Displaying items by tag: 2023

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

Look at the picture and describe the event taking place.

Recognise the consonant blends sn in different spoken words.

How do you pronounce the following sound sn?

Which words have /sn/ sound in them.

Learners pronounce the sounds by taking turns, and as a whole class as modeled by the teacher, or audio record.

Learners are guided to practice new words with the learnt sounds in pairs in response to picture cues, sound prompts and lists of words with the sounds.

Regalia, charts, pictures/ photographs and models of learnt sounds, audiovisual recordings of minimal pairs, dialogues, stories and poems with new words.

Oxford New Progressive Primary English Learners Book/Grade 2 pg. 108,

Oral questions, Portfolio, Observation

2

Reading Cultural Activities

Comprehension

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

Identify the people/animals, where action takes place or the information in a text for comprehension.

Use common context clues to increase comprehension of a text.

Answer simple direct and indirect questions based on a text they have read.

How can we tell where events have taken place?

How we tell the characters in a story?

In pairs, learners comprehend information through looking at pictures and title of a text and say what will happen in the story.

Learners are guided to get meaning of words and respond orally (in pairs or groups) to questions based on a text they have read.

Regalia, charts, posters and audio-visual materials on direct and indirect questions.

Oxford New Progressive Primary English Learners Book/Grade 2 pg. 110

Oral questions, Portfolio, Observation.

3

Listening and Speaking Cultural Activities

Language Structure and Functions.

Wh questions -- what, where, when, whose

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

Ask questions using ‘what’, ‘when’ ‘whose’ and ‘where’ correctly to get information about simple ceremonies like a wedding.

Appreciate the use of what, where, when and whose to seek information.

When do you wake up?

Learners role play activities that lead to the use of what, where, when, whose.

Answer questions on What, where, when, whose appropriately.

Learners engage in meaningful question and answer dialogues using what, where, when, and whose in pairs/small groups

Charts, pictures/ photographs, flash cards with prompts for Wh questions and computer devices with relevant audio/visual recordings of dialogues/ dramatization depicting the use of Wh questions.

Oxford New Progressive Primary English Learners Book/Grade 2 pg. 108-109

Oral questions, Portfolio, Observation.

2

1

Writing

Guided Writing

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

write words from a prompt to demonstrate mastery of vocabulary.

Write the pattern sn correctly, legibly and neatly.

Why is it important to write words in the correct order?

Learners respond to the prompts presented to them and write the words correctly.

Learners write meaningful sentences and paragraphs about themselves with the guidance of the teacher.

Regalia, slate and stylus, charts, word slides.

Oxford New Progressive Primary English Learners Book/Grade 2 pg. 111

Oral questions, Portfolio, Observation

2

Reading Cultural Activities

Connected text reading and fluency

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

Read the sound /sw/correctly in preparation to reading.

Read 65 words accurately per minute from a text.

Read a text transitioning from word by word to phrasal reading,

Do you sometimes start to read and stop in the middle because you cannot continue?

Learners read the sound /sw/ audibly and correctly and words with the sound /sw/

Learners read while observing commas, full stops and question marks in pairs.

Learners practice reading unfamiliar sentences containing decodable and non-decodable words from printed text, charts, tablets, mobile phone, laptops, computers or overhead projector.

Regalia, flash cards, pictures/ photographs and, computer devices for audio-visual recordings of words without letter sound Correspondence.

Oxford New Progressive Primary English

Learners Book/Grade 2 pg. 115-117

Oral questions, Portfolio, Observation

3

Listening and Speaking Cultural Activities

Language Structure and Functions.

Wh questions -what, where, when, whose

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

Use what, when, where and whose to denote, object, time, place and ownership,

Appreciate the use of what, where, when and whose to seek information.

Where is your Home?

When do you wake up?

Take part in games that allow them to ask questions using the wh- words

Sing / recite short poems to practice the use of the use of what, where, when and whose.

In groups, learners re-order jumbled up sentences to logical order

.

Charts, pictures/ photographs, flash cards with prompts for Wh questions and computer devices with relevant audio/visual recordings of dialogues/ dramatization depicting the use of Wh questions.

Oxford New Progressive Primary English Learners Book/Grade 2 pg. 113-114

Oral questions, Portfolio, Observation.

3

1

Writing

Punctuation

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

Write the pattern sw correctly, legibly and neatly.

Recognise appropriate punctuation marks in a text.

Use full stops, capital and small letters, question marks and exclamation marks correctly.

Why is it important to write words in the correct order?

Learners respond to the prompts presented to them and write the words correctly.

Learners write meaningful sentences and paragraphs about themselves with the guidance of the teacher.

Regalia, slate and stylus, charts, word slides.

Oxford New  Progressive Primary English Learners Book/Grade 2 pg. 116

Oral questions, Portfolio, Observation

2

Reading Child Labor.

Comprehension

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

Read the sound /tw/ accurately and correctly.

Answer simple direct and indirect questions based on a text they have read.

Enjoy talking about a text they have read.

How we tell the characters in a story?

Learners interact with a printed or digital

text, listen and follow a story, poem or conversation and locate sentences (in pairs or groups) containing answers to direct questions, for information and enjoyment.

Learners read out words that have the sounds /tw/ aloud as a class and alone.

Regalia, charts, posters and audio-visual materials on direct and indirect questions.

Oxford New Progressive Primary English Learners Book/Grade 2 pg. 120-121

Oral questions, Portfolio,

Observation

3

Listening and Speaking Child Labor.

Language Structure and Functions.

Describing words (size, color, shape)

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

Use describing words in relation to size, color and shape.

Appreciate the use of color, size, shape and number to talk about child labor.

What things can you see outside?

What color are they?

Learners group objects in terms  Size-(big/small), colors - ( red, orange, yellow, green, blue, black, white, pink, purple, grey), and number

In groups, learners describe objects in the classroom using size, color and number

Learners color pictures of various objects.

Flash cards, regalia, charts, pictures/ photographs and audio-visual recordings of dialogues/ dramatization depicting the use of words describing size, shape and color.

Oxford New Progressive Primary English

Learners Book/Grade 2 pg. 118-119

Oral questions,

Portfolio, Observation

4

1

Writing

Guided Writing

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

Write words from a prompt to demonstrate mastery of vocabulary.

Write the pattern tw legibly and neatly.

Why is it important to write words in the correct order?

Learners respond to the prompts presented to them and write the words correctly.

Learners match pictures with words and simple sentences.

Regalia, slate and stylus, charts, word slides.

Oxford New Progressive Primary English Learners Book/Grade 2 pg. 121

Oral questions, Portfolio, Observation.

2

Listening and Speaking Child Labor

Pronunciation and Vocabulary Child Labor

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

Pronounce the sounds /q/ /x/

Recognize new words used in the theme to acquire a range of vocabulary and their meaning.

Pronounce the vocabulary related to the theme correctly for effective communication.

Which words start or end with the sound /x/ /q/? 2. What new words have you learnt?

Learners pronounce the sounds by taking turns, and as a whole class as modeled by the teacher, or audio record.

Learners are guided to practice new words with the learnt sounds in pairs in response to picture cues, sound prompts and lists of words with the sounds

Regalia, charts, pictures/ photographs and models of learnt sounds.

Oxford New Progressive Primary English

Learners Book/Grade 2 pg. 122-123

Oral questions, Portfolio, Observation.

3

Listening and Speaking Child Labor

Language structure and functions Describing words (size, color, shape)

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

Identify different  colors of objects found in the environment,

Appreciate the use of color, size, shape and number to talk about child labor.

What things can you see outside?

How many are they?

What do they look like?

Learners identify things in the environment that have different colors.

Learners construct sentences in pairs using the different objects

Color different shapes of objects and describe. them appropriately

Listen to a text containing describing words.

Flash cards, regalia, charts, pictures/ photographs and audio-visual recordings of dialogues/ dramatization depicting the use of words describing size, shape and color.

Oxford New Progressive Primary English Learners Book/Grade 2 pg. 123-124

Oral questions, Portfolio, Observation

5

1

Reading

Connected text reading and fluency

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

Observe basic punctuation marks as they read,

Read a text transitioning from word by word to phrasal reading.

Answer questions directly or indirectly related to the story read.

How can you read many words in a given text?

Learners read while observing commas, full stops and question marks in pairs.

Learners read aloud the story a windy day in groups, pairs and individually as modeled, and pick out decodable (phonic) and non-decodable words (sight words)

Regalia, flash cards, pictures/ photographs.

Oxford New Progressive Primary English Learners Book/Grade 2 pg. 124 - 126

Oral questions, Portfolio, Observation

2

Writing

Guided Writing

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

Write words from a prompt to demonstrate mastery of vocabulary.

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

Why is it important to guess the meaning of something?

In groups, learners re-order jumbled up sentences to logical order and write two coherent paragraphs of about 5-10 sentences.

Learners match pictures with words and simple sentences.

Regalia, slate and stylus, charts, word slides.

Oxford New Progressive Primary English Learners Book/Grade 2 pg. 126-127

Oral questions, Portfolio, Observation

3

Listening and Speaking

Attentive listening

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

Listen attentively during a conversation about a visit to the hospital.

Respond to specific simple two directional instructions in oral communication,

Appreciate the importance of listening attentively for effective communication.

Why should we obey instructions from our elders?

Learners practice interpreting facial expressions and gestures in small groups and pairs as illustrated in posters, pictures and actual demonstration through role play.

Sit upright (without sliding/slouching or fidgeting) and maintain focus on the speaker for effective communication.

Learners respond to instructions, listen without interrupting as modeled.

Regalia, charts, pictures/ photographs and models of attentive listening, audiovisual recordings of pictures on attentive Listening.

Oxford New Progressive Primary English Learners Book/Grade 2 pg. 128-129

Oral questions, Portfolio, Observation

6

1

Listening and Speaking Caring for others

Language structures and functions Conjunctions ‘and’, ‘but’, ‘because’

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

Use conjunctions to join words and short sentences during in a conversation.

Appreciate the differences in people and things in their environment.

Why was the baby crying?

Group items and talk about them using the conjunction “and”

Contrast objects or people in the classroom room using ‘but’ in pairs/small groups.

Regalia, charts, pictures/ photographs and audio-visual recordings of dialogues/ dramatization depicting the use of and, but, because.

Oxford New Progressive Primary English Learners Book/Grade 2 pg.129-130

Oral questions, Portfolio, Observation

2

Reading

Word reading

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

Read more complex grade level vocabulary with the letter sound /br/st/ /fl/ /dr/ correspondence in different formats.

Enjoy reading grade level vocabulary in a variety of genres.

How do you try to read new words?

Learners recognise and read more short words as modeled, in groups, pairs and individually through various word attack skills such as look and say, exposure, context clues etc.

Learners read words without letter sound correspondence from either print.

Story books, poems, newspaper cutting on children’s stories.

Oxford New Progressive Primary English Learners Book/Grade 2 pg. 130

Oral questions, Portfolio, Observation

3

Reading

Comprehension

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

Identify the people/ animals, where action takes place or the information in a text for comprehension.

Use common context clues to increase comprehension of a text,

Answer simple direct and indirect questions based on a text they have read.

How can we predict how a story, poem or conversation will end?

How we tell the characters in a story?

In pairs, learners comprehend information through looking at pictures and title of a text and say what will happen in the story.

Learners read while observing commas, full stops and question marks in pairs.

Learners answer questions related to the comprehension.

Regalia, flash cards, pictures/ photographs and, computer devices for audio-visual recordings of words without letter sound

Correspondence. Oxford New Progressive Primary English Learners Book/Grade 2 pg.131-132

Oral questions, Portfolio, Observation.

7

1

Writing

Guided Writing

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

Write words from a prompt to demonstrate mastery of vocabulary.

When do we use capital letters?

When do we use small letters?

Learners respond to the prompts presented to them and write the words correctly.

Learners write meaningful sentences and paragraphs with the guidance of the teacher.

Learners match pictures with words and simple sentences.

Regalia, slate and stylus, charts, word slides.

Oxford New Progressive Primary English Learners Book/Grade 2 pg. 132

Oral questions, Portfolio, Observation

2

Listening and Speaking

Caring for others

Language structures and functions Conjunctions ‘and’, ‘but’, ‘because’

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

Use conjunctions to talk about caring for the sick, hungry, the elderly and people with special needs,

Appreciate the differences in people and things in their environment.

Who was playing hide and find?

Sing and recite poems.

Listen to a story, poem or conversation and answer oral questions.

Regalia, charts, pictures/ photographs and audio-visual recordings of dialogues/ dramatization depicting the use of and, but, Because.

Oxford New Progressive Primary English Learners Book/Grade 2 pg.129-130

Oral questions, Portfolio, Observation.

3

Listening and Speaking

Pronunciation and Vocabulary

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

Recognize the consonant blends tr, sp, tw in different spoken words.

Pronounce the vocabulary related to the theme correctly for effective communication.

Appreciate reading words with the consonant blends tr, sp, tw in a variety of genres.

How are these words pronounced?

Train, Spoon, Twenty.

Learners observe the picture and discuss what is happening.

Learners pronounce the sounds by taking turns, and as a whole class as modeled by the teacher, or audio record.

Regalia, charts, pictures/ photographs and models of learnt sounds, audiovisual recordings of minimal pairs, dialogues, stories and poems with new words.

Oxford New Progressive Primary English Learners Book/Grade 2 pg. 136

Oral questions, Portfolio, Observation.

8

1

Reading

Comprehension

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

Identify the people/ animals, where action takes place or the information in a text for comprehension.

Answer simple direct and indirect questions based on a text they have read.

Enjoy talking about a text they have read.

How can we tell where events have taken place?

How we tell the characters in a story?

In pairs, learners comprehend information through looking at pictures and title of a text and say what will happen in the story.

In pairs and groups, learners talk about where the action is taking place, who is involved, using clues from pictures and the text.

Learners are guided to get meaning of words and respond orally (in pairs or groups) to questions based on a text they have read (story)

Regalia, charts, posters and audio-visual materials on direct and indirect questions.

Oxford New Progressive Primary English Learners Book/Grade 2 pg.137-138

Oral questions, Portfolio, Observation.

2

Listening and Speaking

Language structures and functions

Caring for others Conjunctions ‘because’

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

Use the conjunction because to join words and short sentences during in a conversation.

Appreciate the differences in people and things in their environment.

Why was the dog barking?

Group items and talk about them using the conjunction “because” Sing and recite poems.

Regalia, charts, pictures/ photographs and audio-visual recordings of dialogues/ dramatization depicting the use of and, but, because.

Oxford New  Progressive Primary English Learners Book/Grade 2 pg.135-136

Oral questions, Portfolio, Observation.

3

Writing

Guided Writing

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

Copy the pattern q and x neatly and legibly in their exercise books.

Appreciate the importance of writing correct meaningful words, phrases and sentences.

How do we write q and x?

Learners match pictures with words and simple sentences

Learners write meaningful sentences and paragraphs with the guidance of the teacher.

Regalia, slate and stylus, charts, word slides.

Oxford New Progressive Primary English Learners Book/Grade 2 pg. 138

Oral questions, portfolio, observation

9

ASSESMENT

Learning experiences

Learning resources

Learners to read Colossians 3:23 Learners to display and count the items they carry to school

In pairs, learners to list the use of each item Learners to sing a song about items they carry to school

Learners to draw and color items they carry to school

Learners to discuss why they should not forget school items at home

Bible

KLB Visionary CRE

activities learners’

book grade 149-151

Learners to read Colossians 3:23 Learners to display and count the items they carry to school

In pairs, learners to list the use of each item

Learners to sing a song  about items they carry to school

Learners to draw and colour items they carry to school

Learners to discuss why they should not forget school items at home

Bible

KLB Visionary CRE

activities learners’

book grade 152-155

Why do you carry these items to school?

What happens when you forget items at home?

Learners to read Colossians 3:23 Learners to display and count the items they carry to school

In pairs, learners to list the use of each item Learners to sing a song about items they carry to school

Learners to draw and colour items they carry to school

Learners to discuss why they should not forget school items at home

Bible

KLB Visionary CRE

activities learners’

book grade 155-157

Learners to read Matthew 6:9-10

Learners to recite the first 4 lines of Lord’s prayer Mathew 6:9-10)

Learners to sing a song on the Lord’s prayer

Learners to read Luke 11:5-10

Bible

KLB Visionary CRE

activities learners’

book grade 158-161

portfolios, observation, written quizzes, question and answer, reciting, checklists, drawing, filling in blank spaces ,puzzles

2

Christian Values

Prayer

By the end of the Sub strand, the learner should be able to narrate the story of a friend at midnight and apply it in their lives

How frequently do you recite The Lord’s prayer?

Why should we pray

Learners to read Matthew 6:9-10

Learners to recite the first 4 lines of Lord’s prayer Mathew 6:9-10) Learners to sing a song on the Lord’s prayer

Learners to read Luke 11:5-10

Bible

KLB Visionary CRE

activities learners’

book grade 163-165

Oral questions, portfolios, observation, written quizzes, question and answer, reciting, checklists, filling in blank spaces ,puzzles, projects

3

Christian Values

Prayer

By the end of the Sub strand, the learner should be able to narrate the story of a friend at midnight and apply it in their lives

How frequently do you recite The Lord’s prayer?

Why should we pray

Learners to read Matthew 6:9-10

Learners to recite the first 4 lines of Lord’s prayer Mathew 6:9-10) Learners to sing a song on the Lord’s prayer

Learners to read Luke 11:5-10

Bible

KLB Visionary CRE

activities learners’

book grade 165-167

Oral questions, portfolios, observation, written quizzes, question and answer, reciting, checklists, filling in blank spaces ,puzzles, projects

3

1

Christian Values

Prayer

By the end of the Sub strand, the learner should be able to desire to pray regularly to develop a relationship with God

How frequently do you recite The Lord’s prayer?

