
2 |
Shuleni |
Sauti ya majina ya herufi ya Kiswahili Kusoma |
Kufika mwisho wa kipndi mwanzafunzi aweze; Kusoma herufi za sauti moja katika kujenga stadi ya kusoma |
Je,unajua kusoma herufi na maneno gani? |
Mwanafunzi asome herufi kwa sauti moja kadi za herufi |
Tarakilishi Charti za herufi Kadi za herufi |
Maswali mepesi ya kauli |
|
|
|
|
3
|
Shuleni
|
Sauti ya majina ya herufi ya Kiswahili
|
Kufika mwisho wa kipndi mwanzafunzi aweze; Kusoma maneno kutumia silabi zinazotokana na herufi ili kujenga stadi ya kusoma |
Je,unajua kusoma herufi na maneno gani?
|
Mwanafunzi aambatanishe silabi ya kusoma maneno yanayotokana na herufi lengwa |
Charti za herufi Kadi za herufi
|
Maswali mepesi ya kauli
|
|
|
|
3 |
1 |
Shuleni |
Sauti ya majina ya herufi ya Kiswahili Kusoma |
Kufika mwisho wa kipndi mwanzafunzi aweze; Kusoma maneno kutumia silabi zinazotokana na herufi ili kujenga stadi ya kusoma |
Je,waweza kusoma kusoma sautina maneno za Kiswahili? |
Mwanafunzi asome maneno kwa kutumia silabi au kwa kugawa maneno marefu |
Vitabu vya kusoma |
Maswali mepesi ya kauli Kuwatazama Wanafunzi wanaposoma |
|
|
|
|
2 |
Shuleni |
Sauti ya majina ya herufi ya Kiswahili Kuandika |
Kufika mwisho wa kipndi mwanzafunzi aweze; Kuandika herufi zinazowakilishwa na sauti lengwa katika kujenga stadi ya kusoma |
Je,waweza kusoma kuandika sauti na maneno za Kiswahili? |
Mwanafunzi aweze kuandika maneno alizosoma |
Kadi za herufi Kalamu na daftari |
Maswali mepesi ya kauli Zoezi vitabuni |
|
|
|
|
3 |
Shuleni |
Sauti ya majina ya herufi ya Kiswahili |
Kufika mwisho wa kipndi mwanzafunzi aweze; Kutumia maneno yanayojumulisha sauti zilizofunzwa ilikujenga |
Je,unajua herufi zipi? |
Mwanafunzi kutumia maneno ya kujumulisha sauti zilizofunzwa |
Charti za herufi Kadi za herufi |
Maswali mepesi ya kauli |
|
|
|
4 |
1 |
Shuleni |
Kusikilizana kuzungumuza maamkuzi ya nyakati za siku |
Kufika mwisho wa kipndi mwanzafunzi aweze; Kutambua maneno yanayotumiwa katika nyakati za siku ili kuimarisha stadi ya kusikilizana kuzungumza |
Tunaakuana vipi wakati wa asubuhi, mchana na jioni |
Mwanafunzi aigize maamziki ya nyakati za asubuhi, mchana na jioni |
Charti za kuonyesha maamziki ya nyakati Kadi za herufi mbalimbali |
Maswali mepesi ya kauli |
|
|
|
|
2 |
Shuleni |
Kusikilizana kuzungumuza maamkuzi ya nyakati |
mwanzafunzi aweze; Kutambua maneno yanayotumika katika maamkuzi ili kuuimarisha stadi ya kusoma |
Kwanini tunasalimiana |
Wanafunzi wasalimiane na kasha washirikishwe katika mjadala kuhusu maamkizi |
Kazi ya vikundi Vitabu vya kusoma |
Mjadala Maswali mepesi ya kauli |
|
|
|
|
3 |
Shuleni |
Msamiati |
mwanzafunzi aweze; Kutambua kwa kutaja msamiati wa shule katika kuimarisha lugha |
Je, unavifaa gani vya shuleni? |
Mwanafunzi aonyeshe vifaa halisi vinavyopatikana shuleni ili aweze kuchora |
Vifaa halisi kama bendera, dawati, darasa, ofisi, vyoo |
Maswali mepesi ya kauli |
|
|
|
5 |
1 |
Shuleni |
Msamiati |
mwanzafunzi aweze; kusoma maneno na sentensi zinazio jumlisha msamiati shuleni ili kuuimarisha stadi ya kusoma |
Taja vifaa mbalimbali vinavyo patikana shuleni na umuhimu wake |
Mwanafunzi msamiati wa shuleni katika kadi au charti na aandike majina ya vitu vinavyo patikana shuleni |
Vifaa halisi kama bendera, dawati, darasa, ofisi, Michoro vitabuni |
Maswali mepesi ya kauli |
|
|
|
|
2 |
Shuleni |
Msamiati |
mwanzafunzi aweze; kutaja msamiati wa shuleni katika kuimarisha umilisi wa lugha |
Je, unajua vifaa gani vya shuleni? |
Mwanafunzi aonyeshe vifaa halisi vinavyopatikana shuleni |
Kadi za michoro ya vitu vya shuleni |
Maswali mepesi ya kauli Kutizama kazi ya wnafunzi |
|
|
|
|
3 |
Shuleni |
Kusikilizana na kuzungumza masimulizi |
mwanzafunzi aweze; kutaja majina ya vitu vinavyo patikana shuleni ilikuimarisha stadi ya kuzungumuza na kusikiza |
Ni Vifaa vipi vinavyopatikana shuleni? |
Mwanafunzi asimulie kisa kuhusu shule zna kufafanua umuhimu wa vitu vinavyopatikana shuleni |
Vifaa halisi vinavyopatikana shuleni Michoro ya vitu shuleni |
Majadiliano Maswali Mepesi ya kauli |
|
|
|
6
|
1
|
Shuleni
|
Kusikilizana na kuzungumza masimulizi |
Mwanzafunzi aweze; kusikiliza kwa makini ili kuimarisha stadi za kuzungumza na pia aweze kusimulia kuhusu vitu mbali mbali vinavyopatikana shuleni ili kuimarisha stadi za kusikilizana |
Ni nani anayetumia vifaa vinavyopatikana shuleni? |
Mwanafunzi awze kushiriki katika wimbo na mashairi kuhusu vifaa vinavyopatikana shulenina pia atazame picha na michoro inavyoonyesha vifaa vinavyopatikana shuleni na wajadiliane katika vikundi |
Vifaa halisi vinavyopatikana shuleni Majadiliano kati ya wanafunzi na mwalimu Hadithi fupi |
Maswali Mepesi ya kauli |
|
|
|
|
2 |
Shuleni |
Kusoma hadithi |
Mwanzafunzi aweze;kutambua picha za vitu vinavyopatikana shuleni Katika kujenga stadi ya kusoma pia aweze kueleza picha katika hadithi ili kuimarisha stadi za kuszungumuza |
Unaona ninikatika picha? |
Mwanafunzi ajadili picha zinazojumulishwa kwenye hadithi Mwanafunzi atabiri kitakacho tokea |
Vitabu vya hadithi vifaa halisi vya shuleni |
Maswali mepesi ya kauli Majadiliano |
|
|
|
|
3 |
Shuleni |
Kusoma hadithi |
Kusikiliza hadithi ikisomwa na mwalimu kuhusu vitu vinavyopatikana shuleni ilikuimarisha umakinifu |
Nini knacho tendeka katika hadithi? |
Mwanafunzi Kumsikiliza mwalimu anaposoma kasha pamoja na mwalimu na baadaye asome pekee yake kwa sauti . Wanafunzi wasome wawili wawili au kwa vikundi |
Vitabu vya hadithi |
Maswali kauli Kutoka kwa hadithi |
|
|
|
7
|
1
|
Shuleni
|
Kusoma hadithi
|
Mwanafunzi aweze kusoma hadithi kuhusu shuli ilikuimarisha stadi ya kusoma na pia aweze kufahamu hadithi alisoma nakusomewa ilikupata mafunzo ya hadithi |
Ni nani wahusika katika hadithi?
