Displaying items by tag: Grade 2
Literacy Schemes - Grade 2 Schemes of Work Term 2 2023
|
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 |
||||||||
Music Schemes - Grade 2 Schemes of Work Term 2 2023
|
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 |
||||||||
Movement Schemes - Grade 2 Schemes of Work Term 2 2023
|
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 |
||||||||
Mathematics Schemes - Grade 2 Schemes of Work Term 2 2023
|
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 |
||||||||
Kiswahili Schemes - Grade 2 Schemes of Work Term 2 2023
|
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 |
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|
|
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 |
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|
11 |
TATHMINI NA KUFUNGA SHULE |
||||||||
Hygiene and Nutrition Schemes - Grade 2 Schemes of Work Term 2 2023
|
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 |
||||||||
Environmental Schemes - Grade 2 Schemes of Work Term 2 2023
|
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 |
Social environment |
Child Rights and responsibilities |
Discussing how children are treated badly in school and in the community |
How are children treated badly |
Learners to discuss ways in which children treated badly |
MTP Grade 2 page 56-57 Poster Video clip |
Oral question on how the children are treated |
|
|
|
|
5 |
Social environment |
Child Rights and responsibilities |
By the end of the sub-strand, the learner should be able to: demonstrate responsibilities of a child in school |
What are the responsibilities of the child in school |
In pairs, learners simulate responsibilities of children in school |
MTP Grade 2 page 58 Poster Video clip
|
Observing how the pupils treat each other |
|
|
|
8 |
1 |
Social environment |
Child Rights and responsibilities |
By the end of the sub-strand, the learner should be able to: appreciate child rights and responsibilities for attainment of social justice. |
What are the responsibilities of the child in school |
Learners to use multi- media resources to explore responsibilities of children in school. |
MTP Grade 2 page 59 Poster Video clip |
Oral question and observing |
|
|
|
|
2 |
Social environment |
Child Rights and responsibilities |
By the end of the sub-strand, the learner should be able to: Make poster on right of children. |
What are the responsibilities of the child in school |
Learners to use multi- media resources to explore responsibilities of children in school. |
MTP Grade 2 page 59 Poster Video clip |
Oral question and observing |
|
|
|
|
3 |
Social environment |
School rules |
By the end of the sub-strand, the learner should be able to: outline the rules that guide conduct in school state the importance of school rules |
What are the school rules? |
Using probing question learners discuss the importance of school rules. |
MTP Grade 2 page 60 Poster Video clip |
Oral question on school rules |
|
|
|
|
4 |
Social environment |
School rules |
By the end of the sub-strand, the learner should be able to: participate in making school rules |
What is the importance of school rules? |
Learners to think pair and share their experiences on what happen when school rules not observed |
MTP Grade 2 page 62 |
Oral question on school rules |
|
|
|
|
5 |
Social environment |
School rules |
Listing the leaders in the class Discussing the importance of class leaders |
What is the importance of school rules? |
Learners to think pair and share their experiences on what happen when school rules not observed |
MTP Grade 2 page 62 Poster Video clip |
Oral question on school rules |
|
|
|
9 |
1 |
Social environment |
School rules |
By the end of the sub-strand, the learner should be able to: Discussing the importance of school rules |
What is the importance of school rules |
Learners to be guided to debate on importance of school rules
|
MTP Grade 2 page 63 Poster Video clip
|
Oral question on school rules |
|
|
|
|
2 |
Social environment |
School rules |
By the end of the sub-strand, the learner should be able to: making poster on school rules
|
What is the importance of school rules |
Learners to be guided to Develop a poster for the school rules |
MTP Grade 2 page 64 Poster Video clip |
Observing posters made by the pupils |
|
|
|
|
3 |
Social environment |
Class Leadership |
By the end of the sub-strand, the learner should be able to: describe a good class leader |
Who is a good class leader? |
Learners to listen to narrative of inspirational stories of child leaders, heroes or heroines |
MTP Grade 2 page 65 Poster Video clip |
Oral question on school leaders |
|
|
|
|
4 |
Social environment |
Class Leadership |
By the end of the sub-strand, the learner should be able to: outline the work of a good class leader |
What is the work of a class leader? |
Learners to discuss “who is a good class leader”? Learners to discuss the work a class leader |
MTP Grade 2 page 65 Poster Video clip |
Oral question on school leaders |
|
|
|
|
5 |
Social environment |
Class Leadership |
By the end of the sub-strand, the learner should be able to: appreciate good class leadership for harmonious living.
|
What is the work of a class leader? |
Learners to find out from parents or guardians about good leaders in the community and report back |
MTP Grade 2 page 65 Poster Video clip |
Oral question on school leaders |
|
|
|
10
|
1 |
Social environment |
The school community |
By the end of the sub-strand, the learner should be able to: identify members of the school community |
Who are the members of the school community? |
In groups, learners to identify members of the school community (Head teacher, teachers, nonteaching staff and learners) |
MTP Grade 2 page 66-67 Poster Video clip |
Oral question on school community |
|
|
|
|
2 |
Social environment |
The school community |
By the end of the sub-strand, the learner should be able to: outline the importance of the school community |
What do the people in the school do? |
Learners to outline the general importance of members of the school community |
MTP Grade 2 page 66 Poster Video clip |
Oral question on school community |
|
|
|
|
3 |
Social environment |
The school community |
By the end of the sub-strand, the learner should be able to: In pairs discuss what we do in school |
What do we in school |
Learners to discuss their roles as members of the school community Learners to skit different work of members of the school community |
MTP Grade 2 page 66 Poster Video clip |
Oral question on school community |
|
|
|
|
4 |
Social environment |
The school community |
By the end of the sub-strand, the learner should be able to: work together with members of the school community |
What do we in school |
Learners to discuss their roles as members of the school community Learners to skit different work of members of the school community |
MTP Grade 2 page 66 Poster Video clip |
Oral question on school community |
|
|
|
|
5 |
Social environment |
The school community |
By the end of the sub-strand, the learner should be able to: appreciate working together with the school community for sustainable interactions |
What do we in school |
Learners to discuss their roles as members of the school community Learners to skit different work of members of the school community. |
MTP Grade 2 page 66 Poster Video clip
|
What do we in school |
|
|
|
11 |
END OF TERM ASSESSMENT AND CLOSING |
|||||||||
English Schemes - Grade 2 Schemes of Work Term 2 2023
|
Week |
Lesson |
Strand / Theme |
Sub Strand/Sub Theme |
Specific Learning Outcomes |
Key Inquiry Questions |
Learning Experience |
Learning Resources |
Assessment |
Remarks
|
|
1 |
1 |
Reading Accidents |
Connected Text Reading And Fluency |
By the end of the sub strand, the learner should be able to: Recognise the consonant blends /fl/ in different spoken words. Answer simple direct and indirect questions based on a text they have read, Read a text transitioning from word by word to phrasal reading.