Why should we pray

Learners to read Matthew 6:9-10

Learners to recite the first 4 lines of Lord’s prayer Mathew 6:9-10) Learners to sing a song on the Lord’s prayer

Learners to read Luke 11:5-10

Bible

KLB Visionary CRE

activities learners’

book grade 169-170

Oral questions, portfolios, observation, written quizzes, question and answer, reciting, checklists, filling in blank spaces ,puzzles, projects

2

The Church

The Holy Spirit

By the end of the Sub strand, the learner should be able to: state the promise Jesus gave to His disciples and desire to have faith in God

What did Jesus promise His disciples

Learners to mention examples of promises they have been given by their parents

Learners to read Acts 1: 4 and Acts 2:3-4 Learners to discuss the work of the Holy Spirit (He strengthens-Luke 24:49,guides- Romans 8:14, and unite Christians Ephesians- 4:3-4)

Learners to be guided to write the work of the Holy Spirit on flash cards and read them aloud in pairs

Learners to be guided to sing a song about the work of the Holy Spirit

Bible

KLB Visionary CRE

activities learners’

book grade 171-173

Oral questions, portfolios, observation, written quizzes, question and answer, reciting, checklists, filling in blank spaces ,puzzles, projects

3

The Church

The Holy Spirit

By the end of the Sub strand, the learner should be able to: state the promise Jesus gave to His disciples and desire to have faith in God

What did Jesus promise His disciples

Learners to mention examples of promises they have been given by their parents

Learners to read Acts 1: 4 and Acts 2:3-4 Learners to discuss the work of the Holy Spirit (He strengthens-Luke 24:49,guides- Romans 8:14, and unite Christians Ephesians- 4:3-4)

Learners to be guided to write the work of the Holy Spirit on flash cards and read them aloud in pairs

Learners to be guided to sing a song about the work of the Holy Spirit

Bible

KLB Visionary CRE

activities learners’

book grade 171-173

Oral questions, portfolios, observation, written quizzes, question and answer, reciting, checklists, filling in blank spaces ,puzzles, projects

4

1

The Church

The Holy Spirit

By the end of the Sub strand, the learner should be able to: state the promise Jesus gave to His disciples and desire to have faith in God

What did Jesus promise His disciples

Learners to mention examples of promises they have been given by their parents

Learners to read Acts 1: 4 and Acts 2:3-4 Learners to discuss the work of the Holy Spirit (He strengthens-Luke 24:49,guides- Romans 8:14, and unite Christians Ephesians- 4:3-4)

Learners to be guided to write the work of the Holy Spirit on flash cards and read them aloud in pairs

Learners to be guided to sing a song about the work of the Holy Spirit

Bible

KLB Visionary CRE

activities learners’

book grade 175-178

Oral questions, portfolios, observation, written quizzes, question and answer, reciting, checklists, filling in blank spaces ,puzzles, projects

2

The Church

The Holy Spirit

By the end of the Sub strand, the learner should be able to: state the promise Jesus gave to His disciples and desire to have faith in God

What did Jesus promise His disciples

Learners to mention examples of promises they have been given by their parents

Learners to read Acts 1: 4 and Acts 2:3-4 Learners to discuss the work of the Holy Spirit (He strengthens-Luke 24:49,guides- Romans 8:14, and unite Christians Ephesians- 4:3-4)

Learners to be guided to write the work of the Holy Spirit on flash cards and read them aloud in pairs

Learners to be guided to sing a song about the work of the Holy Spirit

Bible

KLB Visionary CRE

activities learners’

book grade 175-178

Oral questions, portfolios, observation, written quizzes, question and answer, reciting, checklists, filling in blank spaces ,puzzles, projects

3

The Church

The Holy Spirit

By the end of the Sub strand, the learner should be able to: appreciate the work of the Holy Spirit in their day to day lives

What is the work of the Holy Spirit?

Learners to discuss the work of the Holy Spirit (He strengthens-Luke 24:49,guides- Romans 8:14, and unite Christians Ephesians- 4:3-4)

Learners to be guided to write the work of the Holy Spirit on flash cards and read them aloud in pairs

Learners to be guided to sing a song about the work of the Holy Spirit

Bible

KLB Visionary CRE

activities learners’

book grade 175-178

Oral questions, portfolios, observation, written quizzes, question and answer, reciting, checklists, filling in blank spaces ,puzzles, projects

5

1

The Church

The Holy Spirit

By the end of the Sub strand, the learner should be able to :appreciate the work of the Holy Spirit in their day to day lives

What is the work of the Holy Spirit?

Learners to discuss the work of the Holy Spirit (He strengthens-Luke 24:49,guides- Romans 8:14, and unite Christians Ephesians- 4:3-4)

Learners to be guided to write the work of the Holy Spirit on flash cards and read them aloud in pairs

Learners to be guided to sing a song about the work of the Holy Spirit

Bible

KLB Visionary CRE

activities learners’

book grade 181-183

Oral questions, portfolios, observation, written quizzes, question and answer, reciting, checklists, filling in blank spaces ,puzzles, projects

WEEK

LESSON

STRAND

SUB-STRAND

SPECIFIC LEARNINGOUTCOMES

KEY INQUARY QUESTIONS

LEARNING EXPERIENCES

LEARNING RESOURCES

ASSESSMENT

REFLECTION

1

1

Sculpture

Toys

By the end of the

lesson, the learner should be able to; Observe samples of toys, material and tools from teachers collection and or digital media to motivate them make their own

What toys are in the nature corner?

In groups, learners observe samples toys, material and tools from teachers collection and or digital media

Regalia charts

Observation Oral questions

2

Toys

By the end of the lesson, the learner should be able to; Make simple toys using local materials for playing

What toys are in the nature corner?

Guide the learner to individually explore materials to construct and assemble simple toys

Regalia charts

Observation Oral questions

2

1

Toys

By the end of the lesson, the learner should be able to; Have fun as they make toys and play with them

What materials and tools are used for constructing and assembling toys?

Learners display and talk about own and others toys

Regalia charts

Observation Oral questions

2

Toys

By the end of the lesson, the learner should be able to; Have fun as they make toys and play with them

What materials and tools are used for constructing and assembling toys?

Learners display and talk about own and others toys

Regalia charts

Observation Oral questions

3

1

Kites

By the end of the lesson, the learner should be able to; Observe samples of kites , material and tools from teachers collection and or digital media to motivate them make their own

What local materials and tools are used for constructing and assembling kites

In groups, learners observe samples kites , material and tools from teachers collection and or digital media to motivate them make their own

Regalia charts

Observation Oral questions

2

Kites

By the end of the lesson, the learner should be able to; Make simple kites using local materials for playing

What safety precautions should be taken as they make the kites?

Guide the learner to individually explore materials to construct and assemble simple kites

Regalia charts

Observation Oral questions

4

1

Kites

By the end of the lesson, the learner should be able to; Have fun as they make kites and play with them.

How do learners react to and appreciate the kites they make

Learners display and

talk about own and others kites

Regalia charts

Observation Oral questions

2

Kites

By the end of the lesson, the learner should be able to; Have fun as they make kites and play with them.

How do learners react to and appreciate the kites they make

Learners display and

talk about own and others kites

Regalia charts

Observation Oral questions

5

1

Weaving

Weaving on a serrated card

By the end of the lesson, the learner should be able to; Observe woven items from teacher’s collection and or digital media to motivate them make their own

How do we identify materials used in serrated loom weaving?

Guide learners to observe woven items from teacher’s collection and or digital media

Regalia charts

Observation Oral questions

2

Weaving

Weaving on a serrated card

By the end of the lesson, the learner should be able to; Weave a two colored table mat using a serrated loom for self-expression

How do we identify materials used in serrated loom weaving?

Learners be taken for environmental walks to collect materials for weaving using serrated card loom e.g. sisal,

Regalia charts

Observation Oral questions

6

1

Weaving

Weaving on a serrated card

By the end of the lesson, the learner should be able to; Enjoy weaving a table mat on serrated loom.

How does one weave using a serrated loom?

Individually weave a two colored table mat on a serrated loom

Regalia charts

Observation Oral questions

2

Weaving

Weaving on a serrated card

By the end of the lesson, the learner should be able to; Enjoy weaving a table mat on serrated loom.

How does one weave using a serrated loom?

Individually weave a two colored table mat on a serrated loom

Regalia charts

Observation Oral questions

7

1

WEAVING

Weaving on a dowel loom

By the end of the lesson, the learner should be able to; Observe woven items from teacher’s collection and or digital media.

Which materials can used in dowel loom weaving from the locality?

Guide learners to observe woven items from teacher’s collection and or digital media

Regalia charts

Observation Oral questions

2

WEAVING

Weaving on a dowel loom

By the end of the lesson, the learner should be able to; Identify the tools and materials used in weaving using a dowel loom in the environment

Which materials can used in dowel loom weaving from the locality?

Learners be taken for environmental walks to collect materials for weaving using dowel card loom e.g. sisal, cotton straws, threads, wool, yarn, fabric strips etc.

Regalia charts

Observation Oral questions

8

1

WEAVING

Weaving on a dowel loom

By the end of the lesson, the learner should be able to; Weave a two colored table mat using a dowel loom for self-expression

What is the process of weaving on a dowel loom?

Individually weave a two colored table mat on a dowel loom

Regalia charts

Observation Oral questions

2

WEAVING

Weaving on a dowel loom

By the end of the lesson, the learner should be able to; Enjoy weaving a table mat on dowel loom

What is the process of weaving on a dowel loom?

Learners to display and talk about their own and others work

Realia charts

Observation Oral questions

9&10

ASSESSEMENT

Week

Lesson

Strand / Theme

Sub Strand/Sub Theme

Specific Learning Outcomes

Key Inquiry Questions

Learning Experience

Learning Resources

Assessment 

Remarks 

1

1

Listening 

Phonological Awareness

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

Orally pronounce, blend syllables in spoken words and onset- rimes of single-syllable words.

Add or substitute individual sounds in simple, one-syllable words to make new words.

Recognize and sound the commonly used letter sounds and syllables

Appreciate the sounds and syllables in rhymes, songs, poems, tongue twisters and riddles.

How do we say these sounds? /ch/ /ng/

Learners segment, blend and produce initial, middle and final sounds (use colors and objects in their surrounding)

Learners listen to letter sounds and the syllables formed from them (depends on each language)

Learners observe the displayed letters as they listen to the sounds.

Learners participate in language games e.g. guess- the word game, change- a name game as they manipulate phonemes.

Sound recordings, a collection of riddles and tongue twisters, resource persons

MTP English Activities Grade 2 pg. 59

Oral questions

2

Speaking

Phonological Awareness

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

Recognize and say multiple letter-sounds to make syllables and words

Blend and segment syllables correctly to form words.

Use appropriate words to make short, meaningful sentences

Appreciate the role of blending and segmenting in forming sentences

What are some of the sounds we hear?

Learners blend syllables to form words and sentences(blending and segmenting drills) individually, in pairs and groups,

Learners play auditory discrimination games to enable them to listen to different sounds

Learners give words that rhyme

Learners are guided to make a list of all the sounds they can hear from the environment (My home, my community)

Audio and

Audiovisual aids,

Storybooks,

Charts, Pictures 

MTP English

Activities Grade 2 pg. 60-61

Form words and sentences

3

Reading 

Group Reading

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

Read texts collectively with accuracy, fluency, and comprehension.

Develop peer learning skills of self-assessment Improve confidence through peer support in group reading.

What is the importance of reading in groups?

Learners find answers to questions from texts read using think- pair-share.

Learners are divided into reading teams to facilitate peer learning and support

Learners retell story, events read in pairs and small groups.

Readers, newspapers, journals 

MTP English Activities Grade 2 pg.62

Peer Assessment, question/answer, retelling a story read

4

Writing

Spelling instruction

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

write an increasing number of words and spell them correctly

Use phonic knowledge to spell and write familiar and unfamiliar words

Why is it important to spell words correctly?

Learners write newly learned words on a word tree

Learner should be guided on the use of spelling strategies including knowledge of letter, sound correspondences, and common letter patterns

Flash cards, word trees, writing materials, stencil

MTP English Activities Grade 2 pg. 63-64

learners participate in spelling challenge, dictation

5

Writing

Spelling instruction

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

write an increasing number of words and spell them correctly

Use phonic knowledge to spell and write familiar and unfamiliar words

Why is it important to spell words correctly?

Learners write newly learned words on a word tree

Learner should be guided on the use of spelling strategies including knowledge of letter, sound correspondences, and common letter patterns

Flash cards, word trees, writing materials, stencil

MTP English Activities Grade 2 pg. 65-66

learners participate in spelling challenge, dictation

2

1

Listening 

Phonological Awareness

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

Orally pronounce, blend syllables in spoken words and onset- rimes of single syllable words.

Add or substitute individual sounds in simple, one-syllable words to make new words.

Recognize and sound the commonly used letter sounds and syllables

Appreciate the sounds and syllables in rhymes, songs, poems, tongue twisters and riddles.

How do we say these sounds? /ch/ /ck/

Learners segment, blend and produce initial, middle and final sounds (use colors and objects in their surrounding)

Learners listen to letter sounds and the syllables formed from them (depends on each language)

Learners observe the displayed letters as they listen to the sounds.

Learners participate in language games e.g. guess- the word game, change- a name game as they manipulate phonemes.

Sound recordings, a collection of riddles and tongue twisters, resource persons 

MTP English Activities Grade 2 pg. 59

Oral questions

2

Speaking

Phonological Awareness

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

Recognize and say multiple letter-sounds to make syllables and words

Blend and segment syllables correctly to form words.

Use appropriate words to make short, meaningful sentences

Appreciate the role of blending and segmenting in forming sentences

What are some of the sounds we hear?

Learners blend syllables to form words and sentences (blending and segmenting drills) individually, in pairs and groups,

Learners play auditory discrimination games to enable them to listen to different sounds

Learners give words that rhyme

Learners are guided to make a list of all the sounds they can hear from the environment (My home, my community)

Audio and

Audiovisual aids,

Storybooks,

Charts, Pictures 

MTP English Activities Grade 2 pg. 60-61

Form words and sentences

3

Reading 

Group Reading

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

Read texts collectively with accuracy, fluency, and comprehension.

Develop peer learning skills of self-assessment

Improve confidence through peer support in group reading.

What is the importance of reading in groups?

Learners find answers to questions from texts read using think- pair-share.

Learners are divided into reading teams to facilitate peer learning and support

Learners retell story, events read in pairs and small groups.

Readers, newspapers, journals 

MTP English Activities Grade 2 pg.62

Peer Assessment, question/answer, retelling a story read

4

Writing

Spelling instruction

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

Spell words with short and long vowel sounds and consonant clusters.

Use phonic knowledge to spell and write familiar and unfamiliar words

Why is it important to spell words correctly?

Learners write newly learned words on a word tree

Learner should be guided on the use of spelling strategies including knowledge of letter, sound correspondences, and common letter patterns

Flash cards, word trees, writing materials, stencil

MTP English Activities Grade 2 pg. 63-64

learners participate in spelling challenge, dictation

5

Writing

Spelling instruction

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

Spell words with short and long vowel sounds and consonant clusters.

Use phonic knowledge to spell and write familiar and unfamiliar words

Why is it important to spell words correctly?

Learners write newly learned words on a word tree

Learner should be guided on the use of spelling strategies including knowledge of letter, sound correspondences, and common letter patterns

Flash cards, word trees, writing materials, stencil

MTP English Activities Grade 2 pg. 65-66

learners participate in spelling challenge, dictation

3

1

Listening

Story Telling

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

Listen attentively and confidently respond to stories

Who tells us stories?

Learners listen to a variety of stories about self, family, health, hygiene, and home from different sources (self, peers, teacher, a resource person (if available), audio recorded stories.

Learners respond to oral questions related to the story learned or orally recreate a story.

Props for storytelling, picture cards, story books, audio and videorecorder stories, resource person 

MTP English Activities Grade 2 pg.66

retelling

stories, question and answer

2

Speaking

Phonological Awareness

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

Recognize and say multiple letter-sounds to make syllables and words

Blend and segment syllables correctly to form words.

Use appropriate words to make short, meaningful sentences

Appreciate the role of blending and segmenting in forming sentences

What are some of the sounds we hear?

Learners blend syllables to form words and Sentences (blending and segmenting drills) individually, in pairs and groups,

Learners play auditory discrimination games to enable them to listen to different sounds

Learners give words that rhyme

Learners are guided to make a list of all the sounds they can hear from the environment (My home, my community)

Audio and

Audiovisual aids,

Storybooks,

Charts, Pictures 

MTP English Activities Grade 2 pg. 67

Form words and sentences

3

Reading

Group Reading

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

Read texts collectively with accuracy, fluency, and comprehension.

Develop peer learning skills of self-assessment

Improve confidence through peer support in group reading.

What is the importance of reading in groups?

Learners find answers to questions from texts read using think- pair-share.

Learners are divided into reading teams to facilitate peer learning and support

Learners retell story, events read in pairs and small groups.

Readers, newspapers, journals 

MTP English Activities Grade 2 pg. 69-70

Peer Assessment, question/answer, retelling a story read

4

Writing

Spelling instruction

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

Use phonic knowledge to spell and write familiar and unfamiliar words.

Use simple editing strategies to correct spelling in simple sentences.

Appreciate the importance of correct spelling in writing.

Why is it important to spell words correctly?

Learners identify spelling errors in own writing or unknown texts and provide correct spelling (spacing, punctuation, and spelling)

Learners practice spelling sight words

Learners participate in spelling challenge contest, individually, in pairs and groups.

