Displaying items by tag: grade 5
Islamic Religious Activities - Grade 5 Schemes of Work Term 2 2023
ISLAMIC RELIGIOUS EDUCATION ACTIVITIES
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Wk |
Lsn |
Strand/ Theme |
Sub strand |
Specific learning outcomes |
Key inquiry Questions |
Learning experiences |
Learning Resources |
Assessment methods |
Ref l |
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1 |
1 |
Hadith |
Hadith on responsible living |
By the end of the sub strand, the learner should be able to:
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written assessment, oral assessment, observation schedule, portfolio |
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2 |
PILLARS OF IMAN |
Belief in Allah Attributes of Allah: Al- Ghaffaar (The Forgiver) |
By the end of the sub strand, the learner should be able to:
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In pairs/ groups, learners are guided to: listen to the attributes of Allah from a digital device; Al- Ghaffaar (The Forgiver) Match the attributes of Allah with corresponding meaning using flash cards. discuss the teachings and importance of the attributes of Allah and make anecdotal notes use the attribute of Allah while making dua sing qasida on the attributes of Allah |
Digital devices, charts, course books, resource persons, course books and Mus-haf, flashcards |
Portfolio, written assessment oral assessment, observation schedule | |
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3 |
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Belief in Allah Attributes of Allah: Al- Aalim (The All Knowing) |
By the end of the sub strand, the learner should be able to:
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1. What lessons are learnt from the attributes of Allah? 2. Why should we use the attributes of Allah while making dua (supplications)? |
In pairs/ groups, learners are guided to:
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Portfolio, written assessment oral assessment, observation schedule |
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| 2 | 1 | Belief in Allah Attributes of Allah: Al-Haafidh (The Protector) |
By the end of the sub strand, the learner should be able to:
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1. What lessons are learnt from the attributes of Allah? 2. Why should we use the attributes of Allah while making dua (supplications)? |
In pairs/ groups, learners are guided to:
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Portfolio, written assessment oral assessment, observation schedule | ||
| 2 | Belief in Allah Attributes of Allah: Al-Hakam (The Judge) |
By the end of the sub strand, the learner should be able to:
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1. What lessons are learnt from the attributes of Allah? 2. Why should we use the attributes of Allah while making dua (supplications)? |
In pairs/ groups, learners are guided to:
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Portfolio, written assessment oral assessment, observation schedule | |||
| 3 | Belief in Allah Attributes of Allah: Al-Hayu (The Ever Living) |
By the end of the sub strand, the learner should be able to:
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1. What lessons are learnt from the attributes of Allah? 2. Why should we use the attributes of Allah while making dua (supplications)? |
In pairs/ groups, learners are guided to:
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Portfolio, written assessment oral assessment, observation schedule | |||
| 3 | 1 | Belief in Allah Attributes of Allah Al-Waahid (The One) |
By the end of the sub strand, the learner should be able to:
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1. What lessons are learnt from the attributes of Allah? 2. Why should we use the attributes of Allah while making dua (supplications)? |
In pairs/ groups, learners are guided to:
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Portfolio, written assessment oral assessment, observation schedule | ||
| 2 | Belief in angels Characteristics of angels |
By the end of the sub strand, the learner should be able to:
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1. What is the significance of believing in angels? 2. What are the differences between angels and human beings? 3. How can Muslims show obedience to Allah? |
Individually/in pairs/in small groups, learners are guided to:
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Portfolio, written assessment oral assessment, observation schedule | |||
| 3 | Belief in angels Characteristics of angels |
By the end of the sub strand, the learner should be able to:
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1. What is the significance of believing in angels? 2. What are the differences between angels and human beings? 3. How can Muslims show obedience to Allah? |
Individually/in pairs/in small groups, learners are guided to:
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Portfolio, written assessment oral assessment, observation schedule | |||
| 4 | 1 | Belief in angels Characteristics of angels |
By the end of the sub strand, the learner should be able to:
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1. What is the significance of believing in angels? 2. What are the differences between angels and human beings? 3. How can Muslims |
Individually/in pairs/in small groups, learners are guided to:
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Portfolio, written assessment oral assessment, observation schedule | ||
| 2 | Belief in Prophets Qualities of Prophets |
By the end of the sub strand, the learner should be able to:
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1. What are the qualities of a good person? 2. How can qualities of the Prophets be applied in daily life? 3. Why are Prophets regarded as role models? |
Individually/in pairs/in small groups, learners are guided to:
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Portfolio, written assessment oral assessment, observation schedule | |||
| 3 | Belief in Prophets Qualities of Prophets |
By the end of the sub strand, the learner should be able to:
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1. What are the qualities of a good person? 2. How can qualities of the Prophets be applied in daily life? 3. Why are Prophets regarded as role models? |
Individually/in pairs/in small groups, learners are guided to:
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Portfolio, written assessment oral assessment, observation schedule | |||
| 5 | 1 | Belief in Prophets Qualities of Prophets |
By the end of the sub strand, the learner should be able to:
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1. What are the qualities of a good person? 2. How can qualities of the Prophets be applied in daily life? 3. Why are Prophets regarded as role models? |
Individually/in pairs/in small groups, learners are guided to:
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Portfolio, written assessment oral assessment, observation schedule | ||
| 2 | Miracles of Prophets: Nuh (A.S) |
By the end of the sub strand, the learner should be able to:
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1. What is a miracle? 2. Why did Prophets perform miracles? |
Individually/in pairs/in small groups, learners are guided to:
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Portfolio, written assessment oral assessment, observation schedule | |||
| 3 | Miracles of Prophets: Nuh (A.S) |
By the end of the sub strand, the learner should be able to:
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1. What is a miracle? 2. Why did Prophets perform miracles? |
Individually/in pairs/in small groups, learners are guided to:
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Portfolio, written assessment oral assessment, observation schedule | |||
| 6 | 1 | Miracles of Prophets: Nuh (A.S) |
By the end of the sub strand, the learner should be able to:
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1. What is a miracle? 2. Why did Prophets perform miracles? |
Individually/in pairs/in small groups, learners are guided to:
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Portfolio, written assessment oral assessment, observation schedule | ||
| 2 | Miracles of Prophets: Nuh (A.S) |
By the end of the sub strand, the learner should be able to:
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1. What is a miracle? 2. Why did Prophets perform miracles? |
Individually/in pairs/in small groups, learners are guided to:
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Portfolio, written assessment oral assessment, observation schedule | |||
| 3 |
Miracles of Prophets: |
By the end of the sub strand, the learner should be able to:
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1. What is a miracle? 2. Why did Prophets perform miracles? |
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Portfolio, written assessment oral assessment, observation schedule | |||
| 7 | 1 | DEVOTI ONAL ACTS | Nullifiers of swalah |
By the end of the sub strand, the learner should be able to:
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1. What acts should be avoided when praying? 2. What is the significance of avoiding nullifiers of swalah? |
Individually/in pairs/in small groups, learners are guided to:
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Oral assessment and observation schedule, written assessments, portfolio, Journals | |
| 2 | Nullifiers of swalah |
By the end of the sub strand, the learner should be able to:
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1. What acts should be avoided when praying? 2. What is the significance of avoiding nullifiers of swalah? |
Individually/in pairs/in small groups, learners are guided to:
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Oral assessment and observation schedule, written assessments, portfolio, Journals | |||
| 3 | Sunnah (Optional) prayers: Qabliyah and Ba'diyah |
By the end of the sub strand, the learner should be able to:
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1. Why should a Muslim perform Qabliya and ba’diyah? |
Individually/in pairs/in small groups, learners are guided to:
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Charts, course books, resource
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Oral assessment and observation schedule, written assessments, portfolio, Journals | |||
| 8 | 1 | Sunnah (Optional) prayers: Qabliyah and Ba'diyah |
By the end of the sub strand, the learner should be able to:
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1. Why should a Muslim perform Qabliya and ba’diyah? |
Individually/in pairs/in small groups, learners are guided to:
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Charts, course books, resource
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Oral assessment and observation schedule, written assessments, portfolio, Journals | ||
| 2 | Sunnah (Optional) prayers: Qabliyah and Ba'diyah |
By the end of the sub strand, the learner should be able to:
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1. Why should a Muslim perform Qabliya and ba’diyah? |
Individually/in pairs/in small groups, learners are guided to:
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Charts, course books, resource
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Oral assessment and observation schedule, written assessments, portfolio, Journals | |||
| 3 | Taraweh and Witr |
By the end of the sub strand, the learner should be able to:
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1. What is the significance of praying swalatul Taraweh and witr? 2. How do Muslims perform swalatul Taraweh? |
Individually/in pairs/in small groups, learners are guided to:
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Charts, course books, resource
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Oral assessment and observation schedule, written assessments, portfolio, Journals | |||
| 9 | 1 | Taraweh and Witr |
By the end of the sub strand, the learner should be able to:
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1. What is the significance of praying swalatul Taraweh and witr? 2. How do Muslims perform swalatul Taraweh? |
Individually/in pairs/in small groups, learners are guided to:
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Charts, course books, resource
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Oral assessment and observation schedule, written assessments, portfolio, Journals | ||
| 2 | Swadaqah (Charity) |
By the end of the sub strand, the learner should be able to
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1. What acts of swadaqah do Muslims perform? 2. What are the benefits of practising swadaqah? |
Individually/in pairs/in small groups, learners are guided to:
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Charts, course books, resource
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Oral assessment and observation schedule, written assessments, portfolio, Journals | |||
| 3 | Swadaqah (Charity) |
By the end of the sub strand, the learner should be able to
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1. What acts of swadaqah do Muslims perform? 2. What are the benefits of practising swadaqah? |
Individually/in pairs/in small groups, learners are guided to:
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Charts, course books, resource
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| 10 | 1 | Saum |
By the end of the sub strand, the learner should be able to:
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1. What virtues do Muslims learn from saum? 2. What is the significance of observing fast? |
Individually/in pairs/in small groups, learners are guided to:
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Charts, course books, resource
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Oral assessment and observation schedule, written assessments, portfolio, Journals | ||
| 2 | Saum |
By the end of the sub strand, the learner should be able to:
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1. What virtues do Muslims learn from saum? 2. What is the significance of observing fast? |
Individually/in pairs/in small groups, learners are guided to:
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Charts, course books, resource
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Oral assessment and observation schedule, written assessments, portfolio, Journals | |||
| 3 | Saum |
By the end of the sub strand, the learner should be able to:
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1. What virtues do Muslims learn from saum? 2. What is the significance of observing fast? |
Individually/in pairs/in small groups, learners are guided to:
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Charts, course books, resource
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Oral assessment and observation schedule, written assessments, portfolio, Journals | |||
| 11 | ASSESSMENT |
MTP Home Science Activities - Grade 5 Schemes of Work Term 2 2023
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Wk |
Lsn |
Strand/Theme |
Sub strand |
Specific learning outcomes |
Key inquiry Questions |
Learning experiences |
Learning Resources |
Assessment methods |
Ref l |
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1 |
1 |
CONSERVATION EDUCATION |
Wise buying - importance of wise buying |
By the end of the sub strand the learner should be able to
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How would you buy wisely from a shopping place in your locality? |
Learners brainstorm on the meaning of wise buying. In groups, learners discuss the importance of wise buying using digital devices, print materials, video clips, and documentaries. |
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2 |
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Safety precautions to observe when buying different items |
By the end of the sub strand the learner should be able to
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How would you buy wisely from a shopping place in your locality? |
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3 |
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Buy wisely from a shopping place in the locality |
By the end of the sub strand the learner should be able to
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How would you buy wisely from a shopping place in your locality? |
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2 |
1 |
FOODS AND NUTRITION |
Foods and nutrients |
By the end of the sub strand the learner should be able to
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Use digital devices, books and through sharing experiences, learners brainstorm on the meaning of the terms food and nutrients.