|
How can we tell where events have taken place? |
In pairs, learners comprehend information through looking at pictures and title of a text and say what will happen in the story. Learners pronounce the sounds /fl/ by taking turns, and as a whole class as modeled by the teacher, or audio record. Learners are guided to get meaning of words and respond orally (in pairs or groups) to questions based on a text they have read (poem, story) |
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. 56 |
Oral questions, Portfolio, Observation |
|
|
|
2 |
Listening And Speaking Accidents |
Language Structures And Functions Past Continuous Tense
|
By the end of the sub strand, the learner should be able to: Respond to questions using the past continuous tense about hygiene, simple injuries and first aid. Appreciate the importance of communicating ideas using the past continuous tense. |
What was your neighbor doing when you got home? |
Learners respond to simple questions using the past continuous tense. Learners Construct sentences based on pictures. |
Charts, pictures/ photographs, regalia and audio-visual recordings of dialogues/ dramatization depicting the past continuous tense. Oxford New Progressive Primary English Learners Book/Grade 2 pg. 54-55 |
Oral questions, Portfolio, Observation |
|
|
|
3 |
Writing |
Guided Writing |
By the end of the sub strand, the learner should be able to: Copy the pattern fl in his/her exercise book correctly, neatly and legibly. Recognise the correct form and meaning of the words to be used in filling in gaps. |
When do we use small letters? |
Learners engage in group practice exercises write using capital and small letters correctly. Learners match pictures with words and simple sentences. Learners respond to the prompts presented to them and write the words correctly. Learners fill in the gaps correctly |
Regalia, slate and stylus, charts, word slides Oxford New Progressive Primary English Learners Book/Grade 2 pg. 57 |
Oral questions, Portfolio, Observation |
|
|
2 |
1 |
Reading Classroom |
Connected Text Reading And Fluency |
By the end of the sub strand, the learner should be able to: Recognise the consonant blends /gl/ in different spoken words. Answer simple direct and indirect questions based on a text they have read, Make predictions and anticipate possible outcomes of a story. |
How can we pronounce the letters gl/? |
In pairs, learners comprehend information through looking at pictures and title of a text and say what will happen in the story. Learners pronounce the sounds /gl/ by taking turns, and as a whole class as modeled by the teacher, or audio record. Learners are guided to get meaning of words and respond orally (in pairs or groups) to questions based on a text they have read (poem, story) |
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. 60 |
Oral questions, Portfolio, Observation |
|
|
|
2 |
Listening And Speaking Classroom |
Language Structures And Functions. Numbers (Cardinal And Ordinal Numbers) |
By the end of the sub strand, the learner should be able to: use ordinal and cardinal numbers to construct correct sentences for effective communication Appreciate the importance of cardinal and ordinal numbers in communication. |
How many months are there in a year? |
In pairs, learners use ordinal and cardinal numbers to construct correct sentences Learners use objects that are in the classroom and the school compound to demonstrate the correct use of ordinal and cardinal numbers. Learners group objects in terms of number. |
Pictures/ photographs, regalia, charts, flash cards and computer devices with audio-visual recordings of dialogues/ dramatization depicting cardinal and ordinal numbers. Oxford New Progressive Primary English Learners Book/Grade 2 pg. 58-59 |
Oral questions, portfolio, observation |
|
|
|
3 |
Writing |
Guided Writing |
By the end of the sub strand, the learner should be able to: Copy the given words correctly, legibly and neatly. Recognise the correct form and meaning of the words to be used in filling in gaps. |
Why should we write legibly, and correctly? |
Learners engage in group practice exercises write using capital and small letters correctly. Learners to play the puzzle in pairs. Learners respond to the prompts presented to them and write the words correctly. |
Regalia, slate and stylus, charts, word slides. Oxford New Progressive Primary English Learners Book/Grade 2 pg. 61 |
Oral questions, Portfolio, Observation. |
|
|
3 |
1 |
Reading Classroom |
Connected Text Reading And Fluency. |
By the end of the sub strand, the learner should be able to: Recognise the consonant blends /dr/ in different spoken words. Answer simple direct and indirect questions based on a text they have read. Use common context clues to increase comprehension of a text. |
How can we pronounce the letters /dr/? |
In pairs, learners comprehend information through looking at pictures and title of a text and say what will happen in the story. Learners pronounce the sounds /dr/ by taking turns, and as a whole class as modeled by the teacher, or audio record. Learners are guided to get meaning of words and respond orally (in pairs or groups) to questions based on a text they have read (poem, story) Learners can track text using their fingers. |
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. 64-65 |
Oral questions, Portfolio, Observation |
|
|
|
2 |
Listening And Speaking Classroom |
Language Structures And Functions Numbers (Cardinal And Ordinal Numbers)
|
By the end of the sub strand, the learner should be able to: Use ordinal and cardinal numbers to group objects that are in the classroom for effective communication. Appreciate the importance of cardinal and ordinal numbers in communication. |
Which is the tenth month of the year? |
Learners talk about the number of objects in the classroom in groups, pairs and individually Learners identify things in the environment and count them. Learners listen to a poem, story or text containing cardinal and ordinal numbers. |
Pictures/ photographs, regalia, charts, flash cards and computer devices with audio-visual recordings of dialogues/ dramatization depicting cardinal and ordinal numbers. Oxford New Progressive Primary English Learners Book/Grade 2 pg. 62-63 |
Oral questions, Portfolio, Observation |
|
|
|
3 |
Writing |
Guided Writing |
By the end of the sub strand, the learner should be able to: Write words from a prompt to demonstrate mastery of vocabulary, Recognise the correct form and meaning of the words to be used in filling in gaps. Appreciate the importance of writing correct meaningful words, phrases and sentences. |
When do we use small letters? |
Learners engage in group practice exercises write using capital and small letters correctly. Learners match pictures with words and simple sentences. Learners respond to the prompts presented to them and write the words correctly. Learners fill in the gaps correctly. |
Regalia, slate and stylus, charts, word slides. Oxford New Progressive Primary English Learners Book/Grade 2 pg.66 |
Oral questions, Portfolio, Observation |
|
|
4 |
1 |
Reading The Farm |
Connected Text Reading And Fluency. |
By the end of the sub strand, the learner should be able to: Recognise the consonant blends /pr/ in different spoken words. Answer simple direct and indirect questions based on a text they have read. Use common context clues to increase comprehension of a text. |
How can we pronounce the letters /pr/? |
In pairs, learners comprehend information through looking at pictures and title of a text and say what will happen in the story. Learners pronounce the sounds /pr/ by taking turns, and as a whole class as modeled by the teacher, or audio record. Learners are guided to get meaning of words and respond orally (in pairs or groups) to questions based on a text they have read (poem, story) Learners can track text using their fingers. |
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. 70-71 |
Oral questions, Portfolio, Observation |
|
|
|
2 |
Listening And Speaking The Farm |
Language Structure And Functions Word Sets: Gender Sets For Animals/People Opposites.