Flash cards, word trees, writing materials, stencil

 MTP English Activities Grade 2 pg.71-72

learners participate in spelling challenge, dictation

5

Writing

Spelling instruction

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

Use phonic knowledge to spell and write familiar and unfamiliar words.

Use simple editing strategies to correct spelling in simple sentences.

Appreciate the importance of correct spelling in writing.

Why is it important to spell words correctly?

Learners identify spelling errors in own writing or unknown texts and provide correct spelling (spacing, punctuation, and spelling)

Learners practice spelling sight words

Learners participate in spelling challenge contest, individually, in pairs and groups.

Flash cards, word trees, writing materials, stencil

MTP English Activities Grade 2 pg. 73

learners participate in spelling challenge, dictation

4

1

Listening

Story Telling

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

listen attentively and confidently respond to stories

Who tells us stories?

Learners listen to a variety of stories about self, family, health, hygiene, and home from different sources (self, peers, teacher, a resource person (if available), audio recorded stories.

Learners respond to oral questions related to the story learned or orally recreate a story.

Props for storytelling, picture cards, story books, audio and videorecorder stories, resource person 

MTP English Activities Grade 2 pg. 66

retelling

stories, question and answer

2

Speaking

Phonological Awareness

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

Recognize and say multiple letter-sounds to make syllables and words

Blend and segment syllables correctly to form words.

Use appropriate words to make short, meaningful sentences

Appreciate the role of blending and segmenting in forming sentences

What are some of the sounds we hear?

Learners blend syllables to form words and Sentences (blending and segmenting drills) individually, in pairs and groups,

Learners play auditory discrimination games to enable them to listen to different sounds

Learners give words that rhyme

Learners are guided to make a list of all the sounds they can hear from the environment (My home, my community)

Audio and

Audiovisual aids,

Storybooks,

Charts, Pictures  

MTP English Activities Grade 2 pg. 67-68

Form words and sentences

3

Reading

Group Reading

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

Read texts collectively with accuracy, fluency, and comprehension.

Develop peer learning skills of self-assessment

Improve confidence through peer support in group reading.

What is the importance of reading in groups?

Learners find answers to questions from texts read using think- pair-share.

Learners are divided into reading teams to facilitate peer learning and support

Learners retell story, events read in pairs and small groups.

Readers, newspapers, journals

MTP English Activities Grade 2 pg. 69-70

Peer Assessment, question/answer, retelling a story read

4

Writing

Spelling instruction

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

Use phonic knowledge to spell and write familiar and unfamiliar words.

Use simple editing strategies to correct spelling in simple sentences.

Appreciate the importance of correct spelling in writing.

Why is it important to spell words correctly?

Learners identify spelling errors in own writing or unknown texts and provide correct spelling (spacing, punctuation, and spelling)

Learners practice spelling sight words

Learners participate in spelling challenge contest, individually, in pairs and groups.

Flash cards, word trees, writing materials, stencil  

MTP English Activities Grade 2 pg.71-72

learners participate in spelling challenge, dictation

5

Writing

Spelling instruction

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

Use phonic knowledge to spell and write familiar and unfamiliar words.

Use simple editing strategies to correct spelling in simple sentences.

Appreciate the importance of correct spelling in writing.

Why is it important to spell words correctly?

Learners identify spelling errors in own writing or unknown texts and provide correct spelling (spacing, punctuation, and spelling)

Learners practice spelling sight words

Learners participate in spelling challenge contest, individually, in pairs and groups.

Flash cards, word trees, writing materials, stencil

 MTP English Activities Grade 2 pg.73-74

learners participate in spelling challenge, dictation

5

1

Listening

Story Telling

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

Listen attentively and confidently respond to stories.

Appreciate their culture and values as taught through oral stories

Empathize with familiar people in stories

Develop their creative and imaginative power as they create mental images of the oral stories.

When are stories told?

Learners record their stories and listen to them

Learners respond to oral questions related to the story learned or orally recreate a story

Learners role play, ask questions, tell stories and sing songs related to the story learnt (themes: self, family, and home), in pairs and small groups.

Props for storytelling, picture cards, story books, audio and videorecorder stories, resource person  

MTP English Activities Grade 2 pg. 74

Retelling stories, question and answer

2

Speaking

Phonological Awareness

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

Appreciate the role of blending and segmenting in forming sentences

What are some of the sounds we hear?

Learners blend syllables to form words and Sentences (blending and segmenting drills) individually, in pairs and groups.

Learners play auditory discrimination games to enable them to listen to different sounds.

Learners give words that rhyme.

Audio and

Audiovisual aids,

Storybooks,

Charts, Pictures  

MTP English Activities Grade 2 pg. 75-76

Form words and sentences

3

Speaking

Phonological Awareness

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

a) Appreciate the role of blending and segmenting in forming sentences

What are some of the sounds we hear?

Learners blend syllables to form words and Sentences (blending and segmenting drills) individually, in pairs and groups.

Learners play auditory discrimination games to enable them to listen to different sounds.

Learners give words that rhyme.

Audio and

Audiovisual aids,

Storybooks,

Charts, Pictures  

MTP English Activities Grade 2 pg. 75-76

Form words and sentences

4

Reading

Silent reading

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

Read texts and passages silently

Read silently showing sustained focus for longer periods (15-20 minutes)

When do we read silently?

Learners are assisted in developing silent reading skills for efficient

Reading (through guiding questions, timing reading)

Learners discuss questions after silent reading in pairs and groups

Readers, magazines, newspapers, journals, story books, class readers  

MTP English Activities Grade 2 pg. 77-78

Question/answer, filling gaps

5

Writing

Handwriting

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

use conventional spacing between words

use basic punctuation appropriately

Why should I write well?

Learners use a variety of handwriting activities to practice letter patterns, word patterns, and sentence patterns

Learners observe and practice handwriting as is displayed

Books, pencils, crayons, word puzzles, story books  

MTP English Activities Grade 2 pg.79

teacher to provide a written text modelling good handwriting for the learners to copy in their book

6

1

Listening

Story Telling

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

Listen attentively and confidently respond to stories.

Appreciate their culture and values as taught through oral stories

Empathize with familiar people in stories

Develop their creative and imaginative power as they create mental images of the oral stories.

When are stories told?

Learners record their stories and listen to them

Learners respond to oral questions related to the story learned or orally recreate a story

Learners role play, ask questions, tell stories and sing songs related to the story learnt (themes: self, family, and home), in pairs and small groups.

Props for storytelling, picture cards, story books, audio and videorecorder stories, resource person  

MTP English Activities Grade 2 pg.74

Retelling stories, question and answer

2

Speaking

Phonological Awareness

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

a) Appreciate the role of blending and segmenting in forming sentences

What are some of the sounds we hear?

Learners blend syllables to form words and Sentences (blending and segmenting drills) individually, in pairs and groups.

Learners play auditory discrimination games to enable them to listen to different sounds.

Learners give words that rhyme.

Audio and

Audiovisual aids,

Storybooks,

Charts, Pictures  

MTP English Activities Grade 2 pg. 75-76

Form words and sentences

3

Speaking

Phonological Awareness

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

Appreciate the role of blending and segmenting in forming sentences

What are some of the sounds we hear?

Learners blend syllables to form words and Sentences (blending and segmenting drills) individually, in pairs and groups.

Learners play auditory discrimination games to enable them to listen to different sounds.

Learners give words that rhyme.

Audio and

Audiovisual aids,

Storybooks,

Charts, Pictures  

MTP English Activities Grade 2 pg. 77

Form words and sentences

3

Reading

Silent reading

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

Read texts and passages silently

Read silently showing sustained focus for longer periods (15-20 minutes)

When do we read silently?

Learners are assisted in developing silent reading skills for efficient

Reading (through guiding questions, timing reading)

Learners discuss questions after silent reading in pairs and groups

Readers, magazines, newspapers, journals, story books, class readers  

MTP English Activities Grade 2 pg.78

Question/answer, filling gaps

4

Writing

Handwriting

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

use conventional spacing between words

use basic punctuation appropriately

Why should I write well?

Learners use a variety of handwriting activities to practice letter patterns, word patterns, and sentence patterns

Learners observe and practice handwriting as is displayed

Books, pencils, crayons, word puzzles, story books  

MTP English Activities Grade 2 pg.79

teacher to provide a written text modelling good handwriting for the learners to copy in their book

7

1

Listening

Story Telling

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

Appreciate their culture and values as taught through oral stories

Empathies with familiar people in stories

What do stories teach us?

Learners listen to a variety of stories about self, family, health, hygiene, and home from different sources (self, peers, teacher, a resource person (if available), audio recorded stories

Learners respond to oral questions related to the story learned or orally recreate a story

Learners role play, ask questions, tell stories and sing songs related to the story learnt (themes: self, family, and home), in pairs and small groups

Props for storytelling, picture cards, story books, audio and videorecorder stories, resource person  

MTP English Activities Grade 2 pg.80

Retelling stories, question and answer

2

Speaking

Talk about

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

Confidently talk about characters and events in a story or text

How can we talk to others in a proper way?

Learners discuss characters and events in a thematic story (prediction of events, seeking clarification by asking questions)

Learners role play greeting people of different status showing appropriate emotions (My family, my community)

Audio and Audio visual aids,

Resource persons  

MTP English Activities Grade 2 pg.81

Panel discussion on an issue affecting the

Community e.g jigger infestation, malaria

3

Reading

Silent reading

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

Predict the meaning of unfamiliar words

Answer comprehension questions from texts read

When do we read silently?

Learners answer comprehension questions from texts read

Learner should be provided with follow-up activities for sustained silent reading (e.g. retell what has been read)

Learners could be shown a picture spark that tells the same story (a wedding ceremony)

Readers, magazines, newspapers, journals, story books, class readers  

MTP English Activities Grade 2 pg.82-83

Question/answer, filling gaps

4

Writing

Handwriting

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

Join letters to form meaningful words

Use capitalization appropriately

Why should I write well?

Learners engage in a variety of handwriting activities to improve their writing (capital and small letters, commas and full stop), in groups, pairs and individually

Learners participate in writing contests in class, at school

Learners write dictated sentences, paying attention to the spacing (between and within words), punctuation and legibility.

Books, pencils, crayons, word puzzles, story books  

MTP English Activities Grade 2 pg.84

Teacher to provide a written text modelling good handwriting for the learners to copy in their book.

5

Writing

Handwriting

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

Join letters to form meaningful words

Use capitalization appropriately

Why should I write well?

Learners engage in a variety of handwriting activities to improve their writing (capital and small letters, commas and full stop), in groups, pairs and individually

Learners participate in writing contests in class, at school

Learners write dictated sentences, paying attention to the spacing (between and within words), punctuation and legibility.

Books, pencils, crayons, word puzzles, story books  

MTP English Activities Grade 2 pg.84

Teacher to provide a written text modelling good handwriting for the learners to copy in their book.

8

1

Listening

Story Telling

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

Appreciate their culture and values as taught through oral stories

Empathies with familiar people in stories

What do stories teach us?

Learners listen to a variety of stories about self, family, health, hygiene, and home from different sources (self, peers, teacher, a resource person (if available), audio recorded stories

Learners respond to oral questions related to the story learned or orally recreate a story

Learners role play, ask questions, tell stories and sing songs related to the story learnt (themes: self, family, and home), in pairs and small groups

Props for storytelling, picture cards, story books, audio and videorecorder stories, resource person  

MTP English Activities Grade 2 pg. 80

Retelling stories, question and answer

2

Speaking

Talk about

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

Confidently talk about characters and events in a story or text

How can we talk to others in a proper way?

Learners discuss characters and events in a thematic story (prediction of events, seeking clarification by asking questions)

Learners role play greeting people of different status showing appropriate emotions (My family, my community)

Audio and Audio visual aids, Resource persons  

MTP English Activities Grade 2 pg. 81

Panel discussion on an issue

affecting the

Community e.g. jigger infestation, malaria

3

Reading

Silent reading

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

Predict the meaning of unfamiliar words

Answer comprehension questions from texts read

When do we read silently?

Learners answer comprehension questions from texts read

Learner should be provided with follow-up activities for sustained silent reading (e.g. retell what has been read)

Learners could be shown a picture spark that tells the same story (a wedding ceremony)

Readers, magazines, newspapers, journals, story books, class readers  

MTP English Activities Grade 2 pg.82-83

Question/answer, filling gaps

4

Writing

Handwriting

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

Join letters to form meaningful words

Use capitalization appropriately

Why should I write well?

Learners engage in a variety of handwriting activities to improve their writing (capital and small letters, commas and full stop), in groups, pairs and individually

Learners participate in writing contests in class, at school

Learners write dictated sentences, paying attention to the spacing (between and within words), punctuation and legibility.

Books, pencils, crayons, word puzzles, story books  

MTP English Activities Grade 2 pg. 84

Teacher to provide a written text modelling good handwriting for the learners to copy in their book.

5

Writing

Handwriting

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

Join letters to form meaningful words

Use capitalization appropriately

Why should I write well?

Learners engage in a variety of handwriting activities to improve their writing (capital and small letters, commas and full stop), in groups, pairs and individually

Learners participate in writing contests in class, at school

Learners write dictated sentences, paying attention to the spacing (between and within words), punctuation and legibility.

Books, pencils, crayons, word puzzles, story books 

MTP English Activities Grade 2 pg. 84

Teacher to provide a written text modelling good handwriting for the learners to copy in their book.

9

1

Listening

Story Telling

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

listen attentively and confidently respond to stories

develop an interest in listening to oral stories

develop their creative and imaginative power as they create mental images of the oral stories.

Learners listen to a variety of stories about self, family, health, hygiene, and home from different sources (self, peers, teacher, a resource person (if available), audio recorded stories

Learners role play, ask questions, tell stories and sing songs related to the story learnt (themes: self, family, and home), in pairs and small groups

Props for storytelling, picture cards, story books, audio and videorecorder stories, resource person  

MTP English Activities Grade 2 pg. 86-87

retelling stories, question and answer

2

Speaking

Talk about

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

Confidently talk about characters and events in a story or text.

Demonstrate interest to address familiar people using appropriate verbal and nonverbal expressions.

How can we talk to others in a proper way?

Learners are prompted to retell stories (creativity, turn-taking, vocabulary practice)

Learners recreate stories using different media individually, in pairs and groups.

Audio and Audio-visual aids,

Resource persons  

MTP English Activities Grade 2 pg.87

Panel discussion on an issue affecting the Community e.g. jigger infestation, malaria

3

Reading

Silent reading

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

Predict the meaning of unfamiliar words

Answer comprehension questions from texts read.

Develop an interest in reading texts for enjoyment.

When do we read silently?

Learners discuss questions after silent reading in pairs and groups

Learners answer comprehension questions from texts read

Learner should be provided with follow-up activities for sustained silent reading (e.g. retell what has been read.

Readers, magazines, newspapers, journals, story books, class readers  

MTP English Activities Grade 2 pg.88-89

Question/answer, filling gaps

4

Writing

Handwriting

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

Use capitalization appropriately

Appreciate the importance of clear and legible handwriting

Why should I write well?

Learners use a variety of handwriting activities to practice letter patterns, word patterns, and sentence patterns

Learners observe and practice handwriting as is displayed.

Books, pencils, crayons, word puzzles, story books  

MTP English Activities Grade 2 pg.90

Teacher to provide a written text modelling good handwriting for the learners to copy in their book.

5

Writing

Handwriting

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

Use capitalization appropriately

Appreciate the importance of clear and legible handwriting

Why should I write well?

Learners use a variety of handwriting activities to practice letter patterns, word patterns, and sentence patterns

Learners observe and practice handwriting as is displayed.

Books, pencils, crayons, word puzzles, story books  

MTP English Activities Grade 2 pg.91

Teacher to provide a written text modelling good handwriting for the learners to copy in their book.

10

1

Listening

Story Telling

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

listen attentively and confidently respond to stories develop an interest in listening to oral stories

develop their creative and imaginative power as they create mental images of the oral stories.

Learners listen to a variety of stories about self, family, health, hygiene, and home from different sources (self, peers, teacher, a resource person (if available), audio recorded stories

Learners role play, ask questions, tell stories and sing songs related to the story learnt (themes: self, family, and home), in pairs and small groups

Props for storytelling, picture cards, story books, audio and videorecorder stories, resource person  

MTP English Activities Grade 2 pg. 86

retelling stories, question and answer

2

Speaking

Talk about

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

Confidently talk about characters and events in a story or text.

Demonstrate interest to address familiar people using appropriate verbal and nonverbal expressions.

How can we talk to others in a proper way?

Learners are prompted to retell stories (creativity, turn-taking, vocabulary practice)

Learners recreate stories using different media individually, in pairs and groups.

Audio and Audio-visual aids, Resource persons

MTP English Activities Grade 2 pg. 87

Panel discussion on an issue affecting the Community e.g. jigger infestation, malaria

3

Reading

Silent reading

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

Predict the meaning of unfamiliar words

Answer comprehension questions from texts read.

Develop an interest in reading texts for enjoyment.

When do we read silently?

Learners discuss questions after silent reading in pairs and groups

Learners answer comprehension questions from texts read

Learner should be provided with follow-up activities for sustained silent reading (e.g. retell what has been read.

Readers, magazines, newspapers, journals, story books, class readers  

MTP English Activities Grade 2 pg. 88

Question/answer, filling gaps

4

Writing

Handwriting

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

Use capitalization appropriately

Appreciate the importance of clear and legible handwriting

Why should I write well?

Learners use a variety of handwriting activities to practice letter patterns, word patterns, and sentence patterns

Learners observe and practice handwriting as is displayed.

Books, pencils, crayons, word puzzles, story books  

MTP English Activities Grade 2 pg.90

Teacher to provide a written text modelling good handwriting for the learners to copy in their book.

5

Writing

Handwriting

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

Use capitalization appropriately

Appreciate the importance of clear and legible handwriting

Why should I write well?