|
Mwanafunzi aweze kusoma vitabu vya hadithi mbele ya darasa na pia aweze kuuliza na kujibu maswali yanayopatikana na ufahamu |
Vitabu vya hadithi
|
Maswali mepesi ya kauli
|
|
|
|
|
2 |
Shuleni |
Msamiati nambari 11-50 |
Mwanafunzi aweze kutambua nambari 11-50 kwa maneno ilikuimarisha mawasiliano |
Ni nambari gani ambazo zipo jati ya 11-50? |
Mwanafunzi aweze kutambua nambari 11-50 kwa maneno |
Kadi za nambari na majina ya nambari hizo |
Maswali mepesi ya kauli Zoezi |
|
|
|
|
3 |
Shuleni |
Kusoma nambari 11-50 |
Mwanafunzi aweze kutambua nambari 11-50 kwa maneno ilikuimarisha stadi ya kusoma |
Je waweza kusoma nambari 11-50? |
Wanafunzi wasome kadi za nambari 11-50 na aweze kutunga sentensi ya nambari 11-50 |
Kadi za nambari Majina yake |
Maswali mepesi ya kauli Zoezi |
|
|
|
8 |
1-3 |
Msami ati |
Kuandika nambari |
Mwanafunzi aweze kuandika nambari 11-50 kwa maneno ilikujenga stadi ya kuandika pia awezekutumia nambari 11-50 kwa maneno ilikuimarisha mazungumuzo yake |
Je waweza kutumia nambari 11-50 katika sentensi? |
Mwanafunzi aweze kuandika nambari 11-50 kwa maneno pia atunge sentensi akitumia majina ya nambari 11-50 |
Kadi za nambari Daftari na kalamu |
Maswali mepesi ya kauli Zoezi |
|
|
|
9 |
1-3
|
Sarufi
|
Matumizi ya ako na enu |
Mwanafunzi aweze kutambua Matumizi ya ako na enu katika mawasiliano na pia aweze kusoma sentensi zinazojumulisha - ako na -enu katika kujenga stadi ya kusoma |
Je ni maneno gani unawaweza kutumia kuonyesha kitu nicha nani |
Mwanafunzi atunge sentensi zenye matumizi ako na –enu na pia kutumia sentensi zinazojumulisha ako na -enu |
Kazi ya vikundi
|
Kuchumguza jinsi wanafunzi wanavyotumi a ako na – enu katika sentensi |
|
|
10 |
1-3 |
Haki Zangu |
Msamiati “kusoma” |
Mwanafunzi aweze kusoma msamiati kuhusu haki za watoto ili kuimarisha stadi za kusoma |
Ni msamiati gani za haki za watoto unazoweza kutumia katika sentensi |
Mwanafunzi ajadiline na wenzake kuhusu maana ya msamiati kuhusu haki za watoto |
Kazi ya vikundi |
Kuuliza maswali kuhusu haki za watoto Kuwachungu za wanafunzi wanavyojadili ana |
||
|
11 |
1-3 |
Haki Zangu |
Msamiati “kuandika” |
Mwanafunzi kutunga sentensi akitumia msamiati wa haki za watoto kuandika sentensi akitumia msamiati wa haki za watoto kuimarisha stadi za kuandika |
Ni haki gani za watooto unazozijua? |
Mwanafunzi aandike msamiati Mwanafunzi atunge senensi kwa kutumia haki za watoto |
Nyimbo na Mashairi kuhusu usafi wa mwili Kazi ya vikundi |
Maswali mepesi kuhusu haki za watoto |
||
|
12 |
1 |
Haki Zangu |
Kusikilizana na Kuzungumuz a “Masimulizi” |
Mwanafunzi kutaja haki zake ilikuimarisha ujuzi na masuala yanayomwatjiri pia aweza kelelza umuhimu wa haki za watoto ili kuteteta haki zake zinapokaukiwa |
Je unazijua haki zako? |
Mwanafunzi ataje haki za watoto Wanafunzi wjadili michoro kwnye chato au pcha zinazozingatia haki za watoto |
Vitabu vya hadithi kuhusu haki za watoto |
Kuwachungu za wanafunzi wanavyojadili maswali |
||
|
|
3
|
Haki Zangu
|
Kusoma hadithi
|
Mwanafunzi aweze kutambua picha kuhusu haki za watoto ilikufahamu hadithi vizuri na pia kufahamu hadithi za mwalimu kuhusu haki za watoto katika kuimarisha stadi za kusikiza na kusoma |
Ni maswali yapi uliyojifunza katika hadithi uliyosoma? |
Mwanafunzi ataje haki za watoto Mwanafunzi ajadili picha zinazojumulishw a kwwenye hadithi pia atabiri kile ambacho kitakacho tokea katika hadithi |
Vitabu vya hadithi kuhusu haki za watoto
|
Kuwachungu za wanafunzi wanavyojadili maswali Maswali mepesi ya kauli |
||
|
13 |
1-2 |
Haki Zangu |
Kusoma hadithi |
Mwanafunzi aweze kusoma hadithi kuhusu haki za watoti ya kuimarisha stadi za kusoma na pia aweze kufahamu hadithi aliyosomewa kupata mafunzo yanayolengwa ya hadithi |
Ni haki gani zimezingatiwa katika hadithi? |
Mwanafunzi atabiri kile ambacho kitakacho tokea katika hadithi adhihirishe ufahamu wa matumizi ya haki za watoto |
Daftari na kalamu |
Maswali mepesi ya kauli Zoezi |
||
|
|
3 |
Haki Zangu |
Sarufi matumizi ya vizuri na vibaya |
Mwanafunzi aweze kutambua matumizi yafaayo matumizi ya vizuri na vibaya katika mawasilianopia aweze kutumia vizuri na vibaya katika sentensi sahihi ili kuimarisha mawasiliano |
Utatumia maneno yapi kueleza jinsi mtu alivyofanya jambo? |
Mwanafunzi arejele vitendo mbalimbali kwa kutumia vizuri na vibaya kwa mfano: Mwanafunzi amesoma vizuri; Mtoto anacheza vibaya |
Kazi ya Vikundi |
Kuwachungu za wanafunzi wanavyotumia Kuwachungu za wanafunzi wanavyojadili maswali katika sentensi |
||
|
14
|
1-3
|
Haki Zangu
|
Sarufi matumizi ya vizuri na vibaya “Kuandika”
|
Mwanafunzi aweze kusoma na kuandika sentensi zinzajumulisha vizuri na vibaya ilikuiarisha uandishi mwafaka
|
Utatumia maneno yapi kueleza vile unavyofanya jambo?