|
By the end of the sub strand, the learner should be able to: Identify the gender sets of animals correctly in a conversation. Enjoy a word game using gender sets and opposites in communicating ideas. |
Can a bull/ox give us milk? |
In groups, learners discuss the males and females of domestic animals. Learners construct sentences using words for male and female animals that are familiar and are guided to use those that are unfamiliar. |
Charts, pictures/ photographs, regalia and audio-visual recordings of dialogues/ dramatization showing the use of opposites. Oxford New Progressive Primary English Learners Book/Grade 2 pg. 68-69 |
Oral questions, Portfolio, Observation. |
|
|
|
3 |
Writing |
Guided Writing |
By the end of the sub strand, the learner should be able to: Copy the pattern pr correctly, neatly and legibly. Appreciate the importance of writing correct meaningful words, phrases and sentences. |
Why should we write legibly, and correctly? |
Learners write meaningful sentences and paragraphs with the guidance of the teacher. Learners write the pattern /pr/ correctly. |
Regalia, slate and stylus, charts, word slides. Oxford New Progressive Primary English Learners Book/Grade 2 pg. 71 |
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: Recognise the consonant blends /cr/ in different spoken words. Answer simple direct and indirect questions based on a text they have read. Enjoy reading the poem with the word pattern /cr/ |
How can we pronounce the letters /cr/? |
In pairs, learners comprehend information through looking at pictures and title of a text and say what will happen in the story. Learners pronounce the sounds /cr/ by taking turns, and as a whole class as modeled by the teacher, or audio record. Learners are guided to get meaning of words and respond orally (in pairs or groups) to questions based on a text they have read (poem, story) Learners can track text using their fingers. |
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. 74-76 |
Oral questions, Portfolio, Observation |
|
|
|
2 |
Listening And Speaking |
Language Structure And Functions
|
By the end of the sub strand, the learner should be able to: Use the opposites to discuss animals and people at the farm. Enjoy a word game using gender sets and opposites in communicating ideas. |
When do you go to sleep? |
Learners work with pictures to show opposites. Learners draw pictures to show gender. Learners construct sentences using words for male and female animals that are familiar, and are guided to use those that are unfamiliar. |
Charts, pictures/ photographs, regalia and audio-visual recordings of dialogues/ dramatization showing the use of opposites. Oxford New Progressive Primary English Learners Book/Grade 2 pg. 72-73 |
Oral questions, Portfolio, Observation. |
|
|
|
3 |
Writing |
Guided Writing |
By the end of the sub strand, the learner should be able to: write words in order correctly
|
Why is it important to write words in the correct order? |
Learners match pictures with words and simple sentences. Learners to draw simple pictures of farm animals. |
Regalia, slate and stylus, charts, word slides. Oxford New Progressive Primary English Learners Book/Grade 2 pg. 77 |
Oral questions, Portfolio, Observation. |
|
|
6 |
1 |
Reading |
Connected Text Reading And Fluency.
|
By the end of the sub strand, the learner should be able to: Recognise the consonant blends /fr/ in different spoken words. Answer simple direct and indirect questions based on a text they have read. Read a text transitioning from word by word to phrasal reading. |
How can we pronounce the letters /fr/? |
In pairs, learners comprehend information through looking at pictures and title of a text and say what will happen in the story. Learners pronounce the sounds /fr/ by taking turns, and as a whole class as modeled by the teacher, or audio record. Learners are guided to get meaning of words and respond orally (in pairs or groups) to questions based on a text they have read (poem, story) Learners can track text using their fingers. |
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. 80-81 |
Oral questions, Portfolio, Observation |
|
|
|
2 |
Listening And Speaking. Positions And Directions. |
Language Structure And Functions. Prepositions (Beside, Above, Over, Through, Below, Across, To, At)
|
By the end of the sub strand, the learner should be able to: Use simple prepositions accurately to describe the position, location and direction of things. Appreciate use of prepositions to describe the position and location of people, places and things. |
Where do you keep your books/cups? |
Learners listen to and answer oral questions from stories Learners work in groups to demonstrate various positions involving the prepositions learnt. Learners sing short songs/rhymes. In pairs, learners construct sentences orally using prepositions. |
Charts, pictures/ photographs, regalia, and audiovisual recordings of dialogues/ dramatization of scenarios with prepositions. Oxford New Progressive Primary English Learners Book/Grade 2 pg. 78-79 |
Oral questions, Portfolio, Observation |
|
|
|
3 |
Writing |
Punctuation |
By the end of the sub strand, the learner should be able to: Use full stops, capital and small letters, question marks and exclamation marks correctly. Recognise appropriate punctuation marks in a text. Appreciate use of capital letters, small letters, full stops, exclamation marks and question marks in writing. |
When do we use capital letters? When do we use small letters? |
Learners engage in group practice exercises write using capital and small letters correctly. Learners to write sentences given in their exercise books correctly while observing the punctuation marks. |
Regalia, charts, posters on different punctuation marks. Oxford New Progressive Primary English Learners Book/Grade 2 pg. 81
|
Oral questions, Portfolio, Observation |
|
|
7 |
1 |
Reading |
Word Reading |
By the end of the sub strand, the learner should be able to: Read more complex grade level vocabulary without letter sound correspondence in different formats. Appreciate reading simple, short narratives and informational texts in a variety of genres. Read words with the sound /sp/ accurately, correctly and fluently. |
How can you read many words in a given text? |
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 play word ladder game by placing words on top of one another as they pronouncewords or listen to audio/visual recording of words without letter sound correspondence |
Word slides, word wheels, regalia, charts, pictures/ photographs and models of blends, audio-visual recordings of consonant blends. Oxford New Progressive Primary English Learners Book/Grade 2 pg. 85-86 |
Oral questions, Portfolio, Observation. |
|
|
|
2 |
Listening And Speaking. \ Positions And Directions |
Language Structure And Functions. Prepositions (Beside Above, Over, Through, Below, Across, To, At) |