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2 |
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Various nutrients found in food |
By the end of the sub strand the learner should be able to
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Using realia, pictures and digital devices, the learners identify foods that provide the various nutrients. Learners suggest foods that provide the various essential nutrients found in the locality. |
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3 |
1 |
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Creating variety in diet |
By the end of the sub strand the learner should be able to
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- In groups, learners suggest ways of creating variety in diet when cooking meals to provide various nutrients. - Learners adopt the habit of keeping journals and daily logs of what they eat. |
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2 |
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Appreciating the habit of eating foods that are rich in all nutrients |
By the end of the sub strand the learner should be able to
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In groups, learners suggest ways of creating variety in diet when cooking meals to provide various nutrients. Learners adopt the habit of keeping journals and daily logs of what they eat. |
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3 |
Nutritional deficiencies and disorders |
By the end of the sub strand the learner should be able to
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In groups, learners brainstorm on the meaning of nutritional deficiencies and disorders. Using pictures, charts and video clips, learners identify nutritional deficiencies and disorders (marasmus, kwashiorkor, rickets, constipation, night blindness, scurvy, nutritional Anemia, Goiter) |
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3 |
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Foods found in the locality |
By the end of the sub strand the learner should be able to
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Using realia, pictures and digital devices, the learners identify foods that provide the various nutrients. Learners suggest foods that provide the various essential nutrients found in the locality. |
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4 |
1 |
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causes of nutritional deficiencies and disorders |
By the end of the sub strand the learner should be able to
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In groups, learners brainstorm on the meaning of nutritional deficiencies and disorders. Using pictures, charts and video clips, learners identify nutritional deficiencies and disorders (marasmus, kwashiorkor, rickets, constipation, night blindness, scurvy, nutritional Anemia, Goiter) |
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2 |
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Signs and symptoms of nutritional deficiencies and disorders |
By the end of the sub strand the learner should be able to a. Explain ways of preventing nutritional deficiencies and disorders b. Name signs and symptoms of nutritional deficiencies and disorders in relation to different food nutrients. c. Appreciate the importance good nutrition in preventing nutritional deficiencies and disorders |
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Learners use the video clips, pictures, charts to name the causes, signs, symptoms and prevention of each of these nutritional deficiencies and disorders. |
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3 |
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Signs and symptoms of nutritional deficiencies and disorders |
By the end of the sub strand the learner should be able to
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Learners use the video clips, pictures, charts to name the causes, signs, symptoms and prevention of each of these nutritional deficiencies and disorders. |
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5 |
1 |
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Prevention of Nutritional deficiencies and disorders |
By the end of the sub strand the learner should be able to
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Learners identify healthy eating habits that prevent nutritional deficiencies and disorders. Learners practice healthy eating habits to prevent nutritional deficiencies and disorders and keep journals and daily logs on the foods they eat. |
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2 |
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Adopting healthy eating habits to prevent nutritional deficiencies and disorders |
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Learners identify healthy eating habits that prevent nutritional deficiencies and disorders. Learners practice healthy eating habits to prevent nutritional deficiencies and disorders and keep journals and daily logs on the foods they eat. |
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6 |
1 |
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Food preservation: importance of preserving cereals and pulses) |
By the end of the sub strand the learner should be able to
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How do you preserve cereals and pulses (legume) at home? |
- In pairs learners brainstorm and identify cereals and pulses (legumes)from pictures ,charts, video clips and documentaries - In groups, learners discus the importance of preserving presentations using experiences, print materials digital devices, documentaries and video clips |
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2 |
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Food preservation: methods of preserving cereals and pulses) |
By the end of the sub strand the learner should be able to a. Identify methods of preserving cereals and pulses (legumes) in the locality in order to minimize food losses. b. Explain the nutrients found in legumes c. Appreciate the importance of preserving cereals and pulses(legumes) at home |
How do you preserve cereals and pulses (legume) at home? |
- In groups learners share experiences on methods of preserving cereals (legumes)in the locality - Learners brainstorm on equipment’s and materials used for preserving cereals and pulses(legumes)in their locality using digital devices, documentaries, print materials, video clips and experience |
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3 |
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Food preservation: equipment and materials for preserving cereals and pulses) |
By the end of the sub strand the learner should be able to a. State the methods of preserving cereals b. Name the equipment and materials used for preserving cereals and pulses (legumes) in their locality for longer preservation of food. c. Appreciate the importance of preserving cereals and pulses(legumes) at home |
How do you preserve cereals and pulses (legume) at home? |
In groups learners share experiences on methods of preserving cereals (legumes)in the locality Learners brainstorm on equipment’s and materials used for preserving cereals and pulses(legumes)in their locality using digital devices, documentaries, print materials, video clips and experience |
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7 |
1 |
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Food preservation: characteristics of storage facilities for preserved cereals and pulses) |
By the end of the sub strand the learner should be able to
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How do you preserve cereals and pulses (legume)at home? |
Learners watch a demonstration video clips on how to preserve and store cereals and pulses(legumes)in their locality Learners preserve and store cereals and pulses (legumes)hygienically using various method. |
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2 |
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Food preservatio n: importance of preserving cereals and pulses) |
By the end of the sub strand the learner should be able to
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How do you preserve cereals and pulses (legume) at home? |
Learners watch a demonstration video clips on how to preserve and store cereals and pulses(legumes)in their locality Learners preserve and store cereals and pulses (legumes) hygienically using various method. |
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3 |
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Kitchen tools and Equipment - materials use to make kitchen equipment’ |
By the end of the sub strand the learner should be able to:
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How do you clean kitchen tools and equipment’s? How do you ensure safety when cleaning kitchen tools and equipment’s? |
various kitchen tools and equipment found in the locality video clips, learners discuss materials used to clean kitchen tools and equipment in their locality (plain wood, plastic, melamine, aluminum) |
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8 |
1 |
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Kitchen tools and Equipment - Materials used for cleaning kitchen tools and equipment |
By the end of the sub strand the learner should be able to:
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How do you clean kitchen tools and equipment’s? How do you ensure safety when cleaning kitchen tools and equipment’s? |
Identify various kitchen tools and equipment found in the locality and video clips, learners discuss materials used to clean kitchen tools and equipment in their locality (plain wood, plastic, melamine, aluminum) |
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3 |
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Food preservation: Cereals and pulses (legumes in the locality) |
By the end of the sub strand the learner should be able to
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How do you preserve cereals and pulses (legume)at home? |
In pairs learners brainstorm and identify cereals and pulses (legumes)from pictures ,charts, video clips and documentaries In groups, learners discus the importance of preserving presentations using experiences, print materials digital devices, documentaries and video clips |
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Kitchen tools and Equipment - Materials used for cleaning kitchen tools and equipment |
By the end of the sub strand the learner should be able to:
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How do you clean kitchen tools and equipment’s? How do you ensure safety when cleaning kitchen tools and equipment’s? |