Learners use a variety of handwriting activities to practice letter patterns, word patterns, and sentence patterns

Learners observe and practice handwriting as is displayed.

Books, pencils, crayons, word puzzles, story books  

MTP English Activities Grade 2 pg.91

Teacher to provide a written text modelling good handwriting for the learners to copy in their book.

11

END OF TERM ASSESSMENT AND CLOSING

Week

Lesson

Strand

Sub-Strand

Specific Learning Outcome

Key Inquiry Question

Learning Experiences

Learning Resources

Assessment

Remarks

1

Musical Instruments

By the end of the sub-strand the learner should be able to: name different types of wind instrument

Which instruments are played by blowing?

Which part of the body do you use when playing wind instruments?

Learners watch videos/pictures of different types of wind instruments being played.

Learners watch audio-visual recordings of instruments and guided in identifying the instruments visually.

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

Musical instruments

Locally available materials for improvising instruments

Audiovisual excerpts of relevant music

2

Musical Instruments

By the end of the Sub strand the learner should be able to identify different improvised wind instruments visually and aurally used to accompany song and dance

Which instruments are played by blowing?

Which part of the body do you use when playing wind instruments?

Learners watch videos/pictures of different types of wind instruments being played.

Learners watch audio-visual recordings of instruments and guided in identifying the instruments visually.

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

Musical instruments

Locally available materials for improvising instruments

Audiovisual excerpts of relevant music

3

Musical Instruments

By the end of the Sub strand the learner should be able to demonstrate the ability to play a wind instrument for confidence

Would you prefer to play the instrument alone or with friends?

How do you feel playing different instruments

Learners are guided to apply appropriate skills of holding, blowing, fingering and breath control when playing different wind instruments such as pipes, whistles, recorder and bottles.

Individually and in groups, learners improvise different wind instruments as accompaniment.

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

Musical instruments

Locally available materials for improvising instruments

Audiovisual excerpts of relevant music

4

Musical Instruments

By the end of the Sub strand the learner should be able to improvise accompaniments to songs and dances using improvised wind instrument for creativity and imagination

Would you prefer to play the instrument alone or with friends?

How do you feel playing different instruments

Learners are guided to apply appropriate skills of holding, blowing, fingering and breath control when playing different wind instruments such as pipes, whistles, recorder and bottles.

Individually and in groups, learners improvise different wind instruments as accompaniment.

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

Musical instruments

Locally available materials for improvising instruments

Audiovisual excerpts of relevant music

5

Musical Instruments

By the end of the Sub strand the learner should be able to improvise local music instruments and securely store them for safety;

Would you prefer to play the instrument alone or with friends?

How do you feel playing different instruments

Learners are guided in observing safety using locally available materials to improvise wind instruments such as reeds, pipes, bottles.

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

Musical instruments

Locally available materials for improvising instruments

Audiovisual excerpts of relevant music

6

Musical Instruments

By the end of the Sub strand the learner should be able to appreciate own improvised musical instruments and those of others for peaceful co-existence

Would you prefer to play the instrument alone or with friends?

How do you feel playing different instruments

Learners are guided in observing safety using locally available materials to improvise wind instruments such as reeds, pipes, bottles.

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

Musical instruments

Locally available materials for improvising instruments

Audiovisual excerpts of relevant music

7

Dance

By the end of the Sub strand the learner should be able to: use body movements that are part of daily experience in a variety of ways in dance for orientation to dance

Name the Kenyan communities that live in your locality

Which dances are performed in the community?

Learners should be exposed to various relevant live and recordings of dances for experience and appreciation.

Learners identify and use body movements that are part of daily experiences such as greetings, waving, digging, grinding, sweeping, and pounding in dance

Audio-visual excerpts of dance

Musical instruments

Costumes and props

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

8

Dance

By the end of the Sub strand the learner should be able to: record a local dance for digital literacy or perform and record a dance for digital literacy; use dance to express feelings, emotions and ideas for enjoyment

Name the Kenyan communities that live in your locality

Which dances are performed in the community?

Learners should be exposed to various relevant live and recordings of dances for experience and appreciation.

Learners identify and use body movements that are part of daily experiences such as greetings, waving, digging, grinding, sweeping, and pounding in dance

Audio-visual excerpts of dance

Musical instruments

Costumes and props

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

9

Dance

By the end of the Sub strand the learner should be able to: apply locomotors and non-locomotors movements in own dance for creativity; observe basic elements of dance during performance

During which occasions are dances performed?

Learners should be exposed to various relevant live and recordings of dances for experience and appreciation.

Learners identify and use body movements that are part of daily experiences such as greetings, waving, digging, grinding, sweeping, and pounding in dance

Audio-visual excerpts of dance

Musical instruments

Costumes and props

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

10

Dance

By the end of the Sub strand the learner should be able to: observe safety during dance performance; practice etiquette during dance performance for endearment

During which occasions are dances performed?

Learners are guided in using functional dance movements to communicate ideas, feelings and emotions.

Learners use different body zones and body parts in dance

Audio-visual excerpts of dance

Musical instruments

Costumes and props

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

11

END OF TERM ASSESSMENT AND CLOSING

Week 

Lesson

Strand

Sub Strand

Specific Learning Outcome

Key Inquiry Question

Learning Experiences

Learning Resources

Assessment

Remarks

1

1

Manipulative Skills

Stopping

By the end of the strand the learner should be able to: name the parts of the body that are in use when Stopping for body awareness

How can you stop a kicked ball?

which body parts are used in kicking the ball

the parts of the body that are used for stopping

Learners to watch video clips of a ball being stopped

Field markers, field, bean bags, ropes, Digital devices such as computer and mobile phones Video clip of football players practicing to stop the ball

Signed questions and practical activities.

2

Manipulative Skills

Stopping

By the end of the strand the learner should be able to: name the parts of the body that are in use when Stopping for body awareness

How can you stop a kicked ball?

which body parts are used in kicking the ball

the parts of the body that are used for stopping

Learners to watch video clips of a ball being stopped

Field markers, field, bean bags, ropes, Digital devices such as computer and mobile Phones Video clip of football players practicing to stop the ball

Signed questions and practical activities.

3

Manipulative Skills

Stopping

By the end of the strand the learner should be able to: name the parts of the body that are in use when Stopping for body awareness

How can you stop a kicked ball?

which body parts are used in kicking the ball

the parts of the body that are used for stopping

Learners to watch video clips of a ball being stopped

Field markers, field, bean bags, ropes, Digital devices such as computer and mobile phones Video clip of football players practicing to stop the ball

Signed questions and practical activities.

4

Manipulative Skills

Stopping

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

perform stopping from different directions for strength, coordination, endurance and space awareness

How can you stop a kicked ball?

which body parts are used in kicking the ball

Learners to practice stopping the ball from different directions such as stop from front, from the side stop from the left - stop from the right

Learners to pair up and practice stopping

Field markers, field, bean bags, ropes, Digital devices such as computer and mobile phones Video clip of football players practicing to stop the ball

Signed questions and practical activities.

5

Manipulative Skills

Stopping

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

perform stopping from different directions for strength, coordination, endurance and space awareness

How can you stop a kicked ball?

which body parts are used in kicking the ball

Learners to practice stopping the ball from different directions such as stop from front, from the side stop from the left stop from the right

Learners to pair up and practice stopping

Field markers, field, bean bags, ropes, Digital devices such as computer and mobile phones Video clip of football players practicing to stop the ball

Signed questions and practical activities.

2

1

Manipulative Skills

Stopping

By the end of the sub-strand the learner should be able to: perform stopping from different directions for strength, coordination, endurance and space awareness

How can you stop a kicked ball?

which body parts are used in kicking the ball

Learners to practice stopping the ball from different directions such as stop from front, from the side stop from the left - stop from the right

Learners to pair up and practice stopping

Field markers, field, bean bags, ropes, Digital devices such as computer and mobile phones Video clip of football players practicing to stop the ball

Signed questions and practical activities.

2

Manipulative Skills

Stopping

By the end of the sub-strand the learner should be able to: establish relationships through stopping for self-esteem

How can you stop a kicked ball?

which body parts are used in kicking the ball

learners in groups practice stopping

Learners to play games using kicking skill

Field markers, field, bean bags, ropes, Digital devices such as computer and mobile phones Video clip of football players practicing to stop the ball

Signed questions and practical activities.

3

Manipulative Skills

Stopping

By the end of the sub-strand the learner should be able to: appreciate stopping for strength, endurance and creativity

How can you stop a kicked ball?

which body parts are used in kicking the ball

learners in groups practice stopping

Learners to play games using kicking skill

Field markers, field, bean bags, ropes, Digital devices such as computer and mobile phones Video clip of football players practicing to stop the ball

Signed questions and practical activities.

4

Manipulative Skills

Stopping

By the end of the sub-strand the learner should be able to: appreciate stopping for strength, endurance and creativity

How can you stop a kicked ball?

which body parts are used in kicking the ball

Learners to play games using kicking skill

Learners observe safety when playing games

Field markers, field, bean bags, ropes, Digital devices such as computer and mobile phones Video clip of football players practicing to stop the ball

Signed questions and practical activities.

5

Manipulative Skills

Stopping

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

How can you stop a kicked ball?

which body parts are used in kicking the ball

Learners to play games using kicking skill

Learners observe safety when playing games

Field markers, field, bean bags, ropes, Digital devices such as computer and mobile phones Video clip of football players practicing to stop the ball

Signed questions and practical activities.

3

1

Manipulative Skills

Stopping

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

How can you stop a kicked ball?

which body parts are used in kicking the ball

Learners to play games using kicking skill

Learners observe safety when playing games

Field markers, field, bean bags, ropes, Digital devices such as computer and mobile phones Video clip of football players practicing to stop the ball

Signed questions and practical activities.

2

Manipulative Skills

Stopping

By the end of the sub-strand the learner should be able to: Observe rules when Stopping for own and others safety.

How can you stop a kicked ball?

which body parts are used in kicking the ball

Learners to play games using kicking skill

Learners observe safety when playing games

Field markers, field, bean bags, ropes, Digital devices such as computer and mobile phones Video clip of football players practicing to stop the ball

Signed questions and practical activities.

3

Swimming

Water Safety: Signs of drowning

By the end of the sub-strand, the learner should be able to: Name some items that sink and float in water for floating awareness

Name items that sink in water

Learners to answer questions on items that sink and float in water.

Learners to watch a clip of people drowning and role play

Swimming pool

Floatation devices

Digital devices such as computer and mobile phones

video clips of people drowning

Signed questions and practical activities

4

Swimming

Water Safety: Signs of drowning

By the end of the sub-strand, the learner should be able to: Name some items that sink and float in water for floating awareness

Name items that sink in water

Learners to answer questions on items that sink and float in water.

Learners to watch a clip of people drowning and role play

Swimming pool

Floatation devices

Digital devices such as computer and mobile phones

video clips of people drowning

Signed questions and practical activities

5

Swimming

Water Safety: Signs of drowning

By the end of the sub-strand the learner should be able to: identify a drowning person for rescue;

Name items that sink in water

Learners to watch a clip of people drowning and role play.

Learners to answer questions on why a person may get into trouble in water: a person may get into trouble in water because of.

 − not knowing how to swim

− becoming tired in the water

Swimming pool

Floatation devices

Digital devices such as computer and mobile phones

video clips of people drowning

Signed questions and practical activities

4

1

Swimming

Water Safety: Signs of drowning

By the end of the sub-strand the learner should be able to: identify a drowning person for rescue;

Have you ever seen a person swimming in the river or swimming pool?

Learners to watch a clip of people drowning and role play.

Learners to answer questions on why a person may get into trouble in water: a person may get into trouble in water because of. − not knowing how to swim − becoming tired in the water

Swimming pool

Floatation devices

Digital devices such as computer and mobile phones

video clips of people drowning

Signed questions and practical activities

2

Swimming

Water Safety: Signs of drowning

By the end of the sub-strand the learner should be able to: role play a person drowning for rescue awareness

Have you ever seen a person swimming in the river or swimming pool?

Learners to watch a clip of people drowning and role play.

Learners to answer questions on why a person may get into trouble in water: a person may get into trouble in water because of.

− not knowing how to swim

− becoming tired in the water

− becoming suddenly sick − getting a muscle cramp

Swimming pool

Floatation devices

Digital devices such as computer and mobile phones

video clips of people drowning

Signed questions and practical activities

3

Swimming

Water Safety: Signs of drowning

By the end of the sub-strand the learner should be able to: role play a person drowning for rescue awareness

Have you ever seen a person swimming in the river or swimming pool?

Learners to watch a clip of people drowning and role play.

Learners to answer questions on why a person may get into trouble in water: a person may get into trouble in water because of.

− not knowing how to swim

− becoming tired in the water

− becoming suddenly sick − getting a muscle cramp

Swimming pool

Floatation devices

Digital devices such as computer and mobile phones

video clips of people drowning

Signed questions and practical activities

4

Swimming

Water Safety: Signs of drowning

By the end of the sub-strand the learner should be able to: observe pool rules for own and others safety

Have you ever seen a person swimming in the river or swimming pool?

Learners to watch a clip of people drowning and role play.

Learners to answer questions on why a person may get into trouble in water: a person may get into trouble in water because of.

− not knowing how to swim

− becoming tired in the water

− becoming suddenly sick

− getting a muscle cramp

Swimming pool

Floatation devices

Digital devices such as computer and mobile phones

video clips of people drowning

Signed questions and practical activities

5

Swimming

Water Safety: Rescuing a drowning person

By the end of the sub strand, the learner should: name a floating technique for self -esteem;

What would you do if you saw a person drowning

Signs of a person in trouble in water:

May be holding onto a floating object without moving.

May be trying to swim to safety but does not seem to be moving forward.

The person is calling for help.

The person is struggling to remain afloat.

Learners to obey the swimming pool rules.

5

1

Swimming

Water Safety: Rescuing a drowning person

By the end of the sub strand, the learner should: name a floating technique for self - esteem;

What would you do if you saw a person drowning

Signs of a person in trouble in water:

May be holding onto a floating object without moving.

May be trying to swim to safety but does not seem to be moving forward.

The person is calling for help.

The person is struggling to remain afloat.

Learners to obey the swimming pool rules.

Swimming pool

Floatation devices

Five liter Jerrican

A short rope

Long ropes

One liter plastic bottle, 

A piece of timber

Digital devices such as computer and mobile phones

Video clip of rescue items

Signed questions and practical activities

2

Water Safety: Rescuing a drowning person

By the end of the sub-strand the learner should be able to: name the items that may be used to rescue a drowning person for rescue awareness

What would you do if you saw a person drowning

Signs of a person in trouble in water:

May be holding onto a floating object without moving.

May be trying to swim to safety but does not seem to be moving forward.

The person is calling for help.

The person is struggling to remain afloat.

Learners to obey the swimming pool rules.

Swimming pool

Floatation devices

Five liter Jerrican

A short rope

Long ropes

One liter plastic bottle,

A piece of timber

Digital devices such as computer and mobile phones

Video clip of rescue items

Signed questions and practical activities

3

Water Safety: Rescuing a drowning person

By the end of the sub-strand the learner should be able to: name the items that may be used to rescue a drowning person for rescue awareness

What items are used to rescue drowning people from your local environment

Learners to draw and color pictures of the items that can be used to reach out to a person in trouble in water.

Learners to carry out a project of making homemade, devices that could be thrown to a drowning person such as a five liter Jerri-can attached to a short rope at the handle for use, a long rope attached to a one litter plastic bottle, use a small piece of timber and attach a rope to it pool rules.

Swimming pool

Floatation devices

Five liter Jerrican

A short rope

Long ropes

One liter plastic bottle,

A piece of timber

Digital devices such as computer and mobile phones

Video clip of rescue items

Signed questions and practical activities

4

Water Safety: Rescuing a drowning person

By the end of the sub-strand the learner should be able to: design homemade rescuing devices for use in rescuing a drowning person

What items are used to rescue drowning people from your local environment

Learners to name floating techniques that they know.

Learners to name some of the items that can be used to rescue a drowning person.

Learners to watch picture or clips of various rescue items that can be thrown to a person who is drowning.

Swimming pool

Floatation devices

Five liter Jerrican

A short rope

Long ropes

One liter plastic bottle,

A piece of timber

Digital devices such as computer and mobile phones

Video clip of rescue items

Signed questions and practical activities

5

Water Safety: Rescuing a drowning person

By the end of the sub-strand the learner should be able to: design homemade rescuing devices for use in rescuing a drowning person

What items are used to rescue drowning people from your local environment

Learners to name floating techniques that they know.

Learners to name some of the items that can be used to rescue a drowning person.

Learners to watch picture or clips of various rescue items that can be thrown to a person who is drowning.

The swimming pool rules.

Swimming pool

Floatation devices

Five liter Jerrican

A short rope

Long ropes

One liter plastic bottle,

A piece of timber

Digital devices such as computer and mobile phones

Video clip of rescue items

Signed questions and practical activities

6

1

Water Safety: Rescuing a drowning person

By the end of the sub-strand the learner should be able to: role play rescuing a person who is drowning for safety

What items are used to rescue drowning people from your local environment

Learners to name floating techniques that they know.

Learners to name some of the items that can be used to rescue a drowning person.

Learners to watch picture or clips of various rescue items that can be thrown to a person who is drowning.

Swimming pool

Floatation devices

Five liter Jerrican

A short rope

Long ropes

One liter plastic bottle,

A piece of timber

Digital devices such as computer and mobile phones

Video clip of rescue items

Signed questions and practical activities

2

Water Safety: Rescuing a drowning person

By the end of the sub-strand the learner should be able to: observe caution while near water bodies for own and others safety

What items are used to rescue drowning people from your local environment

Learners to name floating techniques that they know.