By the end of the sub strand, the learner should be able to: Use simple prepositions accurately to describe the position, location and direction of things. Appreciate use of prepositions to describe the position and location of people, places and things. Use the correct prepositions to fill in the gaps in the sentences given. |
Where are the school toilets? Where do you play? |
Learners play language games containing prepositions Learners listen to a story, poem or conversation containing prepositions. Learners work in groups to demonstrate various positions involving the prepositions learnt. |
Charts, pictures/ photographs, regalia, and audiovisual recordings of dialogues/ dramatization of scenarios with prepositions. Oxford New Progressive Primary English Learners Book/Grade 2 pg. 82-84 |
Oral questions, Portfolio, Observation. |
|
|
|
3 |
Writing |
Spelling |
By the end of the sub strand, the learner should be able to: Spell and write the words learnt in the vocabulary lesson correctly for effective communication. Write the words dictated by the teacher accurately and correctly. Write the word patterns sp correctly, legibly and neatly. |
Why is it important to spell words correctly? |
Learners listen and repeat words as modeled, name the letters that make a word and write the word legibly and correctly. Learners to copy the word patterns sp in their exercise books. |
Regalia, charts, posters on neatly written words, jigsaw puzzles, pictorial and digital children’s dictionary. Oxford New Progressive Primary English Learners Book/Grade 2 pg. 86 |
Oral questions, portfolio, observation |
|
|
8 |
1 |
Reading Environment |
Comprehension |
By the end of the sub strand, the learner should be able to: Read the sound /sm/ correctly in preparation to reading. 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. |
How can we tell where events have taken place? |
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 (poem, story) |
Regalia, charts, posters and audiovisual materials on direct and indirect questions. Oxford New Progressive Primary English Learners Book/Grade 2 pg. 90-91 |
Oral questions, Portfolio, Observation |
|
|
|
2 |
Listening And Speaking. Environment |
Language Structure And Functions. A, An And The |
By the end of the sub strand, the learner should be able to: use a, an correctly in conversations. Appreciate the use of articles in effective communication. Use a and an to complete sentences correctly. |
What do you buy at the school/mark et? |
Learners name objects in the school environment and attach appropriate articles to them Learners observe objects in a picture or the immediate environment and use correct articles to talk about them. |
Regalia, charts, pictures/ photographs and audio-visual recordings of dialogues/ dramatization depicting the use of articles. Oxford New Progressive Primary English Learners Book/Grade 2 pg. 88-89 |
Oral questions, Portfolio, Observation. |
|
|
|
3 |
Writing |
Guided Writing |
By the end of the sub strand, the learner should be able to: Appreciate the importance of writing correct meaningful words, phrases and sentences. Write words from a prompt to demonstrate mastery of vocabulary. |
How do you write words starting with sm? |
Learners rearrange words to make short phrases and sentences. Learners write meaningful sentences in pairs from simple substitution table. Learners respond to a prompt and write paragraph of 2 meaningful simple sentences on a visit to a park. |
Regalia, slate and stylus, charts, word slides. Oxford New Progressive Primary English Learners Book/Grade 2 pg. 91 |
Oral questions, Portfolio, Observation. |
|
|
9 |
1 |
Listening And Speaking |
Pronunciation And Vocabulary |
By the end of the sub strand, the learner should be able to: Recognise the consonant blends dr, bl, fl, gl, in different spoken words. Recognise 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. |
What new words have you learnt? What are the meanings of the words you have learnt? |
Learners pronounce the sounds by taking turns, and as a whole class as modeled by the teacher, or audio record. In pairs, learners use meaningful phrases and simple sentences with words that have the learnt 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. 92-93 |
Oral questions, Portfolio, Observation. | |
|
2 |
Listening And Speaking Environment |
Language Structure And Functions A, An And The |
By the end of the sub strand, the learner should be able to: Use a, an and the correctly in conversations, Identify and talk about things in the environment using articles correctly in longer conversations. Appreciate the use of articles in effective communication. |
What do you buy at the market? |
Learners engage in question and answer dialogues to talk about some objects/items in the neighborhood using the correct articles. Learners name objects in the school environment and attach appropriate articles to them. Learners fill the cloze word puzzle with the correct use of a, an or the in pairs. |
Regalia, charts, pictures/ photographs and audio-visual recordings of dialogues/ dramatization depicting the use of articles. Oxford New Progressive Primary English Learners Book/Grade 2 pg. 93-94 |
Oral questions, Portfolio, Observation. | ||
|
|
3 |
Reading Environment |
Word Reading
|
By the end of the sub strand, the learner should be able to: Read more complex grade level vocabulary without letter sound correspondence in different formats, Read a decodable text containing non-decodable words fluently. Enjoy reading grade level vocabulary in a variety of genre. |
How do we pronounce the sounds /bl/ /fl/ /dr/ /gl/ /fr/ /cl/ /sp/? |
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 play word ladder game by placing words on top of one another as they pronounce words or listen to audio/visual recording of words without letter sound correspondence Learners to join scrambled words to make correct words in pairs. |
Story books, poems, newspaper cutting on children’s stories. Oxford New Progressive Primary English Learners Book/Grade 2 pg. 94-96 |
Oral questions, portfolio, observation |
|
|
10 |
1 |
Writing |
Guided Writing |
By the end of the sub strand, the learner should be able to: Copy the pattern br dr fl and gl correctly, neatly and legibly in their exercise books. Recognise the correct form and meaning of the words to be used in filling in gaps, Appreciate the importance of writing correct meaningful words, phrases and sentences. |
Why should we write legibly, correctly and correctly? |
Learners to write the word patterns correctly. Learners fill in the gaps correctly. Learners write meaningful sentences and paragraphs with the guidance of the teacher by looking at the given picture. |
Regalia, slate and stylus, charts, word slides. Oxford New Progressive Primary English Learners Book/Grade 2 pg. 96 |
Oral questions, Portfolio, Observation. |
|
|
|
2 |
Listening And Speaking. Technology |
Language Structure And Functions. Possessives Mine, Yours, Ours, Hers, His.