a demonstration, video clips on cleaning kitchen tools and equipment |
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2 |
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Kitchen tools and Equipment – cleaning and storing kitchen equipment made from different materials |
By the end of the sub strand the learner should be able to:
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How do you clean kitchen tools and equipment’s? How do you ensure safety when cleaning kitchen tools and equipment’s? |
Learners discuss the procedures of cleaning kitchen tools and equipment made of different materials (wood, plastic, aluminum) |
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9 |
1 |
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Kitchen tools and Equipment |
By the end of the sub strand the learner should be able to:
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How do you clean kitchen tools and equipment’s? How do you ensure safety when cleaning kitchen tools and equipment’s? |
materials for cleaning kitchen tools and equipment using locally available materials (sisal fibres, fine ash, course leaves, pieces of cloth, crashed charcoal) |
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2 |
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Kitchen tools and Equipment - cleaning and storing kitchen equipment made from different materials |
By the end of the sub strand the learner should be able to:
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How do you clean kitchen tools and equipment’s? How do you ensure safety when cleaning kitchen tools and equipment’s? |
Learners clean and store kitchen tools and equipment made of different materials practice safety when using kitchen tools and equipment |
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3 |
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Kitchen tools and Equipment – safety precaution s when cleaning and storing kitchen tools and equipment ’s |
By the end of the sub strand the learner should be able to:
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How do you clean kitchen tools and equipment’s? How do you ensure safety when cleaning kitchen tools and equipment’s? |
Learners clean and store kitchen tools and equipment made of different materials practice safety when using kitchen tools and equipment |
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10 |
1 |
FOODS AND NUTRITION |
Cooking foods Dry fat frying - procedures use to cook food during the dry fat frying method |
By the end of the sub strand, the learner should be able to:
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What safety precautions should you observe while frying at home? How do you use the dry fry method to cook a given local meal at home? |
Using pictures, realia, video clips and charts, learners will identify local foods which can be cooked using the dry fat frying method and are found within their locality. In group pairs, learners share experience of foods they have eaten that are cooked using the dry fat method. In groups, learners discuss the procedure used in dry frying food(any food that has its own fat e.g. meat, fish, pork, chicken) NOTE: select an appropriate food within the locality |
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2 |
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Serving dry fat food appropriately |
By the end of the sub strand, the learner should be able to:
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What safety precautions should you observe while frying at home? How do you use the dry fry method to cook a given local meal at home? |
Learners serve the fried food appropriately. In group pairs, learners share experience of foods they have eaten that are cooked using the dry fat method. In groups, learners discuss the procedure used in dry frying food(any food that has its own fat e.g. meat, fish, pork, chicken) NOTE: select an appropriate food within the locality |
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3 |
Cooking foods Storing dry fat fried foods appropriately to avoid spoilage |
By the end of the sub strand, the learner should be able to:
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What safety precautions should you observe while frying at home? How do you use the dry fry method to cook a given local meal at home? |
Watch a demonstration or video clip on safety to be observed when cooking. In groups or pairs, learners brainstorm on the safety measures to be observed during dry fat frying at home. In groups or pairs, learners cook food using dry fat frying method. |
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11 |
1 |
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Appreciating foods cooked using the dry fat frying method |
By the end of the sub strand, the learner should be able to:
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What safety precautions should you observe while frying at home? How do you use the dry fry method to cook a given local meal at home? |
Watch a demonstration or video clip on safety to be observed when cooking. In groups or pairs, learners brainstorm on the safety measures to be observed during dry fat frying at home. In groups or pairs, learners cook food using dry fat frying method. Learners serve the fried food appropriately. |
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2 |
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Deep frying |
By the end of the sub strand, the learner should be able to:
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What local foods can you deep fry at home? How do you deep fry food at home? |
Using pictures, realia, video clips and charts, learner will identify local foods which can be deep fried and are found within their locality. In groups pairs, learners share experiences on the foods they have eaten that are deep fried. |
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3 |
ASSESSMENT |
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Hindu Religious Education Activities - Grade 5 Schemes of Work Term 2 2023
HINDUS RELIGIOUS EDUCATION ACTIVITIES.
GRADE FIVE (5) SCHEMES OF WORK 2022
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Wk |
Lsn |
Strand/The me |
Sub strand |
Specific learning outcomes |
Key inquiry Questions |
Learning experiences |
Learning Resources |
Assessment methods |
Ref l |
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1 |
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PREPARATIONS |
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2 |
1 |
WORSHIP (Ishwar bhakti) |
Features and Importance of Jain Derasar and Sikh Gurdwara |
By the end of the Sub-strand the learner should be able to:
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Learner could be guided to:
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Scriptures, Magazines, Digital devices, Newspapers, animated movies, Realia |
Observation, QA, Essay writing, Role modelling, projects |
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2 |
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Features and Importance of Jain Derasar and Sikh Gurdwara |
By the end of the Sub-strand the learner should be able to:
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Learner could be guided to:
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·Scriptures, Magazines, Digital devices, Newspapers, animated movies, Realia |
·Observation, QA, Essay writing, Role modelling, projects |
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3 |
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Features and Importance of Jain Derasar and Sikh Gurdwara |
By the end of the Sub-strand the learner should be able to:
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Learner could be guided to:
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·Scriptures, Magazines, Digital devices, Newspapers, animated movies, Realia |
·Observation, QA, Essay writing, Role modelling, projects |
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3 |
1 |
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Features and Importance of Jain Derasar and Sikh Gurdwara |
By the end of the Sub-strand the learner should be able to:
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Learner could be guided to:
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·Scriptures, Magazines, Digital devices, Newspapers, animated movies, Realia |
·Observation, QA, Essay writing, Role modelling, projects |
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2 |
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Places of worship: Location of Jain Derasar and Sikh Gurdwaras in Kenya |
By the end of the Sub-strand the learner should be able to:
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·Scriptures, Magazines, Digital devices, Newspapers, animated movies, Realia |
·Observation, QA, Essay writing, Role modelling, projects |
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3 |
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Places of worship: Location of Jain Derasar and Sikh Gurdwaras in Kenya |
By the end of the Sub-strand the learner should be able to:
|
|
|
· Scriptures, Magazines, Digital devices, Newspapers, animated movies, Realia |
·Observation, QA, Essay writing, Role modelling, projects |
|
|
|
4 |
1 |
|
Places of worship: Location of Jain Derasar and Sikh Gurdwaras in Kenya |
By the end of the Sub-strand the learner should be able to:
|
|
|
Scriptures, Magazines, Digital devices, Newspapers, animated movies, Realia |
·Observation, QA, Essay writing, Role modelling, projects |
|
|
|
|
2 |
|
Places of worship: Location of Jain Derasar and Sikh Gurdwaras in Kenya |
By the end of the Sub-strand the learner should be able to:
|
|
|
Scriptures, Magazines, Digital devices, Newspapers, animated movies, Realia |
Observation, QA, Essay writing, Role modelling, projects |
|
|
|
|
3 |
PRINCIPLES OF DHARMA |
Virtues for righteousness according to Jainism and Sikhism based on moral stories |
By the end of the Sub strand the learner should be able to:
|
|
Learner could be guided to:
|
Scriptures, Magazines, Digital devices, Newspapers, animated movies, Realia |
·Observation, QA, Essay writing, Role modelling, projects |
|
|
|
5 |
1 |
|
Virtues for righteousness according to Jainism and Sikhism based on moral stories |
By the end of the Sub strand the learner should be able to:
|
|
Learner could be guided to:
|
·Scriptures, Magazines, Digital devices, Newspapers, animated movies, Realia |
·Observation, QA, Essay writing, Role modelling, projects |
|
|
|
|
2 |
|