|
Mwanafunzi Arejele vitendo mbalimbali kwa kutumia vizuri na vibaya kwa mfano: Mwanafunzi afanye zoezi zinazojumulisha vizuri na vibaya Madaftarini mwao |
Daftari na kalamu
|
Maswali mepesi ya kauli Zoezi
|
||
Hygiene and Nutrition Schemes - Grade 2 Schemes of Work Term 1 2023
|
WEEK |
LESSON |
STRAND |
SUB-STRAND |
SPECIFIC LEARNING OUTCOME |
KEY INQUIRY QUESTIONS |
LEARNING EXPERIENCE |
LEARNING RESOURCES |
ASSESSMENT METHOD |
REFLECTION |
|||
|
1 |
1-2 |
Health practices |
Importance of breakfast |
By the end of the sub strand the learner should be able to: State the meaning of the word breakfast Identify when breakfast is taken during the day |
What is breakfast? When do we take breakfast? |
Guide learners to brainstorm on meaning of the word breakfast |
Pictures |
oral questions |
|
|||
|
2 |
1-2 |
Health practices |
Items taken during breakfast |
Name food items taken during breakfast |
Which food items are taken during breakfast? |
Learners name food items they eat and drink in the morning |
Slices of bread Arrowroots Sausages Sweet potatoes Eggs |
Oral questions |
|
|||
|
3 |
1-2 |
Health practices |
Drawing food item |
Draw and color food eaten for breakfast |
Which food items are eaten during breakfast? |
Learners draw and color foods eaten for breakfast |
Pencils Crayons |
Observation |
|
|||
|
4 |
1-2 |
Health practices |
Importance of eating breakfast |
Tell the importance of eating breakfast as healthy habits |
What is the importance of eating breakfast? |
Learners are guide to tell the importance of eating breakfast as a habit |
Pictures |
Observation |
|
|||
|
5 |
1-2 |
Health practices |
Good oral habits |
Identify good oral habits that promote development of healthy teeth |
What things do I do that are good for my teeth? |
Learners are guided to identify good oral habits |
Milk Sweets Biscuits |
Oral questions |
|
|||
|
6 |
1 |
Health practices |
Oral hygiene |
Identify harmful oral habits that damage teeth |
What is harmful to our teeth? |
Learners are guided to identify harmful oral habits that damage teeth |
Pencils Tooth picks |
Oral questions |
|
|||
|
|
2 |
Health Practices |
Oral hygiene |
Brush their teeth |
What do we use to brush our teeth? |
Learners are guided on how to brush their teeth |
Tooth brush |
Observation |
|
|||
|
7 |
1 |
Practices |
Cleaning utensils at home |
Cleaning utensils at home |
Utensils? |
Reasons for cleaning utensils at home |
Healthy and unhealthy person |
|
|
|||
|
|
2 |
Health practices |
Materials used for cleaning utensils |
Identify materials used for cleaning utensils at home |
What do we use to clean the utensils? |
Learners identify materials for cleaning utensils |
Soap Soap dish Sponge/sisal fiber Piece of cloth |
Oral questions |
|
|||
|
8 |
1 |
Health practices |
Cleaning, drying and storing utensils |
Clean, dry and store the utensils used at home |
How do we dry and store the utensils? |
Learners peer teach on how to clean, dry and store utensils and they do it practically |
Utensils Soap Sponge |
Oral questions Experiment |
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|
2 |
Health practices |
Danger of second hand smoking |
By the end of the sub strand, the learner should be able to mention substances that people smoke that are harmful to our health Mention places where people smoke these substances |
Which are the harmful substances that people smoke? Which places/areas do people smoke from? |
Learners brainstorm on substances that people smoke and are harmful to our health Learners to mention areas and places where people smoke these substances |
Pictures Posters Video clip |
Oral questions |
|
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|
9 |
1 |
Health practices |
Dangers of second hand smoking |
State the meaning of the word second hand smoke and its effects on health |
What is second hand smoking? |
Learners are guided to explain the meaning of the second hand smoke |
Pictures Posters |
Observation Oral questions |
|
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|
|
2 |
Health practices |
Keeping water safe from contamination |
By the end of the sub strand, the learner should be able to: Tell what is water contamination Carry out experiment to demonstrate water contamination |
What is water contamination? |
Learners are guided to brainstorm on the meaning of contaminated water Learners are guided to carry out a simple experiment to illustrate how water is contaminated |
Pictures Real objects |
Observation Experiment |
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|
10 |
1 |
Health practices |
Keeping water safe from contamination |
The learner should be able to mention changes in water that is contaminated State ways in which we can prevent water from contamination |
What happens when water is contaminated? |
Learners to experiment and observe physical changes that occur in contaminated water Learners to be guided to tell how they can prevent contamination of water |
Pictures Real objects |
Oral questions Observations Oral reports |
|
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|
|
2 |
Health practices |
Re-using water and soap at home |
By the end of the sub strand, learner should be able to explain the meaning of word re-using |
What do we use water and soap for? |
Learners to brainstorm on the meaning of reusing |
Water and soap |
Oral questions |
|
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|
11 |
1 |
Health practices |
Ways of reusing water and soap at home |
The learner should be able to mention ways of re-using water and soap at home |
How can we use water and soap? |
Learners to be guided to tell activities |
Water and soap |
Oral questions |
|
|||
|
|
2 |
Health practices |
Makin soap gel |
The learner should be able to make a soap gel from left over soap |
How do we make a soap gel? |
Learners to observe a demonstration on how to make a soap gel using left over soap from home |
Regalia (left over soap, water, bottles) |
Observation Experiments |
|
|||
|
12 |
1 |
Health practices |
Re-using water and soap to minimize wastage in the home |
The learners should be able to re-use water and soap to minimize wastage in the home |
How can we re-use water and soap? |
Learners practice how to make the soap gel and use it for hand washing |
Soap Water |
Observation Experiment |
|
|||
|
|
2 |
Personal hygiene |
Use and care of personal items |
By the end of the sub strand the learner should be able to identify the items used for personal cleanliness |
What items do we use for personal cleanliness? |
Learners to be guided on mentioning items for personal cleanliness |
Nail cutter Toothpaste Cotton buds Shoes Body lotion |
Oral questions observation |
|
|||
|
13 |
1 |
Personal hygiene |
Personal items |
Identify personal items and give reasons why we should not share them |
Which are the personal items? |
Learners are guided to identify personal items and give reasons why they should be shared |
Towel Handkerchief Combs Sock |
Oral questions Observation |
|
|||
|
|
2 |
Personal hygiene |
Cleaning a handkerchief |
State the procedure used for cleaning a handkerchief |
How do we clean a handkerchief? |
Learners are guided on how to clean a handkerchief? |
Handkerchief |
Oral questions |
|
|||
|
14 |
1 |
Personal hygiene |
Cleaning a handkerchief |
State the procedure used for cleaning a handkerchief |
What do we need to clean a handkerchief? |
Learners to clean their handkerchief |
Handkerchief Salt Warm water Soap |
Observation |
|
|||
|
|
2 |
Personal hygiene |
Cleaning a comb |
Clean a comb correctly |
How do we clean a comb? |
Learners to be guided on how to clean a comb. |
Comb Soft brush Water Soap |
Oral questions Observation |
|
|||
Environment Schemes - Grade 2 Schemes of Work Term 1 2023
|
WEEK |
LESSON |
STRANDS |
SUB STANDS |