|
By the end of the sub strand, the learner should be able to: Use possessives correctly to show ownership. Enjoy asking and answering questions about technology using possessives. |
Whose pen is this? |
Learners role play ownership of items and objects. In pairs/ small groups, learners construct sentences using possessives based on the role play. |
Pictures/ photographs, regalia, charts and computer devices with audio-visual recordings of dialogues/ dramatization depicting possessives. Oxford New Progressive Primary English Learners Book/Grade 2 pg. 98-99 |
Oral questions, portfolio, observation |
|
|
|
3 |
Reading |
Connected Text Reading And Fluency. |
By the end of the sub strand, the learner should be able to: Read the sounds /fr/ /sp/ and /tr/ audibly and correctly. Observe basic punctuation marks as they read. Appreciate reading simple, short narratives and informational texts in a variety of genres. |
How can you read many words in a given text? |
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. 100-101 |
Oral questions, Portfolio, Observation. |
|
|
11 |
END OF TERM ASSESSMENT AND CLOSING |
||||||||
IRE Schemes - Grade 2 Schemes of Work Term 2 2023
|
Week |
Lesson |
Strand |
Sub strand |
Specific learning outcome |
Learning experiences |
Key inquiry question |
Learning resources |
Assessment |
Remarks |
|
1 |
1 |
SIIRAH (Life Of The Prophet) |
Guardians of the prophet |
By the end of the lesson, the learner should be able to: Name the foster mother of the prophet (S.A.W). |
Learners to name the foster mother, (Halima AsSaadiyya) and the guardians, (AbdulMutwalib and Abu Twalib) of the Prophet (S.A.W). |
Who took care of the prophet after the death of his mother? |
flash cards, Juzuu, Pocket Boards IRE curriculum design vol 4 KLB Visionary IRE Activities Grade 2 |
Oral questions, Portfolio and observation |
|
|
|
2 |
SIIRAH (Life Of The Prophet) |
Guardians of the prophet |
By the end of the lesson, the learner should be able to: Name the foster mother of the prophet (S.A.W). |
Learners to name the foster mother, (Halima AsSaadiyya) and the guardians, (AbdulMutwalib and Abu Twalib) of the Prophet (S.A.W). |
Who took care of the prophet after the death of his mother? |
flash cards, Juzuu, Pocket Boards IRE curriculum design vol 4 KLB Visionary IRE Activities Grade 2 |
Oral questions, Portfolio and observation |
|
|
|
3 |
SIIRAH (Life Of The Prophet) |
Guardians of the prophet |
By the end of the lesson, the learner should be able to: Identify the role played by the guardians of the prophet (S.A.W) after the death of his parents. |
Learners to name the foster mother, (Halima AsSaadiyya) and the guardians, (AbdulMutwalib and Abu Twalib) of the Prophet (S.A.W). |
What was the role played by the guardians of the prophet? |
flash cards, Juzuu, Pocket Boards IRE curriculum design vol 4 KLB Visionary IRE Activities Grade 2 |
Oral questions, Portfolio and observation |
|
|
2 |
1 |
SIIRAH (Life Of The Prophet) |
Guardians of the prophet |
By the end of the lesson, the learner should be able to: Identify the role played by the guardians of the prophet (S.A.W) after the death of his parents. |
Learners to be engaged in the discussion on the childhood of the prophet Learners listen to the story of the prophet S.A.W) under the care of Halima As- Saadiyya. |
What was the role played by the guardians of the prophet? |
flash cards, Juzuu, Pocket Boards IRE curriculum design vol 4 KLB Visionary IRE Activities Grade 2 |
|
|
|
|
2 |
SIIRAH (Life Of The Prophet) |
Guardians of the prophet |
By the end of the lesson, the learner should be able to: Identify the role played by the guardians of the prophet (S.A.W) after the death of his parents. |
Learners to be engaged in the discussion on the childhood of the prophet Learners listen to the story of the prophet S.A.W) under the care of Halima As- Saadiyya. |
What was the role played by the guardians of the prophet? |
flash cards, Juzuu, Pocket Boards IRE curriculum design vol 4 KLB Visionary IRE Activities Grade 2 |
Oral questions, Portfolio and observation |
|
|
|
3 |
SIIRAH (Life Of The Prophet) |
Guardians of the prophet |
By the end of the lesson, the learner should be able to: Identify the role played by the guardians of the prophet (S.A.W) after the death of his parents. |
Learners to be engaged in the discussion on the childhood of the prophet Learners listen to the story of the prophet S.A.W) under the care of Halima As- Saadiyya. |
What was the role played by the guardians of the prophet? |
flash cards, Juzuu, Pocket Boards IRE curriculum design vol 4 KLB Visionary IRE Activities Grade 2 |
Oral questions, Portfolio and observation |
|
|
3 |
1 |
SIIRAH (Life Of The Prophet) |
Guardians of the prophet |
By the end of the lesson, the learner should be able to: the role played by the prophet’s guardians in the upbringing of the prophet (S.A.W). |
Learners listen to a narration of the story of the Prophet (S.A.W) under the care of his grandfather and uncle from an audio Cd. |
What was the role played by Abu Twalib in the upbringing of the Prophet S.A.W. |
flash cards, Juzuu, Pocket Boards IRE curriculum design vol 4 KLB Visionary IRE Activities Grade 2 |
Oral questions, Portfolio and observation |
|
|
|
2 |
SIIRAH (Life Of The Prophet) |
Guardians of the prophet |
By the end of the lesson, the learner should be able to: the role played by the prophet’s guardians in the upbringing of the prophet (S.A.W). |
Learners listen to a narration of the story of the Prophet (S.A.W) under the care of his grandfather and uncle from an audio Cd. |
What was the role played by Abu Twalib in the upbringing of the Prophet S.A.W. |
flash cards, Juzuu, Pocket Boards IRE curriculum design vol 4 KLB Visionary IRE Activities Grade 2 |
Oral questions, Portfolio and observation |
|
|
|
3 |
SIIRAH (Life Of The Prophet) |
Guardians of the prophet |
By the end of the lesson, the learner should be able to: the role played by the prophet’s guardians in the upbringing of the prophet (S.A.W). |
Learners listen to a narration of the story of the Prophet (S.A.W) under the care of his grandfather and uncle from an audio Cd. |
What was the role played by Abu Twalib in the upbringing of the Prophet S.A.W. |
flash cards, Juzuu, Pocket Boards IRE curriculum design vol 4 KLB Visionary IRE Activities Grade 2 |
Oral questions, Portfolio and observation |
|
|
4 |
1 |
Hadith |
Hadith on swalah |
By the end of the lesson, the learner should be able to: Mention times of the five obligatory prayers |
Learners in groups, pairs, or individual recite the Hadith on swalah. ‘’The best deed is to perform swalah on time” |
Where do you go for prayers? |
Pocket board, ICT, charts and Clock. IRE curriculum design vol 4 KLB Visionary IRE Activities Grade 2 |
Oral questions, Portfolio and observation |
|
|
|
2 |
Hadith |
Hadith on swalah |
By the end of the lesson, the learner should be able to: Perform the five daily prayers on their prescribed Time. |
Learners in groups, pairs, or individual recite the Hadith on swalah. ‘’The best deed is to perform swalah on time” |
What are the five daily prayers? |
Pocket board, ICT, charts and Clock. IRE curriculum design vol 4 KLB Visionary IRE Activities Grade 2 |
Oral questions, Portfolio and observation |
|
|
|
3 |
Hadith |
Hadith on swalah |
By the end of the lesson, the learner should be able to: Perform the five daily prayers on their prescribed time. |
Learners to read the Hadith on swalah displayed on a chart/screen |
Which prayer is performed before breakfast?