Virtues for righteousness according to Jainism and Sikhism based on moral stories |
By the end of the Sub strand the learner should be able to:
|
|
Learner could be guided to:
|
Scriptures, Magazines, Digital devices, Newspapers, animated movies, Realia |
Observation, QA, Essay writing, Role modelling, projects |
|
|
|
|
3 |
|
Virtues for righteousness according to Jainism and Sikhism based on moral stories |
By the end of the Sub strand the learner should be able to:
|
|
|
Digital devices, Newspapers, animated movies, Realia |
Observation, QA, Essay writing, Role modelling, projects |
|
|
|
6 |
1 |
|
Virtues for righteousness according to Jainism and Sikhism based on moral stories |
By the end of the Sub strand the learner should be able to:
|
|
Learner could be guided to:
|
Scriptures, Magazines, Digital devices, Newspapers, animated movies, Realia |
Observation, QA, Essay writing, Role modelling, projects |
|
|
|
|
2 |
|
Virtues for righteousness according to Jainism and Sikhism based on moral stories |
By the end of the Sub strand the learner should be able to:
|
|
Learner could be guided to:
|
Scriptures, Magazines, Digital devices, Newspapers, animated movies, Realia |
·Observation, QA, Essay writing, Role modelling, projects |
|
|
|
|
3 |
SADACHAAR |
Friendship and good company |
By the end of the Sub strand the learner should be able to:
|
|
Learner could be guided to:
|
·Scriptures, Magazines, Digital devices, Newspapers, animated movies, Realia |
Observation, QA, Essay writing, Role modelling, projects |
|
|
|
7 |
1 |
|
Friendship and good company |
By the end of the Sub strand the learner should be able to:
|
|
Learner could be guided to:
|
·Scriptures, Magazines, Digital devices, Newspapers, animated movies, Realia |
Observation, QA, Essay writing, Role modelling, projects |
|
|
|
|
2 |
|
Friendship and good company |
By the end of the Sub strand the learner should be able to:
|
|
Learner could be guided to:
|
Scriptures, Magazines, Digital devices, on friendship |
Observation, QA, Essay writing, Role modelling, projects |
|
|
|
|
3 |
|
Friendship and good company |
By the end of the Sub strand the learner should be able to:
|
|
Learner could be guided to:
|
·Scriptures, Magazines, Digital devices, Newspapers, animated movies, Realia |
Observation, QA, Essay writing, Role modelling, projects |
|
|
|
8 |
1 |
Friendship and good company |
By the end of the Sub strand the learner should be able to:
|
|
Learner could be guided to:
|
Scriptures, Magazines, Digital devices, Newspapers, animated movies, Realia | Observation, QA, Essay writing, Role modelling, projects | |||
|
|
2 |
|
Friendship and good company |
By the end of the Sub strand the learner should be able to:
|
|
|
· Scriptures, Magazines, Digital devices, Newspapers, animated movies, Realia |
Observation, QA, Essay writing, Role modelling, projects |
|
|
|
|
3 |
|
Friendship and good company |
By the end of the Sub strand the learner should be able to:
|
|
|
· Scriptures, Magazines, Digital devices, Newspapers, animated movies, Realia |
Observation, QA, Essay writing, Role modelling, projects |
|
|
|
9-11 |
ASSESSMENT/REVISION |
|||||||||
German Language Activities - Grade 5 Schemes of Work Term 2 2023
GERMAN LANGUAGE ACTIVITIES
|
Wk |
Ls n |
Strand/The me |
Sub strand |
Specific learning outcomes |
Key inquiry Questions |
Learning experiences |
Learning Resources |
Assessment methods |
Ref l |
|
|
1 |
1 |
Listening and Speaking |
School |
By the end of the sub strand the learner should be able to:
|
What can you do to make your school better? |
Learners
|
|
|
|
|
|
|
2 |
|
Leisure Time Activities |
By the end of the sub strand the learner should be able to:
|
How do you spend your free time? |
Learners
|
|
|
|
|
|
2 |
1 |
|
Leisure Time Activities |
By the end of the sub strand the learner should be able to:
|
How do you spend your free time? |
Learners
|
|
|
|
|
|
|
2 |
|
Leisure Time Activities |
By the end of the sub strand the learner should be able to:
|
How do you spend your free time? |
Learners
|
|
|
|
|
|
3 |
1 |
|
Leisure Time Activities |
By the end of the sub strand the learner should be able to:
|
How do you spend your free time? |
Learners
|
|
|
|
|
|
|
2 |
|
Foodstuff |
By the end of the sub strand the learner should be able to:
|
What is your favorite food and why? |
Learners
|
|
|
|
|
|
4 |
1 |
|
Foodstuff |
By the end of the sub strand the learner should be able to:
|
What is your favourite food and why? |
Learners
|
|
|
|
|
|
|
2 |
|
Foodstuff |
By the end of the sub strand the learner should be able to:
|
What is your favourite food and why? |
Learners
|
|
|
|
|
|
5 |
1 |
|
Foodstuff |
By the end of the sub strand the learner should be able to:
|
What is your favourite food and why? |
|
|
|
|
|
|
|
2 |
|
Foodstuff |
By the end of the sub strand the learner should be able to:
|
What is your favourite food and why? |
|
|
|
|
|
|
6 |
1 |
READING |
Greetings, introduction |
By the end of the sub strand the learner should be able to:
|
1. What do you read? |
Learners
|
|
|
|
|
|
|
2 |
|
Greetings, introduction |
By the end of the sub strand the learner should be able to:
|
1. What do you read? |
Learners
|
|
|
|
|
|
7 |
1 |
|
Greetings, introduction |
By the end of the sub strand the learner should be able to:
|
1. What do you read? |
Learners
|
|
|
|
|
|
|
2 |
|
Greetings, introduction |
By the end of the sub strand the learner should be able to:
|
1. What do you read? |
Learners
|
|
|
|
|
|
8 |
1 |
|
Numbers, months of the year |
By the end of the sub strand, the learner should be able to:
|
Why is it important to read numbers correctly? |
Learners
|
|
|
|
|
|
|
2 |
|
Phonological Awareness |
By the end of the sub strand the learner should be able to:
|
Why is correct pronunciation of words and sounds important? |
Learners
|
|
|
|
|
|
9 |
1 |
|
Describing people, food and drinks |
By the end of the sub strand the learner should be able to:
|
How do you describe people, food and drinks? |
Learners
|
|
|
|
|
|
|
2 |
|
Describing people, food and drinks |
By the end of the sub strand the learner should be able to:
|
How do you describe people, food and drinks? |
|
s |
|
|
|
|
10 |
1 |
|
School |
By the end of the sub strand the learner should be able to:
|
What do you like/not like in your school? |
Learners
|
|
|
|
|
|
|
2 |
|
School |
By the end of the sub strand the learner should be able to:
|
What do you like/not like in your school? |
Learners
|
|
|
|
|
|
11 |
ASSESSMENT |
|||||||||
Skills in English - Grade 5 Schemes of Work Term 2 2023
SKILLS IN ENGLISH ACTIVITIES
|
Wk |
Lns |
Strand/Theme |
Sub strand |
Specific learning outcomes |
Key inquiry questions |
Learning experiences |
Learning resources |
Assessment methods |
Ref I |
|
|
1 |
1 |
JOBS AND OCCUPATIONS - What i can be |
Questions – WH-, |
By the end of the sub strand,
|
|
Learners is guided to: |
|
|
||
|
2 |
Reading |
Intensive reading: Comprehension (Dialogues about 400 words) |
By the end of the sub strand,
|
|
Learners is guided to: |
|
|
|||
|
|
3 |
Grammar in use |
World classes: Determiners as quantifiers: Few/ a few, little/ a little, a lot, each, all, enough, most, least |
By the end of the sub strand, the learner should be able to:
|
|
Learners is guided to: Read a passage related to the theme featuring quantifying determiners. Identify quantifying determiners from the passage, in pairs. Match quantifying determiners with corresponding countable and uncountable nouns. |
|
|
|
|
|
|
4 |
Writing |
Creative Writing Pictorial Composition (120-160 words) |
By the end of the sub strand, the learner should be able to:
|
|
Learners is guided to: Interpret pictures, in pairs. Match the pictures with the different parts of a composition: beginning, middle and end. Watch a variety of animations, videos and sample write pictorial compositions, in groups. |
|
|
|
|
|
2 |
1 |
A GREAT TEACHER |
Sounds /f/ as in farmer, /v/ as in van driver |
By the end of the sub strand, the learner should be able to:
|
|
Learners is guided to: Practice saying words, phrases and sentences with the sounds /f/ and /v/. Say tongue twisters with the sounds /f/ and /v/ in groups. Watch a video of a dialogue in which statements and questions are used. Recite a choral verse in pairs or small groups. Role play a telephone conversation with intonation. Sing songs featuring stress and intonation. |
|
|
|
|
|
|
2 |
Reading |
Intensive reading : Comprehension (Dialogues about 400 words) |
By the end of the sub strand, the learner should be able to:
|
|
Learners is guided to: Make connections between the characters in the text and the people they know. Relate events in the dialogue with their experiences. Read and role play a dialogue in small groups. Pick out main ideas from the dialogue. Answer direct and inferential questions based on the dialogue. Infer the meaning of words from the context (for example, from words occurring before or after). |
|
|
|
|
|
|
3 |
|
World classes: Determiners as quantifiers: Few/ a few, little/ a little, a lot, each, all, enough, most, least |
By the end of the sub strand, the learner should be able to:
|
|
List quantifying determiners that can be used with both countable and uncountable nouns. Read sentences containing quantifying determiners from the internet, in small groups Construct sentences using quantifying determiners with nouns in small groups. Complete sentences by filling in gaps using the correct Quantifying determiners. |
|
|
|
|
|
3 |
1 |
TECHNOLOGY:LEARNING THROUGH TECHNOLOGY |
Sounds /ə/ as in here, year ;/eɪ/ as in make, brain |
By the end of the sub strand, the learner should be able to:
|
|
Learner is guided to: Select words with the sounds /ə/ and /eɪ/ from a dialogue. Take turns to read a dialogue in pairs. Interrupt appropriately. View a video of conversation and list words or phrases used to interrupt politely. Say the target sounds as modelled from a recording. Make sentences with words containing the sounds: /ə /eɪ/. |
|
|
|
|
|
|
2 |
Reading |
Extensive reading: Extensive Fiction and Non-Fiction Texts (1000-1250 words) |
By the end of the sub strand, the learner should be able to:
|
|
Learner is guided to: Skim through reading materials to obtain the main idea. Preview texts to determine suitability and relevance. Scan materials for specific details, in pairs Select appropriate reading materials from a library. Read the selected materials individually. Share reflections on the books read in groups. Keep a record of materials read. |
|
|
|
|
|
|
3 |
Grammar In use |
Tense Future Time using will/shall |
By the end of the sub strand, the learner should be able to:
|
|