Learners to name Some of the items that can be used to rescue a drowning person.

Learners to watch picture or clips of various rescue items that can be thrown to a person who is drowning. Remain afloat.

Swimming pool

Floatation devices

Five liter Jerri-can

A short rope

Long ropes

One liter plastic bottle,

A piece of timber

Digital devices such as computer and mobile phones

Video clip of rescue items

Signed questions and practical activities

3

Basic Swimming skills: Treading water

By the end of the sub-strand, the learner should be able to: identify ways in which to move in water for water confidence;

State some pool rules

Swimming pool

Floatation devices

Signed questions and practical activities

4

Basic Swimming skills: Treading water

By the end of the sub-strand, the learner should be able to: identify ways in which to move in water for water confidence;

State some pool rules Mention the parts of the body that are used for treading

Learners to answer question on ways of moving in water.

Learners to watch video clips of people treading water.

Learners to practice treading water individually and in groups.

Swimming pool

Floatation devices

Signed questions and practical activities

5

Basic Swimming skills: Treading water

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

identify ways in which to move in water for water confidence;

State some pool rules Mention the parts of the body that are used for treading

Learners to answer question on ways of moving in water.

Learners to watch video clips of people treading water.

Learners to practice treading water individually and in groups.

Swimming pool

Floatation devices

Signed questions and practical activities

7

1

Basic Swimming skills: Treading water

By the end of the sub-strand the learner should be able to: perform treading in water for endurance, buoyancy and for self-esteem

State some pool rules Mention the parts of the body that are used for treading

Learners to play water games while treading.

Observe pool rules for own and others safety

Swimming pool

Floatation devices

Signed questions and practical activities

2

Basic Swimming skills: Treading water

By the end of the sub-strand the learner should be able to: perform treading in water for endurance, buoyancy and for self-esteem

State some pool rules

Mention the parts of the body that are used for treading

Learners to play water games while treading.

 Observe pool rules for own and others safety

Swimming pool

Floatation devices

Signed questions and practical activities

3

Basic Swimming skills: Treading water

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

water for endurance, buoyancy and for creativity

State some pool rules Mention the parts of the body that

are used for treading

Learners to practice treading water individually and in groups.

Learners to play water games while treading.

Observe pool rules for own and others safety

Swimming pool

Floatation devices

Signed questions and practical activities

4

Basic Swimming skills: Treading water

By the end of the sub-strand the learner should be able to: practice treading in water for endurance, buoyancy and for creativity

State some pool rules Mention the parts of the body that are used for treading

Learners to practice treading water individually and in groups.

Learners to play water games while treading.

Observe pool rules for own and others safety

Swimming pool

Floatation devices

Signed questions and practical activities

5

Basic Swimming skills: Treading water

By the end of the sub-strand the learner should be able to: appreciate treading water for endurance and buoyancy;

State some pool rules Mention the parts of the body that are used for treading

Learners to practice treading water individually and in groups.

Learners to play water games while treading.

Observe pool rules for own and others safety

Swimming pool

Floatation devices

Signed questions and practical activities

8

1

Basic Swimming skills: Treading water

By the end of the sub-strand the learner should be able to: appreciate treading water for endurance and buoyancy;

State some pool rules Mention the parts of the body that are used for treading

Learners to practice treading water individually and in groups.

Learners to play water games while treading.

Observe pool rules for own and others safety

Swimming pool

Floatation devices

Signed questions and practical activities

2

Basic Swimming skills: Treading water

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

play water games while treading water for enjoyment

State some pool rules Mention the parts of the body that are used for treading

Learners to practice treading water individually and in groups.

Learners to play water games while treading.

Observe pool rules for own and others safety

Swimming pool

Floatation devices

Signed questions and practical activities

3

Basic Swimming skills: Treading water

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

play water games while treading water for enjoyment

State some pool rules Mention the parts of the body that are used for treading

Learners to practice treading water individually and in groups.

Learners to play water games while treading.

Observe pool rules for own and others safety

Swimming pool

Floatation devices

Signed questions and practical activities

4

Basic swimming Skills: Horizontal float (Back float

By the end of the sub-strand the learner should be able to: name some objects that can float in water

Name different positions for floating in water.

Why is it important to float in water?

Learners to name objects that can float in water;

Learners to watch video clips of the horizontal float;

Learners individually and in pairs to practice the horizontal float

Swimming pool

Floatation devices

Digital devices such as computer and mobile phones

Video clips of the horizontal float

Pebbles

Signed questions and practical activities

5

Basic swimming Skills: Horizontal float (Back float)

By the end of the sub-strand the learner should be able to: name some objects that can float in water

Name different positions for floating in water. Why is it important to float in water?

Learners to name objects that can float in water;

Learners to watch video clips of the horizontal float;

Learners individually and in pairs to practice the horizontal float

Swimming pool

Floatation devices

Digital devices such as computer and mobile phones

Video clips of the horizontal float

Pebbles

Signed questions and practical activities

9

1

Basic swimming Skills: Horizontal float (Back float)

By the end of the sub-strand the learner should be able to: use the Horizontal float to float in water in different directions for self-awareness

Name different positions for floating in water. Why is it important to float in water?

Learners to name objects that can float in water;

Learners to watch video clips of the horizontal float;

Learners individually and in pairs to practice the horizontal float

Swimming pool

Floatation devices

Digital devices such as computer and mobile phones

Video clips of the horizontal float

Pebbles

Signed questions and practical activities

2

Basic swimming Skills: Horizontal float (Back float)

By the end of the sub-strand the learner should be able to: use the Horizontal float to float in water in different directions for self-awareness

Name different positions for floating in water. Why is it important to float in water?

Learners individually and in pairs to practice the horizontal float;

Learners to cooperate while playing simple water games;

Swimming pool

Floatation devices

Digital devices such as computer and mobile phones

Video clips of the horizontal float

Pebbles

Signed questions and practical activities

3

Basic swimming Skills: Horizontal float (Back float)

By the end of the sub-strand the learner should be able to: appreciate floating on water in different directions using the Horizontal float for creativity

Name different positions for floating in water. Why is it important to float in water?

Learners individually and in pairs to practice the horizontal float;

Learners to cooperate while playing simple water games;

Swimming pool

Floatation devices

Digital devices such as computer and mobile phones

Video clips of the horizontal float

Pebbles

Signed questions and practical activities

4

Basic swimming Skills: Horizontal float (Back float)

By the end of the sub-strand the learner should be able to: appreciate floating on water in different directions using the Horizontal float for creativity

Name different positions for floating in water. Why is it important to float in water?

Learners individually and in pairs to practice the horizontal float;

Learners to cooperate while playing simple water games;

Swimming pool

Floatation devices

Digital devices such as computer and mobile phones

Video clips of the horizontal float

Pebbles

Signed questions and practical activities

5

Basic swimming Skills: Horizontal float (Back float)

By the end of the sub-strand the learner should be able to: play simple water games while floating using the Horizontal float for enjoyment

Name different positions for floating in water. Why is it important to float in water?

Learners individually and in pairs to practice the horizontal float;

Learners to cooperate while playing simple water games;

Swimming pool

Floatation devices

Digital devices such as computer and mobile phones

Video clips of the horizontal float

Pebbles

Signed questions and practical activities

10

1

Basic swimming Skills: Horizontal float (Back float)

By the end of the sub-strand the learner should be able to: play simple water games while floating using the Horizontal float for enjoyment

Name different positions for floating in water. Why is it important to float in water?

Learners to cooperate while playing simple water games

Learners to obey swimming pool rules.

Swimming pool

Floatation devices

Digital devices such as computer and mobile phones

Video clips of the horizontal float

Pebbles

Signed questions and practical activities

2

Basic swimming Skills: Horizontal float (Back float)

By the end of the sub-strand the learner should be able to: play simple water games while floating using the Horizontal float for enjoyment

Name different positions for floating in water. Why is it important to float in water?

Learners to cooperate while playing simple water games  Learners to obey swimming pool rules

Swimming pool

Floatation devices

Digital devices such as computer and mobile phones

Video clips of the horizontal float

Pebbles

Signed questions and practical activities

3

Basic swimming Skills: Horizontal float (Back float)

By the end of the sub-strand the learner should be able to: obey swimming pool rules while floating on water for own and others safety

Name different positions for floating in water. Why is it important to float in water?

Learners to cooperate while playing simple water games 

Learners to obey swimming pool rules

Swimming pool

Floatation devices

Digital devices such as computer and mobile phones

Video clips of the horizontal float

Pebbles

Signed questions and practical activities

4

Basic swimming Skills: Horizontal float (Back float)

By the end of the sub-strand the learner should be able to: obey swimming pool rules while floating on water for own and others safety

Name different positions for floating in water. Why is it important to float in water?

Learners to cooperate while playing simple water games

Learners to obey swimming pool rules

Swimming pool

Floatation devices

Digital devices such as computer and mobile phones

Video clips of the horizontal float

Pebbles

Signed questions and practical activities

5

Basic swimming Skills: Horizontal float (Back float)

By the end of the sub-strand the learner should be able to: obey swimming pool rules while floating on water for own and others safety

Name different positions for floating in water. Why is it important to float in water?

Learners to cooperate while playing simple water games

Learners to obey swimming pool rules

Swimming pool

Floatation devices

Digital devices such as computer and mobile phones

Video clips of the horizontal float

Pebbles

Signed questions and practical activities

11

END OF TERM ASSESSMENT AND CLOSING

Week 

Lesson

Strand 

Sub-Strand 

Specific Learning Outcomes

Key Inquiry Questions  

Learning Experiences

Learning Resources

Assessment 

Remarks

1

1

Numbers 

Addition 

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

Which digital games involving addition can you play?

Learner’s in pairs /groups to play digital games involving addition

Laptop/desktop

Counters 

JKF Primary Mathematics Learner’s Activity Grade 2 page 39

Observation 

2

Numbers 

Addition  

By the end of the lesson 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 to100?

Learner’s in pairs /groups to make patterns using numbers up to 100

Counters 

JKF Primary Mathematics Learner’s Activity Grade 2 page 39

Observation writing exercises

3

Numbers 

Addition 

By the end of the lesson the learner should be able to work out missing numbers involving addition of whole numbers up to 100

How do we work out missing numbers in patters involving addition?

Learner to work out the missing number in patterns involving addition

JKF primary Mathematics Learner’s activities grade2 page 40

In class writing exercise 

4

Numbers 

Addition 

By the end of the lesson the learner should be able to work out missing numbers involving addition of whole numbers up to 100

How can we complete the pattern?

Learner’s in pairs/groups to complete the patterns that involves addition 

JKF primary Mathematics Learner’s activities grade2 page 42-43

5

Numbers 

Addition 

By the end of the lesson the learner should be able to work out missing numbers involving addition of whole numbers up to 100

What is the next number?

Learner’s to find out the next number in the pattern

JKF primary Mathematics Learner’s activities grade2 page 44

2

1

Numbers 

Subtraction 

By the end of the lesson the learner should be able to subtract up to 2-digit numbers without regrouping

How many remains?

Learner’s in pairs/groups to subtract single digit numbers by comparing groups of objects

JKF primary

Mathematics Learner’s activities grade2 page 45

Sticks 

Stones

observation

2

Numbers 

Subtraction 

By the end of the lesson the learner should be able to subtract up to 2-digit numbers without regrouping

How many do we remain with?

Learner’s in groups to collecting concrete objects, count them and others to take away some and find the remaining number

Sticks Pens  books JKF Primary

Mathematics Learner’s Activity Grade 2 page 45

Oral exercise

Observation 

3

Numbers 

Subtraction 

By the end of the lesson the learner should be able to subtract up to 2-digit numbers without regrouping

How can we subtract two single digits vertically?

Learner’s to practice subtracting single digits vertically 

JKF primary Mathematics Learner’s activities grade2 page 45

Writing exercise 

Observation 

4

Numbers 

Subtraction 

By the end of the lesson the learner should be able to subtract up to 2-digit numbers without regrouping

How can we subtract a 1-digit number from a 2digit number vertically?

Learner’s to work out subtraction of 1-digit numbers from 2-digit numbers aligned vertically and horizontally

Chalk board 

Charts

JKF primary Mathematics Learner’s activities grade2 page 46

Writing exercise 

5

Numbers 

Subtraction 

By the end of the lesson the learner should be able to subtract up to 2-digit numbers without regrouping

How many will remain?

Learner’s to work out subtraction up to 2digit number according to place value

Chalk board 

Charts 

JKF Primary Mathematics Learner’s Activity Grade 2 page 47

In class writing exercise 

3

1

Numbers 

Subtraction 

By the end of the lesson the learner should be able to subtract up to 2-digit numbers without regrouping

How do we regroup?

Learner’s to work out subtraction up to 2digit number without regrouping

Charts 

Work books

JKF Primary Mathematics Learner’s Activity Grade 2 page 48

Writing exercise  Observation 

2

Numbers 

Subtraction 

By the end of the lesson the learner should be able to subtracts the 10’s numbers

How do we break apart numbers to make a 10?

Learner’s to work out subtraction problems involves the 10’s numbers 

JKF primary Mathematics Learner’s activities grade 2 page 49

Writing exercise 

3

Numbers 

Subtraction 

By the end of the lesson the learner should be able to subtract up to 2-digit numbers without regrouping

How do we subtract a 2-digit number from a 2digit number?

Learner’s to practice subtracting 2-digit numbers from 2-digit numbers 

JKF primary Mathematics Learner’s activities grade 2 page 50

Charts 

Work books

In class writing exercises 

4

Numbers 

Subtraction 

By the end of the lesson the learner should be able to use the relationship between addition and subtraction in working out problems 

What is the relationship between addition and subtraction?

Learner’s to discuss the relationship between addition and subtraction using number families 

Chalk board 

JKF Primary Mathematics Learner’s Activity Grade 2 page 51

Oral exercise 

5

Numbers 

Subtraction 

By the end of the lesson the learner should be able to use the relationship  between addition and subtraction in working out problems

How can we add and subtract?

Learner’s to discuss the relationship between addition and subtraction using number families 

Work book

Chalk board

JKF Primary Mathematics Learner’s Activity Grade 2 page 52

Writing exercise

4

1

Numbers 

Subtraction 

By the end of the lesson the learner should be able to work out missing numbers in subtraction of up to2- digit numbers  

How do we find the missing number?

Learner’s to find out the missing in subtraction of up to 2-digit numbers 

Chalkboard 

JKF primary Mathematics Learner’s activities grade2 page 53

Writing exercise 

2

Numbers 

Subtraction 

By the end of the lesson the learner should be able to work out missing numbers in subtraction of up to2digit numbers

Can we fil in the missing numbers?

Learner’s to fill in the missing numbers in problems involving subtraction 

Work book

Chalk board 

JKF primary Mathematics Learner’s activities grade2 page 54

Writing exercise 

3

Numbers 

Subtraction 

By the end of the lesson the learner should be able to work out missing numbers in subtraction of up to2digit numbers

Can we work out word problems involving subtraction?

Learner’s to read aloud and solve word problems involving subtraction 

JKF primary Mathematics Learner’s activities grade2 page 55

Oral exercise 

Writing exercise 

4

Numbers 

Subtraction 

By the end of the lesson the learner should be able to work out missing numbers in subtraction of up to2digit numbers  

Which number is missing?

Learner’s to fill in the missing numbers in problems involving subtraction

Chalkboard 

Work books

JKF Primary Mathematics Learner’s Activity Grade 2 page 55-56

Observation 

Writing exercise 

5

Numbers 

Subtraction 

By the end of the lesson the learner should be able to work out missing numbers in subtraction of up to2digit numbers  

Can we fill the missing number using a number line?

Learner’s to work out the missing numbers using a number line 

JKF primary

Mathematics Learner’s activities grade2 page 56

Writing exercise 

Oral exercise 

5

1

Numbers 

Subtraction 

By the end of the lesson the learner should be able to work out the missing numbers in patterns involving subtraction up to 100 

How do you work out missing numbers in patterns involving subtraction?

Learner’s to practice completing the pattern 

JKF primary

Mathematics Learner’s activities grade2 page 57

Work book

Writing exercise 

2

Numbers 

Subtraction 

By the end of the lesson the learner should be able to work out the missing numbers in patterns involving subtraction up to 100

Can we find the next number in the pattern?

Learner’s to work out the next number in patterns involving subtraction 

JKF primary Mathematics Learner’s activities grade2 page 58 

Writing exercise 

3

Numbers 

Subtraction 

By the end of the lesson the learner should be able to work out the missing numbers in patterns involving subtraction up to 100

Can we find the next number in the pattern?

Learner’s to work out the next number in patterns involving subtraction

JKF primary Mathematics Learner’s activities grade2 page 58 

Writing exercise 

4

Numbers 

Subtraction 

By the end of the lesson the learner should be able to work out the missing numbers in patterns involving subtraction up to 100

What is the next number in the pattern?

Learner’s in pairs/groups to find the next number in the pattern through subtraction

Work grades chalkboard JKF primary

Mathematics Learner’s activities grade2 page 59

Oral exercise  Writing exercise 

5

Numbers 

Subtraction 

By the end of the lesson the learner should be able to work out the missing numbers in patterns involving subtraction up to 100

Can we play games that involves finding the next number?

Learner’s in pairs /groups to play games that involves getting a next number by subtraction

Songs  Games 

Oral exercises  Writing exercise 

6

1

Numbers 

Multiplication 

By the end of the lesson the learner should be able to represent multiplication as repeated addition using numbers1,2,3,4 and 5 up to five times 

How do you represent multiplication as a repeated addition/ 

Learner’s in pairs/groups to use counters to represent multiplication as repeated addition

Counters 

Oral exercise 

2

Numbers 

Multiplication 

By the end of the lesson the learner should be able to represent multiplication as repeated addition using numbers1,2,3,4 and 5 up to five times

Can we count in two’s?