|
Pocket board, ICT, charts and Clock. IRE curriculum design vol 4 |
Oral questions, Portfolio and observation |
|
|
5 |
1 |
Hadith |
Hadith on swalah |
By the end of the lesson, the learner should be able to: State the importance of performing the five daily prayers on time to earn rewards from Allah. |
Learners to complete the Hadith by picking and arranging words from a pocket board or drag and drop using ICT. Learners are guided on the importance of praying on time |
Which prayer is performed during lunch time? |
Pocket board, ICT, charts and Clock. IRE curriculum design vol 4 KLB Visionary IRE Activities Grade 2 |
Oral questions, Portfolio and observation |
|
|
|
2 |
Hadith |
Hadith on Iman (Faith) |
By the end of the lesson, the learner should be able to: Memorize the selected Hadith for spiritual nourishment. |
Learners as a class, groups, pairs, or individuals, recite the selected Hadith; ‘’Let him who believes in Allah and the Last Day be generous to his neighbour |
Who can read the hadith on generosity? |
Flash cards, photographs, video/clips IRE curriculum design vol 4 KLB Visionary IRE Activities Grade 2 |
Oral questions, Portfolio and observation |
|
|
|
3 |
Hadith |
Hadith on Iman (Faith) |
By the end of the lesson, the learner should be able to: Memorize the selected Hadith for spiritual nourishment. |
Learners in groups or pairs, to sort and arrange flashcards with words from the pocket board / drag and drop words using ICT to complete the Hadith |
Who can read the hadith on generosity? |
Flash cards, photographs, video/clips IRE curriculum design vol 4 KLB Visionary IRE Activities Grade 2 |
Oral questions, Portfolio and observation |
|
|
6 |
1 |
Hadith |
Hadith on Iman (Faith) |
By the end of the lesson, the learner should be able to: Outline ways through which a muslim can show generosity to his neighbor. |
Learners to read repeatedly the Hadith on neighbours displayed on a chart to help in memorization. Learners in groups or pairs mention things Muslim should do to show generousity to neighbours |
What can you do to show generosity to your neighbor in class? |
Flash cards, photographs, video/clips IRE curriculum design vol 4 KLB Visionary IRE Activities Grade 2 |
Oral questions, Portfolio and observation |
|
|
|
2 |
Hadith |
Hadith on Iman (Faith) |
By the end of the lesson, the learner should be able to: the virtue of generosity as a means of social cohesion. |
Learners in groups or pairs mention things Muslim should do to show generousity to neighbours. Learners share learning items to enhance generousity amongst them. |
What can you do to show generosity to your neighbor in class? |
Flash cards, photographs, video/clips IRE curriculum design vol 4 KLB Visionary IRE Activities Grade 2 |
Oral questions, Portfolio and observation |
|
|
|
3 |
Hadith |
Hadith on Love |
By the end of the lesson, the learner should be able to: memorize the selected Hadith to enhance the virtue of love |
Learners as a class, groups, pairs, or individuals, recite the Hadith on love ‘’None of you can be a true believer unless he loves for his brother what he loves for himself’ Learners in groups or pairs, fill gaps to complete the Hadith from a pool of flashcards |
How do you show love to your friends? |
Charts, food, water, pencil, rubber Flash cards, photographs, video/clips IRE curriculum design vol 4 KLB Visionary IRE Activities Grade 2 |
Oral questions, Portfolio and observation |
|
|
7 |
1 |
Hadith |
Hadith on Love |
By the end of the lesson, the learner should be able to: outline ways through which a muslim can show love to others. |
Learners in groups or pairs, fill gaps to complete the Hadith from a pool of flashcards. Learners to read repeatedly the Hadith on love displayed on a chart to help in memorization. |
Whom do you share with your food? |
Charts, food, water, pencil, rubber Flash cards, photographs, video/clips IRE curriculum design vol 4 KLB Visionary IRE Activities Grade 2 |
Oral questions, Portfolio and observation |
|
|
|
2 |
Hadith |
Hadith on Love |
By the end of the lesson, the learner should be able to: outline ways through which a muslim can show love to others. |
Learners in groups or pairs, fill gaps to complete the Hadith from a pool of flashcards. Learners to read repeatedly the Hadith on love displayed on a chart to help in memorization.
|
Whom do you share with your food? |
Charts, food, water, pencil, rubber IRE curriculum design vol 4 KLB Visionary IRE Activities Grade 2 |
Oral questions, Portfolio and observation |
|
|
|
3 |
Hadith |
Hadith on Love |
By the end of the lesson, the learner should be able to: appreciate the virtue of love as a way of promoting brotherhood. |
Learners in groups or pairs mention things Muslim should do to promote the spirit of love Learners guided to share learning materials to enhance love for each other |
What do you share in class? |
Charts, food, water, pencil, rubber IRE curriculum design vol 4 KLB Visionary IRE Activities Grade 2 |
Oral questions, Portfolio and observation |
|
|
8 |
1 |
Devotional Acts |
Pillars of Islam Swalah |
By the end of the sub strand the learner should be able to: Perform Wudhu systematically as a prerequisite for performance of prayers. |
Learners are guided on the Fardh acts of Wudhu. (washing the face, washing the two arms, wiping the head, washing the two feet) |
What do you do before you pray. |
Flash cards, photographs, video/clips IRE curriculum design vol 4 KLB Visionary IRE Activities Grade 2 |
Oral questions, Portfolio and observation |
|
|
|
2 |
Devotional Acts |
Pillars of Islam Swalah |
By the end of the substrand the learner should be able to: Perform Wudhu systematically as a prerequisite for performance of prayers. |
Learners are guided on the Fardh acts of Wudhu. (washing the face, washing the two arms, wiping the head, washing the two feet) |
What do you do before you pray. |
Flash cards, photographs, video/clips IRE curriculum design vol 4 KLB Visionary IRE Activities Grade 2 |
Oral questions, Portfolio and observation |
|
|
|
3 |
Devotional Acts |
Pillars of Islam Swalah |
By the end of the lesson, the learner should be able to: Name the five daily prayers. |
Organize learners to watch a video/clip showing the correct steps in the performance of Wudhu. Learners to perform Wudhu practically and in order |
Which body parts are washed during wudhu |
Flash cards, photographs, video/clips KLB Visionary IRE Activities Grade 2 |
Oral questions, Portfolio and observation |
|
|
9 |
1 |
Devotional Acts |
Pillars of Islam Swalah |
By the end of the lesson, the learner should be able to: Appreciate Wudhu as a purification requirement before performing swalah. |
Organize to take learners to a nearby mosque to observe the performance of Wudhu by muslims Learners mention the five daily prayers Learners through ICT drag and drop the fardh prayers in sequence |
Which body parts are washed during wudhu |
Flash cards, photographs, video/clips KLB Visionary IRE Activities Grade 2 |
Oral questions, Portfolio and observation |
|
|
|
2 |
Devotional Acts |
Pillars of Islam Wudhu Five daily prayers |
By the end of the lesson, the learner should be able to: Perform Wudhu systematically as a prerequisite for performance of prayers. |
Learners are guided on the Fardh acts of Wudhu. (washing the face, washing the two arms, wiping the head, washing the two feet) Organize learners to watch a video/clip showing the correct steps in the performance of Wudhu. |
Which are the five daily prayers? |
Flash cards, photographs, video/clips KLB Visionary IRE Activities Grade 2 |
Oral questions, Portfolio and observation |
|
|
|
3 |
Devotional Acts |
Pillars of Islam Wudhu Five daily prayers |