Learner is guided to: Pick sentences which express future time from a text. Make sentences from a substitution table. Answer questions on future time using will/shall in pairs. Construct sentences using will/shall in pairs or groups. |
|
|
|
|
|
|
4 |
|
Creative Writing Pictorial Composition (120-160 words) |
By the end of the sub strand, the learner should be able to:
|
|
Arrange different pictures logically to write a story coherently, in groups. Write a pictorial compositions in small groups. Proof read each groups work and give feedback. Display their compositions in class. Role play activities they plan or wish to do in future in small groups. |
|
|
|
|
|
|
4 |
Writing |
Mechanics of Writing Punctuation Use of the Commas |
By the end of the sub strand, the learner should be able to:
|
|
Learner is guided to: Read a text in pairs. Identify punctuation marks used in the text in pairs. Use commas to show pauses between words, phrases or clauses. Complete sentences using double quotation marks and commas. |
|
|
|
|
|
4 |
1 |
DEAR DIGITAL CHILD |
Pronunciation and Vocabulary: Interactive Listening |
By the end of the sub strand, the learner should be able to:
|
|
Learner is guided to: Take turns to read a dialogue in pairs. Interrupt appropriately. View a video of conversation and list words or phrases used to interrupt politely. Say the target sounds as modelled from a recording. |
|
|
|
|
|
|
2 |
|
Poems (not more than 5 stanzas) |
By the end of the sub strand, the learner should be able to:
|
|
Learner is guided to: Skim through reading materials to obtain the main idea. Preview texts to determine suitability and relevance. Scan materials for specific details, in pairs Select appropriate reading materials from a library. Read the selected materials individually. Share reflections on the books read in groups. Keep a record of materials read. |
|
|
|
|
|
|
3 |
|
Tense Future Time using will/shall |
By the end of the sub strand, the learner should be able to:
|
|
Learner is guided to: Watch videos, computer, tablets, audio materials you tube which feature future time. Make predictions (events, weather among others using will and shall Create display charts with sentences which feature will and shall. |
|
|
|
|
|
|
4 |
|
Use of Double Quotation Marks |
By the end of the sub strand, the learner should be able to:
|
|
Learner is guided to: Pick out sentences with double quotation marks in newspapers, magazines, articles or internet resources. Play punctuation games. Create posters or charts with sentences with double quotation marks and commas and display them in class. |
|
|
|
|
|
5 |
1 |
THE FARM - CASH CROPS - THE PLANTATION |
Oral narrative featuring proverbs and sayings (about 130 words) |
By the end of the sub strand, the learner should be able to:
|
|
Learner is guided to: Listen to a narrative and select proverbs and saying. Search for vocabulary, proverbs and sayings in the internet Listen and view stories and songs featuring proverbs and sayings. Create posters and charts with common proverbs and sayings that the learners can relate to, in small groups. Display them in the classroom. |
|
|
|
|
|
|
2 |
Reading |
Fluency in Reading Texts of about 400 words |
By the end of the sub strand, the learner should be able to:
|
|
Learner is guided to: Skim and scan through paragraphs for information, in pairs or small groups. Search for an article on a topic they enjoy, select a portion to read, set a goal of the words to read per minute and time themselves as they read. |
|
|
|
|
|
|
3 |
Grammar in use |
Use of Double imperatives: how many/ could/would |
By the end of the sub strand, the learner should be able to:
|
|
Learners is guided to: Fill in gaps in sentences using double imperatives. Select question tags from a story, dialogue or poem. Match statements with the correct question tag to make a tag question. |
|
|
|
|
|
|
4 |
Writing |
Similes and Proverbs |
By the end of the sub strand, the learner should be able to:
|
|
Learner is guided to: Read narratives with formulaic expressions in print and digital format. List similes and proverbs in texts, in small groups. Create a clear and coherent story line using proverbs and similes. Compose a story featuring similes and proverbs, small groups. |
|
|
|
|
|
6 |
1 |
THE FARM | Listening and speaking: Sounds /k/ as in acre, cotton; /g/ as in grow, green |
By the end of the sub strand, the learner should be able to:
|
|
Learner is guided to: Make oral sentences using vocabulary. Practice saying words with the sounds /k/ /g/, in pairs. Create tongue twisters with the sounds /k/ /g/. Create posters and charts with common proverbs and sayings that the learners can relate to, in small groups. Display them in the classroom. |
|
|
||
|
2 |
Fluency in Reading Texts of about 400 words |
By the end of the sub strand, the learner should be able to:
|
|
Practice giving instructions related to the theme using double imperatives such as: Shut down your tablets and listen to the teacher. Type this word in your tablet and look up its meaning. Role play giving and receiving instructions at home using double imperatives. Use double imperatives to make rules for their class and display them in charts or posters |
|
|
||||
|
3 |
Question Tags on the Verb to be |
By the end of the sub strand, the learner should be able to:
|
|
Practice giving instructions related to the theme using double imperatives such as: Shut down your tablets and listen to the teacher. Type this word in your tablet and look up its meaning. Role play giving and receiving instructions at home using double imperatives. Use double imperatives to make rules for their class and display them in charts or posters |
|
|
||||
|
|
4 |
|
Creative Writing |
|
|
Read narratives with formulaic expressions in print and digital format. Engage in a dialogue to advance plot and story line. Write creative compositions using featuring similes and proverbs, individually. Create and display charts with proverbs and similes, in pairs or small groups. |
|
b) Learner journals c) Peer assessment d) Self- assessment learner e) Portfolio dictation f)Standardized writing tests |
|
|
|
7 |
1 |
HEALTH - COMMUNICABLE DISEASES |
Listening and speaking: Speaking Fluency Narrative of about 150 words |
By the end of the sub strand, the learner should be able to:
|
|
Learner is guided to: Construct sentences in pairs or small groups. Listen to a poem or narrative and identify words with the /h/ sound. Retell the narrative in own words in small groups. Listen to graded texts with audio recordings of whole narratives. |
|
|
|
|
|
|
2 |
|
Listening and speaking: Speaking Fluency Narrative of about 150 words |
By the end of the sub strand, the learner should be able to:
|
|
Learner is guided to: Construct sentences in pairs or small groups. Retell the narrative in own words in small groups. Listen to graded texts with audio recordings of whole narratives. |
|
|
|
|
|
|
3 |
Reading |
Reading intensive: Descriptive Fictional or Non- Fictional Texts (About 400 words) |
By the end of the sub strand, the learner should be able to:
|
|
Learners are guided to: Make connections between events in the text and their experiences. Retelling the story in pairs. Use illustrations, the introduction and the title of a text to make predictions. Describe in groups the characters, episodes and places in a text. Scan a text for specific details. Answer questions from a text. Say the main ideas from a text. Watch a video related to the theme and pick specific information |
|
|
|
|
|
8 |
1 |
Grammar in use |
Adverbs (manner, time, place, frequency) |
By the end of the sub strand, the learner should be able to:
|
|
Learners is guided to: Identify and list adverbs from a digital or print text, in pairs. Make sentences from a substitution table using the pattern how many…could/would. Fill blank with appropriate adverbs. Construct sentences using adverbs of manner, time place and frequency. Recite poems containing adverbs, in groups. |
|
|
|
|
|
|
2 |
|
Adverbs (manner, time, place, frequency) |
By the end of the sub strand, the learner should be able to:
|
|
Learners is guided to: Identify and list adverbs from a digital or print text, in pairs. Make sentences from a substitution table using the pattern how many…could/would. Fill blank with appropriate adverbs. Construct sentences using adverbs of manner, time place and frequency. Recite poems containing adverbs, in groups. Construct sentences using apostrophe and exclamation mark. Watch online videos or slides about the correct use of apostrophe and exclamation mark. |
|
|
|
|
|
|
4 |
WASH YOUR HANDS |
Listening and speaking- speaking fluency Sounds: /h/as in health, heal |
By the end of the sub strand, the learner should be able to:
|
|
Learner is guided to: Listen to a poem or narrative and identify words with the /h/ sound. Retell the narrative in own words in small groups. Listen to music and pick out sounds and vocabulary. Watch news at home for fun, and retell the interesting episodes to peers and friends in the classroom. Recite poems on communicable diseases. |
|
|
|
|
|
|
|
|
many…could/wo uld |
to:
|
2. Which words describe when, how and where actions take place? |
Identify and list adverbs from a digital or print text, in pairs. Make sentences from a substitution table using the pattern how many…could/would. Fill blank with appropriate adverbs. Construct sentences using adverbs of manner, time place and frequency. Recite poems containing adverbs, in groups. |
|
|
|
|
|
|
3 |
Writing |
Exclamation Mark |
By the end of the sub strand, the learner should be able to:
|
|
Learner is guided to: Construct sentences using apostrophe and exclamation mark. Watch online videos or slides about the correct use of apostrophe and exclamation mark. Complete exercises related to the apostrophe and exclamation mark online and offline. Create and display charts or posters with sentences in which apostrophe and exclamation mark are used, in groups. Conduct a gallery walk and view the charts made by each group. Discuss about appropriate turn-taking skills in the conversation. Engage in a conversation in pairs, focusing on turn-taking and interrupting skills. |
|
|
|
|
|
9 |
1 |
Reading intensive: Descriptive Fictional or Non- Fictional Texts (About 400 words) |
By the end of the sub strand, the learner should be able to:
|
|
Learners are guided to: Make connections between events in the text and their experiences. Retelling the story in pairs. Use illustrations, the introduction and the title of a text to make predictions. Describe in groups the characters, episodes and places in a text. Scan a text for specific details. Answer questions from a text. Say the main ideas from a text. Watch a video related to the theme and pick specific information |