SPECIFIC LEARING OUT COMES |
KEY INQURY QUESTIONS |
LEARNING EXPERIENCES |
LEARNING RESOURCES |
ASSESSMENT |
REF |
||
|
1 |
|
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|
2 |
1-5 |
1.0 Environment and its resources |
Weather |
By the end of the topic, the learner should be able to: state different weather conditions state ways of responding to different weather conditions Respond appropriately to different weather conditions to limit risks to self, others and the environment Appreciate differences in weather conditions |
What are the different weather conditions? How could we respond to different weather conditions |
Learners to observe and discuss prevailing weather conditions, as an outdoor activity Learners to think, pair and share experiences on how they could respond to different weather conditions (hot, cold, rainy) Using pictures, video clips, learners identify ways of responding to |
Video clips Weather charts |
Observation Oral questions Written questions |
|
||
|
3 |
1-5 |
Environment and its resources |
Recording weather conditions |
By the end of the sub-strand, the learner should be able to: describe weather conditions at different times of the day draw weather symbols to represent different weather conditions create a weather record using symbols for a period of one week |
How is the weather today? What symbols are used to record different weather conditions? How could we record weather conditions? |
Learners to observe the weather at different times of the day as an outdoor activity Learners to describe different weather conditions (sunny, windy, cloudy, calm, rainy) Learners identify weather symbols from charts and other learning resources |
Video clips Weather charts |
Observation Oral questions Written question |
|
||
|
4 |
1-5 |
|
Interpreting weather messages |
By the end of the sub-strand, the learner should be able to: interpret weather charts correctly communicate weather messages accurately develop interest in interpreting and communicating |
How could we use symbols to communicate weather messages How could we communicate weather messages to others? |
Learners to use weather charts to interpret different weather symbols In pairs, learners practice using weather symbols to interpret weather messages In a class contest, learners to compete narrating weather occurrences for a past week weather chart recording Learners to gather more information on weather from parents or guardians |
Video clips Weather charts |
Observation Oral questions Written questions |
|
||
|
5 |
1-5 |
Environment and its resources |
Storing water |
By the end of the sub-strand, the learner should be able to: state the importance of storing water at home and school identify ways of storing water in the home and school store water appropriately in the home and school appreciate safe water storage to prevent health risks to self and others. |
Why do we store water at home and school? How could we store water at home and school? |
Learners to explore and observe various ways of storing water at home and in the school In groups, learners to share their experiences on why water is stored at homes and school. In groups, learners to share their experiences on how water is stored at homes and school. Learners to use video clips, Pictures and photographs to identify appropriate ways of storing water at home and school Learners to gather more information on ways of storing water in the at home and report back |
Regalia charts |
Observation Oral questions Written questions |
|
||
|
6 |
1-5 |
Environment and its resources |
Transporting Water |
By the end of the sub-strand, the learner should be able to: identify different ways of transporting water at home and school demonstrate suitable ways of carrying small quantities of water at home and school Appreciate different means of transporting water at home and school. |
How is water transported at home and school |
In groups, learners share experiences on various ways in which water is transported at home and school Using pictures and video clips, learners to identify ways of transporting water Learners read, tell, or listen to stories about transporting water Using age-appropriate containers, learners to carry and store water for personal use Learners to find out how water is transported and stored. |
Regalia Charts |
Observation Oral questions Written questions |
|
||
|
7 |
1-5 |
Environment and its resources |
Soil |
By the end of the sub-strand, the learner should be able to: a) model objects with different types of soil |
What objects could we make with soil? Which type of soil make good ribbons |
model objects (balls, ribbons, pots) with different types of soils (clay, loam, sand) |
Regalia Charts |
Observation Oral questions Written questions |
|
||
|
8 |
1-5 |
Environment and its resources |
Exploring the soil |
By the end of the sub-strand, the learner should be able to: determine the soil that makes long smooth ribbons |
What objects could we make with soil? Which type of soil make good ribbons |
In groups, learners to model soil ribbons using the soil samples provided (clay, loam, sand). Learners to observe to find out which soil samples make smooth long ribbons |
Regalia charts |
Observation Oral questions Written questions |
|
||
|
9 |
1-5 |
Environment and its resources |
|
By the end of the sub-strand, the learner should be able to: ) appreciate different types of soil in the immediate environment |
What objects could we make with soil? Which type of soil make good ribbons |
Learners to visit the school neighborhood to observe or take pictures of different types of soils and their uses (sand for construction, clay for modeling, loam for farming |
Regalia Charts |
Observation Oral questions Written questions |
|
||
|
10 |
1-5 |
Environment and its resources |
Exploring parts Of plant |
By the end of the sub-strand, the learner should be able to: Identify parts of a plant draw different parts of a plant from the immediate environment show interest in parts of a plant for learning and enjoyment. |
What are the different parts of a plant? |
In a nature walk, learners to explore different plants in the immediate environment. Learners to observe parts of the plants (roots, stem, leaves, flowers, fruits) from different types of plants What are the different parts of a plant? Learners draw or take photographs of parts of a plant. Learners are guided to display their work for further learning and peer |
Regalia Charts |
Observation Oral questions Written questions |
|
||
|
11 |
1-5 |
Environment and its resources |
Exploring parts of plant |
By the end of the sub-strand, the learner should be able to: ) draw different parts of a plant from the immediate environment |
What are the different parts of a plant? |
In a nature walk, learners to explore different plants in the immediate environment. Learners to observe parts of the plants (roots, stem, leaves, flowers, fruits) from different types of plants What are the different parts of a plant? Learners draw or take photographs of parts of a plant. Learners are guided to display their work for further learning and peer |
Regalia charts |
Observation Oral questions Written questions |
|
||
|
12 |
1- 5 |
Environment and its resources |
Exploring parts Of plant |
By the end of the sub-strand, the learner should be able to: show interest in parts of a plant for learning and enjoyment. |
What are the different parts of a plant |
In a nature walk, learners to explore different plants in the immediate environment. Learners to observe parts of the plants (roots, stem, leaves, flowers, fruits) from different types of plants What are the different parts of a plant? |
Regalia Charts |
Observation Oral questions Written questions |
|
||
|
13 & 14 |