By the end of the lesson, the learner should be able to: Perform Wudhu systematically as a prerequisite for performance of prayers. |
Learners to perform Wudhu practically and in order. Organize to take learners to a nearby mosque to observe the performance of Wudhu by muslims |
What do you do before you pray. |
Flash cards, photographs, video/clips KLB Visionary IRE Activities Grade 2 |
Oral questions, Portfolio and observation |
|
|
10 |
1 |
Devotional Acts |
Pillars of Islam Wudhu Five daily prayers |
By the end of the lesson, the learner should be able to: Name the five daily prayers. |
Learners to perform Wudhu practically and in order. Organize to take learners to a nearby mosque to observe the performance of Wudhu by muslims |
Which body parts are washed during wudhu |
Flash cards, photographs, video/clips KLB Visionary IRE Activities Grade 2 |
|
|
|
|
2 |
Devotional Acts |
Pillars of Islam Wudhu Five daily prayers |
By the end of the lesson, the learner should be able to: Appreciate Wudhu as a purification requirement before performing swa |
Learners mention the five daily prayers Learners through ICT drag and drop the fardh prayers in sequence |
Which are the five daily prayers? |
Flash cards, photographs, video/clips KLB Visionary IRE Activities Grade 2 |
Oral questions , Portfolio and observation |
|
|
|
3 |
Moral Teachings |
Manners of toileting |
By the end of the sub-strand the learner should be able to: Outline the manners of entering and leaving the toilet as per the Islamic teachings |
Learners are guided on the manners of entering the toilet; Reading the Dua before entering (Bismillah Audhu Billah minal khubuth wal khabaith), entering with the left foot first. |
How do you enter and leave the toilet? What do you say when entering the toilet? |
Water, pebbles for istinja,toilet paper. KLB Visionary IRE Activities Grade 2 |
Oral questions, Portfolio and observation |
|
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11 |
END TERM ASSESSMENT AND CLOSING |
||||||||
CRE Schemes - Grade 2 Schemes of Work Term 2 2023
|
WEEK |
LESSON |
STRANDS |
SUB -STRAND |
SPECIFIC LEARNING OUTCOMES |
KEY INQURY QUESTIONS |
LEARNING EXPERIENCES |
LEARNING RESOURCES |
ASSESSMENT |
REFLECTION |
|
1 |
1 |
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2 |
1 |
The early Life of Jesus Christ |
Kindness of the Wise Men |
By the end of the Sub strand, the learner should be able to: list the gifts given to baby Jesus and develop the value of sharing |
What did the wise men bring to baby Jesus? |
Learners to read Mathew 2:11 Learners to name gifts that were brought to baby Jesus by the three wise men |
Regalia charts |
Observation Oral questions |
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2 |
|
Kindness of the Wise Men |
By the end of the Sub strand, the learner should be able to: state the gifts given to baby Jesus and develop the value of sharing |
What did the wise men bring to baby Jesus? |
Learners to read Mathew 2:11 Learners to state gifts that were brought to baby Jesus by the three wise men |
Regalia Charts |
Observation Oral questions |
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3 |
|
Kindness of the Wise Men |
By the end of the Sub strand, the learner should be able to: acquire the skill of assertiveness by refusing gifts from strangers |
What should you do when your family members bring gifts to you? |
Learners to list in groups the negative results of receiving gifts from strangers Learners to sing a gratitude song about Jesus love, ‘Jesus love is very very wonderful…………’ |
Regalia Charts |
Observation Oral questions |
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3 |
1 |
|
Kindness of the Wise Men |
By the end of the Sub strand, the learner should be able to: |
What should you do when your family members bring gifts to |
Learners to list in groups the negative results of receiving gifts from strangers |
Regalia charts |
Observation Oral questions |
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| 2 | Jesus Christ worked |
By the end of the Sub-strand, the learner should be able to: develop responsibility by doing simple chores at home , school and the church |
What type of work did Jesus’ father do? | Learners to discuss the type of work Joseph, the father of Jesus did Learners to list in groups how Jesus helped His father Learners to list the activities they do at home |
Regalia charts | Observation
Oral questions |
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| 3 | Jesus Christ worked |
By the end of the Sub-strand, the learner should be able to:list simple chores they do at home,school and church |
What type of work did Jesus’ father do? |
Learners to discuss the type of work Joseph, the father of Jesus did Learners to list in groups how Jesus helped His father Learners to list |
Regalia charts |
Observation Oral questions |
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| 4 | 1 | Jesus Christ worked |
By the end of the Sub-strand, the learner should be able to: list in groups how Jesus helped His father |
What type of work did Jesus’ father do? |
Learners to discuss the type of work Joseph, the father of Learners to list in groups how Jesus helped His father Learners to list the activities they do at home |
Regalia charts |
Observation Oral questions |
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| 2 | Jesus Christ worked |
By the end of the Sub-strand, the learner should be able toappreciate work by emulating Jesus Christ and assisting their parents at home: |
What type of work did Jesus’ father do? |
Learners to write a Learners to keep |
Regalia charts |
Observation Oral questions |
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| 3 | Jesus calms the Storm |
By the end of the Sub-strand, the learner should be able to: narrate the miracle of calm storm and relate it to their lives by having faith in God |
How did Jesus calm the storm |
The learners to read Matthew 8:23-27 Learners to watch a video on the miracle of calming the storm |
Regalia charts |
Observation Oral questions |
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| 5 | 1 | Jesus calms the Storm |
By the end of the Sub-strand, the learner should be able to: narrate the miracle of calm storm and relate it to their lives by having faith in God |
How did Jesus calm the storm |
Learners to watch a video on the miracle of calming the storm Learners to discuss in |
Regalia charts |
Observation Oral questions |
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| 2 | Jesus calms the Storm |
By the end of the Sub-strand, the learner should be able to: appreciate the miracle of calming the storm by trusting God when faced with challenges |
How did Jesus calm the storm |
Learners to watch a Learners to discuss in |
Regalia charts |
Observation Oral questions |
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| 3 | Jesus calms the Storm |
By the end of the Sub-strand, the learner should be able to discuss what they do when they face difficulties |
What should you do when you face difficulties |
Learners to discuss Learners to role |
Regalia charts |
Observation Oral questions |
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| 6 | 1 | Miraculous catch of Fish |
By the end of the Sub-strand, the learner should be able to: explain how Jesus solved the problem of the fishermen and relate it to their lives by trusting in God |
How did Jesus help the fishermen |
Learners to read Luke Learners to watch a |
Regalia charts |
Observation Oral questions |
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| 2 | Miraculous catch of Fish |
By the end of the Sub-strand, the learner should be able to: role play how Jesus solved the problem of the fishermen and relate it to their lives by trusting in God |