|
|
|||
|
2 |
Grammar in use |
By the end of the sub strand, the learner should be able to:
|
How often do you come to school? |
Learners are guided to: Make connections between events in the text and their experiences. Retelling the story in pairs. Use illustrations, the introduction and the title of a text to make predictions. Describe in groups the characters, episodes and places in a text. Scan a text for specific details. Answer questions from a text. Say the main ideas from a text. Watch a video related to the theme and pick specific information |
|
|
||||
|
3 |
Writing | Punctuation Marks Apostrophe |
By the end of the sub strand, the learner should be able to:
|
|
Learner is guided to: Listen to a short oral text and write the text with the correct punctuation marks. Underline the apostrophe and exclamation marks in a text, in pairs. |
|
|
|||
|
4 |
Reading intensive: Descriptive Fictional or Non- Fictional Texts (About 400 words) |
By the end of the sub strand, the learner should be able to:
|
|
Learners are guided to: Make connections between events in the text and their experiences. Retelling the story in pairs. Use illustrations, the introduction and the title of a text to make predictions. Describe in groups the characters, episodes and places in a text. Scan a text for specific details. |
|
|
||||
|
10 |
1 |
|
Sounds /s/ as in surf; and /z/ as in zoo |
By the end of the sub strand, the learner should be able to:
|
|
Learner is guided to: Construct sentences orally in pairs or small groups. Say words containing the sounds /s/ and /z/ in pairs or small groups. Discuss about appropriate turn-taking skills in the conversation. Engage in a conversation in pairs, focusing on turn-taking and interrupting skills. |
|
|
|
|
|
|
2 |
Reading |
Intensive Reading Factual Texts of About 400 Words |
By the end of the sub strand, the learner should be able to:
|
|
Learner is guided to: Skim through a text and obtain the main idea. Scan through a text to obtain specific information. Discuss and relate ideas with their experiences, in groups. Read a text independently. Answer direct and inferential questions from the text. Watch a video on leisure time and write the main points Create a display chart of sentences containing conjunctions, in small groups. Conduct a gallery walk and give feedback to each group. |
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||
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4 |
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Conjunctions and, but, or, because, since, also, for, yet, since |
By the end of the sub strand, the learner should be able to:
|
|
Learner is guided to: Listen to a short dialogue and identify the conjunctions. Make sentences from a substitution table using but, or, yet, because, since and also. Construct sentences using the conjunctions in pairs. Fill blank spaces using conjunctions in sentences or paragraphs. Create a display chart of sentences containing conjunctions, in small groups. Conduct a gallery walk and give feedback to each group. |
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11 |
1 |
Writing |
Creative Writing: Descriptive Composition (120 -160 words) |
By the end of the sub strand, the learner should be able to:
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|
Learner is guided to: Read a sample composition from print or electronic sources. Talk about people or things in the text. Make sentences to describe how they spent their leisure time, in pairs. Organize the sentences to make a paragraph, in groups. Write a descriptive composition individually. Proof read their compositions, in pairs or groups. |
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2 |
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Creative Writing: Descriptive Composition (120 -160 words) |
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Learner is guided to: Read a sample composition from print or electronic sources. Talk about people or things in the text. Make sentences to describe how they spent their leisure time, in pairs. Organize the sentences to make a paragraph, in groups. Write a descriptive composition individually. Proof read their compositions, in pairs or groups. |
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3 |
TOO MUCH TELEVISION |
Narrative in dialogue format (conversational narrative) |
By the end of the sub strand,the learner should be able to:
|
|
Learner is guided to: Listen to a narrative and retell it while expressing different moods or feelings. Construct sentences orally in pairs or small groups. Say words containing the sounds /s/ and /z/ in pairs or small groups. Watch a video of a conversational narrative or a choral verse online or offline. Discuss about appropriate turn-taking skills in the conversation. Engage in a conversation in pairs, focusing on turn-taking and interrupting skills. |
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4 |
Reading |
Intensive Reading Factual Texts of About 400 Words |
By the end of the sub strand, the learner should be able to:
|
|
Learner is guided to: Skim through a text and obtain the main idea. Scan through a text to obtain specific information. Discuss and relate ideas with their experiences, in groups. Read a text independently. Answer direct and inferential questions from the text. Watch a video on leisure time and write the main points |
|
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|
3 |
Grammar in use |
Conjunctions and, but, or, because, since, also, for, yet, since |
By the end of the sub strand, the learner should be able to:
|
|
Learner is guided to: Listen to a short dialogue and identify the conjunctions. Make sentences from a substitution table using but, or, yet, because, since and also. Construct sentences using the conjunctions in pairs. Fill blank spaces using conjunctions in sentences or paragraphs. |
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4 |
LEISURE TIME ACTIVITIES |
Listening and speaking: Interactive Listening Choral verse |
By the end of the sub strand, the learner should be able to:
|
|
Learner is guided to: Listen to a narrative and retell it while expressing different moods or feelings. Construct sentences orally in pairs or small groups. Say words containing the sounds /s/ and /z/ in pairs or small groups. Watch a video of a conversational narrative or a choral verse online or offline. |
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Longhorn C.R.E Activities - Grade 5 Schemes of Work Term 2 2023
|
Wk |
Ls n |
Strand/ Theme |
Sub strand |
Specific learning outcomes |
Key inquiry Questions |
Learning experiences |
Learning Resources |
Assessment methods |
Ref l |
|
1 |
1 |
THE EARLY LIFE OF JESUS |
Empowering the Needy – ways in which Christians apply the teachings in the story of the rich young man |
By the end of the sub-strand the learner should be able to:
|
|
|
Good News Bible, Flash cards, Pictures, Songs, Digital devices Charts, poems Longhorn CRE act. Learners Bk. Pg. 69-70 Longhorn CRE act. TG. Pg. 84-85 |
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|
|
2 |
Persistence in prayer – the story of a friend at midnight |
By the end of the Sub strand, the learner should be able to:
|
|
|
Good News Bible, Flash cards, Pictures, Songs, Digital devices Charts, poems Longhorn CRE act. Learners Bk. Pg. 71 Longhorn CRE act. TG. Pg. 85-86 |
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3 |
|
Persistence in prayer – the story of a friend at midnight |
By the end of the Sub strand, the learner should be able to:
|
|
|
Good News Bible, Flash cards, Pictures, Songs, Digital devices Charts, poems Longhorn CRE act. Learners Bk. Pg. 71 Longhorn CRE act. TG. Pg. 85-86 |
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2 |
1 |
|
Persistence in prayer – the value of friendship |
By the end of the Sub strand, the learner should be able to:
|
|
|
Good News Bible, Flash cards, Pictures, Songs, Digital devices Charts, poems Longhorn CRE act. Learners Bk. Pg. 71-73 Longhorn CRE act. TG. Pg. 87-88 |
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|
2 |
THE CHURCH |
The early Church |
By the end of the sub-strand the learner should be able to;
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|
Good News Bible, Flash cards, Pictures, Songs, Digital devices Charts, poems Longhorn CRE act. Learners Bk. Pg. 74-75 Longhorn CRE act. TG. Pg. 89-90 |
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3 |
|
The early Church – activities which promoted unity in the early church |
By the end of the sub-strand the learner should be able to;
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|
Good News Bible, Flash cards, Pictures, Songs, Digital devices Charts, poems Longhorn CRE act. Learners Bk. Pg. 75
Longhorn CRE act. TG. Pg. 90-91 |
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3 |
1 |
|
The early Church – strategies used by Christians to promote unity |
By the end of the sub-strand the learner should be able to;
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|
Good News Bible, Flash cards, Pictures, Songs, |
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2 |
|
The Lords Supper |
By the end of the sub-strand the learner should be able to;
|
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|
Good News Bible, Flash cards, Pictures, Songs, Digital devices Charts, poems Longhorn CRE act. Learners Bk. Pg. 77-78
Longhorn CRE act. TG. Pg. 93-94 |
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3 |
|
The Lords Supper |
By the end of the sub-strand the learner should be able to;
|
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|
Good News Bible, Flash cards, Pictures, Songs, Digital devices Charts, poems Longhorn CRE act. Learners Bk. Pg. 78-79 Longhorn CRE act. TG. Pg. 94-95 |
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4 |
1 |
|
The Lords Supper- Values acquired during the celebration of the Eucharist |
By the end of the sub-strand the learner should be able to;
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|
Good News Bible, Flash cards, Pictures, Songs, Digital devices Charts, poems |
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2 |
|
The Role of the Holy Spirit - the gift of the Holy Spirit |
By the end of the sub-strand the learner should be able to;
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|
Good News Bible, Flash cards, Pictures, Songs, Digital devices Charts, poems Longhorn CRE act. Learners Bk. Pg. 81-82 Longhorn CRE act. TG. Pg. 96-97 |
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|
3 |
The Role of the Holy Spirit - the gift of the Holy Spirit |
By the end of the sub-strand the learner should be able to;