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English Schemes - Grade 2 Schemes of Work Term 1 2023
|
WEEK |
LESSON |
STRAND THEME |
SUB STRAND |
SPECIFIC LEARNING OUTCOMES |
KEY INQUIRY QUESTIONS |
LEARNER EXPERIENCE |
LEARNING RESOURCES |
ASSESSMENT METHODS |
REFLECTION |
|
1 |
1-2 |
SCHOOL |
Language structure and function The verb “to be” |
By the end of the sub strand the learner should be able to use past forms of The verb “to be” correctly to construct simple sentences about things in the past. |
As you were coming to school how many did you see? |
Learners to be describe their own and other constructed action using was and were |
Flash cards Regalia |
Written exercises |
|
|
|
3 |
SCHOOL |
Language structure and function |
By the end of the sub strand the learner should be able to use past forms of The verb “to be” in the sentences. |
What are they doing? |
In small groups learners describe how people using the past form of the verb “to be” |
Models of verb using “was “and “were” |
Written exercises Oral questions |
|
|
2 |
1-3 |
SCHOOL |
Language structure The verb “to be” |
By the end of the sub strand the learner should be able to use past forms of The verb “to be” in their day to day conversations. |
What are other things did you see? |
Learners take part in role play and language games that allow them to take part in various actions |
Dialogue |
Written exercises Oral questions |
|
|
3 |
1-3 |
Activities at home subject verb agreement “was” and “were” |
Language structure The verb “to be” |
By the end of the sub strand the learner should be able to correct use of subject in agreement sentences |
What is Sarah holding? What are the girls holding |
Learners to construct correct sentences based on pictures showing singular and plural subjects |
Pictures |
Oral questions |
|
|
4 |
1-2 |
Activities at home subject verb agreement “was” and “were” |
Language structure and function |
The learner should be able to construct simple sentences about activities at home |
What was she doing? |
In small groups/ pairs learners to construct on demonstrated actions by one r more learners. Construct sentences using displayed regalia representing singular and plural |
Regalia |
Written exercises |
|
|
4
|
3
|
Activities at home subject verb agreement “was” and “were” |
Language structure and function |
The learner should be able to construct correct sentences in conversation for effective communication |
What were they holding? |
The learner should be able to construct correct sentences with subject verb agreement in conversation for effective communication |
Pictures Dialogue on subject verb agreement |
Oral questions |
|
|
5 |
1-2 |
Transport |
Objective him, her, them and you, us, me |
The learner should be able to use objective pronoun correctly to construct simple sentences about transport |
What do you use to come to school? |
Learners to work in pairs to construct sentences using objective pronouns |
Pictures Dialogue |
Oral questions |
|
|
|
3 |
Transport |
Objective him, her, them and you, us, me |
The learner should be able to pick out objective pronoun to improve oral communication |
What does your mother use to go to the market? |
Learners to construct sentences on the means of transport using locally available and the objective pronounce. This car belongs to Amina. This car belongs to her. |
Regalia Pictures |
Oral questions Written exercise |
|
|
6 |
1-3 |
Transport |
Objective him, her, them and you, us, me |
The learner should be able to use objective pronoun for effective communication in a story, poem or conversation |
What use to visit your aunt and uncle? |
Learners to listen to a story, poem or conversation on communication |
Story books Pictures |
Oral questions |
|
|
7 |
1-3 |
Time and months of the year |
The verb to have
|
The learner should be able to use various forms of the verb to have A main verb to talk about months of the year, o’clock, am and pm for effective objective pronoun for effective communication |
How many months does a year have? |
Learners to work in pairs to construct sentences using singular and plural subjects on different forms of the verb to have |
chart |
Oral questions |
|
|
8 |
1-3 |
Time and months of the year |
The verb to have
|
The learner should be able to recognize correct use of the verb in different contexts |
How many fingers do you have? |
Learners construct sentences on their body parts |
Body parts |
Oral questions |
|
|
9 |
1-3 |
Time and months of the year |
The verb to have
|
The learner should be use the verb to have for effective communication |
Can you name some of the things you see at home? |
Learners to construct sentences on the things they have at home and at school |
Regalia |
Oral questions Written exercises |
|
|
|
1-2 |
Shopping Things w buy |
Plurals of irregular nouns (-ies, -ves) |
The learner should be able to distinguish between singular and plural nouns including irregular nouns for clear communications |
How do we change irregular nouns to plural? |
Learners in groups to construct sentences about the market, shop, supermarket and shopping list using plural of irregular nouns |
Regalia |
Oral questions Written exercises |
|
|
10 |
3 |
Shopping Things w buy |
Plurals of irregular nouns (-ies, -ves) |
The learner should be able to construct sentences based on pictures of nouns that take plural of irregular nouns ies, -ves) |
What can you see in the picture? |
Learners in groups to construct sentences about based on pictures of nouns that take the taught form |
Pictures |
Oral questions Written exercises |
|
|
11 |
1-2 |
The garden |
Present continuous tense |
The learner should be able to use Present continuous tense to talk about food we eat/ health and nutrition for effective communications |
What are you doing? |
Learners construct sentences from ongoing demonstrations Construct sentences based on pictures |
Pictures |
Oral questions Written exercises |
|
|
|
3- |
The garden |
Present continuous tense |
The learner should be able to use Present continuous tense a given context |
What is the teacher doing? |
Learners compete in groups in changing verbs from Present continuous tense |
Pictures |
Oral questions Written exercises |
|
|
12 |
1-3 |
The garden |
Present continuous tense |
The learner should be able to demonstrate by asking and answering questions using Present continuous tense |
What are you doing? |
Learners to take part in demonstrations , ask and answer questions using Present continuous tense |
Pictures |
Oral questions |
|
|
13 |
1-2 |
Accidents |
Past continuous tense |
The learner should be able to describe actions using past continuous tense for effective communications |
What was your parent doing when you got home? |
Learners to construct sentences using past continuous tense |
Pictures |
Oral questions |
|
|
|
3 |
Accidents |
Past continuous tense |
The learner should be able to change verbs from present simple continuous to enhance communication past continuous tense about hygiene, simple injuries and first aid |
What were you doing yesterday when it rained? |
In groups Learners to take part in changing verbs from simple present to questions using past continuous tense past continuous tense |
Flash cards |
Oral questions Written exercises |
|
|
14 |
1-3 |
Accidents |
Past continuous tense |
The learner should be able to respond to questions using |
What was she doing? |
Learners to respond to simple |
Workbook |
Oral questions Written |
|
CRE Schemes - Grade 2 Schemes of Work Term 1 2023
|
WEEK |
LESSON |
STRAND THEME |
SUB-STRAND |
SPECIFIC LEARNING OUTCOMES |
KEY INQUIRY QUESTIONS |
LEARNING EXPERIENCE |
LEARNING RESOURCES |
ASSESSMENT METHODS |
REFLECTION |
|
1 |
1 |
Creation |
Self awareness (Myself) |
By the end of the sub strand the learner should be able to state what they like about themselves as God’s creation |