Learner’s to use counters in counting in twos to represent multiplication as repeated addition

Counters 

JKF primary Mathematics Learner’s activities grade2 page 60

Observation 

Oral exercise 

3

Numbers 

Multiplication 

By the end of the lesson the learner should be able to represent multiplication as repeated addition using numbers1,2,3,4 and 5 up to five times

Can we count in group of threes’?

Learner’s in pairs/groups to represent multiplication as repeated addition

Chalkboard

JKF primary Mathematics Learner’s activities grade2 page 61

Observation 

4

Numbers 

Multiplication 

By the end of the lesson the learner should be able to represent multiplication as repeated addition using numbers1,2,3,4 and 5 up to five times

Can we count in four’s?

Learner’s in pairs/groups to represent multiplication as repeated addition

Learner’s to count objects in four’s

Counters  

JKF Primary Mathematics Learner’s Activity Grade 2 page 62

Oral exercise

Observation 

5

Numbers 

Multiplication 

By the end of the lesson the learner should be able to represent multiplication as repeated addition using numbers1,2,3,4 and 5 up to five times

How can we count in five’s?

Learner’s in pairs/groups to represent multiplication as repeated addition by counting number in five’s  

Counters 

JKF primary Mathematics Learner’s activities grade2 page 63

Observation

Oral exercise 

7

1

Numbers m

Multiplication 

By the end of the lesson the learner should be able to represent multiplication as repeated addition using numbers1,2,3,4 and 5 up to five times

How can we use a number lines to represent multiplication as repeated addition?

Learner’s in pairs /groups to use number lines to represent multiplication as a repeated addition

JKF primary Mathematics Learner’s activities grade2 page 64

Writing exercise 

2

Numbers 

Multiplication 

By the end of the lesson the learner should be able to write repeated addition sentences as multiplication, using ‘x’ sign.

How do we use ‘x’ sign in multiplication?

Learner’s to use the ‘x ‘sign in writing repeated addition sentences as multiplication

JKF primary

Mathematics Learner’s activities grade2 page 65 

Chalkboard 

Observation 

Writing exercise 

3

Numbers 

multiplication

By the end of the lesson the learner should be able to write repeated addition sentences as multiplication, using ‘x’ sign.

How do we use ‘x’ sign in multiplication?

Learner’s to use the ‘x ‘sign in writing repeated addition sentences as multiplication

JKF primary Mathematics Learner’s activities grade2 page 66

Writing exercise 

4

Numbers 

Multiplication 

By the end of the lesson the learner should be able to write repeated addition sentences as multiplication, using ‘x’ sign.

How do we use ‘x’ sign in multiplying?

Learner’s to use the ‘x’ sign to multiplying 

JKF primary Mathematics Learner’s activities grade2 page 66

Writing exercise 

5 

Numbers 

Multiplication

By the end of the lesson the learner should be able to complete a multiplication table

Can you complete a multiplication table?

Learner’s to find the missing numbers in a multiplication table 

Charts 

JKF primary Mathematics Learner’s activities grade2 page 69

Writing exercise 

8

1

 Numbers 

Multiplication 

By the end of the lesson the learner should be able to multiply single digit numbers by 1,2,3,4 and 5

Can we multiply single digits numbers?

Learner’s to multiply single digit numbers by 1,2,3,4 and 5

Charts 

JKF primary Mathematics Learner’s activities grade2 page 69

Writing exercise 

2

Numbers 

Multiplication 

By the end of the lesson the learner should be able to multiply single digit numbers by 1,2,3,4 and 5

Can we play games involving multiplication?

Learner’s to play digital games that involves multiplication 

Laptops 

JKF Primary Mathematics Learner’s Activity Grade 2 page 70

Oral exercises 

Observation

3

Numbers 

Multiplication  

By the end of the lesson the learner should be able to arrange items in groups of 1,2,3,4 and 5 a certain number of times

How many can be arranged?

Learner’s to visit the local market to see how fruits are arranged in groups of 1,2,3 ,4 and 10’s a certain number of times

Market place 

Observation 

Oral exercise 

4

Numbers 

Division 

By the end of the lesson the learner should be able to represent division as equal sharing

How can we share a number of objects equally?

Learner’s in pairs/groups to share a given number of objects equally by each picking one object at a time until all are finished and then count how many each got

Concrete objects within the class 

JKF Primary Mathematics Learner’s Activity Grade 2 page 72

Observation 

Oral exercises 

5 

Numbers 

Division 

By the end of the lesson the learner should be able to represent division as equal sharing

How can we share a number of objects equally?

Learner’s to share a number of objects equally among 2 and 3 respectively 

Concrete objects within the class 

JKF Primary Mathematics Learner’s Activity Grade 2 page 72

Observation

9

1

Numbers 

Division 

By the end of the lesson the learner should be able to represent division as equal sharing

How can we share a number of objects equally

Learner’s to share a number of objects into small equal groups 

JKF primary Mathematics Learner’s activities grade 2 page 73

Observation 

Oral exercise 

2

Numbers 

Division 

By the end of the lesson the learner should be able to represent division as equal grouping 

How do we represent division as equal grouping?

Learner’s in pairs /groups to pick an equal number of objects at a time from the main group and count the number of small equal groups formed 

 Concrete objects within the class 

JKF primary Mathematics Learner’s activities grade 2 page 73

Observation 

Oral exercise 

3 

Numbers 

Division 

By the end of the lesson the learner should be able to represent division as equal grouping

How do we represent division as equal grouping?

Learner’s in pairs /groups to pick an equal number of objects at a time from the main group and count the number of small equal groups formed 

Objects within the class  JKF primary

Mathematics Learner’s activities grade 2 page 73

Observation

Oral exercise 

4

Numbers 

Division 

By the end of the lesson the Learner’s should be able to use ‘‘sign in writing division sentences 

How do we use ‘sign in writing division sentences?

Learner’s to use the “sign in division

Chalk board  Work book

Writing exercise 

5

Numbers 

Division 

By the end of the lesson the Learner’s should be able to use ‘‘sign in writing division sentences  

How do we use ‘sign in writing division sentences?

Learner’s to work out division problems using the “÷ “sign in division

JKF primary Mathematics Learner’s activities grade 2 page 74

Writing exercise 

10

1 

Numbers 

Division 

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

Can we solve word problems on division 

Learner’s to work out word problems involving division

JKF primary Mathematics Learner’s activities grade 2 page 75

Writing exercise 

Oral exercise 

2

Numbers 

Division 

By the end of the lesson the learner should be able to divide numbers up to 25 by 2,3,4 and 5 without a remainder in real life situation

Can we divide numbers2-5 by numbers up to 25?

Learner’s to divide numbers up to 25 by 2,3,4 and 5without a remainder

Charts 

Chalk board 

Mathematics Learner’s activities grade 2 page 75

In class writing exercise 

3

Numbers 

Division 

By the end of the lesson the learner should be able to divide numbers up to 25 by 2,3,4 and 5 without a remainder in real life situation

Can we divide numbers2-5 by numbers up to 25?

Learner’s in pairs /groups to play digital games that involves division

Chalkboard 

Charts 

Laptop 

Mathematics Learner’s activities grade 2 page 75

Writing exercise 

4

Measurement  

Length 

By the end of the lesson the learner should be able to measure length using fixed units

What can you use to measure different lengths?

Learner sin pairs/groups to use sticks of equal length to measure different lengths, record, and discuss the results

Sticks 

Mathematics Learner’s activities grade 2 page 75

Observation

5

Measurement 

Length 

By the end of the lesson the learner should be able to measure length using fixed units

What can you use to measure different lengths?

Learner sin pairs/groups to use sticks of equal length to measure different lengths, record, and discuss the results

Sticks 

JKF primary Mathematics Learner’s activities grade 2 page 76

Observation  Writing exercise 

11

END OF TERM ASSESSMENT AND CLOSING

WIKI

KIPINDI

Mada

MADA NDOGO

MATOKEO MAALUM YANAYOTOKEA

MASWALI DADISI

MAPENDEKEZO YA SHUGLI ZA UFUNZAJI

KAZI YA ZIADA

NYEZO

MAONI

1

1

Kutamka

Sauti na majina za Kiswahili ch,

Kufikia mwisho wa mada,  wanafunzi aweze:  

kutambua sauti za herufi mbili zilizofunzwa ili kuimarisha stadi ya kusikiliza na kuzungumza   

kutamka sauti lengwa za herufi mbili katika kuimarisha stadi ya kuzungumza

Ni sauti gani unazojua kutamka?

Mwanafunzi atambue sauti /ch/ na /dh/ katika maneno.  

Mwanafunzi asikilize sauti lengwa zikitamkwa na mwalimu kisha atamke pamoja na mwalimu na mwishowe atamke akiwa peke yake, wawili wawili na kama darasa.  

Mwanafunzi aweza kutumia vifaa vya kiteknolojia kama vile papaya na DVD kusikiliza sauti zikitamkwa.

Mwalimu asikilize wanafunzi wakitaja sauti na majina ya Kiswahili ch.

Tarakilishi

Mwalimu

Mwanafunzi  

Nyota ya Kiswahili uk76

2

Msamiati

Vyombo vya usafiri

Kufikia mwisho wa mada, mwanafunzi aweze:  

kutambua baadhi ya majina ya vyombo vya usafiri katika kuimarisha mawasiliano   kusoma majina ya vyombo vya usafiri na msamiati mwingine wa usafiri katika sentensi ili kuimarisha usomaji bora

Umewahi kutumia chombo kipi cha kusafiria?

Mwanafunzi atunge sentensi sahihi akitumia msamiati wa vyombo vya usafiri k.v matatu, basi, lori, pikipiki, garimoshi, gari dogo, ndege na meli.  

Mwanafunzi atoe maana ya msamiati unaohusu usafiri. 

Mwanafunzi aweza kutazama michoro na picha zinazolenga usafiri

Mwalimu asikilize msamiati wa vyombo vya habari kutoka kwa wanafunzi.

Tarakilishi

Mwalimu

Mwanafunzi  

Nyota ya Kiswahili uk77-80

3

Masimulizi

Kusikiza na kuzungumza

Kufikia mwisho wa mada, mwanafunzi aweze:  

kutambua kwa kutaja vyombo mbalimbali vya usafiri ili kuimarisha mawasiliano

Je, ni safari gani umewahi kufanya?

Mwanafunzi atambue aina mbalimbali za vyombo vya usafiri k.v. matatu, basi, lori, pikipiki, garimoshi, gari dogo, ndege na meli kwa kutumia picha au vyombo vya kiteknolojia.  

Mwanafunzi asimulie kuhusu vyombo vya usafiri, kwa mfano; Mimi nilisafiri kwa matatu.

Mwalimu asikilize masimulizi ya wanafunzi.

Tarakilishi

Mwalimu

Mwanafunzi  

Nyota ya Kiswahili uk83

2

1

Kusoma

Sauti na majina za kiswahili

kusoma herufi za sauti mbili ili kuimarisha usomaji bora  kusoma maneno kwa

kutumia silabi zinazotokana na sauti lengwa ili kuimarisha usomaji bora

Unajua kusoma silabi na maneno yapi?

Mwanafunzi atambue herufi zinazowakilisha sauti lengwa kwa kutumia kadi za herufi.  

Mwanafunzi aambatanishe silabi kusoma maneno yanayotokana na sauti lengwa.  

Mwanafunzi atenganishe silabi katika kutambua sehemu mbalimbali za maneno.

Mwalimu asikize wanafunzi wakitaja silabi wanazojua.

Tarakilishi

Mwalimu

Mwanafunzi  

Nyota ya Kiswahili uk84

2

Sarufi 

Matumizi ya herufi kubwa

Kufikia mwisho wa mada, mwanafunzi aweze:  kubainisha matumizi ya herufi kubwa ili kuimarisha mawasiliano andishi 

kusoma sentensi zilizo na matumizi ya herufi kubwa katika kuimarisha stadi za kusoma na kuandika

Je, herufi kubwa hutumiwa wapi?

Mwanafunzi aelezee matumizi ya herufi kubwa.  

Wanafunzi waweza kushirikishwa kusoma sentensi zinazotumia herufi kubwa wakiwa wawili wawili.  

Mwanafunzi aweza kutofautisha kati ya herufi ndogo na herufi kubwa.

Mwalimu asikilize matumizi ya herufi kubwa kutoka kwa wanafunzi.

Tarakilishi

Mwalimu

Mwanafunzi  

Nyota ya Kiswahili uk85

3

Kusoma

Safari ya vijijini

Kufikia mwisho wa mada, mwanafunzi aweze:  

kutambua picha za vyombo mbalimbali vya usafiri ili kuimarisha ufahamu wa hadithi  

kuelezea maana ya maneno yaliyotumiwa katika hadithi ili kuimarisha ufahamu wa hadithi

Ni hadithi ipi iliyokufurahisha zaidi?

Mwanafunzi ajadili picha zilizojumuishwa kwenye hadithi.  

Mwanafunzi atabiri kitakachotokea kwenye hadithi  

Mwanafunzi afahamu matumizi ya msamiati uliotumika kwenye hadithi.

Mwalimu asikilize wanafunzi wakisoma safari ya vijijini.

Tarakilishi

Mwalimu

Mwanafunzi  

Nyota ya Kiswahili uk86

3

1

Kuandika

Sauti na  majina ya herufi za Kiswahili

kusoma hadithi fupi zilizo na maneno yaliyo na sauti lengwa ili kuimarisha usomaji bora  

kuandika maneno kutokana na herufi alizofunzwa ili kuimarisha stadi ya Kuandika

Unajua kuandika silabi na maneno yapi?

Mwanafunzi atenganishe silabi katika kutambua sehemu mbalimbali za maneno.  

Mwanafunzi aweza kumsikiliza mgeni mwalikwa akitamka sauti lengwa.   

Mwanafunzi aandike herufi za  sauti alizosoma hewani na vitabuni.

Mwalimu awape wanafunzi zoezi.

Tarakilishi

Mwalimu

Mwanafunzi  

Nyota ya Kiswahili uk87-88

2

Masimulizi

Kusikiliza na kuzungumza

kusikiliza visa kuhusu usafiri ili kuimarisha umakinifu  

kusikiliza kisa kuhusu usafiri ili kuimarisha ukakamavu katika kujieleza

Je, unasafiria chombo gani?

Mwanafunzi ashiriki katika mjadala darasani au katika vikundi kuhusu vyombo mbalimbali vya usafiri.  

Mwanafunzi aweza kusikiliza masimulizi kuhusu vyombo vya usafiri kwa kutumia video au kinasa sauti

Mwalimu asahihishe kazi ya wanafunzi.

Tarakilishi

Mwalimu

Mwanafunzi  

Nyota ya Kiswahili uk89

3

Kusoma

Safari ya visiwani

kusoma hadithi zinazohusu  usafiri kujenga stadi ya kusoma  kufahamu hadithi aliyoisoma kuhusu usafiri

ili kupata ujumbe katika hadithi

Unamkumbuka mhusika gani katika hadithi uliyosoma?

Mwanafunzi aweza kusikiliza mwalimu anaposoma hadithi kisha asome na mwalimu na baadaye asome peke yake, wakiwa wawili wawili au katika vikundi.  

Mwanafunzi asimulie hadithi aliyoisoma au kusomewa kwa kutumia maneno yake mwenyewe. 

Mwanafunzi aweza kurekodiwa akisoma vizuri kwa video au kinasa sauti ili wanafunzi waweze kutazama na kusikiliza jinsi ya kusoma hadithi kwa ufasaha.

Mwalimu asikilize wanafunzi wakisoma.

Tarakilishi

Mwalimu

Mwanafunzi  

Nyota ya Kiswahili uk90

4

1

Kusoma

Sauti na majina ya herufi za kiswahili

Kufikia mwisho wa mada, mwanafunzi aweze:  

kuandika maneno kutokana na herufi alizofunzwa ili kuimarisha stadi ya kuandika  

kufurahia kutumia sauti zilizofunzwa katika mawasiliano

Unajua kuandika silabi na maneno yapi?

Mwanafunzi aweza kufinyanga maumbo ya herufi inayowakilisha sauti lengwa.  

 Mwanafunzi anakili herufi na maneno yanayotokana na sauti alizofunzwa.

Mwalimu awape wanafunzi zoezi la kufanya.

Tarakilishi

Mwalimu

Mwanafunzi  

Nyota ya Kiswahili uk91-92

2

Msamiati

Vyombo vya usafiri

Kufikia mwisho wa mada, mwanafunzi aweze:  

kufurahia kutumia sauti zilizofunzwa katika mawasiliano

Je unajua vyombo vya usafiri ni nini?

Mwanafunzi anakili herufi na maneno yanayotokana na sauti alizofunzwa

Mwalimu asahiishe kazi ya wanafunzi.

Tarakilishi

Mwalimu

Mwanafunzi  

Nyota ya Kiswahili uk93-94

3

Kusikiliza Na Kuzungumza

Maneno ya heshima na adabu

Kufikia mwisho wa mada, mwanafunzi aweze: 

kusikiliza visa kuhusu heshima na adabui ili kuimarisha umakinifu  

kusikiliza kisa kuhusu maneno ya adabu ili kuimarisha ukakamavu katika kujieleza

Je ni maneno yepi ya adabu unayoyajua?

Mwanafunzi asalimianae kwa kutumia maneno ya adabu na heshima. Mwanafunzi aandike maneno ya heshima anayojua.

Mwalimu awape wanafunzi kazi ya kufanya.