How did Jesus help the fishermen |
Learners to role play Learners to sing the |
Regalia charts |
Observation Oral questions |
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| 3 | Miraculous catch of Fish |
By the end of the Sub-strand, the learner should be able to: discuss how Jesus solved the problem of the fishermen and relate it to their lives by trusting in God |
How did Jesus help the fishermen |
Learners to discuss Learners to sing the |
Regalia charts |
Observation Oral questions |
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| 7 | 1 | Miraculous catch of Fish |
By the end of the Sub-strand, the learner should be able to: appreciate the response of the fishermen by obeying God |
How did Jesus help the fishermen |
Learners to discuss Learners to sing the |
Regalia charts |
Observation Oral questions |
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| 2 | Healing of the Man with a Withered Hand |
By the end of the Sub-strand, the learner should be able to: describe the healing of the man with a withered hand and relate it to their lives by trusting God for healing |
Who healed the man with a withered hand? | Learners to read Matthew 12:9-13 Learners to draw in pairs a withered hand |
Regalia charts |
Observation Oral questions |
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| 3 | Healing of the Man with a Withered Hand |
By the end of the Sub-strand, the learner should be able to: discuss the healing of the man with a withered hand and relate it to their lives by trusting God for healing |
Who healed the man with a withered hand? | learners to watch a video of healing the man with a withered hand Learners to discuss the healing of the man with a withered hand |
Regalia charts |
Observation Oral questions |
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| 8 | 1 | Healing of the Man with a Withered Hand |
By the end of the Sub-strand, the learner should be able to: role play the healing of the man with a withered hand and relate it to their lives by trusting God for healing |
Who healed the man with a withered hand? | learners to watch a video of healing the man with a withered hand Learners to role play the healing of the man with a withered hand |
Regalia charts |
Observation Oral questions |
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| 2 | Healing of the Man with a Withered Hand |
By the end of the Sub-strand, the learner should be able to: appreciate Jesus’ compassion by expressing kindness to others |
Who healed the man with a withered hand? | learners to watch a video of healing the man with a withered hand Learners to role play the healing of the man with a withered hand |
Regalia charts |
Observation Oral questions |
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| 3 | Easter | By the end of the Sub-strand, the learner should be able to discuss the death of Jesus as a sign of total love for humankind and desire to love others |
Who died for your sins |
Learners to write I Learners to mention what happened on Good Friday Learners to view a |
Regalia charts |
Observation Oral questions |
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| 9 | 1 | Easter | By the end of the Sub-strand, the learner should be able to explain the death of Jesus as a sign of total love for humankind and desire to love others |
Who died for your sins |
Learners to write I Learners to mention what happened on Good Friday Learners to view a |
Regalia charts |
Observation Oral questions |
||
| 2 | Easter | By the end of the Sub-strand, the learner should be able to mention what took place on Easter |
Who died for your sins | Learners to mention what took place on Easter Monday, as they read Mark 16:5- 6 |
Regalia charts |
Observation Oral questions |
|||
| 3 | Easter | By the end of the Sub-strand, the learner should be able to appreciate Jesus Christ death and resurrection as the way to salvation |
Who died for your sins | Learners to view a picture of three women who visited an empty grave Learners to be guided to draw an empty cross |
Regalia charts |
Observation Oral questions |
|||
| 10 | 1 | Christian Value |
Sharing | By the end of the Sub-strand, the learner should be able to identify items shared at school to promote harmonious living |
Which items can be shared at school | Learners to identify various items that can be shared at school In pairs, learners to list the importance of sharing with others |
Regalia charts |
Observation Oral questions |
|
| 2 | Sharing | By the end of the Sub-strand, the learner should be able to list items shared at school to promote harmonious living |
Which items can be shared at school | Learners to identify various items that can be shared at school In pairs, learners to list the importance of sharing with others |
Regalia charts |
Observation Oral questions |
|||
| 3 | Sharing | By the end of the Sub-strand, the learner should be able to identify occasions when they share to show kindness |
Which items can be shared at school | In groups, learners to role play sharing in class Learners to sing a song on sharing Learners to recite Hebrews 13:16 |
Regalia charts |
Observation Oral questions |
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| 11 | 1 | Obedience | By the end of the Sub-strand, the learner should be able toobey teachers and children’s government to promote harmony in the school |
Why should you obey teachers and leaders at school |
Learners to read Hebrews 13:17 Learners to discuss why they should obey teachers and children’s government |
Regalia charts |
Observation Oral questions |
||
| 2 | Obedience | By the end of the Sub-strand, the learner should be able todiscuss why they should obey teachers and children’s government |
Why should you obey teachers and leaders at school |
Learners to read Hebrews 13:17 Learners to discuss why they should obey teachers and children’s government |
Regalia charts |
Observation Oral questions |
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| 3 | Obedience | By the end of the Sub-strand, the learner should be able to explain reasons for obeying teachers and children’s government |
Why should you obey teachers and leaders at school |
Learners to discuss Learners to sing a |
Regalia charts |
Observation Oral questions |
|||
| 12 | 1 | Honesty | By the end of the Sub-strand, the learner should be able toexplain reasons for telling the truth in their interaction with other |
Why should you tell the truth | Learners to read in groups Proverbs 12:17,19 Learners to say why they should tell the truth always In groups, learners to discuss why they should complete their homework on time |
Regalia charts |
Observation Oral questions |
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| 2 | Honesty | By the end of the Sub-strand, the learner should be able to demonstrate responsibility by completing their homework |
Why should you tell the truth | Learners to read in groups Proverbs 12:17,19 Learners to say why they should tell the truth always In groups, learners to discuss why they should complete their homework on time |
Regalia charts |
Observation Oral questions |
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| 3 | Honesty | By the end of the Sub-strand, the learner should be able to demonstrate honesty by taking lost and found items to the teacher or parent |
Why should you tell the truth | Learners to read in groups Proverbs 12:17,19 Learners to say why they should tell the truth always In groups, learners to discuss why they should complete their homework on time |
Regalia charts |
Observation Oral questions |
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| 13 & 14 | CAT | ||||||||