|
|
|
Good News Bible, Flash cards, Pictures, Songs, Digital devices Charts, poems Longhorn CRE act. Learners Bk. Pg. 81-82 Longhorn CRE act. TG. Pg. 96-97 |
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|
5 |
1 |
|
The Role of the Holy Spirit – How the fruits of the Holy spirit helps in promoting God’s work |
By the end of the sub-strand the learner should be able to;
|
|
|
Good News Bible, Flash cards, Pictures, Songs, Digital devices Charts, poems Longhorn CRE act. Learners Bk. Pg. 83 Longhorn CRE act. TG. Pg. 98 |
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2 |
|
The Role of the Holy Spirit – values that influence the life of Christians from gifts and fruits of the Holy spirit |
By the end of the sub-strand the learner should be able to;
|
|
|
Good News Bible, Flash cards, Pictures, Songs, Digital devices Charts, poems Longhorn CRE act. Learners Bk. Pg. 84-85 Longhorn CRE act. TG. Pg. 98-99 |
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3 |
|
The Role of the Holy Spirit – the gift of the Holy Spirit |
By the end of the sub-strand the learner should be able to;
|
|
|
Good News Bible, Flash cards, Pictures, Songs, Digital devices Charts, poems Longhorn CRE act. Learners Bk. Pg. 81-82 Longhorn CRE act. TG. Pg. 96-97 |
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|
6 |
1 |
|
Power of Intercessory prayer - the story of Peter’s miraculous rescue |
By the end of the sub-strand the learner should be able to;
|
|
|
Good News Bible, Flash cards, Pictures, Songs, Digital devices Charts, poems Longhorn CRE act. Learners Bk. Pg. 85-86 Longhorn CRE act. TG. Pg. 99- 100 |
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|
2 |
|
Power of Intercessory prayer – ways in which Christians demonstrate faith in God |
By the end of the sub-strand the learner should be able to;
|
|
|
Good News Bible, Flash cards, Pictures, Songs, Digital devices Charts, poems Longhorn CRE act. Learners Bk. Pg. 87-89 Longhorn CRE act. TG. Pg. 101- 102 |
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|
3 |
CHRIST IAN LIVING |
Friendship formation: peer influence – the qualities of a good friend |
By the end of the sub-strand the learner should be able to;
|
1. How can you avoid negative peer pressure? |
|
Good News Bible, Flash cards, Pictures, Songs, Digital devices Charts, poems Longhorn CRE act. Learners Bk. Pg. 90-92 |
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|
7 |
1 |
|
Friendship formation: peer influence – Causes of poor choice of friends at home and school |
By the end of the sub-strand the learner should be able to;
|
1. How can you avoid negative peer pressure? |
|
Good News Bible, Flash cards, Pictures, Songs, Digital devices Charts, poems Longhorn CRE act. Learners Bk. Pg. 93-94
Longhorn CRE act. TG. Pg. 106- 107 |
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|
2 |
|
Human sexuality – changes associated with adolescence in boys and girls and how to cope with them |
By the end of the sub-strand the learner should be able to:
|
|
|
Good News Bible, Flash cards, Pictures, Songs, Digital devices Charts, poems Longhorn CRE act. Learners Bk. Pg. 95-98 Longhorn CRE act. TG. Pg. 108- 110 |
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3 |
|
Human sexuality – Healthy and effects of unhealthy boy- girl relationship |
By the end of the sub-strand the learner should be able to:
|
|
|
Good News Bible, Flash cards, Pictures, Songs, Digital devices Charts, poems Longhorn CRE act. Learners Bk. Pg. 98-99 Longhorn CRE act. TG. Pg. 110- 112 |
|
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|
8 |
1 |
|
Human sexuality – Overcoming unhealthy boy – girl relationship |
By the end of the sub-strand the learner should be able to:
|
|
|
Good News Bible, Flash cards, Pictures, Songs, Digital devices Charts, poems Longhorn CRE act. Learners Bk. Pg. 100-101 Longhorn CRE act. TG. Pg. 112- 113 |
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|
2 |
|
God the source of life – Christian teachings on God as the only source of life |
By the end of the sub-strand the learner should be able to:
|
|
|
Good News Bible, Flash cards, Pictures, Songs, Digital devices Charts, poems Longhorn CRE act. Learners Bk. Pg. 101-102 Longhorn CRE act. TG. Pg. 113- 114 |
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3 |
|
God the source of life – Causes of violation of human life |
By the end of the sub-strand the learner should be able to:
|
1. Why is human life sacred? 2. What does the Bible teach about sacredness of life? 3. How will you encourage your classmates to respect their own life as well as lives of others? |
|
Good News Bible, Flash cards, Pictures, Songs, Digital devices Charts, poems Longhorn CRE act. Learners Bk. Pg. 103 |
|
|
|
9 |
1 |
|
God the source of life – How to cope with emotions and stress |
By the end of the sub-strand the learner should be able to:
|
|
|
Good News Bible, Flash cards, Pictures, Songs, Digital devices Charts, poems Longhorn CRE act. Learners Bk. Pg. 104-105 Longhorn CRE act. TG. Pg. 115- 116 |
|
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|
2 |
|
Good Health Practices – Alcohol and substance use and reasons why young people engage in alcohol and substance use |
By the end of the sub-strand the learner should be able to:
|
|
|
Good News Bible, Flash cards, Pictures, Songs, Digital devices Charts, poems Longhorn CRE act. Learners Bk. Pg. 105-107 Longhorn CRE act. TG. Pg. 117- 118 |
|
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|
|
3 |
|
Good Health Practices – effects of alcohol and substance use to the body and relationships |
By the end of the sub-strand the learner should be able to:
|
|
|
Good News Bible, Flash cards, Pictures, Songs, Digital devices Charts, poems Longhorn CRE act. Learners Bk. Pg. 108 Longhorn CRE act. TG. Pg. 118- 119 |
|
|
|
10 |
1 |
|
Good Health Practices – ways of avoiding engaging in alcohol and substance abuse |
By the end of the sub-strand the learner should be able to:
|
|
|
Good News Bible, Flash cards, Pictures, Songs, Digital devices Charts, poems Longhorn CRE act. Learners Bk. Pg. 109-110 Longhorn CRE act. TG. Pg. 119- 120 |
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|
2 |
|
Appropriate use of Social Media – Meaning of social media awareness and social media platforms commonly used today |
By the end of the sub-strand the learner should be able to;
|
|
|
Good News Bible, Flash cards, Pictures, Songs, Digital devices Charts, poems Longhorn CRE act. Learners Bk. Pg. 111-112 Longhorn CRE act. TG. Pg. 120- 121 |
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3 |
|
Appropriate use of Social Media – |
By the end of the sub-strand the learner should be able to;
|
|
|
Good News Bible, Flash cards, Pictures, Songs, Digital devices Charts, poems Longhorn CRE act. Learners Bk. Pg. 114-116 Longhorn CRE act. TG. Pg. 123- 124 |
|
|
Mountain Top Agriculture Activities - Grade 5 Schemes of Work Term 2 2023
|
W k |
Ls n |
Strand/Th eme |
Sub strand |
Specific learning outcomes |
Key inquiry Questions |
Learning experiences |
Learning Resources |
Assessment methods |
Refl |
|
|
1 |
1 |
CONSERVING OUR ENVIRONMENT |
Planting- raising climbing fruits from cuttings |
By the end of the sub strand the learner should be able to
|
How can we prepare planting materials for climbing fruit plants? How are climbing fruit plants established? |
In groups, learners to prepare suitable planting materials for climbing fruit plants such as to various varieties of passion fruits, grapes, kiwi and berries. Learners to plant the selected planting materials on suitably prepared site. The site could be on the ground or appropriate container on a plot or along the fence |
|
|
|
|
|
|
2 |
|
How to Care for young climbing fruit plants |
By the end of the sub strand the learner should be able to
|
How can we take care of climbing fruit plants after planting? |
In groups, learners construct shades to protect young fruit plants from damages. Learners to engage their parents or guardians and the community members in growing climbing fruit plants. |
|
|
|
|
|
|
3 |
|
How to Care for young climbing fruit plants |
By the end of the sub strand the learner should be able to
|
How can we take care of climbing fruit plants after planting? |
In groups, learners construct shades to protect young fruit plants from damages. Learners to engage their parents or guardians and the community members in growing climbing fruit plants. |
|
|
|
|
|
2 |
1 |
|
How to Care for young climbing fruit plants |
By the end of the sub strand the learner should be able to
|
How can we take care of climbing fruit plants after planting? |
Learner to use appropriate materials to support the climbing fruit vines. Learners to engage their parents or guardians and the community members in growing climbing fruit plants. |
|
|
|
|
|
|
2 |
|
How to Care for young climbing fruit plants |
By the end of the sub strand the learner should be able to
|
How can we take care of climbing fruit plants after planting? |
In groups, learners water the young fruit plants. Learners to apply manure and fertilizer to fruit plants. Learners to weed for the fruit plants. |
· MTP Agriculture Grade 5 Leaners Bk. Pg.38-40 · MTP Agriculture Grade 5 TG. Pg. 78-79 |
·
|
|
|
|
|
3 |
|
How to Care for young climbing fruit plants |
By the end of the sub strand the learner should be able to
|
How can we take care of climbing fruit plants after planting? |
In groups, learners water the young fruit plants. Learners to apply manure and fertilizer to fruit plants. Learners to weed for the fruit plants. |
|
|
|
|
|
3 |
1 |
|
identifying the project activities |
By the end of the sub strand the learner should be able to
|
When are fruits ready for harvesting? How are fruits from climbing fruit plants harvested? |
In groups, learners to take care of the established climbing fruit plants by carrying out appropriate activities such as protective shade around the fruit plants, watering, manuring, removing excess branches and training the fruit plant |
|
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|
|
|
|
2 |
|
identifying the project activities |
By the end of the sub strand the learner should be able to
|
What activities are carried out in the management of climbing fruit plants? When are fruits ready for harvesting? How are fruits from climbing fruit plants harvested? |
In groups, learners to take care of the established climbing fruit plants by carrying out appropriate activities such as protective shade around the fruit plants, watering, manuring, removing excess branches and training the fruit plant |
|
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|
|
|
|
3 |
|
Making a project schedule |