Tarakilishi

Mwalimu

Mwanafunzi 

Nyota ya Kiswahili uk9698

5

1

Kutamka

Sauti na majina ya herufi za kiswahili

Kufikia mwisho wa mada, mwanafunzi aweze: kutambua sauti za herufi mbili zilizofunzwa ili kuimarisha stadi ya kusikiliza na kuzungumza   

kutamka sauti lengwa za herufi mbili katika kuimarisha stadi ya

Unaweza kuunda maneno yapi kwa utumia sauti za herufi mbili?

Mwanafunzi atambue sauti /gh/, /ny/ na katika maneno.  

Mwanafunzi asikilize mwalimu akitamka sauti lengwa /gh/, /ny/ kisha atamke pamoja na mwalimu na mwishowe atamke akiwa peke yake, wawili wawili na kama darasa.

Tarakilishi

Mwalimu

Mwanafunzi  

Nyota ya Kiswahili uk100-101

2

Msamiati

Majina ya watu katika familia

Kufikia mwisho wa mada, mwanafunzi aweze:  

kutumia msamiati wa familia katika mawasiliano ya kila siku  

kutunga sentensi akitumia msamiati wa familia uliofunzwa ili kuimarisha stadi ya mazungumzo na uandishi

Dada yake mama anaitwaje?

Mwanafunzi ataje majina ya watu wa familia k.v babu, nyanya, mjomba, ami/amu, shangazi, binamu na halati.  

Mwanafunzi atazame picha au michoro ya watu wa familia. 

Wanafunzi wasome majina ya watu wa familia kwenye kadi au chati

Mwalimu asikize msamiati kutoka kwa wanafunzi.

Tarakilishi

Mwalimu

Mwanafunzi  

Nyota ya Kiswahili uk102-103

3

Kusoma

Arusi yetu

Kufikia mwisho wa mada, mwanafunzi aweze:  

kutambua picha za watu wa familia ili kuimarisha ufahamu wa hadithi  kusikiliza hadithi za mwalimu kuhusu watu wa familia ili kuimarisha umakinifu  

kusoma hadithi kuhusu watu wa familia ili kuimarisha usomaji bora

Unaweza kutambua watu gani katika picha?

Mwanafunzi ajadili picha zilizojumuishwa kwenye hadithi.  

Mwanafunzi katabiri kitakachotokea kwenye hadithi.  

Mwanafunzi afahamu matumizi ya msamiati uliotumika kwenye hadithi

Mwanafunzi atenganishe silabi katika kutambua sehemu mbalimbali za maneno.

Mwalimu asikilize wanafunzi wakisoma.

Tarakilishi

Mwalimu

Mwanafunzi  

Nyota ya Kiswahili uk105

6

1

Kusoma

Sauti na majina za herufi gh; ny

Kusoma herufi za sauti mbili ili kuimarisha usomaji bora kusoma maneno kwa kutumia silabi zinazotokana na sauti lengwa ili kuimarisha usomaji bora wa familia katika kuimarisha uwezo wa kuwaelezea watu katika mazingira yake kuthamini umuhimu wa familia katika kuendeleza mshikamano wa kijamii.

Unaweza kutambua sauti gani za herufi mbili?

Watu wa familia yako?

Mwanafunzi atambue herufi zinazowakilisha sauti lengwa kwa kutumia kadi za herufi.  

Mwanafunzi aambatanishe silabi kusoma maneno yanayotokana na sauti lengwa. 

Kuhusu familia.  

Mwanafunzi azungumzie kuhusu familia.  

 Mwanafunzi aelezee maana ya majina ya watu wa familia.

Mwalimu asahihishe kazi ya wanafunzi.

Masimulizi ya wanafunzi.

Tarakilishi

Mwalimu

Mwanafunzi  

Nyota ya Kiswahili uk106-107

Mwanafunzi  

Nyota ya Kiswahili uk110

2

Sarufi

Matumizi ya maneno yanayoashiria vitendo

Kufikia mwisho wa mada, mwanafunzi aweze; kutambua maneno yanayoashiria vitendo ili kuimarisha mawasiliano   kusoma maneno yanayoashiria vitendo ili kujenga usomaji bora

Je, unajua kutumia maneno yapi yanayowakilisha vitendo?

Mwanafunzi aweza kuigiza vitendo k.m. simama, tembea, andika, cheka n.k.

Mwanafunzi atunge sentensi zenye matumizi ya maneno yanayoashiria vitendo kwa mfano simama, oga, chana n.k. 

 Mwanafunzi asome sentensi zinazohusisha vitendo.

Mwalimu awape wanafunzi vikundi wasome pamoja.

Tarakilishi

Mwalimu

Mwanafunzi  

Nyota ya Kiswahili uk109

3

Masimulizi

Kusikiliza na kuzungumza.

kuelezea kuhusu watu

Je, unajua majina gani ya

Mwanafunzi asimulie

Mwalimu asikilize

Tarakilishi

Mwalimu

7

1

Kuandika

Sauti na majina za herufi gh na ny

kusoma hadithi fupi zilizo na maneno yaliyo na sauti lengwa ili kuimarisha usomaji bora  

kuandika maneno kutokana na herufi alizofunzwa ili kuimarisha stadi ya kuandika

Unaweza kutamka sauti zipi ulizofunzwa awali?

Mwanafunzi atambue herufi zinazowakilisha sauti lengwa kwa kutumia kadi za herufi. 

Mwanafunzi aambatanishe silabi kusoma maneno yanayotokana na sauti lengwa.  

Mwanafunzi atenganishe silabi katika kutambua sehemu mbalimbali za maneno.

Mwalimu awape wanafunzi zoezi la kufanya.

Tarakilishi

Mwalimu

Mwanafunzi  

Nyota ya Kiswahili uk111

2

Msamiati

Majina ya watu katika familia

Kufikia mwisho wa mada, mwanafunzi aweze:  

kuandika maneno na sentensi kuhusu familia ili kuimarisha stadi ya kuandika  

kufurahia kuwarejelea watu wa familia kwa majina yao mwafaka ili kuimarisha mawasiliano

Dada yake baba anaitwaje?  

Kaka yake baba anaitwaje?

Mwanafunzi atazame picha au michoro ya watu wa familia.  

Wanafunzi wasome majina ya watu wa familia kwenye kadi au chati.

Wanafunzi waweza kushiriki katika nyimbo na mashairi kuhusu watu wa familia.

Mwalimu awape wanafunzi zoezi.

Tarakilishi

Mwalimu

Mwanafunzi  

Nyota ya Kiswahili uk112-113

3

Kusoma Shairi

Wageni wetu

Kufikia mwisho wa mada, mwanafunzi aweze: 

Kufahamu shairi aliyoisoma na aliyosomewa ili kupata ujumbe

Kuchangamkia kusoma shairi kuhusu watu wa familia katika kujenga ari ya usomaji bora.

Shairi inahusu watu gani?

Mwanafunzi aweza kusikiliza hadithi ikisomwa kwa kutumia tarakilishi na projekta.  

Mwanafunzi aweza kusoma shairii kutoka kwa jitabu mbele ya darasa.  

Mwanafunzi athibitishe utabiri wake baada ya kusoma shairi

Mwalimu asikilize wanafunzi wakisoma.

Tarakilishi

Mwalimu

Mwanafunzi  

Nyota ya Kiswahili uk114

8

1

Kutamka

Majina na herufi za Kiswahili ng

Kufikia mwisho wa mada, mwanafunzi aweze:  

kusoma hadithi fupi zilizo na maneno yaliyo na sauti lengwa ili kuimarisha usomaji bora  

kuandika maneno kutokana na herufi alizofunzwa ili kuimarisha stadi ya Kuandika

Unaweza kuunda maneno yapi kwa kutumia sauti za herufi mbili?

Mwanafunzi aweza kumsikiliza mgeni mwalikwa akitamka sauti lengwa.   

Mwanafunzi aandike herufi za sauti alizosoma hewani na vitabuni.  

Mwanafunzi asome maneno kwa kutumia silabi na kuchanganua yaliyo marefu zaidi

Mwalimu asikilize majina ya herufi mbili kutoka kwa mwanafunzi.

Tarakilishi

Mwalimu

Mwanafunzi  

Nyota ya Kiswahili uk116

2

Kusikiliza Na Kuzungumza

Maneno ya heshima na adabu.

Kufikia mwisho wa mada, mwanafunzi aweze:  kuonyesha vitendo vya heshima na adabu anapowasiliana katika mazingira yake kuthamini matumizi ya maneno ya heshima na adabu katika mazingira yake. 

Mtu akikutendea wema unamwambiaje?

Mwanafunzi aweza kutazama video inayowasilisha vitendo vya heshima na adabu.

Mwanafunzi asome maneno ya heshima na adabu.

Mwanafunzi aelezee maneno ya heshima na adabu.

Mwalimu asahihishe kazi ya wanafunzi.

Tarakilishi

Mwalimu

Mwanafunzi  

Nyota ya Kiswahili uk117

3

Sarufi

Maneno yanayoashiria vitendo

Kufikia mwisho wa mada, mwanafunzi aweze:  

Kuandika sentensi sahihi akitumia maneno yanayoashiria vitendo katika kuimarisha uandishi bora    kufurahia kutumia maneno yanayoashiria vitendo katika mawasiliano.

Je, unajua kutumia maneno yapi yanayowakilisha vitendo katika sentensi?

Mwanafunzi asome sentensi zinazohusisha vitendo.  

Mwanafunzi aweza kujaza mapengo kwa maneno yanayoashiria vitendo.  

Mwanafunzi anakili sentensi kwa kutumia maneno yanayoashiria vitendo.

Mwalimu awaonyeshe wanafunzi baadhi ya vitendo.

Tarakilishi

Mwalimu

Mwanafunzi  

Nyota ya Kiswahili

uk119

9

1

Kusoma

Sauti na majina ya herufi ng

Kufikia mwisho wa mada, mwanafunzi aweze:   kusoma herufi za sauti mbili ili kuimarisha usomaji bora  kusoma maneno kwa kutumia silabi zinazotokana na sauti lengwa ili kuimarisha usomaji bora

Unaweza kutamka sauti zipi ulizofunzwa awali?

Mwanafunzi asome maneno kwa kutumia silabi na kuchanganua yaliyo marefu zaidi.  

Wanafunzi wasome hadithi zilizo na maneno yaliyobeba sauti lengwa wakiwa wawili wawili. 

Mwanafunzi aweza kutumia vifaa vya kiteknolojia kama vile tarakilishi, projekta na kipasa sauti kusikiliza na kusoma hadithi

Mwalimu awape wanafunzi zoezi.

Tarakilishi

Mwalimu

Mwanafunzi  

Nyota ya Kiswahili uk117-118

2

Masimulizi

Kusikiliza na kuzungumza

Kufikia mwisho wa mada, mwanafunzi aweze:  

kusikiliza kwa makini masimulizi kuhusu watu wa familia ili kujenga umakinifu

kuelezea kuhusu watu wa familia katika kuimarisha uwezo wa kuwaelezea watu katika mazingira yake

Je, unajua majina gani ya watu wa familia yako?  

Mwanafunzi aweza kushirikishwa katika nyimbo au mashairi kuhusu watu wa familia. 

Mwanafunzi aweza kutazama video picha au michoro inayoonyesha watu wa familia ili wajadiliane katika vikundi.

Mwalimu asikilize masimulizi ya wanafunzi.

Tarakilishi

Mwalimu

Mwanafunzi  

Nyota ya Kiswahili uk119-123

3

Kusoma

Nyanya na babu

Kufikia mwisho wa mada, mwanafunzi aweze:  

Kuchangamkia kusoma hadithi kuhusu watu wa familia katika kujenga ari ya usomaji bora.

Hadithi inahusu watu gani?

Mwanafunzi athibitishe utabiri wake baada ya kusoma hadithi.  

Mwanafunzi ajibu na kuuliza maswali kutokana na hadithi.   

Mwanafunzi atoe muhtasari wa hadithi aliyosoma au kusomewa.

Mwalimu awape wanafunzi kazi ya kufanya.

Tarakilishi

Mwalimu

Mwanafunzi  

Nyota ya Kiswahili uk119

10

1

Familia 

Sauti ng

kusoma maneno kwa kutumia silabi zinazotokana na sauti lengwa ili kuimarisha usomaji bora  kusoma hadithi fupi zilizo na maneno yaliyo na sauti lengwa ili kuimarisha usomaji bora

Unaweza kuunda maneno yapi kwa kutumia sauti za herufi mbili?

Mwanafunzi atambue herufi zinazowakilisha sauti lengwa kwa kutumia kadi za herufi.  

Mwanafunzi aambatanishe silabi kusoma maneno yanayotokana na sauti lengwa. 

Mwanafunzi atenganishe silabi katika kutambua sehemu mbalimbali za maneno.

Tarakilishi

Mwalimu

Mwanafunzi  

Nyota ya Kiswahili uk127

2

Msamiati

Usalama wangu

Kufikia mwisho wa mada, mwanafunzi aweze;  

kutambua msamiati ambao hutumiwa katika usalama ili kuwasiliana kuhusu masuala yanayohusu usalama wake   kueleza maana ya msamiati wa usalama katika kuimarisha mawasiliano

Unaweza kutaja mambo gani yanayohusu usalama?

Mwanafunzi atoe maana ya msamiati wa usalama.  

Mwanafunzi atunge sentensi sahihi kwa kutumia msamiati wa usalama kama vile, kivukio cha barabara, moto, vidaraja, ajali michezoni, kuzama majini na vita

Mwalimu asikize mambo yanayohusu usalama kutoka kwa wanafunzi.

Tarakilishi

Mwalimu

Mwanafunzi  

Nyota ya Kiswahili uk128

3

Kusoma

Shule yetu

kufahamu hadithi aliyoisoma au kusomewa kuhusu usalama wake ili kupata ujumbe wa hadithi kuchangamkia 

kusoma hadithi kila siku

Unakumbuka nani katika hadithi iliyowahi kukufurahisha?

Mwanafunzi aweza kusikiliza hadithi ikisomwa kwa kutumia tarakilishi na projekta.

Mwanafunzi aweza kusoma hadithi kutoka kwa jitabu mbele ya darasa. 

Mwanafunzi athibitishe utabiri wake baada ya kusoma hadithi.

Mwalimu asikilize wanafunzi wakisoma hadithi.

Tarakilishi

Mwalimu

Mwanafunzi   

Nyota ya Kiswahili uk131

11

TATHMINI NA KUFUNGA SHULE

Week

Lesson

Strand

Sub-Strand

Specific Learning Outcomes

Key Inquiry Questions

Learning Experiences

Learning Resources

Assessment

Reflection

1

1

Personal Hygiene

Use and care of  personal items

By the end of the sub-strand, the learner should be able to: Making personal item tooth  brush 

How to make personal items

Learners are guided to clean their personal items (toothbrush, comb, face towel, handkerchief) using a demonstration or watching video clips

Hygiene and nutrition Grade 2 page 56-57 regalia, cleaning materials, water, soap, computing devices

observation, oral questions

2

Personal Hygiene

Use and care of  personal items

By the end of the sub-strand, the learner should be able to: state the procedure used when cleaning items for personal use Making toothpaste

How to make toothpaste

Learners are guided to clean their personal items (toothbrush, comb, face towel, handkerchief) using a demonstration or watching video clips.

Learners clean their personal items.

In groups, learners peer teaches on how to clean personal items

Hygiene and nutrition Grade 2 page 56-57 regalia, cleaning materials, water, soap, computing devices

observation, oral questions

2

1

Personal Hygiene

Use and care of  personal items

By the end of the sub-strand, the learner should be able to: state the procedure used By the end of the sub-strand, the learner should be able to: when cleaning items for personal use, handkerchief

How do we clean a handkerchief

Learners are guided to clean their personal items (toothbrush, comb, face towel, handkerchief) using a demonstration or watching video clips. Learners clean their personal items.

In groups, learners peer teaches on how to clean personal items

Hygiene and nutrition Grade 2 page 58-59 regalia, cleaning materials, water, soap, computing devices

observation, oral questions

2

Personal Hygiene

Use and care of  personal items

By the end of the sub-strand, the learner should be able to: clean personal items to promote cleanliness for self and others i.e. face towel

How to  use a face towel 

Learners are guided to clean their personal items (toothbrush, comb, face towel, handkerchief) using a demonstration or watching video clips.

Learners clean their personal items.

In groups, learners peer teaches on how to clean personal items

observation, oral questions

3

1

Personal Hygiene

Use and care of  personal items

By the end of the sub-strand, the learner should be able to: clean personal items to promote cleanliness for self and others i.e. face towel

How to  use a face towel

Learners are guided to clean their personal items (toothbrush, comb, face towel, handkerchief) using a demonstration or watching video clips.

Learners clean their personal items.

In groups, learners peer teaches on how to clean personal items

Hygiene and nutrition Grade 2 page 60-61 regalia, cleaning materials, water, soap, computing devices

observation, oral questions

2

Personal Hygiene

Use and care of  personal items

By the end of the sub-strand, the learner should be able to: clean personal items to promote cleanliness for self and others i.e. combs and hairbrushes

How do we clean combs and hairbrushes

Learners are guided to clean their personal items (toothbrush, comb, face towel, handkerchief) using a demonstration or watching video clips.

Learners clean their personal items.

In groups, learners peer teaches on how to clean personal items

Hygiene and nutrition Grade 2 page 64-65 regalia, cleaning materials, water, soap, computing devices

observation, oral questions

4

1

Personal Hygiene

Use and care of  personal items

By the end of the sub-strand, the learner should be able to: clean personal items to promote cleanliness for self and others toothbrush

How to clean toothbrush

Learners are guided to clean Learners are guided to clean their personal items (toothbrush, comb, face towel, handkerchief) using a demonstration or watching video clips.

Learners clean their personal items.