What is your name? Are you a boy or a girl? |
Learners to mention what they like about themselves |
Learners |
Oral questions |
|
|
|
2 |
Creation |
Learners similarities and differences |
By the end of the sub strand the learner should be able to state the similarities and differences among themselves |
How many are short? How many are tall? |
Learners to state their similarities and differences |
Learners |
Observation Oral questions |
|
|
|
3 |
Creation |
Chores done at home as service to God |
By the end of the sub strand the learner should be able to state different chores done at home as service to God |
Which chores do you perform home at? |
Learner to state different chores they do at home as service to God |
Pictures |
Oral questions |
|
|
2 |
1 |
Creation |
Role play (chores done at home) |
By the end of the sub strand the learner should be able to role play different chores they do at home as service to God |
Which chores do you perform at home? |
Learners to role play chores they do at home as service to God |
Realia (broom utensils mop) |
Observation Oral questions |
|
|
|
2 |
Creation |
My family Members of a nuclear family |
By the end of the sub strand the learner should be able to name members of the nuclear family |
Whom do you live with? |
Learners to name members of a nuclear family |
Pictures |
Drawing Oral questions |
|
|
|
3 |
Creation |
My relatives (extended family) |
By the end of the sub strand the learner should be able to identify members of an extended family to enhance a sense of belonging |
Who are your relatives? |
Learners to name members of an extended family Draw members of an extended family |
Pictures |
Drawing Oral questions |
|
|
3 |
1 |
Creation |
Items shared at home |
By the end of the sub strand the learner should be able to state items shared at home for family unity |
What do we share at home? Why do we share at home? |
Learners to state items shared at home for family unity |
Realias Fruits |
Drawing Oral questions |
|
|
|
2 |
Creation |
Items that are not shared at home |
The learner to state items that are not shared at home for healthy living |
Which are some of the things we cannot share at home |
Learners to state items that are not shared at home |
Realia Handkerchief Socks Comb |
Drawing Oral questions |
|
|
|
3 |
Creation |
Creation of the sky, moon and the stars Observing the sky |
The learner should be able to state heavenly bodies created by God |
Who created the sky, moon and stars? |
Learners to observe the sky and the heavenly bodies Learners to state who created the heavenly bodies |
The sky |
Observation Oral questions |
|
|
4 |
1 |
Creation |
Drawing and colouring heavenly bodies |
The learner should be able to draw the heavenly bodies created by God in their work books |
What are the heavenly bodies that God created? |
Learners to draw and colour heavenly bodies created by God |
Pictures on the chart |
Observation Drawing |
|
|
|
2 |
Creation |
Making cut outs and mount heavenly bodies in their work book |
The learner to make cut outs of heavenly bodies and mount them in their books |
What is the shape of the sun? |
Learners to make cutouts of heavenly bodies and mount them in their books |
Manila papers Pair of scissors Glue |
Observation Oral questions |
|
|
|
3 |
Creation |
Order of creation |
State the order of creation from day one to day six |
Who created everything? |
Learners to state the order of creation State the creator of everything |
Surrounding environment |
Oral questions |
|
|
5 |
1 |
The Holy Bible |
The Bible as a guide in daily lives (reasons for reading the Bible) |
By the end of the sub strand the learner should be able to identify reasons for reading the Bible to Strengthen their faith in God |
Why do you read the bible? |
Learners to identify reasons for reading the Bible |
Bible |
Oral questions |
|
|
|
2 |
The Holy Bible |
Listening to a video clip |
Appreciate the Bible as a guide to Christian living |
Why do you read the Bible |
Learners to watch a clip of children reading the Bible |
Laptops |
Observation Oral questions |
|
|
|
3 |
The Holy Bible |
Memory verse |
Recite a memory verse from 119:105 about the Bible |
Why do we read the Bible? |
Learners to sing a song about the Bible Recite a memory verse about the Bible |
Bible |
Oral questions |
|
|
6 |
1-2 |
The Holy Bible |
Divisions of the Bible |
By the end of the sub strand the learner should be able to state the number of books in the old testament |
Why do we read the Bible? |
Learners to state the number of books in the old testament |
Bible |
Oral questions |
|
|
|
3 |
The Holy Bible |
First books of the old testament (law books) |
Identify the first two books of the old testament to be familiar with the Bible |
Which is the first book of the Bible? |
Learners to identify the first two books of the Bible Make flash cards on the first two books of the Bible |
Flash cards Bible |
Observation Oral questions |
|
|
7 |
1 |
The Holy Bible |
Role play (number of book in the old testament) |
By the end of the sub strand the learner should be able to state the names of the books of the old testament to be familiar with the Bible |
Which are the first books of the old testament? |
Learners to state the names of the books of the old testament |
Flash cards |
Observation Oral questions |
|
|
|
2 |
The Holy Bible |
Bible story the call of Samuel |
Describe the call of Samuel and relate it to their daily lives |
Who called Samuel? |
Learn to describe the call the call of Samuel and relate it to their daily lives by obeying God |
Bible |
Oral questions |
|
|
|
3 |
The Holy Bible |
The call of Samuel |
Describe the call of Samuel according to what they watched |
How many times was Samuel called? |
Learners to watch a video clip on the call of Samuel |
Bible |
Oral questions |
|
|
8 |
1 |
The Holy Bible |
The call of Samuel |
By the end of the sub strand the learner should be able to describe the call of Samuel after role playing |
How many times was Samuel called? |
Learners to role play a skit on the call of Samuel |
Bible |
Observation Oral questions |
|
|
|
2 |
The Holy Bible |
Reasons why God chose Noah |
The learner should be able to state reasons why God chose Noah to build the ark. |
Why did God choose Noah to build the ark. |
Learners to state reasons why God chose Noah to build the ark. |
Bible |
Oral questions Written quizzes |
|
|
|
3 |
The Holy Bible |
The story of Noah and the ark |
Narrate the story of Noah and the ark and relate it to their lives by obeying God and their parents. |
Who built the ark? |
Learners to narrate the story of Noah and the ark |
Bible |
Written quizzes Listening |
|
|
9 |
1 |
The Holy Bible |
Importance of obeying parents |
By the end of the sub strand the learner should be able to state the importance of obeying parents at home. |
Why do you obey parents? |
Learners to state the importance of obeying parents |
Bible |
Oral questions |
|
|
|
2 |
The Holy Bible |
Noah and the ark (Role play) |
Narrate the story od Noah and relate it to their lives by obeying God and parents |
How did Noah respond to God? |
Learners to role play the story of Noah and the ark. |
Picture cut out of the ark |
Observation check list |
|
|
|
3 |
The Holy Bible |
Daniel prays to God |
Mention number of times Daniel prayed to God and relate it to their lives |
How many times did Daniel pray in a day? |
Learners to mention number of times Daniel prayed to God |
Bible |
Oral questions |
|
|
10 |
1 |
The Holy Bible |
Daniel in the den of lions |
By the end of the sub strand the learner should be able to narrate the story of Daniel in the den od lions |
Why was Daniel thrown in the den of lions? |
Learners to listen and answer questions from the story |
Pictures |
Oral questions |
|
|