By the end of the sub strand the learner should be able to
|
What activities are carried out in the management of climbing fruit plants? When are fruits ready for harvesting? How are fruits from climbing fruit plants harvested? |
In groups, learners to take care of the established climbing fruit plants by carrying out appropriate activities such as protective shade around the fruit plants, watering, manuring, removing excess branches and training the fruit plant. In groups learners to make a projects schedule to undertake the identified activity |
|
|
|
|
|
4 |
1 |
|
Making a project schedule |
By the end of the sub strand the learner should be able to
|
What activities are carried out in the management of climbing fruit plants? When are fruits ready for harvesting? How are fruits from climbing fruit plants harvested? |
In groups, learners to take care of the established climbing fruit plants by carrying out appropriate activities such as protective shade around the fruit plants, watering, manuring, removing excess branches and training the fruit plant. In groups learners to make a projects schedule to undertake the identified activity |
|
|
|
|
|
|
2 |
|
Identifying the right stage of harvesting g climbing fruits |
By the end of the sub strand the learner should be able to
|
What activities are carried out in the management of climbing fruit plants? When are fruits ready for harvesting? How are fruits from climbing fruit plants harvested? |
In groups, learners share experiences on how to identify a mature fruit of climbing fruit plants. |
|
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|
|
|
|
3 |
|
Identifying the right stage of harvesting g climbing fruits |
By the end of the sub strand the learner should be able to
|
What activities are carried out in the management of climbing fruit plants? When are fruits ready for harvesting? How are fruits from climbing fruit plants harvested? |
In groups, learners share experiences on how to identify a mature fruit of climbing fruit plants |
|
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|
|
|
5 |
1 |
|
Harvesting fruits from climbing plants |
By the end of the sub strand the learner should be able to
|
What activities are carried out in the management of climbing fruit plants? When are fruits ready for harvesting? How are fruits from climbing fruit plants harvested? |
In groups, learners to carry out harvesting of climbing fruits. Learners to assist parents or guardians in the activities for caring for climbing fruit crops at home. |
|
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|
|
|
|
2 |
|
Harvesting fruits from climbing plants |
By the end of the sub strand the learner should be able to
|
What activities are carried out in the management of climbing fruit plants? When are fruits ready for harvesting? How are fruits from climbing fruit plants harvested? |
In groups, learners to carry out harvesting of climbing fruits. Learners to assist parents or guardians in the activities for caring for climbing fruit crops at home. |
|
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|
|
|
|
3 |
|
Importance of fruits |
By the end of the sub strand the learner should be able to
|
What activities are carried out in the management of climbing fruit plants? When are fruits ready for harvesting? How are fruits from climbing fruit plants harvested? |
In groups learners to discuss the importance of fruits |
|
|
|
|
|
6 |
1 |
DOMESTIC ANIMALS |
Uses of domestic animals – identifying various domestic animals |
By the end of the sub strand the learner should be able to
|
How are domestic animals important to human beings? |
In pairs learners to brainstorm and share experiences on the uses of domestic animals (bees, rabbits, camels, fish, pigs, donkeys, dogs, cats and horses) |
·
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2 |
|
Relating animals to their uses |
By the end of the sub strand the learner should be able to
|
How are domestic animals important to human beings? |
In groups, learners to match domestic animals to their uses. Learners to watch video clips on various types of domestic animals and their use. Learners visit the neighboring farms to |
|
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|
|
3 |
1 |
|
Conservatio n project: Managing climbing fruit plants- identifying |
By the end of the sub strand the learner should be able to
|
What activities are carried out in the management of climbing fruit plants? |
In groups, learners to take care of the established climbing fruit plants by carrying out appropriate activities such as protective shade around the fruit plants, watering, explore various uses of domestic animals. |
|
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|
|
|
|
3 |
|
Animal welfare |
By the end of the sub strand the learner should be able to
|
How are domestic animals important to human beings? |
Learners visit the neighboring farms to explore various uses of domestic animals. Learners to care and love domestic animals |
|
|
|
|
|
7 |
1 |
GARDENING PRACTICES |
Indigenous food crops – identifying types of indigenous crops |
By the end of the sub strand the learner should be able to
|
What types of indigenous crops are found in the community? Why are indigenous crops important? |
In pairs, learners brainstorm on the meaning and importance of indigenous food crops. In groups, learners to brainstorm and share experiences on types of indigenous food crops (indigenous vegetables such as pigweeds and black night shade, indigenous cereals such as millet and sorghum and indigenous root crops such as yams and cassava). |
|
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|
|
|
2 |
|
identifying types of indigenous crops |
By the end of the sub strand the learner should be able to
|
What types of indigenous crops are found in the community? Why are indigenous crops important? |
Learners visit the neighboring environment to identify the various indigenous food crops (vegetables, cereals and root crops) |
|
|
|
|
|
|
3 |
|
Using flash cards to identify indigenous food crops |
By the end of the sub strand the learner should be able to
|
What types of indigenous crops are found in the community? Why are indigenous crops important? |
In groups, learners to brainstorm and share experiences on types of indigenous food crops (indigenous vegetables such as pigweeds and black night shade, indigenous cereals such as millet and sorghum and indigenous root crops such as yams |
|
|
|
|
|
8 |
1 |
|
Role play |
By the end of the sub strand the learner should be able to
|
What types of indigenous crops are found in the community? Why are indigenous crops important? |
In groups, learners to brainstorm and share experiences on types of indigenous food crops (indigenous vegetables such as pigweeds and black night shade, indigenous cereals such as millet and sorghum and indigenous root crops such as yams |
|
|
|
|
|
|
2 |
|
Exploring indigenous food crops in our neighbourh ood |
By the end of the sub strand the learner should be able to
|
What types of indigenous crops are found in the community? Why are indigenous crops important? |
In groups, learners to brainstorm and share experiences on types of indigenous food crops (indigenous vegetables such as pigweeds and black night shade, indigenous cereals such as millet and sorghum and indigenous root crops such as yams |
|
|
|
|
|
|
3 |
|
Exploring indigenous food crops in our neighbourh ood |
By the end of the sub strand the learner should be able to
|
What types of indigenous crops are found in the community? Why are indigenous crops important? |
In groups, learners to brainstorm and share experiences on types of indigenous food crops (indigenous vegetables such as pigweeds and black night shade, indigenous cereals such as millet and sorghum and indigenous root crops such as yams |
|
v |
|
|
|
9 |
1 |
|
Exploring indigenous food crops in our neighbourh ood |
By the end of the sub strand the learner should be able to
|
What types of indigenous crops are found in the community? Why are indigenous crops important? |
In groups, learners to brainstorm and share experiences on types of indigenous food crops (indigenous vegetables such as pigweeds and black night shade, indigenous cereals such as millet and sorghum and indigenous root crops such as yams |
|
|
|
|
|
|
2 |
|
Preserving and mounting parts of indigenous food plants for display |
By the end of the sub strand the learner should be able to
|
What types of indigenous crops are found in the community? Why are indigenous crops important? |
Learner to collect, preserve and mount identifiable parts such as leaf specimen of various indigenous food crops on manila paper such as indigenous vegetables: pigweed, pumpkin, black night shade, spider weed: indigenous cereals: millet, sorghum and Indigenous root crops: cassava, yams, sweet potato, arrow roots |
|
|
|
|
|
|
3 |
|
Preserving and mounting parts of indigenous food plants for display |
By the end of the sub strand the learner should be able to
|
What types of indigenous crops are found in the community? Why are indigenous crops important? |
Learner to collect, preserve and mount identifiable parts such as leaf specimen of various indigenous food crops on manila paper such as indigenous vegetables: pigweed, pumpkin, black night shade, spider weed: indigenous cereals: millet, sorghum and Indigenous root crops: cassava, yams, sweet potato, arrow roots. |
|
|
|
|
|
10 |
1 |
|
Vegetable Gardening Practices- preparing a nursery bed |
By the end of the sub strand the learner should be able to
|
What are the gardening practices for vegetables? Why should we grow vegetables? |
Learners watch a video clips on how to prepare nursery bed and sow vegetables seeds into the nursery bed.
|
|
|
|
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|
|
2 |
|
preparing a nursery bed |
By the end of the sub strand the learner should be able to
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What are the gardening practices for vegetables? Why should we grow vegetables? |
Learners watch a video clips on how to prepare nursery bed and sow vegetables seeds into the nursery bed |
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3 |
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Sowing seeds on a nursery bed |
By the end of the sub strand the learner should be able to
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What are the gardening practices for vegetables? Why should we grow vegetables? |
In groups, learners to sow vegetable seeds on the prepared nursery bed. |
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11 |
ASSESSMENT |
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