In groups, learners peer teaches on how to clean personal items

Hygiene and nutrition Grade 2 page 66-67 regalia, cleaning materials, water, soap, computing devices

observation, oral questions

2

Personal Hygiene

Use and care of  personal items

By the end of the sub-strand, the learner should be able to: Identify materials that can be improvised for personal use

What other materials can we use to improvise personal items?

Learners identify materials that can be improvised for personal care (chewed sticks, salt and old pieces of cloth).

Learners take videos of their family members or friends cleaning personal items at home and present them to the teacher.

Hygiene and nutrition Grade 2 page 66-67 regalia, cleaning materials, water, soap, computing devices

observation, oral questions

5

1

Personal Hygiene

Use and care of  personal items

By the end of the sub-strand, the learner should be able to: Appreciate the importance of caring for personal items to promote cleanliness for self and others

What other materials can we use to improvise personal items?

Draw and color personal items using pens, papers, crayons and computing devices.

Hygiene and nutrition Grade 2 page 66-67 regalia, cleaning materials, water, soap, computing devices

observation, oral questions

2

Foods

Basic Tastes of Food

By the end of the sub-strand, the learner should be able to: a) identify the four basic tastes in a variety of foods,

How do the foods you eat taste?

Learners brainstorm on different tastes of foods they eat

In groups, learners are guided to share experiences on taste of varied food using pictures of food items that have varied tastes (sour, bitter, sweet and salty)

Hygiene and nutrition Grade 2 page  70-72

Regalia Pictures photos and videos of food items  computing devices

observation, oral questions

6

1

Foods

Basic Tastes of Food

By the end of the sub-strand, the learner should be able to: classify foods according to their tastes appreciate the different foods have different taste

Which are the four basic tastes of food?

Learners sort out food items according to taste using pictures or regalia.

Learners draw some foods and indicate their taste

Learners play games on classification of foods according to their taste using computing devices.

Hygiene and nutrition Grade 2 page  73-74

Regalia Pictures photos and videos of food items computing devices

observation, oral questions

2

Foods

Eating habits

By the end of the sub-strand, the learner should be able to: mention what family members and friends eat and drink.

What foods and drinks are taken by our family members and friends?

In groups, the learners could be guided to share experiences on the foods their family members and friends eat and drink

Hygiene and nutrition Grade 2 page  75-76 Pictures charts and regalia of foods eaten computing devices papers pencils and crayons

observation, oral questions

7

1

Foods

Eating habits

By the end of the sub-strand, the learner should be able to identify the food likes and dislikes of family members and friends,

What foods are liked or disliked by our family members and friends?

In groups the learners identify the likes and dislikes of food of their family members and friends.

Hygiene and nutrition Grade 2 page  77 Pictures charts and regalia of foods eaten computing devices  papers  pencils and crayons

observation, oral questions

2

Foods

Eating habits

By the end of the sub-strand, the learner should be able to give reasons why different people like different foods,

Why do different people like different foods?

Learners are guided to tell why different people like different foods. Role plays food selection for their friends and family members using pictures or regalia.

Hygiene and nutrition Grade 2 page  75-76 Pictures charts and regalia of foods eaten computing devices  papers pencils and crayons

observation, oral questions

8

1

Foods

Eating habits

By the end of the sub-strand, the learner should be able to appreciate the likes and dislikes of food of various people

Why do different people like different foods?

Draw and color foods that their friends and family members like and dislike.

Learners take pictures of their family members taking a meal and present them in class

Hygiene and nutrition Grade 2 page  79-81 Pictures charts and regalia of foods eaten computing devices papers  pencils and crayons 

observation, oral questions

2

Food 

Meals and Snacks

By the end of the sub-strand, the learner should be able to: a) tell the number of meals taken in a day,

How many meals do we take in a day

Learners are guided to tell the number of meals taken a day.

Hygiene and nutrition Grade 2 page  84-85 pictures of meals snacks available in the locality, videos of people taking meals and snacks, regalia of snacks and meals

observation, oral questions

9

1

Food 

Meals and Snacks

By the end of the sub-strand, the learner should be able to: differentiate between a meal and a snack from food items the locality,

What is the difference between a meal and a snack?

Learners are guided to differentiate between meals and snacks using regalia and pictures

Hygiene and nutrition Grade 2 page  86-87 pictures of meals snacks available in the locality, videos of people taking meals and snacks, regalia of snacks and meals

observation, oral questions

2

Food 

Meals and Snacks

By the end of the sub-strand, the learner should be able to: Embrace the importance of taking meals and snacks at the right time.

Why should we take meals and snacks at the right time?

Learners are guided to tell when they should take meals and when they should take snacks, learners can choose meals and snacks eaten through pictures, computer games

Hygiene and nutrition Grade 2 page  88-89 pictures of meals snacks available in the locality, videos of people taking meals and snacks, regalia of snacks and meals

observation, oral questions

10

1

Food 

Grouping of food

By the end of the sub-strand, the learner should be able to: mention foods from plant sources within their locality

What foods do we get from plants?

Learners are guided to identify foods they get from plants within their locality

Hygiene and nutrition Grade 2 page  90-91

observation, oral questions

2

Food 

Grouping of food

By the end of the sub-strand, the learner should be able to: group foods according to the different parts of the plants that they come from,

What foods do we get from plants?

Learners are guided to group foods from plant sources according to the parts of the plant they come from (leaves, roots, fruits, seeds and stem) using pictures or regalia

Hygiene and nutrition Grade 2 page  92-93

observation, oral questions

11

END OF TERM ASSESSMENT AND CLOSING

Week

Lesson

Strand / Theme

Sub Strand

Specific Learning Outcomes

Key Inquiry Questions

Learning Experience

Learning Resources

Assessment Methods

Reflection 

1

1

Environment and its resources

Precautions when using light energy

By the end of the sub-strand, the learner should be able to: identify practices in which light energy could harm eyes

How could light energy harm us?

Learners to identify practices that in which light energy could harm the eyes (reading in dim light, looking directly at bright light with bare eyes, long exposure to bright light from electronic devices)

MTP

Grade 2 page 38 Torch

Sun Lamp  matchbox 

Oral questions 

2

Environment and its resources

Precautions when using Light energy

By the end of the sub-strand, the learner should be able to: take safety measure against harmful light energy to reduce risk to self and others

How could we protect ourselves from harmful light energy?

In groups, learners discuss safety precautions in protecting self and others from harmful

light energy Learners create messages on awareness of harmful effects of light energy

MTP

Grade 2 page 38 Torch

Sun Lamp  matchbox

Oral question on measure to be taken to protect us from lights

3

Environment and its resources

Precautions when using light energy

By the end of the sub-strand, the learner should be able to: make poster to educate people be aware of precaution of using light in the community

How could we protect ourselves from harmful light energy?

In groups, learners discuss safety precautions in protecting self and others from harmful

light energy Learners create messages on awareness of harmful effects of light energy

MTP

Grade 2 page 38 Torch

Sun Lamp  matchbox

Observing posters made by pupils

4

Environment and its resources

Precautions when using light energy

By the end of the sub-strand, the learner should be able to appreciate safety precautions when using light energy

How could we protect ourselves from harmful light energy?

Learners create messages on awareness of harmful effects of light energy Learners to share messages on harmful effects of light and safety precautions.

MTP

Grade 2 page 38 Torch

Sun Lamp  matchbox

Oral question on measure to be taken to protect us from lights

5

Social environment 

School environment and its neighborhood Locating places using key features.

By the end of the sub-strand, the learner should be able to: finding place near the school compound

What are the main features between your home and school?

Learners to discuss the main features between home and school (physical and build-up features such as rivers, hills, valleys, forest, bridges, roads, railway line, buildings)

MTP

Grade 2 page 40-41 rivers, hills, valleys, forest, bridges, roads, railway line, buildings

oral question of finding places

2

1

Social environment 

School environment and its neighborhood Locating places using key features.

By the end of the sub-strand, the learner should be able to: locate places using main features between home and school

What are the main features between your home and school?

In a nature walk, learners to point out the main features between home and school

Using video clips, pictures and photographs, learners to identify the main features between home and school

MTP

Grade 2 page 40-41 rivers, hills, valleys, forest, bridges, roads, railway line, buildings

oral question of finding places

2

Social environment 

School environment and its neighborhood Locating places using key features.

By the end of the sub-strand, the learner should be able to: Discuss how to find place

How do we tell where a place is?

Learners to locate main features between their homes and school (relative location)

MTP

Grade 2 page 41-40 rivers, hills, valleys, forest, bridges, roads, railway line, buildings

oral question of finding places

3

Social environment 

School environment and its neighborhood Locating places using key features.

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

In pairs when going home from school identify things next to your home. appreciate the significance of locating places using key features

How do we tell where a place is?

Learners to locate main features between their homes and school (relative location)

MTP

Grade 2 page 42 rivers, hills, valleys, forest, bridges, roads, railway line, buildings

oral question of finding places

4

Social environment  

Keeping the school environment clean

By the end of the sub-strand, the learner should be able to: state ways of keeping the school environment clean

How could we keep the school

Learners discuss what makes the school environment dirty

MTP

Grade 2 page 45 Poster

Video clip

Brooms

Dust pin

Dust pans 

Observing how the pupils are cleaning the classroom

5

Social environment  

Keeping the school environment clean

By the end of the sub-strand, the learner should be able to: in pairs demonstrate ways of keeping the school environment clean

How could we keep the school

Learners discuss what makes the school environment dirty

MTP

Grade 2 page 45 Poster

Video clip

Brooms

Dust pin

Dust pans

Observing how the pupils are cleaning the school classroom.

3

1

Social environment  

Keeping the school environment clean

By the end of the sub-strand, the learner should be able to: ways of keeping the school environment clean

How could we keep the school

Learners discuss what makes the school environment dirty

MTP

Grade 2 page 45 Poster

Video clip

Brooms

Dust pin

Dust pans

Observing how the pupils are cleaning the school compound

2

Social environment  

Keeping the school environment clean

Discussing ways of cleaning the school

How could we keep the school

Using video clips and pictures, learners discuss ways of keeping the school environment clean

MTP

Grade 2 page 45 Poster

Video clip

Brooms

Dust pin

Dust pans

Observing how the pupils are cleaning the school compound

3

Social environment  

Keeping the school environment clean

By the end of the sub-strand, the learner should be able to: outline the importance of a clean school environment

Why should we keep the school environment clean

In groups learners discuss importance of keeping the school environment clean. Learners practice keeping the school environment clean

MTP

Grade 2 page 45 Poster

Video clip

Brooms

Dust pin

Dust pans

Observing how the pupils are cleaning the school compound

4

Social environment  

Keeping Safe and Secure in School

By the end of the sub-strand, the learner should be able to: identify possible dangers in the school

What are the danger in schools

Learners walk around the school compound to identify what could expose them to danger in the school.

MTP

Grade 2 page 46 Poster

Video clip

Brooms

Dust pin

Dust pans

Oral questions on how to keep the school safe and secure

5

Social environment  

Keeping Safe and Secure in School

By the end of the sub-strand, the learner should be able to: identify in pairs the things that cause harm in school

What are the danger in schools

Using video clips and pictures, learners discuss ways of keeping the school environment clean

MTP

Grade 2

page 50

Oral questions on how to keep the school safe and secure

5

1

Social environment  

Keeping Safe and Secure in School

By the end of the sub-strand, the learner should be able to: suggest ways of keeping safe and secure in school

How could we keep safe and secure in school?

Using video clips and pictures, learners discuss ways of keeping the school environment clean

MTP

Grade 2 page 50 Poster

Video clip

Brooms

Dust pin

Dust pans

Oral questions on how to keep the school safe and secure

2

Social environment  

Keeping Safe and Secure in School

By the end of the sub-strand, the learner should be able to: suggest ways of keeping safe and secure in school

How could we keep safe and secure in school?

Using video clips and pictures, learners discuss ways of keeping the school environment clean

MTP

Grade 2 page 50

Oral questions on how to keep the school safe and secure

3

Social environment  

Keeping Safe and Secure in School

By the end of the sub-strand, the learner should be able to develop habits that will keep one safe and secure in school

How could we keep safe and secure in school?

In groups, learners identify possible dangers in the school. (by drawing or writing)

Using video clips, photographs and pictures, learners identify how to keep safe and secure in school

MTP

Grade 2 page 53 Poster

Video clip

Brooms

Dust pin

Dust pans

Oral questions on how to keep the school safe and secure

4

Social environment  

Keeping Safe and Secure in School

By the end of the sub-strand, the learner should be able to in groups discuss the importance of keeping the school safe

How could we keep safe and secure in school?

In groups, learners to discuss the importance of keeping safe and secure at school Learners develop rules on keeping safe and secure at school Learners to find out more on keeping safe and secure in school from parents and guardians.

MTP

Grade 2 page 53 Poster

Video clip

Brooms

Dust pin Dust pans

Oral questions on how to keep the school safe and secure

5

Social environment  

Keeping Safe and Secure in School

By the end of the sub-strand, the learner should be able to In pairs make video about safety in school

How could we keep safe and secure in school?

Learners to find out more on keeping safe and secure in school from parents and guardians

MTP

Grade 2 page 74-75 Poster

Video clip

Brooms

Dust pin

Dust pans

Oral questions on how to keep the school safe and secure

6

1

Social environment  

Keeping Safe and Secure in School

By the end of the sub-strand, the learner should be able to Make posters on school safety rules

How could we keep safe and secure in school?

Learners to find out more on keeping safe and secure in school from parents and guardians

MTP

Grade 2 page 53 Poster

Video clip

Brooms

Dust pin

Dust pans

Oral questions on how to keep the school safe and secure

2

Social environment  

Keeping Safe and Secure in School

By the end of the sub-strand, the learner should be able to Make posters on school safety rules

How could we keep safe and secure in school?

Learners to find out more on keeping safe and secure in school from parents and guardians

MTP

Grade 2 page 53

Oral questions on how to keep the school safe and secure

3

Social environment  

The National flag of Kenya

By the end of the sub-strand, the learner should be able to: identify colors of the Kenya National flag as a National symbol

What are the colors of the Kenya National flag?

Using the Kenya National flag, learners to identify its colors

MTP

Grade 2 page 48 Picture

flags

Oral question on the colors of the national flags

4

Social environment  

The National flag of Kenya

By the end of the sub-strand, the learner should be able to: identify colors of the Kenya National flag as a National symbol

What are the colors of the Kenya National flag?

Using the Kenya National flag, learners to identify its colors

MTP

Grade 2 page 48 Picture flags

Oral question on the colors of the national flags

5

Social environment  

The National flag of Kenya

By the end of the sub-strand, the learner should be able to: demonstrate respect for the Kenya national flag as a National symbol

How could we demonstrate respect for the Kenya National flag?

Learners to observe and describe the expected behaviour (stand at attention and show respect) when raising and lowering the National Flag

MTP

Grade 2 page 50 Picture flags

observing the colors of the national flags

7

1

Social environment  

The National flag of Kenya

By the end of the sub-strand, the learner should be able to: Appreciate the National flag as a symbol for national unity.

Appreciate the National flag as a symbol for national unity

Learners to draw and color the Kenya National Flag Learners to find out from parents or guardians the importance of the National flag of Kenya

MTP

Grade 2 page 50 Picture

Flags

observing the colors of the national flags

2

Social environment  

The National Anthem of Kenya

By the end of the sub-strand, the learner should be able to: identify occasions when the Kenya National Anthem is sung

On what occasions do we sing the Kenya National Anthem?

In groups, learners to sing the National Anthem.

Learners to demonstrate the expected conduct when singing the Kenya National Anthem.

MTP

Grade 2 page 51 National anthem

observing the colors of the national flags

3

Social environment   

The National Anthem of Kenya

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

explaining the importance of national anthem

On what occasions do we sing the Kenya National Anthem?

In groups, learners to sing the National Anthem.

Learners to demonstrate the expected conduct when singing the Kenya National Anthem.

MTP

Grade 2 page 51 National anthem

observing the colors of the national flags

4

Social environment  

The National Anthem of Kenya

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

demonstrate etiquette when singing the Kenya National Anthem

On what occasions do we sing the Kenya National Anthem?

Learners to demonstrate the expected conduct when singing the Kenya

National Anthem. Using audio recording and pictures, learners to identify occasions when the Kenya National Anthem is sung.

MTP

Grade 2 page 52 National anthem

Observing how the pupils are singing the national anthem

5

Social environment  

The National Anthem of Kenya

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

demonstrate etiquette when singing the Kenya National Anthem

On what occasions do we sing the Kenya National Anthem?

Learners to demonstrate the expected conduct when singing the Kenya

National Anthem. Using audio recording and pictures, learners to identify occasions when the Kenya National Anthem is sung.

MTP

Grade 2 page 52 National anthem

Observing how the pupils are singing the national anthem

8

1

Social environment  

The National Anthem of Kenya

By the end of the sub-strand, the learner should be able to: appreciate the importance of National Anthem as a national symbol of unity.

On what occasions do we sing the Kenya National Anthem?

Learners to find out from parents or guardians on the importance of National Anthem of Kenya

MTP

Grade 2 page 52 National anthem

Observing how the pupils are singing the national anthem

2

Social environment  

Child Rights and responsibilities

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

outline Child Rights and responsibilities in the school

What are the basic Child Rights?

Learners identify Child Rights and responsibilities using age appropriate stories (parental care, health care, protection from exploitation and cruelty)

MTP

Grade 2 page 52 Poster

Video clip

Oral question about responsibilities in the school

3

Social environment  

Child Rights and responsibilities

By the end of the sub-strand, the learner should be able to: outline responsibilities of the child in school

What are the responsibilities of the child in school

Learners discuss some of the responsibilities of children in school

MTP

Grade 2 page 55 Poster

Video clip

Oral questions of responsibilities of children 

4