|
2 |
The Holy Bible |
Watch a video clip |
Watching a video clip about Daniel in the den and how he was rescued |
How did God save Daniel from the den of lions? |
Learners to watch a video on story of Daniel in the den of lions |
Video clips |
Oral questions |
|
|
|
3 |
The Holy Bible |
Daniel is rescued from the den of lions |
Role play the story of Daniel |
Who rescued Daniel from the den of lions |
Learners to role play Daniel in the den of lions and how he is rescued |
Bible |
Observation |
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11 |
1-2 |
The Holy Bible |
The widow of Zarephath |
By the end of the sub strand the learner should be able to narrate the story of the widow of Zarephath |
Why did Elijah go to Zarephath |
Learners to narrate the story of the widow of Zarephath |
Pictures |
Oral questions |
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3 |
The Holy Bible |
Drawing and colouring |
To draw and colour a loaf of bread in the workbook |
Who fed Elijah while at Zarephath |
Learners to draw and colour a loaf of bread |
Bread |
Observation |
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12 |
1 |
The Holy Bible |
Role play |
By the end of the sub strand the learner should be able to role play the story of Elijah and widow of Zarephath |
How did the widow get enough flour? |
Learners to role play the story of Elijah and the widow of Zarephath |
Flour jars |
Observation Oral questions |
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2 |
The early life of Jesus Christ |
Kidness of the wisement |
Narrate how they celebrate their birthday |
How do we celebrate birthdays? |
Learners to narrate how they celebrate birthday |
Pictures |
Oral questions |
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3 |
The early life of Jesus Christ |
The birth of Jesus Christ |
Narrate the birth of Jesus Christ |
Who announced the birth of Jesus Christ |
Learners to narrate the birth of Christ |
Pictures showing baby Jesus Christ |
Oral questions |
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13 |
1 |
The early life of Jesus Christ |
Visitors who visited baby Jesus |
By the end of the sub strand the learner should be able to name people who visited baby Jesus and where they came from |
Who visited baby Jesus? |
Learners to name the people who visited baby Jesus |
Pictures |
Oral questions |
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|
2 |
The early life of Jesus Christ |
The gifts brought to baby Jesus |
To name the gifts brought to baby Jesus |
Which gifts were brought to baby Jesus? |
Learners to list gifts given to baby Jesus and develop the value of sharing |
Pictures |
Oral questions |
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|
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3 |
The early life of Jesus Christ |
Jesus Christ worked |
Name some of the simple chores done at school home, church and school |
What do you do during school holidays? |
Learners to name some of the simple chores done at school, home and church |
Pictures |
Oral questions |
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|
14 |
1 |
The early life of Jesus Christ |
Joseph the father of Jesus |
By the end of the sub strand the learner should be able to discuss the type of work Joseph the father of Jesus did |
What type of work did Jesus’ father do? |
Learners to discuss the type of work Joseph the father of Jesus did |
Pictures showing Joseph doing some work |
Oral questions |
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2 |
The early life of Jesus Christ |
Jesus helps his father Joseph |
To list how Jesus helped his father Joseph |
How did Jesus help his father? |
Learners in a group to list how Jesus helped his father. |
Pictures |
Oral questions Observation |
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|
|
3 |
The early life of Jesus |
Poem about Jesus |
To write and say a poem about “Jesus worked” |
How did Jesus work? |
Learners to write a poem on how Jesus worked |
Pictures |
Observation |
|
Art and Craft Schemes - Grade 2 Schemes of Work Term 1 2023
|
Week |
Lesson |
Strand |
Sub strand |
Specific learning outcome |
Learning experiences |
Key inquiry question |
Learning resources |
Assessment |
Remarks |
|
1 |
1 |
DRAWING |
Forms |
By the end of the sub strand, the learner should be able to: Identify forms in the environment to use in drawing |
In groups learners be taken for environmental walks and or digital tours to identify forms Individually, draw and caption variety of forms observed using colored pencils to express themselves |
What types of forms are found in the environment? |
Digital tools, pencils , paper Longhorn Art and Craft Activities teachers guide Bk 2 Pg17-18 |
Signed questions, portfolio, observations |
|
|
|
2 |
DRAWING |
Forms |
By the end of the sub strand, the learner should be able to: draw simple forms using colored pencils or digital tools for self-expression |
Individually draw and caption a variety of forms observed 4using ICT tools for therapeutic purposes |
What type simple forms can be drawn? |
Digital tools, pencils , paper Longhorn Art and Craft Activities teachers guide Bk 2 Pg20-21 |
Signed questions, portfolio, observations |
|
|
2 |
1 |
DRAWING |
Forms |
By the end of the sub strand, the learner should be able to: have fun as they draw simple forms. |
Learners to display and talk about own and others work |
How do learners react when using the media used in drawing? |
Digital tools, pencils , paper Longhorn Art and Craft Activities teachers guide Bk 2 Pg20-21 |
Signed questions, portfolio, observations |
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|
|
2 |
DRAWING |
Texture |
By the end of the sub strand, the learner should be able to: Identify forms in the environment and or digital media to motivate them in creating texture drawing |
In groups learners to be taken for environmental walks and or digital tours to identify types of texture Individually create a variety of textural effects through rubbings by colored pencils |
What types of textures are found in the environment? |
Digital tools, pencils , paper, textured surfaces Longhorn Art and Craft Activities teachers guide Bk 2 Pg23-24 |
Signed questions, portfolio, observations |
|
|
3 |
1 |
DRAWING |
Texture |
By the end of the sub strand, the learner should be able to create simple textural effects in drawings for self-expression |
In groups learners to be taken for environmental walks and or digital tours to identify types of texture Individually create a variety of textural effects through rubbings by colored pencils |
What types of textures are found in the environment? |
Digital tools, pencils , paper, textured surfaces Longhorn Art and Craft Activities teachers guide Bk 2 Pg. 24-25 |
Signed questions, portfolio, observations |
|
|
|
2 |
DRAWING |
Texture |
By the end of the sub strand, the learner should be able to create simple textural effects in drawings for self-expression |
Individually create a variety of textural effects using ICT tools Learners to display and talk about own and others work |
How do learners react to and appreciate textures used in drawing? |
Digital tools, pencils , paper, textured surfaces Longhorn Art and Craft Activities teachers guide Bk 2 Pg25-26 |
Signed questions, portfolio, observations |
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|
4 |
1 |
DRAWING |
Texture |
By the end of the sub strand, the learner should be able to enjoy creating texture on drawn forms. |
Individually create a variety of textural effects using ICT tools Learners to display and talk about own and others work |
How do learners react to and appreciate textures used in drawing? |
Digital tools, pencils , paper, textured surfaces Longhorn Art and Craft Activities teachers guide Bk 2 Pg26-27 |
Signed questions, portfolio, observations |
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|
|
2 |
PAINT AND COLOUR |
Paint shapes from observation |
By the end of the sub strand, the learner should be able to; identify and name materials used for painting; mix and paint correctly and paint simple shapes for self-expression |
Class discussion on tools and materials used for painting Learners could be guided to paint organic and geometric shapes using painting tools and materials |
What tools and materials do we use for painting? |
Brushes, color, papers, cards, sample shapes Longhorn Art and Craft Activities teachers guide Bk 2 Pg. 29-30 |
Signed questions, portfolio, observations |
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|
5 |
1 |
PAINT AND COLOUR |
Paint shapes from observation |
By the end of the sub strand, the learner should be able to; identify and name materials used for painting; mix and paint correctly and paint simple shapes for self- expression |
Class discussion on tools and materials used for painting Learners could be guided to paint organic and geometric shapes using painting tools and materials |
How can one mix water based paint? |
Brushes, color, papers, cards, sample shapes Longhorn Art and Craft Activities teachers guide Bk 2 Pg29-30 |
Signed questions, portfolio, observations |
|
|
|
2 |
PAINT AND COLOUR |
Paint shapes from observation |
By the end of the sub strand, the learner should be able to draw and paint the national flag to appreciate the symbolism of the colors |
Paint shapes and explore color using digital tools Individually learner to be guided in drawing and painting the national flag to appreciate the symbolism of the colors |
How do learners react when mixing paint? |
Brushes, color, papers, cards, sample shapes Longhorn Art and Craft Activities teachers guide Bk 2 Pg30-31 |
Signed questions, portfolio, observations |
|
|
6 |
1 |
PAINT AND COLOUR |
Paint shapes from observation |
By the end of the sub strand, the learner should be able to paint simple shapes using digital tools for self-expression; have fun as they paint and explore shapes and color |
Paint shapes and explore color using digital tools Individually learner to be guided in drawing and painting the national flag to appreciate the symbolism of the colors Learners to display and sign on own and others work |
What organic and geometric shapes can learners paint? |
Brushes, color, papers, cards, sample shapes Longhorn Art and Craft Activities teachers guide Bk 2 Pg. 32-33 |
Signed questions, portfolio, observations |
|
|
|
2 |
PATTERN MAKING |
Texture pattern |
By the end of the sub strand, the learner should be able to; Observe texture in the environment and or digital media to motivate them in creating texture patterns |
Class discussion on types of texture and patterns seen in their immediate environment and those available on digital media. Individually, learners to create texture patterns in color using texture rubbings over different surfaces |
How do we create patterns with texture? |
Digital tools, pencils , paper, textured surfaces Longhorn Art and Craft Activities teachers guide Bk 2 Pg35-36 |
Signed questions, portfolio, observations |
|
|
7 |
1 |
PATTERN MAKING |
Texture pattern |
By the end of the sub strand, the learner should be able to Create simple texture patterns for self-expression simple forms for self-expression |
Individually, learners to freely explore patterns in color using ICT tools to express their ideas Learners to display and talk about own and others part |
How do learners react and appreciate use of color in pattern making? |
Digital tools, pencils , paper, textured surfaces Longhorn Art and Craft Activities teachers guide Bk 2 Pg. 36-37 |
Signed questions, portfolio, observations |
|
|
|
2 |
PATTERN MAKING |
Texture pattern |
By the end of the sub strand, the learner should be able to Enjoy creating texture patterns |
Individually, learners to freely explore patterns in color using ICT tools to express their ideas Learners to display and talk about own and others’ part |
How do learners react and appreciate use of color in pattern making? |
Digital tools, pencils , paper, textured surfaces Longhorn Art and Craft Activities teachers guide Bk 2 Pg38-39 |
Signed questions, portfolio, observations |
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|
8 |
1 |
PATTERN MAKING |
|
By the end of the sub strand, the learner should be able to: Observe letters in the environment and or digital media to motivate them in creating letter patterns |
Class discussion on types of letter seen in their immediate environment and those available on digital media. Individually, learners to create letter patterns in color. |
How do we create patterns with letters? |
Digital tools, pencils, paper, sample varied shapes. Longhorn Art and Craft Activities teachers guide Bk 2 Pg40-41 |
Signed questions, portfolio, observations |
|
|
|
2 |
Pattern Making |
Letter pattern |
By the end of the sub strand, the learner should be able to: Create simple letter patterns freehand or using ICT tools for self-expression Enjoy creating letter patterns |
Individually, learners to freely explore letter patterns in color or ICT tools to express their ideas. Learners to display and talk about own and others patterns |
Which types of letters can be used in creating patterns? |
Digital tools, pencils, paper, sample varied shapes. Longhorn Art and Craft Activities teachers guide Bk 2 pg. 41-43 |
Signed questions, portfolio, observations |
|
|
9 |
1 |
Mounting Techniques |
Collage |
By the end of the sub strand, the learner should be able to; Collect material from the environment that can be used to create collage Create simple pictures in collage using locally available materials. |
In groups learners could be taken for environmental walks to collect materials that can be used to create collage e.g. natural materials stones / pebbles, dried fallen leaves, feathers, grass), colored papers, fabric, small plastics etc. |
How do we identify materials used to create collage? |
Adhesives, paper, fibers, print media Adhesives, paper, fibers, print media Longhorn Art and Craft Activities teachers guide Bk 2 pg. 43-44 |
Signed questions, portfolio, observations |
|
|
|
2 |
Mounting Techniques |
Collage |
By the end of the sub strand, the learner should be able to: Have fun while creating simple pictures in collage |
Individually create simple pictures using collage Learners to display and sign about their own and others work. |
How do we create collage? |
Adhesives, paper, fibers, print media Longhorn Art and Craft Activities teachers guide Bk 2 pg. 48-50 |
Signed questions, portfolio, observations |
|
|
10 |
1 |
Mounting |
Decorating egg shells |
By the end of the sub strand, the learner should be able to: Observe teacher samples of decorated egg shells; |
In groups learners could observe teacher samples of decorated egg shells |
How do we decorate egg shells? |
Adhesives, paper, paint, brushes, egg shells, masking tape, cello tape Longhorn Art and Craft Activities teachers guide Bk 2 pg. 51-53 |
Signed questions, portfolio, observations |
|
|
|
2 |
Mounting |
Decorating egg shells |
By the end of the sub strand, the learner should be able to: Decorate egg shells by painting and pasting colored paper for self-expression Have fun while decorating egg shells by painting and pasting colored paper |
Individually learner to decorate egg shells by painting and pasting colored paper |
What materials are needed for decoration of egg shells? |
Adhesives, paper, paint, brushes, egg shells, masking tape, cello tape Longhorn Art and Craft Activities teachers guide Bk 2 pg. 54-55 |
Signed questions, portfolio, observations |
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